Creating the Whole Enchilada

1. Creating the Whole Enchilada Higher-Order Questions, Engagement, Systems in Place and Corrective Feedback to create: CRITICAL THINKERS 1

2. Introduction Theresa J. Diaz, M.Ed., Ed.S. John A Ferguson High School

3. Bellringer to Wrap-up At the beginning of each classa thought will be introduced that will carry what will be learned throughout our lesson, unit or project.

4. Using essential questions to learn a skillDAY ONE Take a look at the following question: Big Questions: How do (usually main character’s, narrator’s or author’s) comments contribute to the development of the story/article?? How do ________’s statements comments interject specific conceptions to the development of the story/article? Looking at both questions, which one do you believe would be seen on a test or used to help the reader analyze what they are reading? Which question are you comfortable with, why/why not?

5. Choosing the right… When we read something, the words tell us what type of question it is…. for example Learning Focus: Using Depth of Knowledge Words/Phrases for gaining next level success What exactly does the Learning Focus mean we are going to learn? In your group write down on your chart paper what skills you would use to analyze Vocabulary used in questions to gain better understanding of what is being asked KEEP IN MIND OUR ‘BIG QUESTIONS’

6. VOCABULARY MAKES THE WINDOW TO THE WORLD OPEN WIDE How does understanding the meaning of words within a sentence or question aid the reader? What if the reader does not understand the meaning of all of the words, what are some things they can do? On your chart paper write your thoughts

7. Think, Pair, Share Think about the words that might be used in rewriting the following question to the next level. “What events lead to the resolution?” Write these down on your mind mapping chart NO CHEATING! USE WHAT WE HAVE IN OUR VOCABULARY STORAGE…

8. Mind Mapping

9. Here we go! Let’s look at what each group came up with: Now let’s go back to our BIG QUESTIONS: How might we use your ‘better’ words to rewrite the questions? Remember the meaning of the questions have to remain the same.

10. Putting It Together to Critically Think Okay, let us see what each group has produced: Which restructured question has gone from the level it was originally and moved up to the next level of vocabulary?

11. The Best Way Is to Experience! 1) Next we are going to take the sentences your groups produced and take a look at our Depth of Knowledge handout 2) Swap with another group and each group give feedback! 3) How did everyone do? DISCUSSION TIME

12. CHOOSING THE BEST • LET’S VOTE ON WHICH GROUP PRODUCED THE BEST QUESTION FOR USING AS OUR ESSENTIAL QUESTION • DO NOT WORRY, WE WILL BE USING EACH QUESTION AS WE FINISH OUR WORK • I WILL BE COLLECTING THEM ALL AND GIVING THEM BACK AS WE PROGRESS

13. What do we do with questions?DAY TWO Thinking like a scientist • (What should take place once YOU can create the questions to ask when reading factual text for comprehension?) • Look at and read the following advertisements. Next consider our two HOTs questions, research each product in order to answer the questions, which is what type of strategy? (Answer) • Creating research to answer the questions helps you with comprehending what you are reading • Remember you are researching to answer your Day One Essential Question

14. What to do when you can’t research • When we are in a situation that does not allow us to research the answer, we have to use what is given to us and find the answer to the question being asked. LET’S TAKE A LOOK AT WHAT YOU SHOULD BE THINKING, CONSIDERING AND DOING WHEN THIS HAPPENS OF COURSE YOU WILL WANT TO USE THESE STRATEGIES WHEN YOU CAN RESEARCH, TOO! It helps with being accurate in everything you do.

15. Questions we ask while we are reading for collecting research Thinking like a historian Why is the use of history as a literate activity a significant event to a reader?

16. Questions we ask while we are reading for collecting research Thinking like a writer (What is the essential reason that a reader will use writing as a way of comprehending what they are reading?) (What influences a reader to use author’s purpose, i.e. imagery, symbol, theme, story elements to write their way to comprehending what they are reading?)

17. The Opportunity for allowing critical thinking by “Handling with care” NOW YOU ARE READY!!! • Begin your research of the topic from the essential question • Write down your notes and add a minimum of 3 references, better known as facts, to support your answer

18. Allowing Students To Show Their KnowledgeDay Three Writing like an ACADEMIC When you take your research, references and opinion you can create an academic answer to the essential question!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Write a minimum of 150 words using at least one reference as support for your answer of the essential question Be ready for PEER REVIEW

19. Using Peer Corrective FeedbackDAY FOUR • One way of corrective feedback is peer to peer or group to group. After all, we do not always have to be the one doing the grading, just the overseeing the lesson of learning!

20. The Steps to Critical Thinking Read It Write It Say It Do It

21. References Abushihab, İ. (2008). Taking reading beyond comprehension level by developing critical thinking in classroom. Ekev Academic Review, 12(37), 373-384. Retrieved from Academic Search Premier database. Beers, Kylene (2003). When kids can’t read: what teachers can do. Portsmouth, NH: Heinemann, A division of Reed Elsvier, Inc. Juel, C., Hebard, H., Haubner, J., & Moran, M. (2010). Reading through a disciplinary lens. Educational Leadership, 67(6), 12-17. Retrieved from Academic Search Premier database. Law, C., & Kaufhold, J. (2009). An analysis of the use of critical thinking skills in reading and language arts instruction. Reading Improvement, 46(1), 29-34. Retrieved from Academic Search Premier database.