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Plymouth Public Schools High School Literacy Initiative Kickoff Session Thinkquiry Toolkit Facilitator: Pamela Thompson. Content Area Literacy Demands that Students…. Read, Write, Think, Speak/Present, Listen,
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Read, Write, Think,
Across Content Areas (although application may differ in each discipline of study).
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
A set of powerful literacy and learning tools that:
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.
How is this different from just asking someone to answer the question in writing and turn it in?
Two teacher tools:
Four collaborative routines:
Six student strategies:
Transfer the strategies to students for independent use
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.
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).
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?
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.
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
Student writing Technical terms
Charades Word sorts
Demonstrations Prior vocabulary lists
Synonyms Triple-Entry Journal
New unit terms Know. Rating Guide
Texts Class discussions
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.
Use these and others for vocabulary development
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.
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 the plate!
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.
Use before, during, and after reading to:
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.
Code the passage, Coding Scenario, by marking the following symbols in the margins as you read:
1 = Teacher Directed
2 = Student Directed
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.
In content area groups discuss:
Think of an upcoming unit/curriculum/lesson. Brainstorm possible headings you can use for the Two-Column Note Taking.
Use these and others for visualizing patterns and relationships
This strategy involves students in assessing the thinking demands of a passage and developing answers for four types of questions:
In 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:
Assumes that schools and teachers are seeking to continuously improvehow teaching and learning happens