How To Teach Thinking Skills Within the Common Core

How To Teach Thinking Skills Within the Common Core Brian Pete Robin Fogarty & Associates robinfogarty.com

How to Teach Thinking Skills Within the Common Core 7 Key Student Proficiencies of the New National Standards

School Leaders Guide To the Common Core Achieving Results Through Rigor and Relevance

Syllabus of Seven Critical Thinking – AnalysisEvaluateProblem Solving Creative Thinking – GenerateAssociateHypothesize Complex Thinking – ClarifyInterpretDetermine Comprehensive Thinking – UnderstandInferCompare/Contrast Collaborative Thinking – ExplainDevelopDecide Communicative Thinking – ReasonConnectRepresent Cognitive Transfer – SynthesizeGeneralizeApply

To Think Like a . . . Scientist/Detective Publisher/Writer Mathematician/Doctor Engineer/Mechanic Composer/ Musician Researcher/Blogger

Not for the test but the test of life.

Work Smarter Work Harder

GOALS College Career Ready

Begin with the end in mind . . .

May not be ready for college but will be ready for . . .

Meet and Greet Talk about what you think about when you hear Career & College Ready.

Students Who Are College and Career Ready in Reading, Writing, Speaking, Listening, and Language They demonstrate independence. Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions.They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

Meet and Greet Which would bewould be a challenge for your students?

Shift from “What’s Taught” to “What Students Need to Be Able to Do” To succeed in 21st Century college and careers, students need to be able to: 1. Solve problems 2. Manage oneself 3. Adapt to change 4. Analyze/conceptualize 5. Reflect on /improve performance 6. Communicate 7. Work in teams 8. Create / innovate / critique 9. Engage in learning throughout life

Describe: Provide a Specific Workplace Example 1☐ Solve problems 2☐ Manage oneself 3☐ Adapt to change 4☐ Analyze/conceptualize 5☐ Reflect on /improve performance 6☐ Communicate 7☐ Work in teams 8☐ Create / innovate / critique 9☐ Engage in learning throughout life

Adapt to change Reflect on / improve performance Communicate Engage in learning throughout life Analyze/conceptualize Manage oneself Create / innovate / critique Work in teams Solve problems

Work in teams Solve problems Communicate Manage oneself Create Innovate Critique Analyze Conceptualize Reflect on /improve performance Engage in learning throughout life Adapt to change

Meet and Greet Pick one, discuss what it would look like in the job place.

What does the Three Story Intellect remind you of?

Blooms DOK Three Story

BLOOM’S DOK Three Story Evaluation: Interpret, Justify, Decide, Criticize, Judge, Solve, Rate, Assess, Appraise Level Four (Extended Thinking) Connect, Design, Synthesize, Apply Concepts, Create, Analyze Prove, Critique, Aha! Collaboration, Enterprise, Communication, Innovation Techno-Savvy, Synergy, Synthesis: Hypothesize, Predict, Create, Invent, Produce, Extend, Design, Develop, Level Three (Strategic Thinking) Construct, Draw Conclusions, Develop Logical Argument, Investigate, Compare, Formulate, Cite Evidence, Apply: Evaluate, Judge, Predict, Speculate, Hypothesize, Forecast, Idealize, Generalize Analysis: Study, Combine, Inspect, Categorize, Examine, Apart, Generalize Level Two (Skill/Concept) Infer, Graph, Organize, Modify, Predict, Estimate, Make Observations Process: Compare, Classify, Explain, Sequence, Synthesize Analogies, Reason, Infer Comprehension: Summarize, Relate, Simple Comparisons, Reword, Discuss, Experiment, Level One (Recall) Arrange, Draw, List, Report, Label, Memorize, Recite, Quote, State Gather: Complete, Define, Describe, Scan, List, Match, Select, Identify, Count Knowledge: Tell, Uncover, Show, List, Repeat, Name, Recall, Define

Applying this 21st Century skill is like _______ Because both ________

“The illiterate of the 21st Century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” - Alvin Toffle

The Teaching/Learning Equation

High Five Walk

Every study of employer needs made over the past 20 years … has come up with the same answers. Successful workers communicate effectively, orally and in writing, and have social and behavioral skills that make them responsible and good at teamwork. They are creative and techno-savvy, have a good command of fractions and basic statistics, and can apply relatively simple math to real-world problems such as those concerning financial or health literacy. Employers never mention polynomial factoring. Lerman, R. I., & Packer, A. (2010, April 21). Will we ever learn? What's wrong with the common-standards project. Education Week, 29(29), 30–31.

