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"The Three Stages Of Reading strategy involves teaching students to delve into text. The Before Reading stage provides a scaffold for new concepts and vocabulary, promotes engagement and provides a means for prediction. The second stage, During Reading, allows students to integrate the knowledge and information they bring to the text with 'new' information in the text. The last stage, After Reading, allows students to articulate and process their understanding of what they have read and to think critically about the validity of the text."

The age demanded an image. -Ezra Pound Rationale In our world of multi- and visual media, we must expand our notion of what a text is and how we must read it. As more texts are used to convey information print once did, we must bring to these visual texts critical literacies that will help us construct meaning from their elements. The following questions are designed to help readers make sense of images they encounter in various contexts. Ask the Following Questions * Why are we looking at this? * What are we looking for? * How should we look at this? * What choices did the artist make and how did they affect its meaning? * Is this image in its original state (i.e., no manipulation or "doctoring")? * What are the different components in this image? * How are they related to each other? * What is the main idea or argument the image expresses? * In what context or under what conditions was this image originally created? Displayed? * Who created it? * Was it commissioned? (If so, by whom? And for what purpose?) * What was the creator trying to do here? (i.e., narrate, explain, describe, persuade-or some combination?) * Can you find any tension or examples of conflict within the image? If so, what are they? What is their source? How are they represented? * Do you like this image? (Regardless of your answer: Why?) * How would you describe the artist's technique? * What conventions govern this image? How do they contribute to or detract from its ability to convey its message? * What does it consist of? * Why are parts arranged the way they are? * What is the main idea behind this image? * What does this image show (i.e., objectively; see Vietnam Memorial image) * What does it mean (subjectively; see Vietnam Memorial image) * Is this presented as an interpretation? Factual record? Impression? * What is the larger context of which this image is a part? * What is it made fro

The age demanded an image. -Ezra Pound Rationale In our world of multi- and visual media, we must expand our notion of what a text is and how we must read it. As more texts are used to convey information print once did, we must bring to these visual texts critical literacies that will help us construct meaning from their elements. The following questions are designed to help readers make sense of images they encounter in various contexts. Ask the Following Questions * Why are we looking at this? * What are we looking for? * How should we look at this? * What choices did the artist make and how did they affect its meaning? * Is this image in its original state (i.e., no manipulation or "doctoring")? * What are the different components in this image? * How are they related to each other? * What is the main idea or argument the image expresses? * In what context or under what conditions was this image originally created? Displayed? * Who created it? * Was it commissioned? (If so, by whom? And for what purpose?) * What was the creator trying to do here? (i.e., narrate, explain, describe, persuade-or some combination?) * Can you find any tension or examples of conflict within the image? If so, what are they? What is their source? How are they represented? * Do you like this image? (Regardless of your answer: Why?) * How would you describe the artist's technique? * What conventions govern this image? How do they contribute to or detract from its ability to convey its message? * What does it consist of? * Why are parts arranged the way they are? * What is the main idea behind this image? * What does this image show (i.e., objectively; see Vietnam Memorial image) * What does it mean (subjectively; see Vietnam Memorial image) * Is this presented as an interpretation? Factual record? Impression? * What is the larger context of which this image is a part? * What is it made fro

"Welcome to the online text analysis tool, the detailed statistics of your text, perfect for translators (quoting), for webmasters (ranking) or for normal users, to know the subject of a text. Now with new features as the anlysis of words groups, finding out the keyword density, analyse the prominence of word or expressions. Webmasters can analyse the links on their pages. More instructions are about to be written, please send us your feedback !"

 I believe "iFake Text" is a great example of  a simple tool that can allow your students to show what they know in a unique or novel way by emulating a text message conversation on an iPhone. Tammy Worcester

Grapic representation of text. Good for poetry.

Good for poetry representation. Will need some tinkering to get a balance of the graphic variables.

Collection of links that examine the way writing is changing due to texting, IM, and other 21C applications.

Full texts useful to teachers of writing

Peter Smagorinsky hosts this web site and populates it with links to exceptional, full texts, useful to teachers of writing. Here you'll find George Hillocks' "Observing and Writing," Johannessen, Kahn, & Walter's "Designing and Sequencing Prewriting Activities," and many other works. It's a gold mine.

The test consists of 1 reading comprehension paragraph, and 12 multiple - choice questions for this text, the time limit is 20 minutes. Hope you do it best! Read the text below and answer the questions: Carbohydrates, which are sugars, are an essential part of a healthy diet.

It is, instead, a collection of timeless texts bound to radically improve your relationship with the written word, from whichever side of the equation you approach it.

check it out guys!

The complete text of 1984 by George Orwell accessed to read and/or download from the web

Thomas Gray's "Elegy Written in a Country Churchyard" with explanatory notes and references.

Being literate in a real-world sense means being able to read and write using the media forms of the day, whatever they may be. For centuries, consuming and producing words through reading and writing and, to a lesser extent, listening and speaking were sufficient. But because of inexpensive, easy-to-use, and widely available new tools, literacy now requires being conversant with new forms of media as well as text, including sound, graphics, and moving images.

creates word clouds - you can then click on a word and see it in different contexts

Literature Circles: Getting Adolescents to Read, Think, Discuss, Write, & Connect Around Texts

This article appears in the Holt Elements of Literature Sixth Course: Essentials of British and World Literature text alongside Beowulf and an excerpt from John Gardner's Grendel. It is a good companion piece for Beowulf.

Students can share comments to specific parts of texts