Indiana Reading Journal Volume 44 Issue 1 Volume 45 Issue 1 | Page 32

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I am now at a point in GRA 2016 in which I am deciding how to make my connections and looking for support materials. I have begun compiling a list of resources I may want to use which teachers have shared on Edmodo or Twitter. This year I am hoping to find some more classes to Skype, but I would also like to try having my students create blogs as we read.

At my ISRA session, I plan to talk about plans for GRA2016 and discuss ways teachers can participate at different levels. I will share some resources I have found and elaborate on a framework that you can use to plan a GRA unit that engages students in class inquiry.

turned out to be just a someone the author based on a news report she saw before writing the book.

By the end of GRA2015, my students were having self-directed conversations about current events with their friends and family to add to the discussions during class time. They had also managed to research various charitable organizations that benefit refugees to decide which they would want to support. They were then able to plan and publicize their change collection to collect funds to donate to their charity of choice.