To whom is the author directing this message? Give 3 possible answers.

B A Partners

V S ERVE & olley

Partner # A Who needs to hear this message? Explain Partner #B Agree or Disagree – Give at least 1 reason Partner #A Summarize both comments into one sentence. Partner #B Synthesize the single sentence into three words or less.

Higher Order Thinking Skills Preview the whole situation. Assess the individual parts. Reorganize by similarities & differences. Turn the analysis into a summary or synthesis. Analyze Account for literal similarities and differences. Look again; don’t miss the obvious. Investigate the hidden details of likeness & difference. Know the categories. Express in alternating or dual descriptions. Compare Contrast Begin with the big picture. Look at the elements. Extract the essence. Name the nuggets. Design a seamless image. Synthesize

Common Core Anchor Standards College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Craft and Structure 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Common Core Anchor Standards College and Career Readiness Anchor Standards for Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Common Core Anchor Standards College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

The goal of all staff development is . . . From Staff Room to Classroom

From Staff Room to Classroom A Guide for Planning and Coaching Professional Learning Robin J. Fogarty, PhD Brian M. Pete

Classroom Example

Informational Texts: English Language Arts Grades 6–8 Text Exemplars Churchill, Winston. “Blood, Toil, Tears and Sweat: Address to Parliament on May 13th, 1940.” Lend Me Your Ears: Great Speeches in History, 3rd Edition. Edited by William Safire. New York: W. W. Norton, 2004. (1940)From “Winston Churchill Braces Britons to Their Task” I would say to the House, as I said to those who have joined this government: "I have nothing to offer but blood, toil, tears and sweat." We have before us an ordeal of the most grievous kind. We have before us many, many long months of struggle and of suffering. You ask, what is our policy? I can say: It is to wage war, by sea, land and air, with all our might and with all the strength that God can give us; to wage war against a monstrous tyranny, never surpassed in the dark, lamentable catalogue of human crime. That is our policy. You ask, what is our aim? I can answer in one word: It is victory, victory at all costs, victory in spite of all terror, victory, however long and hard the road may be; for without victory, there is no survival. Let that be realised; no survival for the British Empire, no survival for all that the British Empire has stood for, no survival for the urge and impulse of the ages, that mankind will move forward towards its goal. But I take up my task with buoyancy and hope. I feel sure that our cause will not be suffered to fail among men. At this time I feel entitled to claim the aid of all, and I say, "come then, let us go forward together with our united strength.”

Grade 6 Standards Addressed: Reading Key Ideas and Details Reading - Key Ideas and Details RI 7-1. 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI 7-2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Reading - Craft and Structure RI 7-4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI 7-5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. Reading - Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Assess how point of view or purpose shapes the content and style of a text.

Grade 6 Standards Addressed: Speaking and Listening Presentation of Knowledge and Ideas SL 7-4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Grade 6 Standards Addressed: Language Conventions of Standard English L 7-1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* Vocabulary Acquisition and Use L 7-5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

ARGUMENTATION Construct argument Develop ideas Build on others’ ideas Integrate Information Respond to others’ argument Compare arguments Explain flaws in arguments Decide if argument makes sense Decide if arguments are correct Determine domains to which an argument applies Clarify arguments Improve arguments Draw conclusions Justify conclusions

Coaching Conversations Walk-throughs / Look-for’s ✔Back and forth of conversation ✔Students using complete sentences ✔Evidence of student reasoning

Mediated Journal Common Core Strategies Name Date

Take Away Window

Journal Entry Back Cover of Mediated Journal

Take Away Window

Define rigor . . .

400,000 82,500 283,000

RIGOR It’s not a four letter word . . .

ABC Graffiti

ABCDEFGH I J K L M N O P Q R S T U V W X Y Z

LITERACY ABCDEFGH I J K L M N O P Q R S T U V W X Y Z Reading Fluency Writing

Rigor ABCDEFGH I J K L M N O P Q R S T U V W X Y Z

ABC Graffiti Compound Word

Compound Word Targeted + Strategic = Targec, adj - to act with a plan of action toward specific goal

Compound Word Movie + Sleep = Sloovie, n - the state of deep sleep only attained while watching a movie rental.

Compound Word Diet + Remorse = Dimorse, adj - the feeling of regret felt when facing a all you-can-eat Buffet right after starting a diet.

