1. Text Analyzer: Critically Thinking about Text
SESSION 5
MATERIALS FOR SESSION 5
Resource and Curriculum Documents
All available in PDF. To link to web addresses, go to the Resources at the end of this session.
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: Health and Physical Education, 2010 (revised/interim edition)
A Guide to Effective Literacy Instruction – Volume Seven, Media Literacy, 2008
The Kindergarten Program, 2006 (revised)
The Full-Day Early Learning – Kindergarten Program, 2010–2011 (draft version)
Integrated Curriculum – What Works? Research into Practice, 2010
Critical Literacy – Capacity Building Series, 2009
Handouts
All available in PDF on this DVD. To access files, go to the Resources at the end of this session.
Evolving View: Four Roles of the Literate Learner
Say Something about Critical Literacy
If … Then … Statements for Key Messages
Critical Thinking Statements – In advance, make copies of the statements and cut quotes apart; one per participant.
Thinking about Thinking: Setting the Stage for Independent Reading

2. Overview Overview A learning resource for educators with six sessions:
Thinking as a Habit of Mind
Meaning Maker: Interacting with Text
Code User: Breaking the Code
Text User: Understanding Purpose and Form
Text Analyzer: Critically Thinking about Text
Putting It All Together: Integrating the Four Roles
Overview
Thinking about Thinking: Setting the Stage for Independent Reading is a PowerPoint presentation with six sessions designed to support the exploration of literacy and the development of higher-order thinking skills in the early years. It introduces teachers to the fundamentals of critical thinking, critical literacy and metacognition and offers practical instructional strategies for helping young children think about text and develop their own strategies for becoming independent readers and writers.
Although the Thinking about Thinking sessions build upon one another and are meant to be used sequentially, they can also be used independently according to learning needs. Each concludes with questions which may be used in professional learning communities to engage participants in further inquiry or action research.
This resource sets the stage for student independence in reading. The concepts in this resource will be extended in a future release which will focus on moving to increased independence in reading and writing in the early years.
The Six Sessions
Thinking as a Habit of Mind introduces the four roles of the literate learner and explores strategies and processes that promote metacognition.
Meaning Maker focuses on the relationship between author and reader and examines questioning as a key strategy for making meaning.
Code User explores strategies that learners use to break the code of written language and investigates the role of metacognition in developing independent readers and writers.
Text User focuses on the relationship between the function and form of text and examines how representations of student thinking relate to purpose and audience.
Text Analyzer examines critical literacy as an approach to the exploration of ideas, perspectives and biases supported by all strands of the language curriculum.
Integrating the Four Roles explores metacogition and collaborative strategies for making thinking processes visible in relation to all aspects of the four roles of the literate learner.
Thinking about Thinking: Setting the Stage for Independent Reading

3. Key Messages
Early primary students are capable of thinking about their own thinking.
The four roles of the literate learner model supports higher-order thinking in K–2 classrooms.
The Guides to Effective Literacy Instruction, Grades 4 to 6 support all teachers in planning effective literacy instruction.
Higher-order thinking is not about a series of events or lessons, but rather about developing a habit of mind.
Overview
SPEAKER NOTES
This resource is focused on helping students think about themselves as learners – all six sessions share the same key messages. (Review slide messages.)
The four roles of the literate learner model supports higher-order thinking in Kindergarten to Grade 2 classrooms.
The goal of teaching with the four roles in mind is their integration so that students read, write, listen and speak with the four roles in mind as well.
Through scaffolded, intentional teaching, students learn to articulate their thinking and come to know themselves as learners.
Teachers model thinking for students by articulating the strategies that they (and their students) use in problem solving, critically thinking about text and reflecting upon themselves as readers and writers,
The Guides to Effective Literacy Instruction, Grades 4 to 6 are valuable resources that support all teachers in planning effective literacy instruction. Throughout the sessions, participants will have an opportunity to use these guides.
Most importantly, Thinking about Thinking demonstrates that higher-order thinking is not about a series of events or lessons, but rather is developed as a habit of mind; it is planned and created intentionally by teachers in a collaborative classroom environment – where student voice and choice matter.
Thinking about Thinking: Setting the Stage for Independent Reading

