Text Rendering

Text Rendering

Text rendering is an instructional strategy that maximizes live learning time by incorporating individual responsibility, collaborative work and reading. Prior to class, students are assigned a reading to complete individually. They will render the text during class. This protocol can be used for all sorts of readings from introductions of topics, reviews or a deep dive. It works well with both fiction and non-fiction reading. 

Individually and prior to live class:
  1. Students read and identify an important sentence, phrase, and word. They can answer "Why did you find this significant?"
  2. Have students record their words and insights on to a teacher-shared document. On this same document, share the learning intentions and the steps to the protocol to ensure clarity. 
During the live meeting:
  1. Teacher provides directions and students are placed into groups. The first scribe is assigned. 
  2. Round 1: Students shares their sentences and explain why they chose it. 
  3. Round 2: After each student has shared their sentence, they take turns sharing their phrase and why they chose it.
  4. Round 3: Finally, they share their words and an their explanation.
  5. Round 4: Students then discuss what they have noticed. Are there similarities, themes, or patterns? What have you learned and gained from looking at the text this way? 

Tips to make it work and why it works:
  1. Establish clarity before breaking students off into groups.
    • Provide students with the protocol so they can get right to work.
    • Assign a scribe who will both take notes and share out with the class. This can change after each round. 
    • Have some fun with selecting the scribes. In groups of 4 each person will have the opportunity to be the scribe using this protocol, so ask students to "rank" themselves. Examples: shortest to tallest, who woke up first to last, birthday months, etc.
  2. After each round have all groups reconvene and have the scribe share out to the class what was talked about. 
  3. Groups will only need about 3-5 minutes for each round before reconvening. So you can pop one or two groups for each round. 
  4. Have your groups pre-assigned. 
  5. An assignment like this is a great means of ensuring students are completing individual work (individual and peer accountability) but if a student doesn't complete it, the whole group doesn't suffer. 

Tasks/Important Information 

Document clarifying online learning expectations (Zoom time, Live vs Independent, etc.)  Available in Schoology

Countywide PLCs this week. Click here for more. Because of the county-wide PLCs, time after the PLC work will be Teacher Work Time. PLCs can meet if they agree to.

Survey from ACPS, next steps for PD

Sign up for WAHS CRT Book Study

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