Diet + Remorse = Dimorse, adj - the feeling of regret felt when facing a all-you-can-eat buffet right after starting a diet. Targeted + Strategic = Targec, adj - to act with a plan of action toward a specific goal. Movie + Sleep = Sloovie, n - the state of deep sleep only attained while watching a movie rental.

Target Thinking Skill Template: Menu of Operations ABC Graffiti

ABCDEFGH I J K L M N O P Q R S T U V W X Y Z

LITERACY ABCDEFGH I J K L M N O P Q R S T U V W X Y Z Reading Fluency Writing

Evaluation ABCDEFGH I J K L M N O P Q R S T U V W X Y Z

List Sort & Label

SHOPPING ABCDEFGH I J K L M N O P Q R S T U V W X Y Z Accessories “Now, buy it . . .” Bargains On line Credit Cards Parking Department Stores Q - Cute Expensive Returns Fashion Sales Girl Friend Try it on! Half Price “U Look Great!” “It’s You!” Vogue Jewlery Want, Not Need “Killer Outfit!” X-Rated Lay Away “Years Younger” Mad Money Zonked out

SHOPPING List Sort Label ABCDEFGH I J K L M N O P Q R S T U V W X Y Z Accessories “Now, buy it . . .” Bargains On line Credit Cards Parking Department Stores “Q – Cute” Expensive Returns Items - Finance - Buddy - How – Attitude - Fashion Sales Girl Friend Try it on! Half Price “U Look Great!” “It’s You!” Vogue Jewelry Want, Not Need “Killer Outfit!” X-Rated Lay Away “Years Younger” Mad Money Zonked out

Thinking at Grade Level

Chapter 1: Analyze No way of thinking or doing, however ancient, can be trusted without proof. Henry David Thoreau

To analyze is to separate any material or abstract entity into its constituent elements. Related terms include: Diagnose, Examine, Classify, Differentiate, Distinguish.

PART Preview the whole situation. Assess the individual parts. Reorganize by similarities and differences. Turn the analysis into a summary or synthesis.

In the ELA Common Core State Standards the word Analyze

In the ELA Common Core State Standards the word Analyze Appears 81 times . . .

“Analyze” ELA Analyze Theme SS Analyze Point of View CONSUMER ED Analyze Prices SCIENCE Analyze Velocity ART/MUSIC Analyze Style MATH Analyze Statistics HEALTH/PE Analyze Benefits Digital Literacy Analyze Website Interdisciplinary Model

Analyzehow visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Analyzemultiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Determine a theme or central idea of a text and Analyzeits development over the course of the text; provide an objective summary of the text.

Analyzehow particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; Analyzethe impact of a specific word choice on meaning and tone.

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; Analyzethe impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; Analyzethe impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Analyze

Analyzehow a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributesto its meaning.

Craft and Structure 6-8.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

Craft and Structure 9-10.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Craft and Structure 11-12.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Analyzethe impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Analyze

In the MATH Common Core State Standards the word Analyze

In the MATH Common Core State Standards the word Analyze Appears 28 times . . .

Analyze, compare, create, and compose shapes. 4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and other attributes

Operations and Algebraic Thinking 4.OA Generate and analyzepatterns.

Operations and Algebraic Thinking 5.OA Analyzepatterns and relationships.

Expressions and Equations 6.EE Analyzethe relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

Ratios and Proportional Relationships 7.0 Analyze proportional relationships and use them to solve real-world and mathematical problems.

Expressions and Equations 8 Analyzeand solve linear equations and pairs of simultaneous linear equations.

Interpreting Functions Analyzefunctions using different representations

Use probability to evaluate outcomes of decisions 7. (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).

In the ELA Common Core State Standards Performance Tasks the word Analyze Appears 28 times . . .

In the ELA CCSS Performance Tasks the word Analyze

In the ELA CCSS Performance Tasks the word Analyze 28 Times

Students summarize the development of the morality of Tom Sawyer in Mark Twain’s novel of the same name and analyze its connection to themes of accountability and authenticity by noting how it is conveyed through characters, setting, and plot. [RL.8.2]

Students analyzehow the playwright Louise Fletcher uses particular elements of drama (e.g., setting and dialogue) to create dramatic tension in her play Sorry, Wrong Number. [RL.7.3]

Students analyzeWalt Whitman’s “O Captain! My Captain!” to uncover the poem’s analogies and allusions. They analyze the impact of specific word choices by Whitman, such as rack and grim, and determine how they contribute to the overall meaning and tone of the poem. [RL.8.4] Analyze

