thinkquiry toolkit facilitator: pamela thompson plymouth public schools high school literacy...

Plymouth Public Schools

High School Literacy Initiative Kickoff Session

Thinkquiry ToolkitThinkquiry Toolkit

Facilitator: Facilitator: Pamela Thompson Pamela Thompson

Content Area LiteracyContent Area Literacy Demands that Demands that Students…Students…

Read, Write, Think,

Speak/Present, Listen,

Across Content Areas (although application may differ in each discipline of

study).

Although some Content Areas Although some Content Areas maymay require specific literacy require specific literacy demands…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

© 2009 PCG’s Center for Resource Management

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


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?


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?


Thinkquiry Reading and Vocabulary Toolkit


The Goal...

Transfer the strategies to students for

independent use


Use the “Gradual Release of Responsibility” Model to Transfer the Strategies to Students

Pre-Assessment

Explicit Instruction

Guided Practice

Independent Practice

Independent Application


Bloom’s Thinking Prompts

DescriptionQuestions 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.


Bloom’s Thinking Prompts

PurposeUse before, during, and after reading to:Establish a purpose for readingHelp students develop their thinking skills at all levels of cognitionEnsure assignments respond to all levels of cognitionDeepen student comprehension of text at the higher levelsStimulate original thinking through open-ended questionsProvide an array of questions to support differentiation in students’ products to demonstrate what they have learnedProvide “question generators” for students to learn how to form good questions


What Kinds of Questions do You Tend to Ask Students?

Lower Order Thinking Skills

Higher Order Thinking Skills

1. Remember 4. Analyze

2. Understand 5. Evaluate

3. Apply 6. Create


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)..

Collaborative Activity: 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?


Give One, Get One, Move On

DescriptionThis 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


Give One, Get One - Collaborative ProtocolDirections 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.

1 2 3

4 5 6


Interactive Word Walls

DescriptionA 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.


Interactive Word Walls

PurposeUse before, during, and after reading to:Build vocabulary for a particular instructional focusHelp students develop analytical skills like classification and deductionSupport students in their writing activitiesBuild sight word reading fluencyProvide a visual tool to help students remember important words related to a specific topic or concept


Interactive Word Walls Planning Guide

CC Word Wall concept

Learning purpose

Example words

Interactive activity idea #1




Coding/Comprehension Monitoring

DescriptionThis strategy helps students to engage and interact with text and monitor comprehension as they read.

PurposeUse during reading to:Support content-area learning by focusing on key conceptsProvide a way for students to engage in a dialogue with the authorHelp students identify how they process information while readingHelp students identify what is difficult in the text so they can select and apply comprehension strategies to support their readingDevelop metacognitive awareness and ability to monitor one’s own comprehension


Coding/Comprehension Monitoring TemplatePage

Page

Page

Page

Page

DirectionsInsert this sheet in your book behind the reading assignment. As you read each page, place the code directly across from the part of the text you are coding. Pull out this sheet when you change pages and add your codes.

Select 2–3 of the following codes to monitor your comprehension as you read the assignment.

Codes+ = New information? = I don’t understand/I have questionsP = ProblemS = Solution = I know this informationC = ConnectionX = I thought differently

Coding/Comprehension MonitoringCoding/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

Literacy Vocabulary from:Literacy Vocabulary from:“Ideas for Increasing Student “Ideas for Increasing Student InteractionInteractionwith Word Walls.” (Toolkit)with 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

Activity: Word SortActivity: 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.


Triple-Entry Vocabulary Journal

DescriptionA 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.

PurposeHelp students understand key words when reading text that may limit comprehension if they are not knownProvide 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


Triple-Entry Journal Template

Word in Context Definition in My Own Words

Picture, Memory Aid, Phrase


Analytic Graphic Organizers

DescriptionThis strategy uses a visual format to help students explore the characteristics, relationships, or effects of a complex topic.

