1. 10 READING and HIGHER ORDER THINKING STRATEGIES
When Kids Can’t Read, What Teachers Can Do, Kylene Beers

2. 1. Possible Sentences Pre-Reading Strategy
When Kids Can’t Read, What Teachers Can Do, Kylene Beers

3. TITLE of Article: Based on the title, predict what phrases could be made into sentences that might be found in the article. Match two boxes to create a sentence. Use each box only once.
higher education has never been
knowledge itself changes, and not only in science and technology
engaging with a text and arguments expressing oneself
Where change is so rapid and self-evident
half of employers say
the courses were not about rote memorization
the prevailing academic culture puts more emphasis on
more expensive or less demanding
The Collegiate Learning Assessment is to be administered to seniors
take precedence over the acquisition of general knowledge
in an attempt to measure learning by asking critical thinking questions
they have trouble finding qualified graduates to hire
developing a student’s ability to confront questions by asking ore about why something happened than when
they were centered on reading followed by discussion

4. Write your predicted sentences below.1. 2. 3. 4. 5. 6. 7.

5. Higher education has never been more expensive or seemingly less demanding.
Why is it less demanding?
Why aren’t costs more regulated?
Why doesn’t the government help with the costs of college?
The courses were not about rote memorization; they were centered on reading followed by discussion.
All courses or just upper level?
Did any of the courses have foundational material?

6. 2. Read Around: Find the ONE line…
As students read a text, give them something for which to read. Pick one...
That interests you.
That confuses you.
That contradicts your thinking.
That best summarizes the text.
That shows the counterclaim.

7. Read Around: Find the ONE line...
Students highlight/rewrite the line.
Ask them to read the line in a “read around.”
Tell them NOT to pick another if the line is said before they read it. Just read it anyway.

8. 3. CHALK TALK Identify excerpt from text.
Paste it in the middle of large paper.
Give students markers.
Write, but don’t speak.

9. CHALK TALK
Students will record their ideas and questions. They will move to the next poster. Students will read and add to each other’s responses with additional comments and questions.
Circulate: Provide time for students to circulate and read the responses of the other groups. They can add to the prompts and responses. Rotate until all groups have been to all charts.

10. CHALK TALK
Have groups return to their original chart. Have them review what has been written on their chart. Ask groups the following questions:
What themes emerged?
Where did they see common issues or reactions?
What question or comment surprised them?
Come back together as whole group and debrief.

12. What do you notice? Perspective is different based on your experience.
Requires you to “listen” to others.
Allows the abstract thinker to look at the more concrete thinker’s ideas and vice versa.
You bring your life to your reading: personal connections.
Asking you to listen and respond without intimidation.
Powerful process to annotate on the text. Good practice.
Encourages them to make connections more naturally.
Allows for think time.

13. 4. Anticipation Guide

14. Post-Reading Reaction
Article Title:
Statement
Pre-Reading Reaction
Agree/Disagree
Post-Reading Reaction
Explain Your
Post-Reading Answer
Step 1: Identify the major concepts in the text Step 4: Read the text
Step 2: Identify Agree/Disagree Statements Step 5: Revisit the Statements
Step 3: Engage in Pre-reading discussion Step 6: Engage in Post-reading discussion/activity

15. 1. Write several statements that focus on the topic of the reading and/or what you want your students to think about. Write statements that students can react to without having to read the text. Write statements for which information can be identified in the reading that supports or opposes each Have students complete the anticipation guide (Pre-Reading Reaction) before reading.
THE STEPS

16. THE STEPS 3. Have a class discussion before reading
THE STEPS 3. Have a class discussion before reading. Encourage students who have differing viewpoints to debate and defend their positions Have students read the text. Encourage students to write down ideas from the reading that either support their initial reaction or cause them to rethink their position.

17. THE STEPS 5. After reading, have students complete the Post-Reading Reaction and the Explain your Post-Reading Answer sections of the Anticipation Guide Have a class discussion and ask students if they changed their mind on any of the statements. Ask them to explain why. Encourage them to use statements from the reading to support their positions.

18. 5. See-Think-Wonder See-Think-Wonder Looking at an image or object:
What do you see?
What do you think is going on?
What does it make you wonder?
Purpose:
See emphasizes the importance of observation as the basis for thinking and provides time to observe before interpreting.
Having wonder last ensures that students had time to take in new information and opens up new areas to be explored.

19. Images should be detailed
Appropriate Content
Uses and Variations
Assessment and Tips
Paintings
Photos
Artifacts
Video clips
Excerpt from text
Chart
Cartoons
Images should be detailed
Can be done one step at a time or by using all three prompts at the same time.
Generally used at the beginning of a unit of study. Questions can be raised that might guide future inquiry.
SEE shows attention to details.
THINK responses should provide support.
WONDER statements should be broad.
WONDER statements work best orally rather than on a worksheet to get longer responses.