Students analyze how the opening stanza of Robert Frost’s “The Road Not Taken” structures the rhythm and meter for the poem and how the themes introduced by the speaker develop over the course of the text. [RL.6.5]

Students analyzehow Anton Chekhov’s choice of structuring his story “Home” by beginning in “midstream” shapes the meaning of the text and contributes to its overall narrative arc. [RL.11–12.5]

Students provide an objective summary of Henry David Thoreau’s Walden wherein they analyze how he articulates the central ideas of living simply and being self-reliant and how those ideas interact and build on one another [RI.11–12.2]

The Goal

Common Core Balances Relevant Content with Rigorous Thinking

Three-Phase Model

Explicit Teaching

Adult Learners Thinking Skills Analyze Teach Process as Content Part to Whole / Whole to Part Is the whole greater than the sum of the parts?

What is an essential question? An essential question is – well, essential: important, vital, at the heart of the matter – the essence of the issue. One meaning of “essential” involves important questions that recur throughout one’s life. A second connotation for “essential” refers to key inquiries within a discipline.

A question is essential when it: causes genuine and relevant inquiry provokes deep thought, lively discussion, requires students to consider alternatives, weigh evidence, stimulates vital, on-going rethinking of big ideas, sparks meaningful connections with prior learning naturally recurs, creating opportunities for transfer to other situations and subjects.

Motivational Mind Set: Through Emotions get their Attention Skill Description: What Standard Requires Menu of Operations: “How-to” Steps for Students Instructional Strategy:“Process as Content” Assessment: Judgment of Product or Performance Reflection: Student Comment on Process

Motivational Mind Set: Through Emotions get their Attention

Look at your bill and decide what are the parts that you will need to address . . .

Counterfeit. . .

Things we might consider . . . Size Type of Paper Ink Designs Serial Numbers

Motivational Mind Set: Through Emotions get their Attention Copy a Dollar Skill Description: What Standard Requires Menu of Operations: “How-to” Steps for Students Instructional Strategy:“Process as Content” Assessment: Judgment of Product or Performance Reflection: Student Comment on Process

Skill Description: What Standard Requires

A B C D E 1 2 3 4 5

Description Analyzing is... TAG

Think Pair Share Analyze means . . .

Analyzing is. . . Examining Taking apart Appraising Noticing Details Dissecting Discerning

Motivational Mind Set: Through Emotions get their Attention Copy a Dollar Analyze Analysis w/Optical Illusions Skill Description: What Standard Requires Menu of Operations: “How-to” Steps for Students Instructional Strategy:“Process as Content” Assessment: Judgment of Product or Performance Reflection: Student Comment on Process

Menu of Operations “How-to” Steps for Students

PART Preview the whole situation. Assess the individual parts. Reorganize by similarities and differences. Turn the analysis into a summary or synthesis. Menu of Operations: “How-to” Steps for Students

Motivational Mind Set: Through Emotions get their Attention Copy a Dollar Analyze Analysis w/Optical Illusions Skill Description: What Standard Requires Preview the whole situation. Assess the individual parts. Reorganize by similarities and differences. Turn the analysis into a summary or synthesis. Menu of Operations: “How-to” Steps for Students Instructional Strategy:“Process as Content” Assessment: Judgment of Product or Performance Reflection: Student Comment on Process

Instructional Strategy:“Process as Content”

Video: Video Content 90 seconds long Cell Phone Ad From S. Korea What things (elements) might you see that you will have to account for when analyzing this video

Disconnect to Connect Video http://www.youtube.com/watch?v=7ae0tzVo8Fw

PART Preview the whole situation. Assess the individual parts. Reorganize by similarities and differences. Turn the analysis into a summary or synthesis. Menu of Operations: “How-to” Steps for Students

PART Preview the whole situation. Assess the individual parts. Reorganize by similarities and differences. Turn the analysis into a summary or synthesis. What is the same about each scene? Characters? Setting? Action? What is the different about each scene? Characters? Setting? Action? Generate a Five word Synthesis of this video.