PurposeProvide 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 sequenceSynthesize information from different locations in the text or from multiple textsConvey understanding of information and concepts so misconceptions can be seen


Brainstorming Web Concept Map Word Sort

Categories

Words to Sort

Analytic Graphic Organizers - Vocabulary

Use these and others for vocabulary development

CHARACTERISTIC CHARACTERISTIC

CHARACTERISTIC CHARACTERISTIC

CONCEPT

CHARACTERISTIC

EXAMPLE EXAMPLE

EXAMPLE

EXAMPLE EXAMPLE EXAMPLE

EXAMPLE EXAMPLE

EXAMPLE


Role-Audience-Format-Topic (RAFT)

DescriptionThis 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.

PurposeEnhance comprehension of main ideas and point of viewProcess information and reflect in unusual waysProvide a creative, authentic way of communicating what was learned that can enhance students’ engagementEncourage students to consider different perspectivesHelp students communicate learning using preferred styles


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.

Roles Audience Format

Animal Advertising agency Advertisement

Bum on the street Alien from outer space

Advice column

City council member

Business manager Article

Eye of a camera Community agency Cartoon series


RAFT Template

Role Audience Format Topic

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____________


Literacy is not something extra to add to the plate…

Literacy IS the plate!


Strategy Combinations to Deepen Content Understanding

Content AreaBefore

Reading/LearningDuring

Reading/LearningAfter

Reading/LearningEnglish Language Arts

Think-pair-share Two-column note taking

RAFT

English Language Arts

Bloom’s thinking prompts

Coding Triple-entry vocabulary journal

Mathematics Triple-entry vocabulary journal

Think-pair-share Analytic graphic organizer

Mathematics Analytic graphic organizer

Interactive word wall Group summarizing

Science Two-column note taking

Triple-entry vocabulary journal

Analytic graphic organizer

Science RAFT Analytic graphic organizer

Save the last word for me

Social studies Analytic graphic organizer

Question-answer relationship

Bloom’s writing prompts

Social studies Interactive word wall Coding Give one, get one, move on


Strategy Combinations to Develop Specific Learning Skills

Learning SkillBefore

Reading/LearningDuring

Reading/LearningAfter

Reading/LearningActivate prior knowledge Think-pair-share QAR Save the last word

Set purpose for learning RAFT Coding Completion of the RAFT

Preview text Bloom’s thinking prompts

Triple-entry vocabulary journals

Think-pair-share

Analyze ideas and information

Bloom’s thinking cues

Graphic organizers Group summarizing

Ask questions Interactive vocabulary

Bloom’s thinking prompts

QAR

Align text to one’s life and world

Triple-entry journal Coding Save the last word

Review and revise understanding

Think-pair-share Two-column notes Group summarizing

Respond and transfer to new situations

Give one, get one, move on

Analytic graphic organizers

RAFT


Think-Pair-Share

DescriptionThis 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)

PurposeUse before, during, or after reading to:Allow for reflection and sharing before whole group discussionProvide time for everyone to formulate responses to the reading, experience, or prompt


Save the Last Word for Me

DescriptionThis 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.

PurposeTo support students’ interaction with text To promote reading comprehensionTo clarify and deepen thinking about content


Group Summarizing

DescriptionThis 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.


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


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.

1 2 3

4 5 6


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


Two-Column Note Taking

DescriptionA 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 conceptsHelp students remember important points and deepen their understanding of contentHelp students organize information and thoughts for thinking, writing, studying, or presenting


Two-Column Note Taking Template

DirectionsAs 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.

Topic:Check one: Lecture Text Film Presentation/Demonstration

Heading 1 Heading 2


Two-Column Note Taking Content Examples

Header 1 Header 2

Character’s feelings Clues that show how the character feels

Odysseus’ internal conflicts Odysseus’ external conflicts

Quote and page number Connection/Question

Estimated answer to the problem

Correct answer to the problem

Formula Definition and/or Example

Algebraic expression Simplified expression

Biotic factors (living things) Abiotic factors (non living things)

Cause Effect/reaction

State of matter Example and characteristics

Fact Opinion

Historical figure Legacy of this person

USA civil war Vietnam war


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.


