Creating H.O.T. Connections Kaye Price-Hawkins Priceless Literacy 2016 Abydos Conference

Abilene Cultural Affairs Council www.storybookcapitaloftexas.com Previous CALFs: 2012 – Dr. Seuss 2013 – Walter Wick 2014 – William Joyce 2015 – David Shannon www.abilenecac.org/calf June 9-11, 2016 Abilene Cultural Affairs Council www.storybookcapitaloftexas.com

BLOOM’S CRITICAL THINKING HIERARCHY Creating/Synthesizing Evaluating Analyzing Applying Understanding Remembering Revised 2001~ https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

YOUR ?s  H.O.T. ?s COMPREHENSION CRAFT Who are the characters? What is happening? What motivated the character to do this? How does the situation or character change? What are the problems/conflicts/difficulties faced by the main character (and other characters if appropriate)? How did the character (or characters) respond to these situations? How were the problems solved or the conflicts resolved? Where and when is the story taking place? What effect does the setting have on the story? What specific lines stand out to you? What purpose did this part of the text serve in advancing the story? What is the main idea? What is the lesson or moral? Can you summarize the story in two or three sentences? What vocabulary assisted or hindered your understanding of the story?   COMPREHENSION How does the author use language to create the desired effect on the reader? * figurative language (simile, metaphor, personification, onomatopoeia) * repetition * contrast * irony * striking changes in syntax * punctuation and white space * dialogue * imagery (sensory details= picture) Why did the author choose to use certain rhetorical devices or literary elements? What is the relationship between word choices (diction) and the author’s tone and mood in the selection? What is the theme or the big idea? How does the language change for varying genres? What text features did the author choose to contribute to the understanding of the piece? Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. CRAFT YOUR ?s  H.O.T. ?s

Metacognition (thinking about our thinking): I’m thinking… I’m noticing… I’m wondering … I’m seeing …I’m feeling … Schema (making connections using our prior knowledge): That reminds me of … I’m remembering…I have a connection to…I have a schema for …I can relate to … Determining Importance (what matters most): What’s important here …What matters to me …One thing that we should notice …I want to remember…It’s interesting that… Inferring (schema + evidence = inference): Maybe…Perhaps…It could be that … This could mean …I predict …I infer … Questioning (generate questions before, during, after reading): I wonder…What if …Why…I don’t understand…It confused me when …How could… Visualizing(create mental images—use your senses): I’m picturing … I can imagine…I can feel …see … smell …taste…touch …hear …My mental images include… Synthesizing(Changing your thinking along the way): Now I understand why… I’m changing my mind about…I used to think___ but now I think…My new thinking is…I’m beginning to think… Tanny McGregor’s thinking stems for students in Comprehension Connections (2007).

Marzano’s 9 Instructional Strategies   Identifying similarities and differences 45% Summarizing and note taking 34% Reinforcing effort and providing recognition 29% Homework and practice 28% Non-linguistic representations 27% Cooperative learning 27% Setting objectives and providing feedback 23% Generating and testing hypotheses 23% Cues, questions, and advance organizers 22% Information from Classroom Instruction that Works by Robert Marzano, Pickering and Pollock, 2001.

PICTURE PERFECT Look at your picture carefully. Note details, infer emotions or situations that might be implied. Pair/share Discuss similarities and differences in the two pictures.

Language of the disciplines Details Patterns Rules Trends Dimensions of Depth and Complexity by Sandra Kaplan: Language of the disciplines Details Patterns Rules Trends Unanswered questions Ethics Big idea Relate across time Multiple perspectives Across disciplines Meaning in context/Figurative Language Details/Making inferences Sequence of events/Changes over time Author’s purpose/Schema Schema/Author’s purpose Making predictions Ethos/cause & effect/comparison/contrast Main idea/Theme/Making inferences Changes in characters & events Point of view/Author’s purpose Fact & opinion/Compare & contrast Connecting Selections

WORD POVERTY Maryanne Wolf (2007) in her book Proust and the Squid: The Story and Science of the Reading Brain notes that “by kindergarten, a gap of 32 million words already separates some children in linguistically impoverished homes from their more stimulated peers.” By 6th grade, they are already 3 grade levels behind their average-performing peers. Other Sources say: Current studies remain close to this number. Summer losses are great. Parent/child engagement is huge!

Now, read your selection. Vocabulary enrichment: Look at the word on the flip side. Jot down all the possible meanings for that word… As you read your selection, keep all those possibilities in your head. Now, read your selection.

FORCED ASSOCIATION* Connect one of the meanings of your word to the selection? Write the connection explanation. Now, find text evidence to support your thoughts and make a note of the paragraph and first few words of the sentence. * Creative thinking

FIND SOMEONE WITH A DIFFERENT SELECTION AND EXCHANGE PAPERS. Read the selection. Discuss what differences and similarities your pieces share. Apply your word to the second selection and find evidence. Discuss.

STAAR Questions: Which ones are H.O.T. questions? Find the genre we are working with and locate a question that you think would work with this selection. Work with a neighbor and decide on 4 answer choices: 1 best answer, 2 that are fairly close, and 1 “throwaway”.