What is the Global Read Aloud?
"The premise is simple; we pick a book to read aloud to our students during a set 6-week period and during that time we try to make as many global connections as possible. Each teacher decides how much time they would like to dedicate and how involved they would like to be. Some people choose to connect with just one class, while others go for as many as possible. The scope and depth of the project is up to you. While there are official tools you can use such as Skype, Twitter, WriteAbout or Edmodo, you choose the tools that will make the most sense for you. Teachers get a community of other educators to do a global project with, hopefully inspiring them to continue these connections through the year." Source: Pernille Ripp, Global Read Aloud
I chose a Google Site for the packaging of this Hyperdoc as a way to connect with other classes around the world and share our learning as we read "The Wild Robot". Students will respond to the tasks presented in these lessons through Flipgrid or Padlet. I'm partial to these formats because they eliminate the restrictions that time zones and bell schedules limit our connections to.
Last year we shared our thinking with students across five different continents through the Padlets embedded in the "Pax" hyperdoc. I look forward to connecting with even more students and teachers this year.
Use the official hashtags: #GRA17 and #GRAWild on Twitter and Join the Facebook Group
Please leave a pin on the map so we can all see the connections that we have made through the Global Read Aloud:
The difference between a Hyperdoc created in Google Docs or Slides vs. a Google Site
You can't #filemakeacopy of a Google site. I've designed this unit so that #filemakeacopy isn't necessary. Students will get documents and information from the site, but will not respond in slides so having a copy of the slides is not necessary. Students will respond through Flipgrid or Padlet (their choice). Responding in these shared spaces, rather than a single slide deck will allow us to connect with more students. Both the Padlet and Flipgrid responses are set up so that students can comment on other students posts. These spaces are both moderated as well, so I will filter content that does not meet the standards of scholarly online behavior and good digital citizenship. If you are planning to use these lessons and would like to help with monitoring and approving Padlet responses, please let me know, and I will add you as an admin to the padlets. You can connect with me through "The Teacher's Lounge" Flipgrid, by sending me direct message on Twitter, or through email.
Since students have access to this page, but we may want to keep "The Teacher's Lounge" private, please contact me through email or Twitter to get the link to this grid. My thinking was that it would be a good way to connect with other teachers that are using these lessons, share how things are going, ask questions, answer each others questions, make suggestions for modifications, etc.
Please send email requests to email@example.com
We hope you enjoy our HyperDoc! Use as you wish, but please give credit when credit is due. Credits #BetterTogether #TsGiveTs
The best thing about creating HyperDocs is the sharing! If you finish your own novel HyperDoc, share it with the world by tweeting it out using #HyperDocs and tagging @TsGiveTs. Then upload it to TeachersGiveTeachers.net so that others can find and use your doc. Be sure to include a footer or slide noting that you created it and if you remixed someone else’s work, please add “inspired by” to be sure they get credit as well.
To see more examples of novel hyperdocs and to get a slide book explaining how to create your own novel hyperdoc, visit the Credits & Additional Resources Page.
The Following links are to Google Drive folders or Slide decks that appear on this site. If you should need to make a copy of something or modify an assignment for your class, please feel free to access these links, make a copy, and edit for use in your classroom.
I created these "booksnap" slides with the intent that they would be shown on the projector as we listen to the story. I felt that the visual annotations of my thinking would give students something to look at and be thinking about during the read aloud, since they won't have a book in front of them to look at. When we get to a page that I have "snapped" we will pause and discuss the text and questions on the slide before continuing with the read aloud. Since I added my booksnaps to a slide deck I was also able to include some mini videos with reminders about the reading strategies I was referencing in my snaps. There is a slide deck for students to create their own booksnaps as well; it can be found on the book projects page of this site.
For the class vocabulary slide deck, you will need to assign this Google Slides presentation through Google classroom and choose students can edit OR add your students to the slide deck (that you make a copy of) by email (as collaborators) if you don't have Google classroom.
I would not recommend sharing a link to your slide deck as "anyone can edit" with your classroom.
Unlikely Friendships Slides week 5
What's in a Name Slides week 4
The Book Projects from the Book Projects page, week 7
The Performance Tasks week 7
An Overview of the Assignments - labeled by (week.strand):
.1 Assignments are the read aloud and discussion of the text using the Reading Guide Slides for each week. I created these "booksnap" slides with the intent that they would be shown on the projector as we listen to the story. I felt that the visual annotations of my thinking would give students something to look at and be thinking about, since they won't have a book in front of them to look at. When we get to a page that I have "snapped" we will pause and discuss the text and questions on the slide before continuing with the read aloud. There is a slide deck for students to create their own booksnaps as well; it can be found on the book projects page of this site.
- BookSnaps are a way to make students’ learning visible, using a photo of the selection, text annotations and emojis to interact with what they are reading. BookSnaps were created by Tara Martin and you can learn more here through her video tutorials. Booksnaps can be done using Google Draw, Slides, Seesaw, and many other apps, including of course SnapChat if your students have access.
- Socratic Seminars: On the landing page for each week of this unit you will find an overview for the lessons included in that weeks learning, the reading guide for the week, as well as a "Big Picture Question". My class will be using these big questions as a topic for a Socratic Seminar.
- Socratic Seminars: Building a Culture of Student-Led Discussion, Edutopia
- Socratic Seminars: Guidelines, Grant Wiggins
- Socratic Seminar, Facing History
.2 Assignments (Blog & Vlog) are journal assignments related to connecting with the text. Throughout the book, the main character Roz feels different emotions. This is an important theme in the story-the question of whether or not robots can experience emotions. The journal prompts focus on the emotions mentioned in the text that week and ask students to connect to their own experiences through writing or video response.
- Consider the prompt, then explore any related articles, images, and videos .
- Respond to the prompt using the tool of your choice.
- You can Vlog (video+blog=Vlog) and use Flipgrid to share and connect.
- You can blog in written form, record a podcast, or choose another way to share your thinking and add a link to the Padlet to share and connect.
- The tool isn't important, it's the sharing that matters!
.3 Assignments are related to the common core standards for ELA within the Craft and Structure strand
- The standards addressed in each week's lessons can be found on the landing page for each week.
.4 Assignments are extensions. We may or may not do these in English class. These assignments highlight connections to science, animal behavior, adaptations, etc. and the math/science core teachers are partnering with the ELA/History core teachers in my grade level for Global Read Aloud lessons.
Notice and Note Reading Strategies:
The focus of our work will be to think about and discuss the text "The Wild Robot" by Peter Brown. The teaching strategies described in the books "Notice and Note: Strategies for Close Reading" by Kylene Beers and Robert Probst and "Mosaic of Thought" by Ellin Oliver Keene and Susan Zimmerman have influenced the way that I teach comprehension, and elements of these philosophies will be noticeable throughout the reading guide. You may want to consider ordering one or both of these books if you don't have them already.
My intent for the reading guide is to use the slides as prompts for discussion and analysis of the text; like visual mini-lessons on reading strategies. I have noticed that my students struggle with the comprehension of text when it is presented in an audio format alone. I am hoping that their understanding of this year's book for the Global Read Aloud will improve by adding visuals of my thinking about the text and increasing the amount of student discussion throughout the book. These slides include an annotated passage with my avatar acting as a "Guide on the Slide" explaining the reading strategy. There are questions to discuss and sometimes a short audio or video component to explain a strategy, connection, or literary device in a little more detail.
This is the reading guide with BookSnaps for the entire book-SPOILERS HERE. If you don't want the ending to be ruined, don't look. I have broken this main Slide deck up into weekly slides and those can be found under each week's heading in the drop down menu at the top of the page.