BOOK STUDY:YEARS OF DUST

Kristy Brugar

Wayne State University (Detroit, MI)

NCHE, Dekalb County

2012

READING ACTIVITIES

Tea Party Anticipation Guide Here and Now Skim & Scan List-Group-Label Book Pass

TEA PARTY

Take a quote.

Read it to other students.

Listen to other students’ quotes.

Whole group creates a circle.

What do we think this book/chapter is about?

ANTICIPATION GUIDES

Identify the concepts in the intended reading/unit. Create statement anticipation guide spanning the

concepts and ideas in the intended reading/unit. Students will “agree” or “disagree” with each

statement. They may explain their responses. Discuss responses. Read. Revisit. Additional resources about "Anticipation Guides." http://www.readingrockets.org/strategies/anticipati

on_guide http://www.indiana.edu/~l517

anticipation_guides.htm

ANTICIPATION GUIDE EXAMPLE, ARC OF JUSTICEAGREE OR DISAGREE:

1. African Americans were not treated badly in the North like they were in the South.

2.  The most dangerous jobs in the factories went to African Americans and immigrants.

3.  A typical workday was about 8 hours long.4. All different races lived in the ghettos in Detroit.5. It is ok to use violence when protecting yourself or you

property.6.  Violence against African Americans only happened in the

South.7. Everyone deserves a fair trial, no matter what the crime.8. African Americans were forced to pay above asking price for

houses.9. The Ku Klux Klan was only present in the south, not in areas like

Detroit.10.  In the 1920s it was easy for African Americans to go to

college.

OR “QUICK WRITE” ABOUT AN IMAGE.

Here and NowIn order to activate prior knowledge or anticipate content for the lesson, students respond to a prompt or “quick write” about an image.

FeelThink Know

Years of Dust (p. 3)

SKIM & SCAN

To model this activity, select a chapter Use title to activate/build background knowledge Look at pictures or people in the picture Look at maps/timelines/graphs/charts Look at vocabulary words Read information in fact boxes Read information in sidebars Read captions Read first and last paragraphs Read highlighted information or bold-face text

LIST-GROUP-LABEL

Students (individually) list words associated with a concept introduced in the text.

Teacher records student words. Students (individually or in small groups)

groups common words. Students (individually or in small groups)

identify/label each group.

QUESTIONS, COMMENTS, CONCERNS

ADMIT SLIPS

Build background knowledge prior to unit.Read textExamine title & headingsQuestions asking students to predict, infer,

and question anticipated content

BOOK PASS

Students examine the title, introductions, first few pages, illustrations, captions, etc.

Students note (three columns) Author Title At least one NEW thing, connection, or question

2-5 mins./text

Author Title Something New, Connection, or Question?