Workshop done in Decatur City Schools, Alabama. This looks at Common Core and the impact on teaching ELL in Comprehension, Vocabulary, Academic Language and Writing. 5 Hour workshop.

1. Teaching ELL Students
in a Common Core World
Keith Pruitt, Ed.S
Words of Wisdom Educational
Consulting
www.woweducationalconsulting.com

2. To be successful, English Language
Learners need the same skill sets
at native speakers. Common Core
State Standards are about
providing the same level of
expertise to every student.

4. Different Views of CCSS

5. Different Views of CCSS

6. Different Views of CCSS

7. But I want to suggest
that the real message is
it is time to focus on
the real issue of
education….

8. It is time to change school
Culture from a culture of
Teaching to a culture of
Learning.
DuFour, Aker, DuFour- On Common Ground (2005)

9. “the standards define what all students
are expected to know and be able to do,
not how teachers should teach” (2010a, 6)

10. CCSS
• Teach to depth of
understanding.
• Equal emphasis on
reading and writing
• Reading complex text
• Intellectual growth is
a process over time
• Learning should be
across the curriculum Pathways to the Common Core

11. It becomes about Teaching children how to learn

12. What do you know about
Common Core State
Standards?
Turn and Talk

13. Comprehension and Close
Reading
Looking at Text Differently

14. “Reading, in the
Common Core, is
making meaning.”
Calkins, et al, Pathways to Common Core, p. 25
…the Common Core deemphasizes reading as a
personal act and emphasizes textual analysis. (p.25)
…the meaning of texts resides in the interaction of the
reader with the text.
Louise Rosenblatt (1995) Literature as Exploration as quoted in Pathways to Common Core

15. Old Structure versus Common Core
Here is the conversation of Here is the Conversation of
Comprehension as traditionally taught Comprehension based on Common Core
• Who were the main • What descriptions are used
characters in Charlotte’s by the author to indicate
Web? that Wilbur is growing
• Where did they live? lonelier at the Zuckerman
• When animals are given farm?
human characteristics it is • What is the main point of
called _______________. the friendship of Charlotte
• Can you think of a time and Wilbur?
when animals influenced • How does the author let us
how you felt about know that Fern has grown
something? disinterested in Wilbur?

16. Common Core Literature Standards
Key Ideas and Details
Kindergarten First Grade Second Grade
1. With prompting and Ask and answer Ask and answer such
support, ask and answer questions about key questions as who, what,
questions about key details details in a where, when, why, and
in a text. text. how to demonstrate
understanding of key
details in a text.
2. With prompting and Retell stories, including Recount stories, including
support, retell familiar key details, and fables and folktales
stories, including key demonstrate from diverse cultures, and
details. understanding of their determine their central
central message, lesson, or
message or lesson. moral.
3. With prompting and Describe characters, Describe how characters
support, identify settings, and major in a story respond to
characters, events in major events and
settings, and major events a story, using key challenges.
in a story. details

17. Integration of Knowledge and Ideas
Kindergarten First Grade Second Grade
7. With prompting and support, Use illustrations Use information
describe the relationship between and details in a gained from the
illustrations and the story in which story to describe illustrations and
they appear (e.g., what moment in a its characters, words in a print or
story an illustration depicts). setting, or events digital text to
demonstrate
understanding of
its characters,
setting, or plot.
9. With prompting and support, Compare and Compare and
compare and contrast the adventures contrast the contrast two or
and experiences of characters in adventures and more versions
familiar stories. experiences of of the same story
characters in (e.g., Cinderella
stories stories) by
different authors
or from different
cultures.

18. Common Core Literature Standards
Key Ideas and Details
Third Grade Fourth Grade Fifth Grade
1. Ask and answer questions to Refer to details and Quote accurately from a text
demonstrate Under-standing of a examples in a text when when explaining
text, referring explicitly to the text explaining what the text what the text says explicitly
as the basis for the answers. says explicitly and when and when drawing inferences
drawing inferences from from the text.
the text.
2. Recount stories, including fables, Determine a theme of a Determine a theme of a
folktales, and myths from diverse story, drama, or poem story, drama, or poem
cultures; determine the central from details in the text; from details in the text,
message, lesson, or moral and summarize the text. including how characters
explain how it is conveyed through in a story or drama respond
key details in the text. to challenges or how the
speaker in a poem reflects
upon a topic; summarize the
text.
3. Describe characters in a story (e.g., Describe in depth a character, Compare and contrast two or
their traits, motivations, or feelings) setting, or event in a story or more characters, settings, or
and explain how their actions drama, drawing on specific events in a story or drama,
details in the text (a drawing on specific details in the
contribute to the sequence of character’s thoughts, words, text (e.g., how characters
events. or actions). interact).