4. Learning Goals for Session 5
This session is intended to:
develop an understanding of critical literacy as an instructional approach rather than a series of events or lessons
explore integration as a means of developing a critical stance
affirm that critical literacy is a big idea implicit in all strands of the language curriculum
OVERVIEW FOR THIS SESSION
The text analyzer applies higher-order thinking skills to deepen understanding and to deconstruct the author’s message.
The text analyzer questions text, considers alternative perspectives and compares and adjusts his/her own values and beliefs on an ongoing basis.
The five key concepts developed for the media literacy strand help to position critical literacy conversations within a broad curriculum context.
Thinking about Thinking: Setting the Stage for Independent Reading 4

5. Interacting with Text
Text Knowledge
Organizational & informational structure
Artistic elements of text
Print concepts
Text type
Author’s Purpose
Topic
Ideas
Message
Text Features
Use of organizational tools
Use of informational
tools (glossary, captions)
Format/Layout
Use of space and graphics
Use of illustrations
Author’s Words
Vocabulary
Punctuation
Style
Syntax
Click on page to animate graphic
Self-Concept as a Reader
Purpose for reading
Interests & Experiences
Factual Knowledge
Language Knowledge
Phonology
Morphology
Syntax
Vocabulary
Strategies
Using cueing systems
Activating prior knowledge
Predicting
Visualizing
Questioning
Drawing inferences
Finding important information
Summarizing
Synthesizing and evaluating
Monitoring/revising comprehension
SPEAKER NOTES
This graphic shows the sources of information found within the text and within the reader’s mind that the reader draws on to construct meaning from text.
According to Fountas and Pinnell (2006), we construct meaning from text based on personal, environmental and textual knowledge.
Text analyzers understand that texts represent particular perspectives and that texts are constructed based on those perspectives.
Text analyzers recognize and challenge multiple points of view and consider alternative perspectives.
Text analyzers think critically about the ideas, information and perspectives that are presented in text.
DISCUSSION
What aspects of text and knowledge about text depicted on this graphic inform the role of text analyzer?
Thinking about Thinking: Setting the Stage for Independent Reading 5

6. Evolving View: Four Roles of the Literate Learner
MATERIALS
Evolving View: Four Roles of the Literate Learner
SPEAKER NOTES
Have participants read and identify the key words and phrases in the definition of text analyzer, explaining their thinking for their choices.
DISCUSSION
What are the implications for classroom instruction?
Click on page to animate graphic
Adapted from page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel elaborated on the four resources model to suggest four roles of a developing junior learner. The Evolving View: Four Roles of the Literate Learner is for discussion purposes only and is based on the work of the Collaborative Inquiry in Literacy 2008–09 and 2009–10.
Thinking about Thinking: Setting the Stage for Independent Reading

7. Critical Literacy View a video on the web:
Annette Woods from Quality Teaching: It's Intentional April 2009 webcast
MATERIALS
Say Something
SPEAKER NOTES
Dr. Annette Woods: This clip is about critical literacy – from the LNS webcast Quality Teaching: It’s Intentional (available on the Curriculum Services Canada website) (6:36). For additional information about critical literacy: LNS webcast Critical Literacy, also available on the CSC website.
It is highly recommended that facilitators preview this clip prior to the session to guide participants in the task and discussions.
Facilitators may choose to have participants view this clip in its entirety prior to engaging in the task.
Alternatively, facilitators may choose to segment the clip according to participants’ needs.
Before viewing, distribute the graphic organizer, “Say Something” to each participant.
The Say Something strategy (Beers, 2003) offers opportunities to engage in accountable talk and deepen understanding through predicting, questioning, inferring, responding and making connections.
Participants will use a variation on the Say Something strategy found on page 146 of a Guide to Effective Instruction, Volume One to debrief the clip.
TASK
Ask participants to find a partner and number themselves 1 or 2.
View the video with the prompts on the graphic organizer in mind.
Partner 1 begins the sharing based on one of the prompts. When partner 1 is finished, partner 2 shares thinking based on another prompt.
Conversations will bring forward the following thinking:
Critical literacy applies to all text – even conversation, so we must expand our definition of text.
Critical literacy is relevant to learners of all ages – all text users are capable of learning to take a critical stance.
Text serves different interests and should be analyzed and interpreted from a variety of perspectives
DISCUSSION
Participants share new learning and implications for their classroom practice.
Thinking about Thinking: Setting the Stage for Independent Reading 7

