October 26: High School
000_HS Agenda 10262023 .docxAgenda
Pre-Work
For your pre-work, we'd like to ask you to do a few things:
Please read the document, "Scaffolded Reading: Planning Process," revisit the Woodson text (you do not have to read it again) and the Woodson task sheet, and then respond to the reflection questions listed below.
Please read and annotate the text, "The wretched and the beautiful." You'll be working with your team to create a scaffolded lesson for this text.
Optional: If your team used a comprehension task sheet, please share it using the linked Google Slides.
Scaffolded Reading Planning Process.pdfScaffolded Reading: Planning Process
00_Woodson article_section.pdfRevisiting Woodson
01_Woodson_Comprehension Task Sheet_20210104.docxScaffolded Woodson TS
Reflection Questions:
After reading the document on segmenting text and developing queries and revisiting the scaffolded task sheet, please use the following questions to capture your thinking:
What do you see as the key features of this scaffolded comprehension approach and what it does for students?
What questions do you have about the approach?
Please read the linked text, "The wretched and the beautiful" by E. Lily Yu and make some notes for yourself about what this short story is about. You will be working with this text during our session.
If your school used a high-level comprehension task and task sheet after our last meeting, please share! Please work with your school team to create a slide that shares the task sheet and text you used it with.
Materials for our Work Together from 6:00 - 8:00
Please engag with your school team in planning a scaffolded comprehension task for "The wretched and the beautiful." The materials that you need for planning are located in the folder linked on your school slide.
Bridge to Practice
The purpose of this bridge to practice is for you to work with your school team to implement a scaffolded comprehension task sheet. You might use the task sheet you began to develop for "The wretched and the beautiful" or you might create a task sheet for another text in the curriculum. To be successful with this bridge to practice, identify, read, and annotate the text you'd like your team to plan with. Then work as a team to:
Discuss the major understandings students should develop from the text and anticipate obstacles to comprehension.
Segment the text to decide where in the text to stop reading and initiate discussion.
Develop Initiating Queries and potential Follow-Up Queries to promote students’ understanding of text ideas.
Finally, reflect on the process using the following questions:
What went well in using the scaffolded comprehension lesson with students?
What do you want to change or try differently next time?
We'll discuss how it went during our meeting in December.
Please let us know if you have any questions!
Sara (smd94@pitt.edu), Glenn (gln4@pitt.edu), and Tony (tpetrosk@pitt.edu)