20. THE STEPS
1. Set up: Present the image in a way that allows students to see as much detail as possible. Observe for 2-3 minutes without discussion.
2.See: Ask students what they notice. Share what you see but give no interpretations yet.
3. Think: Ask students what they think is going on in the image. Respond with requests for EVIDENCE: What do you see that makes you say that?

21. THE STEPS
4. Wonder: Ask students what they are now wondering about based on what they have seen and have been thinking. Wondering is about asking broader questions that push us beyond our interpretations to look at issues and ideas raised by the object.
5. Share the thinking: Students share their thinking at each step along the way before moving on to the next. This builds on the group’s thinking and the discussion is enhanced.

22. 6. ZOOM IN Look closely at the small bit of image that is revealed.
What do you see or notice?
What is your interpretation/hypothesis of what you are seeing?
Reveal more of the image.
What new things do you see?
How does this change your interpretation? Has the new information answered any of your wonders?
Repeat the reveal and questioning process until the whole image has been revealed. What lingering questions remain about this image?

23. There is no set number of reveals to use.
Appropriate Content
Uses and Variations
Assessment and Tips
Consider whether the image has separate areas that tell a different story and if the parts are as interesting as the whole.
The content might be a scene with many people doing different things with the initial reveal showing just one person or activity.
Use an illustration to immerse students in a text and to develop an understanding of the setting or time period.
In Social Studies you can use a map. As ZOOM IN progresses, more cartographic information can be revealed.
There is no set number of reveals to use.
Walk yourself through the reveals and determine what type of information is revealed and if it will engage students.

24. THE STEPS
1. Set up: Display a section of the image. Allow time for observation. Discuss before moving on. This can be done in small groups.
2. Reveal: Uncover more of the image. Ask for students to identify new details. Do these new details affect a previous interpretation? Ask about their wonderings at this point.

25. THE STEPS
3. Repeat: The process. Ask students to discuss their different ideas and reflect on how their thinking has changed as a result of the reveals.
4. Share the thinking: Discuss the process of ZOOM IN. Ask students how their interpretations changed over time. Ask them how seeing more influenced their thinking.

26. 7. Think-Puzzle- Explore
Consider the topic or subject.
What do you think you know about the topic?
What questions or puzzles do you have bout this topic?
How might you explore the puzzles we have around this topic?
Purpose:
This routine activates prior knowledge.
Teachers can get an idea of the students’ depth of knowledge.
This routine can be used at the end of a unit as a reflection.

27. The routine can be used in small group or large class discussion.
Appropriate Content
Uses and Variations
Assessment and Tips
Select complex and rich topics that lead to questions that invite multiple interpretations.
Subject can be a big idea or an article in the paper, or anything relevant to students and worth understanding at a deeper level.
The routine can be used in small group or large class discussion.
THINK identifies misconceptions about a topic.
PUZZLE lets teachers know what the students are interested in knowing.
EXPLORE is an opportunity to determine student’s ability to plan an inquiry.

28. THE STEPS
1. Set up: This routine helps shape the unit. Plan on some form of documentation for small groups to track their responses.
2. ASK: What do you think you know about…….Ask the question and give students time to think. Have students either state their ideas or write them down. Stating their ideas allows others to build upon them.

29. THE STEPS
3. ASK: What questions or puzzles do you have? Stress the thinking part by asking students to wonder more about the topic with other questions like:
What would be interesting to learn more about?
What are you wondering about?
Are there things about this topic that you find curious?

30. THE STEPS
4. ASK: How can we explore these puzzles? Have students select a puzzle from their list. Share and discuss how one would explore the puzzle further. Ask:
Whom might you ask?
Where could you get more information?
What would your key search words be?
What could you do other than search for information?
How could you find ways to answer your own puzzles?

31. THE STEPS
5. Share the thinking: Thinking can be shared as a whole group. If you share in small groups, have them report out. Students can then choose to work in pairs or small groups to plan the exploration of the puzzle they found most interesting.

32. 8. 3-2-1 Bridge Consider the topic or concept. Identify: Purpose:
Initial Response
3 Words
2 Questions
1 Metaphor/Simile
New Response
BRIDGE
Identify how your new response connects to your initial response.
Purpose:
This routine activates prior knowledge.
Starting with words makes the thinking activity accessible.
Initial questions and metaphor/simile inform the teacher of the students’ depth of knowledge.
BRIDGE helps students recognize they have learned.

33. This works well with students who have some knowledge of the topic.
Appropriate Content
Uses and Variations
Assessment and Tips
This works well with students who have some knowledge of the topic.
This routine can act as a pretest of current understanding.
The ending metaphors give insight to the depth of understanding at the end of the unit.
It can be a short pre-assessment. Instruction can be built from that point rather than repeating what is already known.
3-2-1 BRIDGE can be repeated throughout the unit to check for understanding and progress.

