1. DESIGNING INSTRUCTION THAT LEADS TO UNDERSTANDING Thinking through text

2. Essential Question How can I teach for understanding?

3. Learning goals By the end of the two days, participants will:

4. Understand the thinking strategies

5. Understand the “Before, During, After” framework

6. Know instructional moves Annotating text Building anchor charts Using graphic organizers Talking/discourse Writing/reflecting

7. Triple Track Agenda Modeling  thinking strategies  workshop  co-teaching

8. Read Aloud: Cris Tovani Author of I Read It, But I Don’t Get It and Do I Really Have to Teach Reading? And high school classroom teacher

9. Penny Kittle

10. Trios Find two people Introduce yourselves Explore ideas

12. THE MONTILLATION OF TRAXOLINE It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our must lukized snezlaus in the future because of our zionter lescelidge.

13. A comprehension quiz…. It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our must lukized snezlaus in the future because of our zionter lescelidge. What is a traxoline? Where is traxoline montilled? How is traxoline quaselled? Why is it important to know about traxoline?

14. The answers…. What is a traxoline? Taxoline is a new form of zionter. Where is traxoline montilled? Traxoline is montilled in Ceristanna. How is traxoline quaselled? Traxolie is quaselled when the Ceristannians gristeriate lareg amountsof fevon andthenbracter it. Why is it important to know about traxoline? It is important to know about traxoline because it is one of our most lukized snezlaus in the future because of our zionter lescelidge.

15. Five components of reading Phonemic awareness Phonics Vocabulary Fluency Comprehension

16. Metacognition

17. Reading What does it mean to read? What does thinking while reading look/sound like? What do you do when you read?

18. Last Words The suicide note was brief. To my friend, my lover, my wife, Don’t blame yourself. None of them did.

20. Invitation Read “Conversation Piece” While reading, annotate the text Show the tracks of your thinking

21. What did you do to make sense of this text?

22. Learning from being metacognition What does it mean to read? What does thinking while reading look/sound like?

24. Break time

25. What are the thinking strategies that proficient readers use?

26. But, first, what is a strategy? “Intentional plans that enable readers to construct meaning.” -- Cris Tovani Mental moves that readers use to understand what they are reading  Before  During  After Instructional moves --Smoky Daniels

27. Strategies of proficient readers

28. Monitor for understanding

29. Ask questions

30. Activate, Utilize, Build Background Knowledge

31. Draw inferences

32. Determine Importance

33. Create sensory images…Visualize

34. and synthesize

35. Label our strategies Questions Visualizing Synthesizing Background knowledge Monitoring Inferring Determining importance

36. Before, During, After Before: getting students ready to read During: having students hold their thinking while reading After: extending or deepening their thinking

37. Workshop #1: Focus reading strategies:  Activating background knowledge  Making connections Demonstration lesson Application

38. Activating background knowledge Read and annotate text 2 in the packet.

39. Background knowlege

40. Background Knowledge + Making Connections

41. Making connections Text-to-self Text-to-text Text-to-world

42. Demonstration lesson

43. If the eyes are the window to our souls, what do her eyes tell us?

44. During Using the graphic organizer to hold your thinking.

45. After With two colleagues  Share your charting of your thinking  Answer the guiding question, using your notes, the poem, and the photo:  If the eyes are the window to our souls, what do her eyes tell us?

46. Application Here’s what we modeled:  An interesting text  A purpose for reading it  Before (activating BK)  During (graphic organizer)  After (in trios answer the essential question) How might you apply this strategy?  What text?  What purpose?  Before?  During?  After? Resources on the wiki: Day 1: Activating Schema and Making Connections

47. DEBRIEF

48. Workshop 2 Focus strategies:  Determining importance  Asking questions Text:  Non-fiction Before  Word Splash During  Highlight and annotate After  Save the Last Word for Me

49. Focus thinking strategies: Determining Importance/Asking questions Determining importance  Id key ideas  Distinguish among important, interesting, and unimportant details  Consider what’s important given the purpose

50. Asking questions  Before reading to set purpose  During reading to maintain interest  A variety of questions  Literal  Inferential  Applied

52. Demonstration Lesson Before reading:  Word splash  Generate a question or two During reading  Highlight the text when you find possible answers to your questions  If more questions pop up, list them. After reading: Save the Last Word for Me

53. Word Splash

54. DURING READING Highlight the text when you find possible answers to your questions. If more questions pop up, list them.

55. AFTER READING SAVE THE LAST WORD FOR ME  Select a significant quote  Read it but do not explain it  The rest of the group discusses your quote (about 3 minutes)  You get the last word: why did you select it? What are you thinking now? Move on to the next person.

56. Application How can you teach students to determine importance? Use questions in an active manner? Before/during/after framework Check out the wiki: Workshop – Determining Importance and Asking Questions

57. KWL KNOW WONDER LEARN

58. Investigate the wiki Check out the wiki Post on the wiki:  Choose one of the strategies and explain how it supported your thinking.  How will that strategy support your students as thinkers? Homework: Bring a text that you will be teaching.

60. reflecting

61. Homework Bring some kind of text you might ask your students to read

62. Workshop #3 Focus strategies:  Visualizing  Inferring Text:  Poem Before During After

63. Visualizing or Using Sensory Images

64. Drawing inferences Question/Text + Background Knowledge Inferences

65. Think Aloud I’m playing war With six of my friends, Using sticks for guns Arguing over who’s dead Who’s only wounded Who can die the best When the door opens And Grandpa walks out Wearing no shirt. We see the scar On his back. He got it In a real war. Nobody says anything But after he passes by We start a different game. The Scar by Ralph Fletcher

66. During Reading Pair up:  With a partner read “The Custodian”  Decide who is Person A and who is Person B  Person A think aloud, Person B records visualizations and inferences

67. After reading Join another pair Discuss your visualizations/inferences On the wiki, reflect on what you learned

68. Checking out the wiki What’s a question about reading that you would like answered? Search the wiki to find an answer to the question. Jot down insights and resources. Be prepared to share.

69. Your turn