8. Key Concepts All texts are constructions.
All texts contain belief and value messages.
Each person interprets messages differently.
Texts serve different interests.
Each medium develops its own “language” in order to position readers/viewers and create meaning.
MATERIALS
Critical Literacy – Capacity Building Series, 2009
A Guide to Effective Literacy Instruction – Volume Seven, Media Literacy, 2008
If … Then … Statements
SPEAKER NOTES
Ask participants to examine the five key concepts found on pages 34–36 of a Guide to Effective Instruction, Volume Seven, Media Literacy and on page 2 of the Critical Literacy monograph.
These five concepts, developed for the media literacy strand in the curriculum, help us to position critical literacy conversations within a broad curriculum context using our expanded understanding of text.
TASK
Invite participants to work in pairs to create if-then statements for classroom practice using the handout, “If … Then … Statements.”
Use the following statement as an example to guide their thinking: “If all texts are constructions, then students must have the opportunity to think critically about a variety of texts.”
Pairs may choose one of the key concepts to create several if-then statements for the key concept. Alternatively, participants may want to create one statement for each concept.
Ask participants to share their statements with the group.
Thinking about Thinking: Setting the Stage for Independent Reading 8

9. Synthesizing Our Thoughts
Media Literacy
Text Analyzer
Critical Literacy
DISCUSSION
Considering the Dr. Annette Woods video, the Critical Literacy monograph and the key concepts found in The Guide to Effective Instruction – Volume Seven, Media Literacy, think-pair-share around the question:
What are the implications for early readers?
Allow for whole-group sharing.
SPEAKER NOTES
Bring out the following points:
Critical literacy is not a series of activities but rather an approach to teaching as part of a comprehensive literacy program which incorporates all four roles of the literate learner.
Students need to be involved in discussions using the language of critical literacy.
Students need to be challenged to justify opinions and give reasons for their thinking
Text needs to be analyzed and “problematized” using questioning before, during and after reading.
Compare and contrast an expanding variety of texts, including but not limited to: oral text, media, multi-modal text and visual text.
What are the implications for early readers?
Thinking about Thinking: Setting the Stage for Independent Reading

10. Critical Thinking Read the quotations on critical thinking.
How do these statements support our understanding of the expanded definition of text?
What are the implications for classroom practice?
MATERIALS
Critical Thinking Statements – In advance make copies of the statements and cut quotes apart; one per participant.
TASK
Divide participants into groups of three.
Provide each group member with a quote.
Participants take turns reading and discussing the quotes.
Guiding questions for table talk discussion:
What do you notice?
How do these statements reflect our understanding of the expanded definition of text?
What is the relationship between critical literacy and critical thinking?
What are the implications for classroom practice?
Thinking about Thinking: Setting the Stage for Independent Reading

