Writing is Thinking: Cultivating Think-Allowed Classrooms http://leadered.com/OHBPC/handouts.html Bernadette Lambert 1

Learning Outcome Identify writing strategies to strengthen students’ complex thinking and problem solving skills to deepen comprehension of text.

Daggett System for Effective Instruction Daggett, 2012. Daggett System for Effective Student Achievement

Instructional Leadership Use research to to establish urgency for higher expectations Align curriculum to standards Integrate literacy and math across all content areas Facilitate data-driven decision making to inform instruction Provide opportunities for focused professional collaboration and growth

Teaching Embrace rigorous & relevant expectations for all students Build strong relationship with students Possess depth of content knowledge and make it relevant to students Facilitate rigorous and relevant instruction based on how students learn Use assessments to guide and differentiate instruction Demonstrate expertise in use of instructional strategies, technology, and best practices

Rigor/Relevance Framework

Rigor is… Rigor is NOT… Scaffolding thinking More or harder worksheets Planning for thinking Assessing thinking about content Recognizing the level of thinking students demonstrate Managing the teaching/ learning level for the desired thinking level More or harder worksheets AP or honors courses The higher level book in reading More work More homework 7

Focus on Thinking Comprehensive Thinking Collaborative Thinking Critical Thinking Creative Thinking

Comprehensive Thinking Get the big idea. Support it with details. Make text connections. Make inferences. Summarize. Self-monitor understanding.

Select 1 repeated image in this print.

Repeated Words/Images Listen as I read the text aloud. Reread the text. Work as a team to select 3-5 words and/or concepts repeated. Use those words/concepts to write a $1 summary statement (each word costs 10¢).

Word Clouds Dr King I Have a Dream Tagxedo.com

Flip the question into statement Answer question Tell 2-3 details F.A.T. Responses Flip the question into statement Answer question Tell 2-3 details

What is the purpose of the book Hungry Planet?

What is the purpose of the book Hungry Planet? The purpose of the book Hungry Planet is

What is the purpose of the book Hungry Planet? The purpose of the book Hungry Planet is to document how people in different parts of the world obtain and eat food.

What is the purpose of the book Hungry Planet? The purpose of the book Hungry Planet is to document how people in different parts of the world obtain and eat food. To illustrate, the authors feature 30 families from 24 different countries with a typical week’s worth of food for each. As might be expected, the menus are very different, although the authors suggest, “The global marketplace has changed the way people are eating.”

How does the author support his claim that eating shows how we live? Work with the others at your table to provide a F.A.T. answer to the question. Flip the question into a statement. Answer the question. Tell 2 or more details.

Question Starters What does the author mean by ___? How can you tell from the story that ___? What in the text makes you think that ___? How does the author show that ___? What clues does the author give to imply that ____? How does the author support his/her claim that ___?

Collaborative Thinking Solve problems. Clarify thinking. Develop expertise. Generate questions.

Group Annotation for Close Reading After modeling aloud . . . Place students in small groups. Distribute different color markers. Read aloud first (short text). Students read silently and mark text by highlighting, underlining, or writing in margins. significant surprising suspect

Group Annotation for Photo Analysis Allow students to independently study photo for 2 minutes. They should form an overall impression. Students then work in small groups to silently examine the people, objects, and activities in the photo by making connections and responding to comments by other group members. Finally, have group write inferences from photo and questions photo raises.

Critical Thinking Analyze/Evaluate ideas/objects. Organize similarities/differences. Trace/Sequence events. Discern point of view.

Role Audience Format Topic

Role: Revis family from N.C. Audience: Out-of-town guests Format: Dinner Menu Topic: Generate a meal to entertain your guests that uses the food in your home, but also considers some items familiar to your guests.

Creative Thinking Create original designs. Propose new methods. Invent. Hypothesize.

Think-Allowed Theater

Think-Allowed Theater Select one word that was a big idea of the reading and photos today. Write that word three times on the pink index card.

Think-Allowed Theater Give today’s reading and photos a title in 3-7 words. Write that title on the yellow index card.

Think-Allowed Theater Complete this sentence based on today’s lesson. We see _________. Write on green card.

Think-Allowed Theater Complete this sentence based on today’s lesson. We hear _________. Write on blue card.

Think-Allowed Theater Write one question that wasn’t answered in today’s lesson on purple card.

Think-Allowed Theater

Share the N.E.W.S. I Noticed . . . I Enjoyed . . . I Wonder . . . I Still need . . .

For further information about our work: Please contact International Center for Leadership in Education, Inc. at 518-399-2776 or info@leadered.com

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