Plymouth Public Schools High School Literacy Initiative Kickoff Session Thinkquiry Toolkit Facilitator: Pamela Thomp

1. Plymouth Public Schools High School Literacy Initiative Kickoff SessionThinkquiry ToolkitFacilitator: Pamela Thompson

2. Content Area Literacy Demands that Students… Read, Write, Think, Speak/Present, Listen, Across Content Areas (although application may differ in each discipline of study).

3. Although some Content Areas may require specific literacy demands… The Process of Reading, Writing, and Learning happens BEFORE: Activating prior knowledge, teaching vocabulary, setting purpose DURING: Asking and answering questions, monitoring comprehension, making inferences and connections AFTER: Summarizing, connecting, evaluating, applying, synthesizing

4. What is a Thinkquiry Toolkit? A set of powerful literacy and learning tools that: • Provide structures for teachers to support student understanding of increasingly complex content. • Help students learn to think critically and deeply about what they read and learn. • Scaffold content learning via a rich set of: • Teacher instructional practices • Collaborative routines for small group learning • Student learning strategies

5. Why are Strategies Important? Think-Pair-Share You are the school secretary returning from vacation and a week’s worth of mail has accumulated in your absence. Write down: What strategy(-ies) would you use to deal with this pile of mail. • What prior knowledge is necessary for sorting mail? • Why is it important to establish a purpose? • How did prior knowledge and knowing your purpose affect your choice of a strategy?

6. Think-Pair-Share Think • Written thoughts and ideas about a prompt or question(s). Pair • Discussion of your ideas or insights with a partner. Share • Volunteers share out with the group. How is this different from just asking someone to answer the question in writing and turn it in?

7. Thinkquiry Reading and Vocabulary Toolkit Two teacher tools: • Bloom’s thinking cues • Interactive word walls Four collaborative routines: • Think-pair-share • Give one, get one, move on • Save the last word for me • Group summarizing Six student strategies: • Coding • Two-column notes • Triple-entry journals • Analytic graphic organizers • Question-answer relationship • Role-audience-format-topic

8. The Goal... Transfer the strategies to students for independent use

9. Use the “Gradual Release of Responsibility” Model to Transfer the Strategies to Students • Pre-Assessment • Explicit Instruction • Guided Practice • Independent Practice • Independent Application

10. Bloom’s Thinking Prompts Description Questions related to the six thinking skills in Bloom’s Taxonomy are purposely constructed to ensure students are stimulated to respond at all levels of the cognitive domain, especially the higher levels. Students may respond through quick writes, learning logs, tests, creative writing that answers the six prompts, role-audience-format-topic (RAFT) activities, or other writing or speaking activities.

11. Bloom’s Thinking Prompts • Purpose • Use before, during, and after reading to: • Establish a purpose for reading • Help students develop their thinking skills at all levels of cognition • Ensure assignments respond to all levels of cognition • Deepen student comprehension of text at the higher levels • Stimulate original thinking through open-ended questions • Provide an array of questions to support differentiation in students’ products to demonstrate what they have learned • Provide “question generators” for students to learn how to form good questions

12. What Kinds of Questions do You Tend to Ask Students?

13. Activity: Using Collaborative Routines that Stimulate Critical Thinking Directions Read the selection, The Empty Table. Form groups of six singles or six pairs (12 total). Working alone or with a partner, develop one question for each Bloom’s level that would help the reader think more deeply about the concepts of this story. Turning to the, “Give One, Get One, Move On” template in the “Collaborative Routines…” section of your Toolkit, label each box w/a different thinking skill (Remember, Understand, Apply, Analyze, Evaluate, Create). .

14. Collaborative Activity: Enter your “Remember” question, and pass your template to the right. Each pair fills in the next level with an appropriate question, until all 6 questions have been written. No repeat questions from other papers are permitted.  Return the template to the original owner and--- Reflect on this activity: How do collaborative routines increase student learning? How might you incorporate one into your classroom?

