May 26, 2016, 1:00–2:00 p.m. Pacific Daylight Time
Presenter: Tim Blackburn
How do we create opportunities for students to discuss and make sense of what they read? How do we craft opportunities for students to purposefully re-engage their texts? Once students have read a text once, it’s good practice to offer students another opportunity to approach the same text with a particular analytical purpose. Post-reading scaffolds provide a frame for re-engaging text while simultaneously building student autonomy in analytical practices, content, and language of the discipline. This step is critical as these opportunities reveal much about the kinds of future supports our students might require down the road. Post-reading tasks push students to synthesize their understanding of language, analytical practices, and class content.
This webinar will describe how teachers can create invitations for students to re-engage their texts with purpose. Post-reading tasks support students as they apprentice in disciplinary language, literacy, and content. We will model high-leverage post-read tasks that create the space for re-engaging their texts with purpose, while simultaneously scaffolding the productive language your students need to express what they know.
Participants will:
Analyze and interpret significant shifts in teaching and learning for English learners
Connect to effective class structures and scaffolds designed to extend language development opportunities through class content