19. What impacts do these have on
instruction in the classroom?
What changes should be made?
How will these impact what we
do with ELL students?
Turn and Talk

20. Implications
• Emphasis is now on critical analysis of text and not merely
foundational skills of decoding.
• Teachers may need to retool to build capacity for drilling
deeper into text.
• Students will need explicit instruction in deeper, closer reading
and thinking at higher levels of comprehension.
• Teachers will have to examine closer the text to assure students
can actually practice on these texts.
• Social Studies and Science teachers need to understand how
this applies in informational text as well.
• Students will need lots of texts (5-7 books/week)

21. The Greatest Condition to Guarantee
Student Success………
Lots and Lots of Practice
Outliers, study by
Malcolm Gladwell (2008)
of conditions to lead to
extraordinary success the
unifying factor between
piano players, NBA
players, programmers, etc.
was
HOURS OF PRACTICE
10,000 hours of Practice

22. How much time will the
average student
themselves spend reading
in the classroom in one
year?

23. That means the average child in an
American school will spend less time
engaged in reading in a year than the
average High School football team will
spend practicing in one week!

25. Qualitative Factors
• Are meanings explicit or implicit?
• Does the text structure follow conventional or
unconventional formats?
• Literal, figurative or domain specific language?
• Are knowledge demands common or
specialized?
From Pathways to Common Core, p 35

26. Quantitative Measures
• A measure that takes into account word length,
frequency, sentence length, cohesion.
• Several frameworks might be considered including
Flesch-Kincaid test, Dale-Chall Readability Formula,
Lexile Framework for Reading
• The CCSS seems to lean toward Lexile Levels but does
not exclude other systems.

27. • Common Core has moved higher the complexity of text that children should be
in during these grades.
• Common Core makes no specific allotment for utilizing Vygotsky’s Zone of
Proximal Development.

28. Reader and Task Considerations
• Reader’s motivation to comprehend the
text
• Familiarity with language
• Prior knowledge
…the expectation that educators will employ
professional judgment to match texts to particular
students and tasks” (CCSS 2010b, 7)

29. Strategies for Working with Complex Text
Read aloud the first chapter
of a book and discuss
Audio
Version
Introduce the book and
give clear indication of
what the students should
observe
Partner Reads

31. TEXT COMPLEXITY
AND THE ELL
STUDENT

32. A glance at current efforts to map
the CCSS onto curriculum, or at the
design of sample units, suggests that
there is little understanding in our
community of the role played by
language in the process of attaining
literacy.
Fillmore & Fillmore, What Does Text Complexity Mean for English
Learners and Language Minority Students? Stanford University

33. Fundamental Problems
1. Substantial differences between spoken English and written
English.
2. Vast difference between conversational language and academic
language.
3. The structural change from primary text designed to teach
reading to intermediate text design for learning of information.
4. The literacy learning of most Els does not provide them with the
proper foundation for working with complex text.

34. WHILE confined here in the Birmingham city jail, I came across your recent statement
calling our present activities “unwise and untimely.” Seldom, if ever, do I pause to
answer criticism of my work and ideas. If I sought to answer all of the criticisms that
cross my desk, my secretaries would be engaged in little else in the course of the day,
and I would have no time for constructive work. But since I feel that you are men of
genuine good will and your criticisms are sincerely set forth, I would like to answer your
statement in what I hope will be patient and reasonable terms.
I think I should give the reason for my being in Birmingham, since you have been
influenced by the argument of “outsiders coming in.” I have the honor of serving as
president of the Southern Christian Leadership Conference, an organization operating in
every Southern state, with headquarters in Atlanta, Georgia. We have some eighty-five
affiliate organizations all across the South, one being the Alabama Christian Movement
for Human Rights. Whenever necessary and possible, we share staff, educational and
financial resources with our affiliates. Several months ago our local affiliate here in
Birmingham invited us to be on call to engage in a nonviolent direct-action program if
such were deemed necessary. We readily consented, and when the hour came we lived
up to our promises. So I am here, along with several members of my staff, because we
were invited here. I am here because I have basic organizational ties here.
Beyond this, I am in Birmingham because injustice is here…
Letter from a Birmingham Jail, Martin Luther King, Jr.

