Chamberlain
Jan. 25, 2013
Common Elements Across Content
1
• Building knowledge through content-rich nonfiction
• Close Reading
2
• Reading, writing and speaking grounded in evidence from
text, both literary and informational
• Text-Dependent Questions
3
• Regular practice with complex text and its academic
language
• Text Structures
Thinking Skills?
• With a partner, make a list of all the verbs you
would likely find in the Common Core State
Standards(CCSS)
How To Teach Thinking Skills Within
the Common Core
•
•
•
•
Critical Thinking(Analyze, Evaluate, Problem Solve)
Creative Thinking (Generate, Associate, Hypothesize)
Complex Thinking (Clarify, Interpret, Determine)
Comprehensive Thinking (Understand, Infer,
Compare and Contrast)
• Collaborative Thinking (Explain, Develop, Decide)
• Communicative Thinking (Reason, Connect,
Represent)
• Cognitive Transfer (Synthesize, Generalize, Apply)
Determine
• The skill of DETERMINE is
– dictating the ability to see similarities and
differences
– to make judgments based on perceived facts
– to risk an opinion
– to see the implications of that determination
– to act on it
Determine appears often
in standards . . .
• Determine relationships
• Determine key
attributes
• Determine appropriate
response
• Determine central idea
• Determine slope
• Determine the answer
• Determine best method
for experimenting
• Determine the
reliability and relevancy
of information
Target Thinking Skill Template:
Motivational Mindset
The Things You’d Save . . .
A wildfire is coming fast.
Your family and pets are safe.
What three things would you
save?
The Things You’d Save . . .
•What guided your choices?
•How would you categorize them?
?
?
?
Humans use the skill of
determining on a regular basis in
the form of right or wrong:
• Is it right or wrong:
–
–
–
–
–
To double-dip with your chip?
To borrow something without permission?
To not invite a friend to an event?
To tell a white lie or omit the truth?
To refuse an invitation, or to go and not participate?
Target Thinking Skill Template:
Menu of Operations
N
O
T
E
Note key points.
Observe options
Think it through & identify
possibilities
Express Personal Choice
Determine
ELA
Determine POV
Novel/Poem
SCIENCE
Determine
Cause/Effect
MATH
Determine
Rate of Change
SS
Determine
Motive
History
Where does
determine fit
in your
content?
College and Career Readiness Anchor
Standards for Reading
Webb Level
Anchor Standard 2
Determine central ideas or themes of
a text and analyze their development;
summarize the key supporting details
and ideas.
Work in small groups to put the standards in the
envelopes in order from kindergarten through
grade 12.
Clarify
Complex Thinking Skill
Clarity is the counterbalance of
profound thoughts.
-Marquis DeVauvenargues
One Minute Write
Clarity is the counterbalance of
profound thoughts.
-Marquis DeVauvenargues
The skill of clarifying can involve a
number of interwoven tasks, such as:
•
•
•
•
•
•
Analyzing vocabulary
Simplifying questions
Illustrating with examples to explain a point
Paraphrasing
Referencing a relevant source
Illuminating a significant phrase
Clarifying the meaning of complex text
involves knowledge of three tiers of
vocabulary:
1. Everyday words.
2. Words encountered most often in written
work rather than spoken communications.
3. Words that are content specific to a discipline
or area.
Clarifying an idea put forth in
verbal or written form is the
essence of understanding,
comprehending, or making
meaning.
Clarify appears often
in standards . . .
• Ask and answer questions to help determine or clarify
meaning
• Explain how specific images contribute to and clarify a text
• Clarify comprehension
• Clarify ideas, thoughts, and feelings
• Provide requested detail or clarification
• Determine or clarify the meaning of unknown and multiple
meaning words
• Clarify the relationships among claims, counterclaims,
reasons, and evidence
• Clarify the relationship among ideas and concepts
• Clarify, verify, or challenge ideas and conclusions
Order of Operations
•Seek the meaning of words
and phrases.
•Express these in your own
words.
•Expose the essence of the
idea in the simplest terms.
Preamble to the United States
Constitution
We the people of the United States, in order to form
a more perfect union, establish justice, insure
domestic tranquility, provide for the common
defense, promote the general welfare, and secure
the blessings of liberty to ourselves, and our
posterity, do ordain and establish this Constitution
for the United States of America.
Instructional Strategy
• Fold a piece of paper into fourths and number the four corners, 1,2,3,4.
• Divide the students into teams of four, and number off 1,2,3,4 in each team.
• All students follow the instructions and write their responses in the
corresponding quadrant.
• When finished, tear the paper into the four sections and pass all of the
responses to instruction 1 to number 1 in the group, all the answers to
instruction 2 to number 2 and so on.
• Each student then prepares an oral summary of the four responses. A
sharing-round follows, with a final debriefing of the activity.
Preamble to the United States
Constitution
Clarify these words from the Preamble:
1.
2.
3.
4.
justice
domestic
tranquility
ordain
Preamble to the United States
Constitution
We the people of the United States, in order to form
a more perfect union, establish justice, insure
domestic tranquility, provide for the common
defense, promote the general welfare, and secure
the blessings of liberty to ourselves, and our
posterity, do ordain and establish this Constitution
for the United States of America.
Assessment
Have the students choose one phrase from the
Preamble, for example, “insure domestic tranquility,”
“provide for the common defense,” or “secure the
blessing of liberty to ourselves,” and explain its
meaning and restate the phrase to make it clearer to
contemporary readers.
Visual Literacy
• Examine the visual(picture, chart, graph, map,
etc.)
• On an index card or sticky note (or in a journal)
– List 3 things you observe
– List 2 things you can claim with supporting evidence
and reasoning
– List 1 thing you want to explore further to gather
more evidence to prove your claim
• Conduct a group “share”
• How does this fit with content rich informational
text? With using evidence to support statements?
3 = Observe
2 = Claim
1= Explore
Read Share Inquire
Read, Share, Inquire
•
•
•
•
Find a partner.
Decide who is A and B.
Divide the reading into sections.
Person A shares a key point or connection. Person B
listens and paraphrases the information. Then Person
B asks, “Why is that important?
• Switch roles and read the next section.
• Continue until the entire passage is read.
Order of Operations
•Seek the meaning of words
and phrases.
•Express these in your own
words.
•Expose the essence of the
idea in the simplest terms.
Clarify
• Where does it fit in your content?
• Look to your text. Is the word clarify used?
• Find a question that could be rewritten to
include the word.
Common Elements
• Individual accountability
• Opportunities to talk, “The one who does the
talking, does the learning.”
• Cite evidence from the text.
• Give students practice with the thinking skill
before adding content.