1. 1 Thinking about Thinking: Becoming an Independent Reader Making Thinking Visible SESSION 2 2

2. 2 Thinking about Thinking: Becoming an Independent Reader Overview Becoming an Independent Reader is a professional learning resource with four sessions: 1.Engaging Early Learners 2.Making Thinking Visible 3.Supporting Student Inquiry 4.Reflecting on Learning Overview

3. 3 Thinking about Thinking: Becoming an Independent Reader Key Messages The purposeful integration of the four roles of the literate learner supports higher-order thinking and student independence in early primary classrooms.The purposeful integration of the four roles of the literate learner supports higher-order thinking and student independence in early primary classrooms. An inquiry approach to teaching and learning leads to student and teacher efficacy and supports the development of independence in reading.An inquiry approach to teaching and learning leads to student and teacher efficacy and supports the development of independence in reading. Ongoing reflection on research findings and classroom practices deepens the professional knowledge of educators and informs their teaching practices.Ongoing reflection on research findings and classroom practices deepens the professional knowledge of educators and informs their teaching practices. Ministry resources (e.g., monographs, webcasts and curriculum documents) support early primary teachers in planning effective literacy instruction.Ministry resources (e.g., monographs, webcasts and curriculum documents) support early primary teachers in planning effective literacy instruction. Overview

4. 4 Thinking about Thinking: Becoming an Independent Reader “In adopting an inquiry stance, we push our beliefs out of their resting positions and engage in a cycle where new knowledge provokes new questions and where new questions generate new knowledge.” – Mitzi Lewison, Christine Leland, Jerome Harste Creating critical classrooms: K –8 Reading and Writing with an Edge (2008, page 17)

5. 5 Thinking about Thinking: Becoming an Independent Reader Setting the Purpose This session probes the following questions: What teacher actions provoke talk about substantive topics? What teacher actions provoke talk about substantive topics? How does a teacher inquiry stance support students in talking about their learning? How does classroom inquiry help students to make their thinking visible? How does a teacher inquiry stance support students in talking about their learning? How does classroom inquiry help students to make their thinking visible? What does the integration of the four roles of the literate learner look like and sound like in early primary classrooms? What does the integration of the four roles of the literate learner look like and sound like in early primary classrooms?

6. 6 Thinking about Thinking: Becoming an Independent Reader “Children’s capacity for thinking is nearly limitless if we create the learning conditions to support it, if we provide a language to define and describe thinking, and if we simply ask, ‘What else?’, or ‘I know you don’t know, but what would you say if you did know?’ There is always a deeper idea, an idea well beyond the superficial, if we have the patience to ask, and the faith that they will answer.” – Ellin Oliver Keene To Understand – New Horizons in Reading Comprehension, 2008, pages 244–245 Making Thinking Visible

7. 7 Thinking about Thinking: Becoming an Independent Reader Connecting the documents… Oral language is the basis for literacy, thinking and relating in any language. Oral communication skills are fundamental to the development of literacy and essential for thinking and learning.

8. 8 Thinking about Thinking: Becoming an Independent Reader This monograph, building on Gordon Wells’ notion of “grand conversation,” explores the kind of talk that enables students to: ask questionsask questions disagreedisagree explain their thinkingexplain their thinking explore different perspectivesexplore different perspectives negotiate meaningnegotiate meaning Grand Conversations

9. 9 Thinking about Thinking: Becoming an Independent Reader Talking about Learning in Kindergarten

10. 10 Thinking about Thinking: Becoming an Independent Reader Reading Different Texts in Grade 2

11. 11 Thinking about Thinking: Becoming an Independent Reader Thinking about The Four Roles of the Literate Learner Adapted from Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004). For discussion purposes only. Click here to connect

12. 12 Thinking about Thinking: Becoming an Independent Reader Play-based Learning in Authentic Real-life Contexts

13. 13 Thinking about Thinking: Becoming an Independent Reader Connecting the documents… and identifying how our thinking about critical literacy has evolved.

14. 14 Thinking about Thinking: Becoming an Independent Reader Critical Literacy… a Lens for Learning All texts are constructions. All texts are constructions. All texts contain belief and value messages. All texts contain belief and value messages. Each person interprets messages differently. Each person interprets messages differently. Texts serve different interests. Texts serve different interests. Mediums develop their own “language” to position readers/ viewers in certain ways. Mediums develop their own “language” to position readers/ viewers in certain ways.