Motivational Mind Set: Through Emotions get their Attention Copy a Dollar Analyze Analysis w/Optical Illusions Skill Description: What Standard Requires Preview the whole situation. Assess the individual parts. Reorganize by similarities and differences. Turn the analysis into a summary or synthesis. Menu of Operations: “How-to” Steps for Students Instructional Strategy:“Process as Content” Disconnect to Connect Video - Mind Map / Synthesis Assessment: Judgment of Product or Performance Reflection: Student Comment on Process

Assessment: Judgment of Product or Performance

Motivational Mind Set: Through Emotions get their Attention Copy a Dollar Analyze Analysis w/Optical Illusions Skill Description: What Standard Requires Preview the whole situation. Assess the individual parts. Reorganize by similarities and differences. Turn the analysis into a summary or synthesis. Menu of Operations: “How-to” Steps for Students Instructional Strategy:“Process as Content” Disconnect to Connect Video - Mind Map / Synthesis Assessment: Judgment of Product or Performance Share Synthesis with Partner Reflection: Student Comment on Process

Reflection: Student Comment on Process

Chapter 1: Analyze No way of thinking or doing, however ancient, can be trusted without proof. Henry David Thoreau

To analyze is to separate any material or abstract entity into its constituent elements. Related terms include: Diagnose, Examine, Classify, Differentiate, Distinguish.

RAFFLE

What makes a Great Standard? Criteria:

Reading Standards for Literature K–5 Integration of Knowledge and Ideas Standard 7

_ 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). _ 7. Use the illustrations and details in a text to describe its key ideas. _ 7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. _ 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). _ 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. _ 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. _ 7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. _ 7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). _ 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. _ 7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. _ 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

_ 7. With prompting and support _ 7. Use the illustrations and details _ 7. Explain how specific images _ 7. Use information gained from illustrations _ 7. Interpret information presented visually, orally, or quantitatively _ 7. Draw on information from multiple print or digital sources _ 7. Integrate information presented in different media or formats _ 7. Compare and contrast a text to an audio, video, or multimedia _ 7. Evaluate the advantages and disadvantages of using different mediums _ 7. Analyze various accounts of a subject told in different mediums _ 7. Integrate and evaluate multiple sources of information presented in different media or formats

What makes a Great Standard? Criteria:

Reading Standards for Literature K–5 Integration of Knowledge and Ideas Standard 7

_ 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). _ 7. Use the illustrations and details in a text to describe its key ideas. _ 7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. _ 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). _ 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. _ 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. _ 7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. _ 7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). _ 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. _ 7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. _ 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

_ 7. With prompting and support _ 7. Use the illustrations and details _ 7. Explain how specific images _ 7. Use information gained from illustrations _ 7. Interpret information presented visually, orally, or quantitatively _ 7. Draw on information from multiple print or digital sources _ 7. Integrate information presented in different media or formats _ 7. Compare and contrast a text to an audio, video, or multimedia _ 7. Evaluate the advantages and disadvantages of using different mediums _ 7. Analyze various accounts of a subject told in different mediums _ 7. Integrate and evaluate multiple sources of information presented in different media or formats

Chaucer, Geoffrey. The Canterbury Tales. (Late 14th Century) From The General Prologue Ready to go on pilgrimage and start To Canterbury, full devout at heart, There came at nightfall to that hostelry Some nine and twenty in a company When in April the sweet showers fall That pierce March’s drought to the root and all And bathed every vein in liquor that has power To generate therein and sire the flower; When Zephyr also has with his sweet breath, Filled again, in every holt and heath, The tender shoots and leaves, and the young sun His half-course in the sign of the Ram has run, Of sundry persons who had chanced to fall In fellowship, and pilgrims were they all That toward Canterbury town would ride. The rooms and stables spacious were and wide, And many little birds make melody That sleep through all the night with open eye (So Nature pricks them on to ramp and rage) Then folk do long to go on pilgrimage, And well we there were eased, and of the best. And briefly, when the sun had gone to rest, So had I spoken with them, every one, That I was of their fellowship anon, And palmers to go seeking out strange strands, To distant shrines well known in distant lands. And specially from every shire’s end Of England they to Canterbury went, And made agreement that we’d early rise To take the road, as I will to you apprise. But none the less, whilst I have time and space, Before yet further in this tale I pace, The holy blessed martyr there to seek Who helped them when they lay so ill and weak It happened that, in that season, on a day In Southwark, at the Tabard, as I lay It seems to me in accord with reason To describe to you the state of every one Of each of them, as it appeared to me, And who they were, and what was their degree, And even what clothes they were dressed in; And with a knight thus will I first begin.

