1. Creating the Whole Enchilada
Higher-Order Questions, Student Engagement, Systems in Place and Corrective Feedback to create a student population that: CRITICALLY THINKS 1

2. Theresa J. Diaz, M.Ed., Ed.S. Miami Jackson Senior High School 2
Introduction
Theresa J. Diaz, M.Ed., Ed.S.
Miami Jackson Senior High School 2

3. Bellringer
At the beginning of each class, we should create a thought that will carry what will be learned throughout the lesson. 3

4. Using essential questions to teach a skill
CAUSE AND EFFECT/READ ALOUD
Considering the conversation from the read aloud how might you answer the essential question?
What are the causes and effect when struggling readers begin to read and think critically? 4

5. Struggling readers do not read…
…because they do not like to it, but because they do not have the cognitive ability to read.
…because they have ‘attitude’ towards reading, but rather because they have had so many failures they have disengaged from the reading process.
…because they have not been given the opportunity, but rather they have no idea what to do with the opportunity. 5

6. VOCABULARY MAKES THE WINDOW TO THE WORLD OPEN WIDE
Without understanding the words they are to see, and later taking the words they learned to build higher level vocabulary skills students will literally “stay put” in the corner we have placed them. 6

7. Think, Pair, Share
Think about the following words found in cause and effect questions and pair with your vocabulary buddy. Now share your ideas and synonyms using the vocabulary words. NO CHEATING! USE WHAT WE HAVE INOUR VOCABULARY STORAGE… 7

8. Mind Mapping Find Think of a better word One more! You can do this!!!
Now an even better word

9. Here we go!
Group 1 Group 2 Group 3 summarize conflict consider factual creates essential actively significant effect Group 4 Group 5 influences purpose theme elements result cause 9

10. Putting It Together to Critically Think
High-order questions begin at the bell and end at the bell. Throughout the entire learning process of each day in the classroom educators have to create the entire lesson around students thinking critically.

11. The Best Way Is to Experience! Using what systems are in place
Using: Sticky Notes for summarizing/inferencing Chart for creating Cause and Effect to answer our Essential Question

12. Cause and Effect Chart
causes
Effect

13. Questions we ask while we are reading for cause and effect
Thinking like a scientist
(What should take place once a reader comprehends and creates what questions to ask when reading factual text?)
(What causes a struggling reader to begin questioning like a scientist?)

14. Questions we ask while we are reading for cause and effect
Thinking like a writer (What is the essential reason that a reader will use writing as a way of comprehending what they are reading?) (What influences a reader to use author’s purpose, i.e. imagery, symbol, theme, story elements to write their way to comprehending what they are reading?)

15. Questions we ask while we are reading for cause and effect
Thinking like a historian (Why is the use of history as a literate activity a significant event to a reader?)

16. The Opportunity for allowing critical thinking by “Handling with care”
Every subject in every classroom has to allow for group and independent activities in order for students to have the “Opportunity” to find something they can use from what they have learned while reading.

17. Allowing Students To Show Their Knowledge
Using a wrap up is the most important part of a lesson! Without some form of assessment right after a new skill or reteaching of a skill there is no way to know if our Critical Thinkers used their “Opportunity” wisely.
It only takes a moment and is well worth the effort!
Corrective Feedback in every form: writing, discussing or showing a student positive ways of correcting their “Opportunity” for furthering their critical thinking process is a must!

18. Using Peer Corrective Feedback
One way of corrective feedback is peer to peer or group to group. After all, we do not always have to be the one doing the grading, just the overseeing the lesson of learning!

19. The Steps to Critical Thinking
Read It Write It Say It Do It

20. References
Abushihab, İ. (2008). Taking reading beyond comprehension level by developing critical thinking in classroom. Ekev Academic Review, 12(37), Retrieved from Academic Search Premier database. Beers, Kylene (2003). When kids can’t read: what teachers can do. Portsmouth, NH: Heinemann, A division of Reed Elsvier, Inc. Juel, C., Hebard, H., Haubner, J., & Moran, M. (2010). Reading through a disciplinary lens. Educational Leadership, 67(6), Retrieved from Academic Search Premier database. Law, C., & Kaufhold, J. (2009). An analysis of the use of critical thinking skills in reading and language arts instruction. Reading Improvement, 46(1), Retrieved from Academic Search Premier database.