35. On page 5 of the CCSS document, the anonymous
writers state that “a significant body of research links
…close reading regardless if the student is a struggling
reader or advanced—to significant gains…” yet most of
the students cited are from college and high school.
They ignore the body of research in regards to text
difficulty and instructional leveled text.

36. Furthermore, PARCC speaks specifically to the
questions of students who may be unable to
read within the text complexity bands by
saying “flexibility is built in for educators to
build progressions of more complex texts
within grade bands…that overlap to a limited
degree with earlier bands, but reading texts
from the appropriate band lies at the core of
the Model Content Frameworks.” (2011, 6)

37. In order to be successful,
Setting a Purpose
this method of using
complex text must be
coupled with a profound
Visual Literacy
amount of scaffolding for
students. In order for
teachers to be effective
Pre-teaching of vocabulary
with students, capacity
must be built allowing for
teacher implementation.
Contextualization of meaning

38. What Students Should Do in Making
Meaning
1. Students should carry meaning across the whole
story.
2. Operate on the basis of “what does the text tell us.”
3. Understand words based on context.
4. Comparative analysis is a focal point of CCSS.
5. If you are using limited targeted text provided by a
basal, you will have difficulty with CCSS.

39. Implications for Implementation
• Determine where students are with needs
assessment
• Insure practices are moving students forward
through alignment of methods with content
• Make sure there is plenty of time for student
reading
• Offer student choice for reading
• Offer explicit reading skill instruction
• Have students take ownership

40. Let’s Develop An
Assessment
Each table will receive a
text.
Go through and place a
higher level text
dependent question that
students must stop and
answer.

41. Obstacles for Informational Text
1. Not enough exposure to non-
fiction
2. Reading is at frustration level
3. Engage with text in wrong
manner “Just the facts”
4. Little Choice given students
5. Teacher tells what should know

42. 1. More High Interest
2. Do more in content classes
3. Match text to children’s ZPD
4. Move students up the
gradient.

43. Text Sets
The Teacher’s College of Columbia University
Reading and Writing Project under the
direction of Lucy Calkins has created Text Sets
both in Literature and Informational Texts that
are available at
http://tc.readingandwritingproject.com/

44. Teaching Vocabulary in a
Common Core World
Getting at the heart of Common
Core Vocabulary Instruction

45. • Determine or clarify the
meaning of unknown and
Various aspects of CCSS
multiple-meaning words
• Anchor and phrases by using
Standards K- context clues, analyzing
12 meaningful word parts, and
demonstrate consulting references
the • Demonstrate
importance of understanding of word
word relationships
knowledge. • Acquire and use academic
A.4-6 words

46. Anchor Standards K-5
Reading Show Vocabulary
• Key Ideas and
Details • 4. Interpret words and phrases
• Craft and as they are used in a text,
Structure including determining
technical, connotative, and
• Integration of
figurative meanings, and
Knowledge and
analyze how specific word
Ideas
choices shape meaning or tone.
• Text Complexity

47. Let’s See How Vocabulary is handled at
grade level

48. Areas with Emphasis for
Vocabulary
1. Literature
2. Informational Text
3. Foundational Skills
4. Writing
5. Language

49. Literature K-5
Craft and Structure
Kindergarten First Grade Second Grade
Ask and answer Identify words and Describe how
questions about phrases in stories words and phrases
unknown words or poems (e.g., regular
in a text. that suggest beats, alliteration,
feelings or appeal rhymes, repeated
to the senses. lines) supply
rhythm and
meaning in a story,
poem, or song.

50. Literature K-5
Craft and Structure
Third Grade Fourth Grade Fifth Grade
Determine the Determine the Determine the
meaning of words meaning of words meaning of words
and phrases as and phrases and phrases
they are used in a as they are used in as they are used in
text, distinguishing a text, including a text, including
literal from those figurative
nonliteral language. that allude to language such as
significant metaphors and
characters found in similes.
mythology (e.g.,
Herculean).