Chaucer, Geoffrey. The Canterbury Tales. (Late 14th Century) From The General Prologue When in April the sweet showers fall That pierce March’s drought to the root and all And bathed every vein in liquor that has power To generate therein and sire the flower; Ready to go on pilgrimage and start To Canterbury, full devout at heart, There came at nightfall to that hostelry Some nine and twenty in a company When Zephyr also has with his sweet breath, Filled again, in every holt and heath, The tender shoots and leaves, and the young sun His half-course in the sign of the Ram has run, Of sundry persons who had chanced to fall In fellowship, and pilgrims were they all That toward Canterbury town would ride. The rooms and stables spacious were and wide, And many little birds make melody That sleep through all the night with open eye (So Nature pricks them on to ramp and rage) Then folk do long to go on pilgrimage, And well we there were eased, and of the best. And briefly, when the sun had gone to rest, So had I spoken with them, every one, That I was of their fellowship anon, And palmers to go seeking out strange strands, To distant shrines well known in distant lands. And specially from every shire’s end Of England they to Canterbury went, And made agreement that we’d early rise To take the road, as I will to you apprise. But none the less, whilst I have time and space, Before yet further in this tale I pace, The holy blessed martyr there to seek Who helped them when they lay so ill and weak It happened that, in that season, on a day In Southwark, at the Tabard, as I lay It seems to me in accord with reason To describe to you the state of every one Of each of them, as it appeared to me, And who they were, and what was their degree, And even what clothes they were dressed in; And with a knight thus will I first begin.

Chaucer, Geoffrey. The Canterbury Tales. (Late 14th Century) From The General Prologue Ready to go on pilgrimage and start To Canterbury, full devout at heart, There came at nightfall to that hostelry Some nine and twenty in a company When in April the sweet showers fall That pierce March’s drought to the root and all And bathed every vein in liquor that has power To generate therein and sire the flower; When Zephyr also has with his sweet breath, Filled again, in every holt and heath, The tender shoots and leaves, and the young sun His half-course in the sign of the Ram has run, Of sundry persons who had chanced to fall In fellowship, and pilgrims were they all That toward Canterbury town would ride. The rooms and stables spacious were and wide, And many little birds make melody That sleep through all the night with open eye (So Nature pricks them on to ramp and rage) Then folk do long to go on pilgrimage, And well we there were eased, and of the best. And briefly, when the sun had gone to rest, So had I spoken with them, every one, That I was of their fellowship anon, And palmers to go seeking out strange strands, To distant shrines well known in distant lands. And specially from every shire’s end Of England they to Canterbury went, And made agreement that we’d early rise To take the road, as I will to you apprise. But none the less, whilst I have time and space, Before yet further in this tale I pace, The holy blessed martyr there to seek Who helped them when they lay so ill and weak It happened that, in that season, on a day In Southwark, at the Tabard, as I lay It seems to me in accord with reason To describe to you the state of every one Of each of them, as it appeared to me, And who they were, and what was their degree, And even what clothes they were dressed in; And with a knight thus will I first begin.

Chaucer, Geoffrey. The Canterbury Tales. (Late 14th Century) From The General Prologue The holy blessed martyr there to seek Who helped them when they lay so ill and weak It happened that, in that season, on a day In Southwark, at the Tabard, as I lay When Zephyr also has with his sweet breath, Filled again, in every holt and heath, The tender shoots and leaves, and the young sun His half-course in the sign of the Ram has run, Of sundry persons who had chanced to fall In fellowship, and pilgrims were they all That toward Canterbury town would ride. The rooms and stables spacious were and wide, And even what clothes they were dressed in; And with a knight thus will I first begin. Ready to go on pilgrimage and start To Canterbury, full devout at heart, There came at nightfall to that hostelry Some nine and twenty in a company And well we there were eased, and of the best. And briefly, when the sun had gone to rest, So had I spoken with them, every one, That I was of their fellowship anon, And palmers to go seeking out strange strands, To distant shrines well known in distant lands. And specially from every shire’s end Of England they to Canterbury went, And many little birds make melody That sleep through all the night with open eye (So Nature pricks them on to ramp and rage) Then folk do long to go on pilgrimage, And made agreement that we’d early rise To take the road, as I will to you apprise. But none the less, whilst I have time and space, Before yet further in this tale I pace, It seems to me in accord with reason To describe to you the state of every one Of each of them, as it appeared to me, And who they were, and what was their degree, When in April the sweet showers fall That pierce March’s drought to the root and all And bathed every vein in liquor that has power To generate therein and sire the flower;

