I am participating in #SOL18. Thanks to twowritingteachers blog team for creating this wonderful space to write, respond, and gather new ideas.
“Sharing Golden Lines” is a useful strategy for getting all students to contribute to a conversation about a chapter in a textbook, an article, a piece of writing, an essay. By choosing four or five “golden lines” to share, students talk about more of the text. Sometimes, in a group conversation, students can spend 10 to 15 minutes talking about one idea or craft. Since everyone in the small group must share a different golden line, at least four or five concepts are examined. When one group member shares, other members of the group can add their own ideas, agreeing or disagreeing. But each member must be ready to introduce a new idea presented in the text when it is his turn to “jumpstart” the conversation with another point. Sharing Golden Lines works well across the content areas and is especially useful in upper elementary, middle, and high school classrooms.
How is the “Golden Lines” protocol facilitated?
- Read the selection independently.
- Each reader highlights 3 to 4 concepts (“golden lines”) within the text that impacted his/her learning, charged his/her thinking, supported his/her understanding or might have raised a question. If it is a piece of writing, students can highlight author’s craft they feel the writer used and how it helped the writing. *The number of concepts highlighted should be equal to the number of students in the group he will participate in.
- In a small group each participant shares one of the highlighted concepts (“golden line”) and shares the reason(s) for the selection. It is important that each group member identifies and discusses a different concept (or craft). This allows for more of the text to be processed.
Why is the process carried out in such fashion?
- Readers can identify with different ideas.
- It allows choice and provides access to others’ thinking
- It honors a reader’s connections to text by inviting individual interpretation
- This process surfaces confusions, misconceptions, and allows for support in comprehension and revision techniques for writing.
- It gives students agency.
- It supports the personal and social dimensions of the Reading Apprenticeship Framework