51. Informational Text K-5
Craft and Structure
Kindergarten First Grade Second Grade
With prompting Ask and answer Determine the
and support, ask questions to help meaning of words
and answer determine or and phrases in a
questions about clarify the meaning text relevant to a
unknown words in of words and grade 2 topic or
a text. phrases in a subject area
text.

52. Informational Text K-5
Craft and Structure
Third Grade Fourth Grade Fifth Grade
Determine the Determine the Determine the
meaning of general meaning of general meaning of general
academic academic academic
and domain- and domain- and domain-
specific words and specific words or specific words and
phrases in a text phrases in a text phrases in a text
relevant to a grade relevant to a grade relevant to a grade
3 topic or subject 4 topic or subject 5 topic or subject
area. area. area.

53. Foundational Skills K-5
Kindergarten First Grade Second Grade
Demonstrate Demonstrate
understanding of understanding of
spoken words, spoken words,
syllables, and syllables, and
sounds- sounds-
Phonological Phonological
Awareness Awareness
Know and apply Know and apply Know and apply
grade-level phonics grade-level phonics grade-level phonics
and word and word and word
analysis skills in analysis skills in analysis skills in
decoding words decoding words decoding words

54. Foundational Skills K-5
Third Grade Fourth Grade Fifth Grade
Know and apply Know and apply Know and apply
grade-level phonics grade-level phonics grade-level phonics
and word and word and word
analysis skills in analysis skills in analysis skills in
decoding words decoding words decoding words
a. Identify and know Use combined Use combined
the meaning of the knowledge of all knowledge of all
most letter-sound letter-sound
common prefixes and correspondences, correspondences,
derivational suffixes. syllabication patterns, syllabication patterns,
b. Decode words with and and
common Latin morphology (e.g., morphology (e.g.,
suffixes. roots and affixes) to roots and affixes) to
c. Decode multi- read read
syllable words. accurately unfamiliar accurately unfamiliar
d. Read grade- multisyllabic words in multisyllabic words in
appropriate context and out of context and out of
irregularly spelled context. context.
words.

55. What Happened To
Writing?

57. So we have seen WHAT
we are to do… let’s look
at how we do it.

58. Working with Vocabulary
1. Explain
2. Restate
3. Show
4. Discuss
5. Refine and Reflect
6. Application and Fun
Building Background Knowledge, Robert Marzano
Bringing Words to Life, Beck, McKeown, Kucan

67. All of the Read Aloud selections come from
favorite children’s literature, essential
literature selections and big books.
The system accentuates students learning a
context for the words and not definitions.
These are available from CreateSpace, Words
of Wisdom, and Amazon.com exclusively.

68. At your table are books and
templates of lesson one.
• Select words from a book.
• Following the template,
each table will be
responsible for designing a
set of lessons.
• Report out to groups

69. Teaching for Academic Success
by Targeting Vocabulary Instruction
Keith Pruitt, Ed.S.
Words of Wisdom Educational Consulting
www.woweducationalconsulting.com

70. The relationship
between vocabulary
knowledge and
academic achievement
is well established.--
Robert Marzano, Building Background Knowledge, p 31

71. Grades 4-12
Academic Difference
50 Gap of 6,000
words
40
30 Academic
20 Difference
10
0
Nagy & Herman, 1984, as
Category 1 Category 2 quoted in Marzano, 2004

72. A word is the term used to describe
the label given to a packet of
information stored in our permanent
memories.
Marzano, 2004, p32
Nation insists that there are approximately 570
academic words from the Coxhead List that
coupled with the 2,000 most frequently used
words from the General Service List that
constitute 90% of the reading students are to do.
As quoted by Lebedev, 2008, Pearson, Vocabulary Power 1

73. For the
teacher, then, the
supreme task is to
store as many words
as possible into the
permanent memory of
students.

74. One of the arguments for ____________ in the first place had been
that ________ would increase the wealth of the ______ _______
And lessen her dependence on other nations. According to the
__________ theory, she would prosper and grow strong by
_________ more and more to __________ and _________ less
and less from them. Colonies would aid by providing a ______
for her ___________ goods and a source of supply for ___ _________
she could not produce at home. To get the full benefit, she would have
to exclude ________ (as Spain had done) from her _______
trade.
The words in red are great Tier 2 words that
can be emphasized for clarity. The blanks
represent Tier 3 (Academic Language) that
is absolutely necessary to make sense of the
text.
This is an American History Text.

