1. Facilitated by: Gabriela Noriega October 27, 2018
Know & Wonder
Add, How can this be taken back to the classrooms?
Facilitated by:
Gabriela Noriega
October 27, 2018

2. Working Agreements As participants we agree to… start and end on time
silence phones
be present
encourage and support
examine our own assumptions and practices
honor the signal to bring the group back

3. Know and Wonder w/ Text Model with “Girl” by Jamaica Kincaid
As we read the short story “Girl,” please try to be a reader, not a teacher. That is, resist the urge to think about what your students would or wouldn’t get or how you might teach this text. Just engage with it as a reader.

4. Low Stakes Writing
In a notebook or on a piece of paper, write down what you think this author might be trying to show us. When I say stop pass your paper/notebook to the left and respond to what your colleague wrote.
Repeat 1 or 2 more times then return paper to original writer.
Next steps: Based on what you’ve thought about so far – and what you’ve heard & read so far, try to craft a thesis that captures your understanding of the theme of “Girl” at this point. (Use however many sentences that takes.)

5. College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs,
and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.

6. Know and Wonder w/ Visuals

7. Low Stakes Writing
In a notebook or on a piece of paper, write down what you think this artist might be trying to show us. When I say stop pass your paper/notebook to the left and respond to what your colleague wrote.
Repeat 1 or 2 more times then return paper to original writer.
Next steps: Based on what you’ve thought about so far – and what you’ve heard & seen so far, try to craft an interpretation that captures your understanding of the image of “The Death of Marat” at this point. (Use however many sentences that takes.)

8. Know and Wonder in Science
San Francisco – Exploratorium science museum – mission create inquiry-based experiences

9. Know and Wonder in History
Propaganda from WWI
Pickelhaube helmet – Germain Military
Club “Kultur” – nation’s military & industrial efficiency/individual subordinate to the state
Culture – scholorship, letter, and art

10. Know and Wonder in Math Propaganda from WWI
Pickelhaube helmet – Germain Military
Club “Kultur” – nation’s military & industrial efficiency/individual subordinate to the state
Culture – scholorship, letter, and art

11. Know and Wonder: From Reading to Teaching
What did you see me do?
What did you not see me do? 
Did anything you saw me do or not do effect you as a reader or learner?

12. Know and Wonder in the classroom:
Uses the structure of read-aloud to introduce students to the thinking work of reading
Provides students with a tool to help them produce their own meaning
Seizes opportunities to use student thinking to demonstrate our lessons rather than always using our own
Doesn’t evaluate students’ responses but rather always ask, “What made you think of that?”