1. Making Disciplinary Thinking Visible: Close Readings, Metacognitive Conversations, and Marking Up The Text EDC448 Dr. Julie Coiro

2. Pop-Quiz! What do good readers/thinkers do as they engage with content? M&MDAAVISS

3. M S A HOMEWORK: How often do you use these strategies? Do they work? What’s the point? MONITOR AND CLARIFY M D A A SK QUESTIONS V I S I NFER/ PREDICT M AKE CONNECTIONS V ISUALIZE S YNTHESIZE D ETERMINE IMPORTANT IDEAS A NALYZE/CRITIQUE S UMMARIZE M+MDAAVISS ORGANIZE – SHAPE – TRANSFORM – SHARE A SK QUESTIONS

5. Today’s Objectives View activities/lessons that makes thinking visible and link to M&MDAAVISS strategies Work in small groups to share text locations likely to challenge your students and consider think-alouds to make visible your own problem solving strategies Prepare for Thursday’s think-aloud lesson (Stand up and Teach!)

6. Holding Thinking to Remember and Use (Tovani, Ch. 6) Students often don’t know what to do – and need more modeling and explanation Capturing thinking/reactions while reading provides something to revisit and reconsider Thinking on paper = alternative assessment and rehearsal for writing response Gradually release responsibility (move from pictures to text from one lesson to the next) It’s ok to show evidence of getting stuck > this paves the way for figuring out how to get unstuck!

7. Model the use of tools for reading actively and HOLDING thinking: –Text codes, sticky notes, highlighters, double-entry journals, digital voice recorders and podcast feedback from teachers! –Asking questions is a signal that you are constructing meaning! (the more you know, the more questions you have !) Holding Thinking to Remember and Use (Tovani, Ch. 6)

8. Model the use of tools for USING thinking: –Whole group thinking, graphic organizers, quad- entry journals, –** Comprehension constructors (think-sheets); a concrete way of taking students through an abstract process - the simpler, the better –After introducing/modeling/trying options, let students choose (compile sticky-notes; individual double-entry journals with feedback leads to constructive group thinking on double-entry journals) Holding Thinking to Remember and Use (Tovani, Ch. 6)

9. Comprehension Constructors

10. What questions do you have? Asking questions is a sign you are engaged & constructing meaning.

11. Formative Measures of Evidence-Based Thinking (pair with CCSS Tests)!! Inferring Analyzing Summarizing Synthesizing

12. Individual Accountability in Group Level Work Making Connections Asking questions Monitoring/Clarifying Confusion Using evidence from the text

13. Gr. 9-10 History Lesson What do you notice? Lesson Objective: Connect the Declaration of Independence to the American identity Why is the break up letter an effective way to engage students? What strategies do Ms. Katznelson and Mr. David use to support students in constructing their own knowledge? What evidence of “thinking aloud” do you observe? Is it effective? How are the four themes developed throughout the lesson?

14. Let’s Watch a Think-Aloud in Action (English Teacher, Fisher video) Part 1: How does the teacher engage her students at the beginning of her lesson? Is this technique effective? Explain… Part 2: Notice/Name some of the strategies the teacher uses to think-aloud with her students. Part 3: How does the fishbowl technique support her gradual release of responsibility to students?

15. Reminders CCSS ELA/Tech Subjects and Math Model Digital Screencasting Tools (Jing, Screencast-o-matic; Educreations) Review expectations on rubrics and what to prepare for Thursday

16. Workshop Groups Work in groups of three to: –1. Share text locations likely to challenge your students while working toward lesson objective. –2. Model your draft of how to make visible your own thinking at these challenging spots. –3. Get feedback and ideas from your classmates. –4. Exchange ideas about a digital think-aloud. –5. Use these reflections to inform your Tackling the Text Think-Aloud Assignment due Thursday.

17. Homework 1. READ Tovani Chapter 3 (Mental Modeling)

18. Extra Resources

19. What Do You Do As An Expert? Practicing Thinking Aloud About Tackling Challenging Texts EDC448 Dr. Julie Coiro

20. Things are looking up for Education!

21. Things are looking up!

22. Groups Group 1Group 2Group 3Group 4 JackieGregLaurenAustin TravisNealAmandaAllie SarahRachelMattAndrew DanSabrinaJamesKatie Group 5Group 6 BenDylan ErinYvette TraceyMercedes

23. In your mini-lessons… Practice modeling a think-aloud mini- lesson with your “students” (8 min)  You Teach (model and get your students ready for hard parts) 4 minutes  They Notice– 1 helpful idea you noticed your teacher did to support your comprehension of this difficult text) [2 min] – (Oh, I get it! So, you used/modeled ___ M&MDAVIS to help you figure out___)

24. Group Reflections and Quick Write Were you able to cover your content in this “metacognitive literacy lesson”? Did the guide help you teach? How? Teach differently than you might usually? What did you notice when you gave your students a chance to reflect out loud about what they learned? How might you want the modeling / talking to change in your lessons as you move through the year?