11. Analyzing Text View a video on the web: Analyzing Text (Grade 2)
MATERIAL
Evolving View: Four Roles of the Literate Learner
SPEAKER NOTES
Grade 2 classroom early in the school year: This clip depicts a guided reading lesson focused on analyzing menus (5:17).
DISCUSSION
As participants view the clip, look for the following:
Consider the five key concepts for media literacy – Which key concepts does the teacher address?
Using Evolving View: Four Roles of the Literate Learner as a guide, consider:
What are the students already doing as text analyzers?
What would you do next to expand the students’ text-analyzing skills and strategies?
How does teacher practice impact on student learning in this clip?
Thinking about Thinking: Setting the Stage for Independent Reading

12. Connected Experiences Using a Variety of Texts
Visit the ROM by clicking here!
Eco-school poster from Denlowe P.S., Toronto District School Board
Visit the TVO Kids by clicking here!
SPEAKER NOTES
As we expand our definition of text beyond media text, we understand that everything said, written and represented requires examination and analysis.
Students question texts, understanding that each has language that reflects the attitudes, beliefs and interests of the author.
Each reader makes his/her own decision about what the text means and what the author’s intent may be.
DISCUSSION
Consider one of the overarching questions you have created from a big idea in the science curriculum.
Consider the range of texts students can engage in as they read, write, speak and view within an integrated unit.
How does what we have learned about the role of the text analyzer, critical literacy and critical thinking impact on the way we work with text?
How do our choices about the ways we use objects and materials affect our environment?
Thinking about Thinking: Setting the Stage for Independent Reading 12 12

13. Big Ideas and Critical Thinking
How do the language expectations across the strands support the critical stance needed to address big ideas?
MATERIALS
The Ontario Curriculum, Grades 1–8: Language, 2006 (revised)
The Ontario Curriculum, Grades 1–8: Science and Technology, 2007 (revised)
The Kindergarten Program, 2006 (revised)
The Full-Day Early Learning – Kindergarten Program, 2010–2011 (draft version)
TASK
Have participants review the big ideas in the science curriculum for their grade level.
Kindergarten teachers should consider the overall expectations and the big ideas in science and personal and social development identified in The Full-Day Early Learning – Kindergarten Program.
Using the language curriculum document, have participants find expectations across the strands that support the critical stance needed to address the big ideas in the science curriculum.
DISCUSSION
Discuss the implications for classroom practice.
Thinking about Thinking: Setting the Stage for Independent Reading

14. Inquiry Habit of Mind
What opportunities am I giving students to analyze text and practise critical literacy?
How does the evolving four roles framework support a critical literacy approach to learning in my classroom?
What changes in my practice might result from the ideas presented today?
SPEAKER NOTES
This slide suggests ways to give groups the opportunity to engage in meaningful planning after the session is complete.
This is an opportunity for professional learning communities to engage in teacher inquiry or action research.
Thinking about Thinking: Setting the Stage for Independent Reading 14

15. Inquiry Habit of Mind
SPEAKER NOTES
At the end of each session, there will be time for participants to plan a next step in their classrooms.
The purpose of the classroom inquiry is to help participants make the link between the content of these sessions and authentic classroom experiences.
Participants are asked to think about an idea from the session that intrigued them and formulate a question that they might pursue in their classroom.
Once back in their classrooms, they are asked to gather evidence to answer the question.
This could be a sample of student work, an anchor chart created with the students or simply a description of a lesson.
The gathering of this evidence should not be difficult or time-consuming but rather an authentic example of “life in the classroom.”
The Capacity Building Series monographs, Collaborative Teacher Inquiry and Primary Assessment would be beneficial for groups to read to support this work.
What is the impact of __________________ (teacher practice)
on ________________________ (change in student learning)?
Thinking about Thinking: Setting the Stage for Independent Reading 15

16. Hand-outs and Reference Documents
All resource and curriculum documents used in Thinking about Thinking sessions are available online in PDF. Please visit the following web page to download them:
Resources
MATERIALS FOR SESSION 1 Resource and Curriculum Documents All available in PDF. Linked to web addresses at the end of this session.
Handouts All available in PDF on this DVD. Download to your desktop for printing.
Thinking about Thinking: Setting the Stage for Independent Reading