15. 15 Thinking about Thinking: Becoming an Independent Reader Relevance and Authenticity: Articulating Values and Beliefs and Taking Action in Grade 2

16. 16 Thinking about Thinking: Becoming an Independent Reader Reading the World: Allan Luke

17. 17 Thinking about Thinking: Becoming an Independent Reader Thinking about Inquiry What are the learning needs of our students? What do they already know? What do they need to learn and do? How do we build on what they know? What are the learning needs of our students? What do they already know? What do they need to learn and do? How do we build on what they know? What are our learning needs? What do we already know that we can use to support student learning needs? What do we need to learn to do to support student learning needs? What sources of evidence/knowledge can we utilize to learn this? What are our learning needs? What do we already know that we can use to support student learning needs? What do we need to learn to do to support student learning needs? What sources of evidence/knowledge can we utilize to learn this? What teaching actions will support student learning within the tasks and experiences? What teaching actions will support student learning within the tasks and experiences? What was the impact of: the learning tasks/experiences? our teaching actions? What was the impact of: the learning tasks/experiences? our teaching actions? What learning tasks and experiences can we design to support student needs? What learning tasks and experiences can we design to support student needs?

18. 18 Thinking about Thinking: Becoming an Independent Reader Collaborative Teacher Inquiry reciprocalrelevant collaborative reflective iterative reasoned adaptive

19. 19 Thinking about Thinking: Becoming an Independent Reader Moving Thinking Forward “Confirmation bias” is the tendency to seek confirmation of what we already think, believe, know and do. When we read professionally, our natural inclination is to focus on the things that confirm what we already think, believe, know and do. Katz and Dack suggest that in order to “intentionally interrupt” the confirmation bias, we should highlight the things we don’t agree with and create an opportunity to make our tacit knowledge explicit – to create the conditions for possible real, new learning.” – Adapted from Steven Katz and Lisa Dack Intentional Interruption (in press)

20. 20 Thinking about Thinking: Becoming an Independent Reader Connecting Theory and Practice “With such wide and varied bodies of knowledge to explore, and limited time to act on the specific needs of students, it is important that the use of expert knowledge is strategic and purposeful.” – Collaborative Teacher Inquiry, Capacity Building Series, 2010, page 4 Research articles to support ongoing professional learning are available to all members of the Ontario College of Teachers in the Members Area/ Margaret Wilson Library. Click here to connect

21. 21 Thinking about Thinking: Becoming an Independent Reader Research Reflections on Session Two Making Thinking Visible, How to promote Engagement, Understanding and Independence in All Learners (Ritchhart, Church & Morrison, 2011) Using the Everyday to Engage in Critical Literacy with Young Children (Vasquez, 2009) Critical Literacy in Australia: A matter of context and standpoint (Luke, 2000) Teachers Talking to Young Children: Invitations to Negotiate Meaning in Everyday Conversations (Gjems, 2010)

22. 22 Thinking about Thinking: Becoming an Independent Reader Curriculum Documents Sessions 1 – 4  The Ontario Curriculum, Grades 1–8: Language, 2006 (revised) The Ontario Curriculum, Grades 1–8: Language, 2006 (revised)  The Ontario Curriculum, Grades 1–8: Science and Technology, 2007 (revised) The Ontario Curriculum, Grades 1–8: Science and Technology, 2007 (revised)  The Ontario Curriculum, Grades 1–8: Mathematics, 2005 (revised) The Ontario Curriculum, Grades 1–8: Mathematics, 2005 (revised)  The Ontario Curriculum, Grades 1–8: The Arts, 2009 (revised) The Ontario Curriculum, Grades 1–8: The Arts, 2009 (revised)  The Ontario Curriculum, Grades 1–8: Health and Physical Education, 2010 (revised/interim edition) The Ontario Curriculum, Grades 1–8: Health and Physical Education, 2010 (revised/interim edition) All resource and curriculum documents used in Thinking about Thinking sessions are available online in PDF – click to download file to desktop.  A Guide to Effective Literacy Instruction, Grades 4 to 6 – Volume One, Foundations of Literacy Instruction for the Junior Learner, 2006 Part 1 & Part 2Part 1 Part 2  The Full-Day Early Learning – Kindergarten Program, 2010–2011 (draft version) The Full-Day Early Learning – Kindergarten Program, 2010–2011 (draft version) Resources

23. 23 Thinking about Thinking: Becoming an Independent Reader Monographs Sessions 1 – 4 Asking Effective Questions in Mathematics – Capacity Building Series, 2011 Asking Effective Questions in Mathematics – Capacity Building Series, 2011 Collaborative Teacher Inquiry – Capacity Building Series, 2010Collaborative Teacher Inquiry – Capacity Building Series, 2010 Critical Literacy – Capacity Building Series, 2009Critical Literacy – Capacity Building Series, 2009 Getting Started with Student Inquiry – Capacity Building Series, 2011Getting Started with Student Inquiry – Capacity Building Series, 2011 Grand Conversations in Primary Classrooms – Capacity Building Series, 2011Grand Conversations in Primary Classrooms – Capacity Building Series, 2011 All monographs used in Thinking about Thinking sessions are available online in PDF – click to download file to desktop. Integrated Curriculum – What Works? – Research into Practice, 2010Integrated Curriculum – What Works? – Research into Practice, 2010 Integrated Learning in the Classroom – Capacity Building Series, 2010Integrated Learning in the Classroom – Capacity Building Series, 2010 Let’s Talk about Listening – Capacity Building Series, 2009Let’s Talk about Listening – Capacity Building Series, 2009 Primary Assessment – Capacity Building Series, 2010Primary Assessment – Capacity Building Series, 2010 Student Identity and Engagement in Elementary Schools – Capacity Building Series, 2011Student Identity and Engagement in Elementary Schools – Capacity Building Series, 2011 Resources