34. THE STEPS
1. Set up: Determine how students will record their responses as they will need to come back to this initial response.
2. Ask for the three words: Students generate the three words that come to mind when they think of this topic. Instruct students to not overthink this part.

35. THE STEPS
3. ASK for 2 questions: Ask students to come up with 2 questions that quickly come to mind.
4. ASK for one metaphor/simile: Ask student to come up with a metaphor or simile and explain that similes and metaphors show connections.

36. THE STEPS
5. Provide an instructional period: There is no time limit on this period. The time period chosen must be enough time to move the students’ thinking beyond the initial understanding.
6. Perform the 3-2-1: Repeat the same steps asking students to select the words, questions, and metaphor/simile prompted by the new learning.

37. THE STEPS
7. BRIDGING: Sharing the thinking: Have students share their initial and new responses with a partner. Have them discuss how their thinking changed. As a whole group, identify some of the new thinking and changes.

38. 9. COMPASS POINTS
Consider the idea, question, or proposition before you.
E=Excitement: What excites you about this idea?
W=Worries: What do you find worrisome about this idea?
N=Needs: What else do you need to know or find out about this idea?
S=Stance, Steps, Suggestions: What is your current stance or opinion? What should your next step be in your evaluation of this idea? What suggestions do you have at this point?
Purpose:
Format for students to consider an idea from a different point of view or angle.
Issues are explored from multiple perspectives and areas are identified where more information is needed, helping students avoid rushing to judgment.

39. Appropriate Content
Uses and Variations
Assessment and Tips
This routine works well when the idea is one for which there are dilemmas or different points of view.
This routine can be done with the whole class, individually, or with partners.
The teacher can observe how flexible and fluent students are in their thinking as they attempt to take on different parts of the question.

40. THE STEPS
1. Set up: Frame the issue and present to students. Use four sheets of chart paper, one for each compass point. Take them to the wall. Give post it notes to write down ideas.
2. Identify Excitements: Ask, what excites you about this idea? What is the upside? Allow students time to write and post their ideas. Move to next compass point.

41. THE STEPS
3. Identify worries: Ask, what worries would you have about this? What are your concerns? What is the downside? Allow students time to write and post their ideas. Move to next compass point.
4. Identify needs: Ask, what do you need to know and gather more information about to help you better understand the issue? Allow students time to write and post their ideas. Move to next compass point.

42. THE STEPS
5. Ask for stances, steps, suggestions: Allow students time to write and post their ideas. Move to next compass point.
6. Share the thinking: Ask students to review the comments made by others. Ask students if they see any themes that emerge in each category. Spend some time discussing suggestions for moving forward and in developing a plan that can be put into action.

43. 10. The Explanation Game
Take a close look at what you are trying to understand:
Name it: Name a feature of the object you notice.
Explain it: What could it be? What role might it serve?
Give Reasons: What makes you say that? Why do you think it happened that way?
Generate Alternatives: What else could it be? What makes you say that?
Purpose:
This routine involves looking at the parts of an object rather than the whole. Students try to build explanations and interpretations.
The object should be one that students recognize, but don’t fully understand how it operates or functions.
Students are asked to build causal explanations for why something is the way it is. This makes this activity powerful for developing understanding.

44. Thinking like an archaeologist.
Appropriate Content
Uses and Variations
Assessment and Tips
Content should have various parts and functions that would allow for closer examination.
Appropriate content includes science phenomena, historical events, geographical images, or math models.
Looking at a work of art.
Thinking like an archaeologist.
The process of giving reasons is significant to making hypotheses.
Analyze the quality of student explanations.
Encourage students to resist the urge to name the object; keep the focus on observations.

45. THE STEPS
1. Set up: Focus students on the object you want them to understand better.
2. Name it: Ask students to share the various features they noticed. Students should record all the different parts they observe. Working in groups helps students to see features they might miss by working alone.

46. THE STEPS
3. Explain it: In groups, students take their list of features and begin to explain them. Their goal is to come up with as many explanations as possible. They should document their work.
4. Give reasons: Students generate reasons they describe why the explanations make sense. Students provide evidence to support their explanations.

47. THE STEPS
5. Generate Alternatives: Students are required to give alternative explanations beyond the ones the already shared. This continues to keep students focused on the features and why they might be the way they are.

48. 5 close reading strategies to support the Common Core
1. Number the paragraphs.
2. Chunk the paragraphs you want the students to read together for them.
Have students draw a line separating the chunks.
3. Underline and circle with a purpose.
“important stuff” is too vague. Be specific.
Underline claims, underline thesis, circle key terms

49. 5 close reading strategies to support the Common Core
4. Left margin: be specific
“Write in the margins” is too vague.
In the left margin, summarize each chunk
5. Right margin: dig deeper & be specific
Write a power verb to describe what the author is doing
Ask a question about what you just read in the paragraph.

50. Sample Text: Bad

51. Sample Text: Good