Here are some resources that I have found work as a great introductory lesson from grades 5 to grades 12.
The purpose is to have students analyze images of families from around the world with the food they eat in one week.
I’ve attached the worksheet and powerpoint I made to use these.
Hungry Planet Worksheet Hungry_Planet_PPT
Hungry Planet Worksheet
In a recent conversation with a friend about our responsibility as fathers, someone asked the question: who is responsible for our children’s education?
As a result, I started asking my daughters this question: Do you have any questions about what you learned in school?
This question has led to discussions during dinner, in the car, and on the couch about topics ranging from supply and demand economics, capital punishment, song composition, parenting, and sharing my own personal failures to help them understand that failure is an important part of life.
I still ask this question whenever I get the chance, and we usually discuss why or how their teachers run their classrooms, present content, or give feedback etc.
Just read this book and wanted to share some quotes that stood out. I think they stood out because they reinforce and validate the work we do in Subtext to provide students with access to appropriately leveled, engaging nonfiction.
“It is amazing how having dozens of accessible texts for students to consult during a unit of study revitalizes your teaching and energizes your students.”
“The challenge is finding texts of diverse difficulty levels that all address the same topic or subject.”
“Essential to the success of independent reading is making sure that each student has access to texts he or she can actually read (Allington, 2009). When a student is reading a text in a small group with me remaining close by for support, he or she may be able to read a more challenging text. When the student is reading a text while I am coaching a whole class of individual readers, however, it should be a less challenging text. When the student is reading independent of any nearby coaching—say, from a content-area text set on display in the classroom library—the student needs a text that he or she can read successfully without any support.”
“At some point within any unit of study, students have to independently engage in the close reading of informational texts to determine what is important and to synthesize the most relevant information.”
“the teacher shares control of the reading and thinking with the students until ultimately they are able to work independently of the teacher. The tricky part of the gradual release process is that it does not necessarily occur in a linear fashion (i.e., the teacher models for the students, the teacher guides the students, then the students work independently).”
“Students need to be given countless opportunities to read and write about challenging texts without support, which is termed independent practice. Ten minutes of independent reading, thinking, and writing at the end of a lesson is hardly enough for a student to really take in what we are trying to teach!”
“Read from multiple types of informational texts. While I have focused thus far on how to choose trade books to read aloud in the classroom, there are a lot of benefits to reading aloud from other types of informational texts as well, including newspapers, magazines, and web sources. Frequently, these have just enough text to make for a good read-aloud, and they are easily accessible to students during independent reading as well. Another reason to consider other types of texts is because, frankly, there are not enough well-written trade books on every content-area unit we teach. Thus, we have to continually search for other new sources; the recommendations above apply equally to these sources of texts for reading aloud.”
“Teaching how to spot a specific text structure is valuable only if the student can begin to recognize independently when the author is employing a particular structure at the macro and micro levels. At the macro level, students can recognize when a whole text or section of text is organized around a particular structure. A macro text structure extends beyond the sentence level.” (emphasis added)
_______ % find things to complain about, _____% can think of an effective solution to solve the problem.