75. One of the arguments for colonization in the first place had been
that colonies would increase the wealth of the mother country
and lessen her dependence on other nations. According to the
mercantile theory, she would prosper and grow strong by
exporting more and more to foreigners and importing less
and less from them. Colonies would aid by providing a market
for her manufactured goods and a source of supply for raw materials
she could not produce at home. To get the full benefit, she would have
to exclude foreigners (as Spain had done) from her colonial
trade.
One could not access the text without
the vocabulary. But unless one has a
schema for the words, it is like not having
the words printed.

76. What is the
relationship
between learning
everyday language
and academic
language?

78. So how would I use the idea
of thematic instruction to
teach vocabulary in a
content?

79. NOAA Universe today.com
The Powerful
Forces of Nature
ZMEScience.com Public domain

80. Step 1- Introduce the Big Idea
How Does
Nature Change
the Earth around
Us?

81. Step 2- Introduce the theme by
introducing the words you will
study.
ERUPT ASH LAVA
TYPHOON HURRICANE PLATE
TREMOR MAGMA EPICENTER
EARTHQUAKE STORM SURGE

85. Inclusion of vocabulary. Now we
can contextualize.
We also now have supporting information that can
lead to projects: Ring of Fire, Vesuvius
We also can now link to career path
by pointing students to
www.usgs.gov where they can
learn how scientists work with
volcanoes, earthquakes, etc.

86. Wow, that’s cool, dude. I
think I might like to study
about volcanoes.

87. The volcano Etna has been on Sicily for more than a million years, longer than human beings
have inhabited the Mediterranean. It has been erupting nearly continuously throughout 3500
years of recorded history, since 1500 BCE, and doubtless for long before that.
Etna has had hundreds of recorded major eruptions; another began with the eruptions of spring
2001. And like the hundreds of times before, the local people responded in the ways they
always have. But modern technologies have allowed them to respond a bit more effectively, and
with a bit less resignation, than before.
Etna Then and Now
Etna is such an important volcano that the ancients made it the home of Vulcan, blacksmith to
the gods. Like the personality of Vulcan himself, Etna is always unpredictable, often gloomy and
irritated, sometimes dangerously angry, even on rare occasions playful. All of the seafaring
peoples of the ancient Mediterranean knew Etna as a steady beacon and landmark, looming
near the strategic Strait of Messina at Sicily's eastern tip.
People have always lived near Etna, even upon its sides. The same is true with volcanoes around
the world. After all, volcanic ash weathers into rich soil, and the risk of injury or death from an
eruption is pretty small. On many volcanoes, you can live your whole life without witnessing an
eruption—or if there is one, it won't destroy your part of the mountainside. That's the kind of
risk we all accept about the place we live, whether it's prone to
earthquakes, hurricanes, sinkholes, or landslides.
The 2001 eruption of Etna made news not only because it was a great spectacle, but because
there was human drama as well. The lava engulfed an important skiing and tourism center on
the mountain, the Rifugio Sapienza. Nowadays we don't just send prayers to our current gods, as
the ancients did—although the archbishop of Sicily did just that in 2001. Today the Italian
authorities send bulldozers to throw up barriers to the lava.

88. Acting Against Volcanoes
We've tried other things against volcanoes, too, such as military bombing to divert lava flows. When a volcano
threatened the Icelandic town of Westmanneyjar in 1983, the main tactic was spraying the lava with seawater to
freeze it solid.
But the first successful defense against a volcano was here in Catania, the city of half a million at Etna's foot. In
1669, the Monti Rossi vent on Etna's southern flank began pouring out a river of lava uphill from Catania. The city's
existing walls held back the flood for a week. But after part of the wall gave way, the authorities built new walls in
the city streets that were effective against the lava's advance.
Another tactic tried in 1669 was to break open the roof and sides of the lava tube feeding the flow. It was hoped
that this would cool and freeze the molten rock, as well as directing part of the flow elsewhere. The nearby town of
Paternò felt so threatened by this measure, it sent out an armed force to stop the work crews.
As a result, laws were enacted to forbid tampering with lava flows. These remained in effect until 1983, when more
modern techniques were allowed. So the bulldozers of today are still an experimental technology when it comes to
fighting eternal Etna.
Another experimental technology was tried at Etna in 2009: gas sampling by remote-controlled helicopter. The
Scots geologist whose brainstorm that was won a Rolex Award for Enterprise in 2008. Remote-observation
techniques like this promise to spare volcanologists from some of the danger inherent in their work while helping in
eruption forecasts.
PS: The Etna eruption, among other things, produced a small quantity of Pele's hair. This fine-fibered volcanic glass
is more familiar from Hawaii, where the liquid basaltic lava is readily blown in the wind.

