Book Study: Years of Dust

1. Book Study:Years of Dust Kristy Brugar Wayne State University (Detroit, MI) NCHE, Dekalb County 2012

2. Reading Activities • Tea Party • Anticipation Guide • Here and Now • Skim & Scan • List-Group-Label • Book Pass

3. 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?

4. 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/anticipation_guide • http://www.indiana.edu/~l517anticipation_guides.htm

6. 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.

7. 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. Feel Think Know Years of Dust (p. 3)

8. 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

9. 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.

10. Questions, Comments, Concerns

11. Admit Slips • Build background knowledge prior to unit. • Read text • Examine title & headings • Questions asking students to predict, infer, and question anticipated content

12. 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