Adolescent Literacy Cadre

February 2, 2010Jane Awtry & Marnie Leiferman

AEA 13 Reading Consultants

Our Year Long Goal

Students that are reading, speaking, viewing, writing and thinking more and better every

day.

Today’s Agenda

• Successes, questions and/or concerns– RAFT – Reciprocal Teaching

• Inductive Thinking• A strategy for critical thinking

• Strategy Continuum – What is your instructional purpose?

Due on : February 2, 2010

RAFT• Student artifacts from

classroom implementation of a RAFT

Reciprocal Teaching• Completed graphic

organizer for reflection on stages of implementation

R. A. F. T.RoleAudienceFormTopic

Reciprocal Teaching

Cognitive Strategy

Instruction

Predicting

Questioning

Clarifying

Summarizing

Gradual Release of Responsibility

Focus Lesson

Independent

Teacher Responsibility

Student Responsibility

“I do it”(Teacher)

“You do it

alone”(Student)

Guided Instruction“We do it”(Teacher/Student)

Collaborative“You do it together”

(Student/Student)

Adapted from Doug Fisher & Nancy Frey, 2008

Sort the hearts into categories of your choice.

Inductive Thinking

“View from Down Under”

Inductive Thinking Has three phases:

• Phase I: Present the data to the students or collect it from them

• Phase II: Present a focus statement (domain) and have the students classify the data based on common attributes

• Phase III: Apply the concepts that emerge; explore relationships between them; make predictions etc.

Inductive Thinking

• Drives or is the cognitive power behind graphic

organizers such as: Fish Bone Diagrams,

Venn Diagrams, Mind Mapping,

Concept Mapping

Inductive Thinking

• Comprehension Activity used to identify main idea or central theme

• Concept Learning

• Development of Critical Thinking Skills

• Increased Student Engagement with Task

Demonstration

Concrete Examples

• Puzzle Pieces• Leaves

• Shape Sets• Posters• Pictures

DOMAIN

Example• “Focus on the way

language is used in these sentences.”

Non-example• “Look for metaphors, personification and hyperbole

in these sentences.”

Students will then be instructed to read all the sentences, then sort the data set into the categories that make sense to them. The categories are then labeled and the class shares out the data sets.

Inductive Thinking Process

• Organize students into pairs.• Give each student a copy of the data set

(candy hearts)• Teacher may read aloud some or all of the

data set to the students • Students work with a partner to categorize the

data set by forming groups with items sharing common attributes

Inductive Thinking Process• (Teacher) Identify concepts (categories or main

ideas that share at least one common attribute) in subject matter.

• (Teacher) Create a data set that includes five to seven examples of each concept or category to be taught. There are usually two to four categories in a data set.

Then…….• Students work with partners to categorize the data

set by forming groups with items sharing common attributes. Students then summarize or name their categories.

Inductive Thinking Process

• Class discussion based on the generation of and testing of hypothesis ( I think this data piece goes with this because …).

• Students apply the categories they formed in a new task to summarize the author’s message, or concept (also know as generalization)

Team Collaboration

Brainstorm ideas to introduce inductive thinking to students

• Make a list that is emailed to all participants

Tools of the Trade

Implementation Check

Assignment for April 21st

• Create an inductive thinking lesson• Try it in your classroom• Bring back the lesson and be prepared to

comment as to the effectiveness of the lesson– What was your instructional goal for the activity?– What would you do differently next time?

Next Cadre Date: April 21, 2010