90. Step 6- Have students connect to
media
Step 7- Have students discuss their
learning.

91. Step 8- Have students create from
their learning.
This is one of the
fundamental elements of
Common Core.

93. Why would we have students do an
experiment with earthquakes when
we are studying volcanoes?

94. Step 1- Introduce the big idea
Step 2-Introduce words
Step 3- Create Background
Step 4-Explore Text
Step 5-Have students connect to text
Step 6- Have students connect to media
Step 7- Students discuss their learning
Step 8- Students create from their learning

95. In following this
methodology, students can learn in
the way the brain directs and learn a
host of vocabulary along the way.
And most important, learning will be
fun.

96. Writing and the Common Core
Expectations

97. …writing is treated as an equal partner to
reading, and more than this, writing is
assumed to be the vehicle through which a
great deal of the reading work and the
reading assessments will occur.
Calkins, et al Pathways to the Common Core, p 102

98. Types of Writing in
Common Core State
Standards
Response to Literature
Process Writing

99. Response to
Literature
Students will be expected to write
about their reading experiences on
demand in a meaningful, clear, and
concise manner pointing to clear
evidence in the text to support their
writing.

100. Clear Implications of Process Writing
1. Three different types
(Narrative, Persuasive/Opinion/Argu
ment, Informational and
Functional/Procedural Writing
2. The bar is exceptionally high
3. Writing happens often
4. Based on strong rubrics

101. Exemplar Rubric Text
Today before we had writing groups Mrs. John read us
a story about frogs. We had to write about frogs. We
had a tadpole in the science center. It has two back
legs and when it has two front legs its tail disappears
and it cannot eat when its mouth is changing. Then
the skin gets too little and the frogs pull off their skin
and they eat it. Some fo the frogs blow bubbles.
Frogs laid eggs that look like jelly and the fish eat
some but some hatch to tadpoles. It grows bigger and
bigger and bigger.

102. Considerations in Writing
• Write Often, Model Often, Release Often
• Use a learning progression in working with writing (James
Popham, 2007), building blocks
• Design a continuum of writing for assessment
(www.readingandwritingproject.com)
1. Use an on demand benchmark to begin measure
2. Compare to your continuum
3. Monitor their progress over time compared to the
continuum
4. End the year by an on demand piece and show the
progression
• Provide students with clear goals and effective feedback

103. Feedback
Repetition
Mistake
Retry
Practice
Perfection

104. Writing with ELL
Students requires
lots of modeling

105. First, boys and girls, tell me what
you see in the picture.
Cats
Birds
Car
Window
Now, tell me what do you think
the cats may do?
I think they go out window and
eat the birds.
I think the birds will fly away
I think the cats will watch the
birds.

106. Amanda was from India when the monsoon rains caused
1. What two new things has
great flooding.
Amanda done in her new
country that she never
Amanda’s family came to the United States when she
did in the old according to
was twelve years old.
the text?
Amanda missed her friends and family very much when
2. What does the author say
she first came to America. But she soon made new
that lets us know that
friends.
Amanda is happy in the
United States?
In American, Amanda was allowed to attend school
something she had never done before. She really liked
3. How do we know how old
to learn and is a good student.
Amanda was when she
came to the United
Amanda likes sports and likes to play basketball. This
States?
was something she had never seen in her old country.

107. In Process Writing:
1. Target the instruction- don’t try to
get all the lions out of the jungle the
first day
2. Offer constant feedback, but let the
children do the work (they don’t
learn from what you do, but what
they do)
3. Use a writers workshop model with
six trait writing

108. Pedagogy Suggestions
1. Sentence strips, magnetic words, and
tactile experiences are a great start.
2. Drawing is writing. Have students
tell you the story in dictation.
3. For beginners, use lots of pictures to
create the connection with stories
and print.
4. Target questions in texts for reading
in order to connect with writings.
Use sticky notes to place in text.

109. Thank You
Keith Pruitt
Words of Wisdom
www.woweducationalconsulting.com
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