24. 24 Thinking about Thinking: Becoming an Independent Reader Research Articles Sessions 1 – 4 Session 1 The Ecology of Learning: Factors Contributing to Learner-centred Classroom Cultures (Crick, McCombs, Haddon, Broadfoot, & Tew, 2007) The Classroom Environment First, Last and Always (Roskos & Neuman, 2011) Philosophy in Primary Schools: Fostering Thinking Skills and Literacy (Fisher, 2001) Organizing Literacy Classrooms for Effective Instruction (Reutzel & Clark, 2011) Session 2 Making Thinking Visible – How to Promote Engagement, Understanding and Independence in All Learners (Ritchhart, Church & Morrison, Karin, 2011) Critical Literacy in Australia: A Matter of Context and Standpoint (Luke, 2000) Using the Everyday to Engage in Critical Literacy with Young Children (Vasquez, 2009) Teachers Talking to Young Children: Invitations to Negotiate Meaning in Everyday Conversations (Gjems, 2010) Resources All research articles are available online in PDF to members of the Ontario College of Teachers. Click here to proceed. here

25. 25 Thinking about Thinking: Becoming an Independent Reader Research Articles Sessions 1 – 4 Session 2 (continued) The Nature of Student Teacher Discourse in an Elementary Classroom (Dickson, 2005) Orchestrating Discussions (Smith, Hughes & Engle, 2009) Teachers Talking to Young Children: Invitations to Negotiate Meaning in Everyday Conversations (Gjems, 2010) Session 3 It’s a Mystery: A Case of Implementing Forensic Science in a Preschool Science Inquiry (Howett, Lewis & Upson, 2011) Reading Through a Disciplinary Lens (Juel, Hebard, Haubner & Moran, 2010) Inquiring Minds Learn to Read, Write and Think: Reaching all Learners Through Inquiry (Wilhelm & Wilhelm, 2010) An Early Start on Thinking (Epstein, 2008) New Horizons in Comprehension (Keene, 2010) Resources

26. 26 Thinking about Thinking: Becoming an Independent Reader Research Articles Sessions 1 – 4 Session 4 Children’s Self-Assessment of Their Schoolwork in Elementary School (Elder, 2010) Using Self-assessment in Elementary Classrooms (Bingham, Holbrook & Meyers, 2010) Who’s Afraid of the Big Bad Answer (Aukerman, 2006) Launching Self-Directed Learners (Costa & Kallick, 2004) Talking in Class: Remembering What is Important about Classroom Talk (Johnston, Ivey & Faulkner, 2010) Resources

27. 27 Thinking about Thinking: Becoming an Independent Reader Handouts Sessions 1 – 4 Resources Checklist for an Inclusive Classroom CommunityChecklist for an Inclusive Classroom Community Learning Environment Document StatementsLearning Environment Document Statements Four Roles of the Literate Learner Thinking about Inquiry Making Thinking Visible Document Statements

28. 28 Thinking about Thinking: Becoming an Independent Reader Videos Sessions 1 – 4 Resources SESSION 1 A Child’s Perspective on Reading 1.02A Child’s Perspective on Reading 1.02 Teaching with an Inquiry Stance Grade 1 / 2 Teacher 3:11Teaching with an Inquiry Stance Grade 1 / 2 Teacher 3:11 Authentic Real-life Inquiry Kindergarten 4:27 The Gradual Release of Responsibility 7:19 Peer Conferencing in Grade 2 2:43 SESSION 2 Talking About Learning in Kindergarten 2:14 Reading Different Texts Grade 2 4:03 Play-Based Learning in Authentic, Real-Life Contexts Kindergarten 2:17Play-Based Learning in Authentic, Real-Life Contexts Kindergarten 2:17 Relevance and Authenticity: Articulating Values and Beliefs and Taking Action Grade 2 6:20Relevance and Authenticity: Articulating Values and Beliefs and Taking Action Grade 2 6:20 Reading the World: Allan Luke 5:12 SESSION 3 It’s About a Repertoire: Allan Luke 0:44It’s About a Repertoire: Allan Luke 0:44 An Inquiry Approach to Learning Grade 1/2 Teacher 3:06An Inquiry Approach to Learning Grade 1/2 Teacher 3:06 Inquiry in Kindergarten 3:06 Sharing Learning in Grade 1 2:11 SESSION 4 Student Teacher Reading Conference Grade 1 4:26Student Teacher Reading Conference Grade 1 4:26 Questioning and Listening Grade 1 3:14 Consolidating the Learning Grade 2 5:55