15. Give One, Get One, Move On • Description • This strategy supports collaborative reflection on, interaction with, or review of a reading selection by using a protocol to solicit responses from multiple readers. • Purpose • Use before reading to: • Help students brainstorm key ideas on a topic/reading to activate prior knowledge and build background knowledge • Use after reading to: • Help students summarize and synthesize key concepts

16. Give One, Get One - Collaborative Protocol Directions • Think of an answer to the prompt. Write it down in box 1. • Pass the sheet to another student who silently reads what is written in the first box. That student adds an idea in box 2. • Do not repeat ideas that are already listed. • Continue passing on the paper and adding ideas until all the boxes are filled. Return the sheet to the original owner.

17. Interactive Word Walls Description A Word Wall is a systematically organized collection of displayed words. Both students and teachers can suggest additions to Word Walls. Students are asked to interact with words on the Word Wall on an ongoing basis. In this way, the words become an integral part of students’ reading, writing, and speaking vocabulary.

18. Interactive Word Walls • Purpose • Use before, during, and after reading to: • Build vocabulary for a particular instructional focus • Help students develop analytical skills like classification and deduction • Support students in their writing activities • Build sight word reading fluency • Provide a visual tool to help students remember important words related to a specific topic or concept

19. Interactive Word Walls Planning GuideCC • Word Wall concept • Learning purpose • Example words • Interactive activity idea #1 • Interactive activity idea #2 • Interactive activity idea #3

20. Coding/Comprehension Monitoring • Description • This strategy helps students to engage and interact with text and monitor comprehension as they read. • Purpose • Use during reading to: • Support content-area learning by focusing on key concepts • Provide a way for students to engage in a dialogue with the author • Help students identify how they process information while reading • Help students identify what is difficult in the text so they can select and apply comprehension strategies to support their reading • Develop metacognitive awareness and ability to monitor one’s own comprehension

21. Coding/Comprehension Monitoring Template

22. Coding/Comprehension Monitoring In your Thinkquiry Toolkit, read the text, “Ideas for Increasing Student Interaction with Word Walls.” As you read, CODE using these symbols: + Would work in my content area class m Could be modified to work ? I need more info to make this work v Unfamiliar vocabulary word

23. Literacy Vocabulary from:“Ideas for Increasing Student Interactionwith Word Walls.” (Toolkit) Student writing Technical terms Charades Word sorts Demonstrations Prior vocabulary lists Synonyms Triple-Entry Journal New unit terms Know. Rating Guide Manuals Articles Texts Class discussions

24. Activity: Word Sort With a partner, sort the Literacy vocabulary words on the list into the following three categories: Sources for Words/Activities/Types of Words Share your lists with others in your group.

25. Triple-Entry Vocabulary Journal • Description • A strategy for learning new vocabulary that uses a three-column note taking format for a word in context, definition in one’s own words, and a picture, memory aid, or phrase. • Purpose • Help students understand key words when reading text that may limit comprehension if they are not known • Provide a more interactive way to learn new vocabulary than “assign, define, and test” • Provide a way for students to cognitively process new words, resulting in more retention

26. Triple-Entry Journal Template

27. Analytic Graphic Organizers • Description • This strategy uses a visual format to help students explore the characteristics, relationships, or effects of a complex topic. • Purpose • Provide a visual way to analyze how information and ideas are linked • Help organize information for notes, learning, and recall • Show specific relationships, such as cause-effect or sequence • Synthesize information from different locations in the text or from multiple texts • Convey understanding of information and concepts so misconceptions can be seen

28. Analytic Graphic Organizers - Vocabulary Use these and others for vocabulary development

29. Role-Audience-Format-Topic (RAFT) • Description • This strategy asks students to creatively analyze and synthesize the information from text by taking on a particular role or perspective, defining the target audience, and choosing an appropriate written format to convey their understanding. • Purpose • Enhance comprehension of main ideas and point of view • Process information and reflect in unusual ways • Provide a creative, authentic way of communicating what was learned that can enhance students’ engagement • Encourage students to consider different perspectives • Help students communicate learning using preferred styles

30. Possible Roles, Audiences, and Formats After selecting an idea from this general list, the student would identify the specific name of the person, group, or organization. Note: The ideas do NOT link across each column.