ANCHOR STANDARDS

3 - 2 – 1 - 3 Recalls 2 Questions 1Call to Action

High Five Walk

AB Pyramid Game

ABPyramid Game

Analyze Part Summarize Movement

Brain Thinking Standards Achievement

Rigor Reflection Expectations Struggle

Careers Disconnect Common Soar

From Staff Room to Classroom The Training Model Joyce and Showers

The Training Model Theory Demonstration Practice Coaching

THE TRAINING MODEL Percent of teachers that will transfer learning to classroom… Transfer THEORY 0% DEMONSTRATION 0% PRACTICE 5% COACHING95%

THE TRAINING MODEL Percent of teachers that will transfer learning to classroom… Knowledge Skill Transfer THEORY 10% 5% 0% DEMONSTRATION 30% 20% 0% PRACTICE 60% 60% 5% COACHING 95% 95% 95%

Joyce and Showers’ Findings Coached teachers… Practiced more frequently and developed greater skill Use new strategies more appropriately Exhibited greater long term retention of knowledge/skills More likely to explain the new strategies to their students Greater cognition about purpose/use; to think with new strategies Student Achievement Through Staff Development

CLOSEREADING

Step Book Close Reading With RSVP-E (Text Dependent Questions) R Reading Task S Structure Task V Vocabulary Task P Purpose Task E Expressive Task

Read 2-3-4 times Step Book Read for detail, deep understanding Options Independent Teacher-Led Buddy Choral Reader’s Theater Echo Blue Tooth R Reading Task S Structure Task V Vocabulary Task P Purpose Task E Expressive Task

Sentence Syntax Compound / Complex Step Book Paragraph Structure 1st Sentence / Last Sentence Text Structure Organization “What does the text say?” “Show evidence of . . .” “How do you support that?” S Structure Task V Vocabulary Task P Purpose Task E Expressive Task

Vocabulary / Word Choice Step Book “Everyday”-Spoken Words “Academic”-Written Words “Discipline Specific” Word Games AB Pyramid ABC Graffiti Word Walls Word Cards Card Games V Vocabulary Task P Purpose Task E Expressive Task

Author’s Purpose Step Book Purpose: “What does text say?” Tone & Tenor: “How do you know?” Evidence? Author’s Style: Explain with examples Point of View: Bias? Perspective? Source: Where? Valid? Reliable? Central Theme: How do you know from text? P Purpose Task E Expressive Task

Express in Writing Step Book Expository: Explanation Persuasion Instruction Argument Narrative: Story / Poem / Play / Song Evidence of “voice”. Options One Minute Write MJ Entry Pass Along Story or Para Read – Write - Reflect E Expressive Task

Back of Step Book Supports for ELs Focus on Academic Language Bilingual Word Walls Higher Order Thinking Metacognition Expression & Presentation Listening, Speaking, Reading, Writing (Practice of all 4 language domains.) Extended Engagement w/Complex Ideas Focusing on Text and Discourse Differentiate Based on EL Proficiencies Different Strokes for Different Folks

Close Reading Tasks Test Dependent Questions Reading Task Syntax Task Vocabulary Task Purpose Task ExpressionTask

Analyze PART Preview All Assess the Parts Reorganize; Group Turn into Summary

Roll the Dice

ReadingTask

How Close Reading Increases student’s Access into Complex Text as Expected in the ELA Common Core Standards Piercy 9.08.11 ThommiePiercey, Ph.D

Excerpt What is Close Reading? ThommiePiercey

What is Close Reading? Close Reading is keeping your eyes on the text to read the content very carefully, paying attention to details. Being quite different from a summary or the big idea, close reading requires active thinking and analyzing of the content to make decisions. You can see how text-dependent, discipline-specific questions support the need for students’ to incorporate close reading of their text because they must cite evidence directly from the text. This is a skill that will remain one of the students’ most practical literacy skills throughout their college and careers. Few disciplines do not benefit from students’ close reading to achieve understanding. The majority of career paths depend on close reading to remain current in the particular field. For this reason, close reading is a skill that supports students’ comprehension in different disciplines. Elementary, Middle, and High School students benefit from the close reading of complex texts in different content areas.

Reading Task 1 - Independent 2 - Teacher-Led 3 – Buddy Reading 4 - Choral Reading 5 – Echo Reading 6 – Bluetooth Reading

StructureTask

What is Close Reading? Close Reading is keeping your eyes on the text to read the content very carefully, paying attention to details. Being quite different from a summary or the big idea, close reading requires active thinking and analyzing of the content to make decisions. You can see how text-dependent, discipline-specific questions support the need for students’ to incorporate close reading of their text because they must cite evidence directly from the text. This is a skill that will remain one of the students’ most practical literacy skills throughout their college and careers. Few disciplines do not benefit from students’ close reading to achieve understanding. The majority of career paths depend on close reading to remain current in the particular field. For this reason, close reading is a skill that supports students’ comprehension in different disciplines. Elementary, Middle, and High School students benefit from the close reading of complex texts in different content areas. What does the author mean in the text when she says, “keeping your eyes on the text?”