Activity: Triple-Entry Journal

1. Brainstorm two literacy vocabulary terms for each category:

Teacher Instructional Practice

Collaborative Routines for Small Group Learning

Instructional Strategies

2. Complete all three columns of a Triple-Entry Journal for these vocabulary terms on chart paper.


Main Ideas Compare/Contrast Discussion Web

Analytic Graphic Organizers - Reading

Use these and others for visualizing patterns and relationships


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


Analytic Graphic Organizer Content Examples

Character map

Sequence graphic organizer

Semantic feature analysis

Line graph

Histogram

Classification

Timeline


Question–Answer Relationship (QAR)

1. In the bookThe answer is stated directly in the text

2. Think and searchThe answer is in the text but not stated directly. The reader interprets the meaning from different parts of the text.

3. Author and youThe answer is not in the text. The reader must read the text in order to answer, but must use personal knowledge with the information provided by the author.

4. On my ownThe answer is not in the text. The reader must develop the answer based on knowledge and personal experience only.

DescriptionThis strategy involves students in assessing the thinking demands of a passage and developing answers for four types of questions:


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.


Activity: Creating a QAR for an Article

DirectionsIn the Coding/Comprehension section of your handout,

you will find the article, "The Elements of Differentiation." In groups of 4, create one question for each of the four types of QAR questions exemplified in the packet. Write your QAR on chart paper to be posted and shared. The setup for your QAR chart will be: Question Answer Relationship

Write question here

Write answer here

Which type of question is it?


Activity: Instructional Planning and Application based on Content Area Literacy Demands Refer to the Literacy Demands activity done

on day one with Julie.

Think in terms of upcoming units and lessons and the literacy demands of your content area. Brainstorm strategies you can use this year to support these literacy demands.

Create charts in small groups using a different color marker for each content area.


Peer Coaching/Collaborative Mentoring

Is a valuable, effective tool for teacher professional development

Can have a strong, positive impact on teaching and learning

Can have a positive effect on morale and school climate and culture through its motivating and rejuvenating effects on teachers and students



Assumes that schools and teachers are seeking to continuously improve how teaching and learning happens



A teacher asks a trusted colleague to come and observe him/her on a particular day and with a particular class when s/he is going to incorporate the use of a new literacy strategy into his/her teaching.

The teacher meets with his/her colleague before the observation to discuss what kinds of feedback s/he is looking for.

The peer coach/mentor observes as planned (20–45 minutes).

The teacher and the peer coach/mentor schedule a follow-up time to meet soon after the observation.



What are our goals for Peer Coaching/Collaborative Mentoring?

What do we want to see or have as a result of participating in a peer coaching/collaborative mentoring process during the present school year?

Who is going to participate in the peer coaching/collaborative mentoring process at our school? How will this be structured?


Eight Step Debriefing Protocol

The teacher “debriefs” on how s/he thought it went.

The peer coach notes something positive that was observed.

The peer coach presents summary and analysis of the data collected.

The teacher and peer coach discuss implications of the feedback.


Eight Step Debriefing Protocol

The teacher and peer coach discuss any other interesting aspects of the lesson.

The teacher reflects on the lesson and comments on what s/he would revise/modify next time and why.

The teacher gives the peer coach feedback as to what types of feedback were particularly helpful, both in terms of content and delivery.

The teacher and peer coach schedule next observation where they reverse roles.


Tips for Success

Make sure, as a peer coach, you are respectful of your colleague’s decision making.

As a peer coach, be positive with your comments and back them up with specific examples.

As a peer coach, clarify, when possible, an issue from a way to approach it.

As both the teacher and the peer coach, you are in a learning role. Assume everyone is a good teacher and that everyone has places where s/he can improve.

As a coach/observer, be certain to note what particularly surprised or impressed you during your observation.

Treat planning meetings, observations, and debrief meetings as important. Get release time when necessary.

thinkquiry toolkit facilitator: pamela thompson plymouth public schools high school literacy...

Documents

pcgs center

resource management

resource management

synthesizing slide

share think

independent use slide

students content area

content areas