31. RAFT Template Course concept to be addressed in the RAFT: Brainstormed ideas for RAFTs related to this concept: Student’s choice for RAFT components: Role__________ Audience__________ Format_________ Topic____________

32. Literacy is not something extra to add to the plate… Literacy IS the plate!

33. Strategy Combinations to Deepen Content Understanding

34. Strategy Combinations to Develop Specific Learning Skills

35. Think-Pair-Share • Description • This is a cooperative discussion strategy whose name is derived from the three stages of student action, with emphasis on what students are to be doing at each of those stages. (Frank Lyman, 1981) • Purpose • Use before, during, or after reading to: • Allow for reflection and sharing before whole group discussion • Provide time for everyone to formulate responses to the reading, experience, or prompt

36. Save the Last Word for Me • Description • This strategy uses a collaborative format for the discussion of text where students select quotations to discuss with one another, concluded by the student who selected the quote. • Purpose • To support students’ interaction with text • To promote reading comprehension • To clarify and deepen thinking about content

37. Group Summarizing Description This strategy supports students to work together to preview text before reading, locate supporting information and examples during reading, summarize their ideas on a four-quadrant chart after reading, and use the notes as a structure to write the group summary.

38. Group Summarizing Purpose Use before, during, and after reading to: • Involve students in constructing a meaningful synthesis of what they have read • Help students learn how to do a summary before they are asked to create their own • Provide practice in paraphrasing • Allow students to demonstrate understanding of concepts through the completed group summary chart • Link the different parts of the reading process • Develop higher order critical thinking skills

39. Activity: Give One, Get One for Literacy Instruction Prompt: What is the advantage to using collaborative routines in the classroom? Write your question in the Question box. Pass the paper to your right each time the chime rings.

40. Activity: Coding/Comprehension Monitoring Code the passage, Coding Scenario, by marking the following symbols in the margins as you read: 1 = Teacher Directed 2 = Student Directed

41. Two-Column Note Taking • Description • A strategy can which can be used with text, lectures, or when viewing media presentations to help students organize their thinking about specific content. • Purpose • Use during and after reading to: • Create a user-friendly system to record important ideas, related details, and the relationships between concepts • Help students remember important points and deepen their understanding of content • Help students organize information and thoughts for thinking, writing, studying, or presenting

42. Two-Column Note Taking Template Directions As you read/listen/view, take two-column notes about important facts, vocabulary, concepts, and other information you want to remember or will need to use.

43. Two-Column Note Taking Content Examples

44. Activity: Two-Column Note Taking In content area groups discuss: • How does the Two-Column Note Taking method support student comprehension and organize their thinking? • How can this be used during and after reading? • How would you use the Gradual Release Model of Responsibility to teach this? Think of an upcoming unit/curriculum/lesson. Brainstorm possible headings you can use for the Two-Column Note Taking.

45. Activity: Triple-Entry Journal • Brainstorm two literacy vocabulary terms for each category: • Teacher Instructional Practice • Collaborative Routines for Small Group Learning • Instructional Strategies • Complete all three columns of a Triple-Entry Journal for these vocabulary terms on chart paper.

46. Analytic Graphic Organizers - Reading Use these and others for visualizing patterns and relationships

47. Activity: Brainstorming Uses for AGO’s • Brainstorm where analytic graphic organizers would help students understand your course topics • Reading comprehension • Vocabulary • Add your favorites to the list and share them with a neighbor

48. Analytic Graphic Organizer Content Examples • Character map • Sequence graphic organizer • Semantic feature analysis • Line graph • Histogram • Classification • Timeline

49. Question–Answer Relationship (QAR) Description This strategy involves students in assessing the thinking demands of a passage and developing answers for four types of questions:

50. Activity: QAR – Joey in the Military • Read the story. • Read the questions and decide what type of question is being asked. • Underline the “clue words” that help you decide. • Review your answers with a neighbor when you finish. Discuss answers that differ.