VocabularyTask

What is Close Reading? Close Reading is keeping your eyes on the text to read the content very carefully, paying attention to details. Being quite different from a summary or the big idea, close reading requires active thinking and analyzing of the content to make decisions. You can see how text-dependent, discipline-specific questions support the need for students’ to incorporate close reading of their text because they must cite evidence directly from the text. This is a skill that will remain one of the students’ most practical literacy skills throughout their college and careers. Few disciplines do not benefit from students’ close reading to achieve understanding. The majority of career paths depend on close reading to remain current in the particular field. For this reason, close reading is a skill that supports students’ comprehension in different disciplines. Elementary, Middle, and High School students benefit from the close reading of complex texts in different content areas. Vocabulary Text-dependent Word Choice When arguing for the value of close reading why does the the author use the phrase “career paths” vs. jobs?

PurposeTask

What is Close Reading? Close Reading is keeping your eyes on the text to read the content very carefully, paying attention to details. Being quite different from a summary or the big idea, close reading requires active thinking and analyzing of the content to make decisions. You can see how text-dependent, discipline-specific questions support the need for students’ to incorporate close reading of their text because they must cite evidence directly from the text. This is a skill that will remain one of the students’ most practical literacy skills throughout their college and careers. Few disciplines do not benefit from students’ close reading to achieve understanding. The majority of career paths depend on close reading to remain current in the particular field. For this reason, close reading is a skill that supports students’ comprehension in different disciplines. Elementary, Middle, and High School students benefit from the close reading of complex texts in different content areas. What is the authors purpose or point of view? Justify with evidence from the text.

ExpressiveTask

What is Close Reading? Close Reading is keeping your eyes on the text to read the content very carefully, paying attention to details. Being quite different from a summary or the big idea, close reading requires active thinking and analyzing of the content to make decisions. You can see how text-dependent, discipline-specific questions support the need for students’ to incorporate close reading of their text because they must cite evidence directly from the text. This is a skill that will remain one of the students’ most practical literacy skills throughout their college and careers. Few disciplines do not benefit from students’ close reading to achieve understanding. The majority of career paths depend on close reading to remain current in the particular field. For this reason, close reading is a skill that supports students’ comprehension in different disciplines. Elementary, Middle, and High School students benefit from the close reading of complex texts in different content areas. Explain how the author contrasts close reading to a summary or big idea? Paraphrase your understanding of close reading.

Write Read Reflect ReWrite

TTYPA (Turn To Your Partner And . . .) On a scale of 1 – 10 my love of writing is . . .

Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

Write opinion pieces on topics or texts, supporting a point of view with reasons. Topic: Gender specific academic classroom Your Point of View: January February March April The Student: May June July August The Teacher: September October November December The Parent:

TTYPA (Turn To Your Partner And . . .)

Many students attend schools that do not have a computer for every student but most every student has a cell phone. Cell phones are the handheld computers that educators dreamed about for years. According to the commission on 21st Century Skills, just about every job uses technology in some way. In fact, more and more this technology is the handheld variety. As a parent of a 4th grade son I want part of his curriculum to be not only dependent on a handheld or cell phone but I would expect dome of the curriculum to cover how to use technology responsibly

Vocabulary Look over you writing & choose 3 words List 3 possible synonyms for these words OK to use technology for one of the words

Many students attend schools that do not have a computer for every student but most every student has a cell phone. Cell phones are the handheld computers that educators dreamed about for years. According to the commission on 21st Century Skills, just about every job uses technology in some way. In fact, more and more this technology is the handheld variety. As a parent of a 4th grade son I want part of his curriculum to be not onlydependenton a handheld or cell phone but I would expect dome of the curriculum to cover how to use technology responsibly Dreamed - Imagined Hoped for Fantasized about Jobs - Careers Vocations gigs dependent - primary unconditional fundamental

Syntax/Structure Underline 2 sentences Your best one & one you would edit.

Five Words or Less Share & Reduce 3 Word Synthesis Alliteration: Bonus Points Rhymes: Double Bonus Points

END OF DAY

How To Teach Thinking Skills Within the Common Core