1. Writing is Thinking: Cultivating Think-Allowed Classrooms http://leadered.com/OHBPC/handouts.html
Bernadette Lambert 1

2. Learning Outcome
Identify writing strategies to strengthen students’ complex thinking and problem solving skills to deepen comprehension of text.

3. Daggett System for Effective Instruction
Daggett, Daggett System for Effective Student Achievement

4. Instructional Leadership
Use research to to establish urgency for higher expectations
Align curriculum to standards
Integrate literacy and math across all content areas
Facilitate data-driven decision making to inform instruction
Provide opportunities for focused professional collaboration and growth

5. Teaching Embrace rigorous & relevant expectations for all students
Build strong relationship with students
Possess depth of content knowledge and make it relevant to students
Facilitate rigorous and relevant instruction based on how students learn
Use assessments to guide and differentiate instruction
Demonstrate expertise in use of instructional strategies, technology, and best practices

6. Rigor/Relevance Framework

7. Rigor is… Rigor is NOT… Scaffolding thinking More or harder worksheets
Planning for thinking
Assessing thinking about content
Recognizing the level of thinking students demonstrate
Managing the teaching/ learning level for the desired thinking level
More or harder worksheets
AP or honors courses
The higher level book in reading
More work
More homework 7

8. Focus on Thinking Comprehensive Thinking Collaborative Thinking
Critical Thinking
Creative Thinking

9. Comprehensive Thinking
Get the big idea.
Support it with details.
Make text connections.
Make inferences.
Summarize.
Self-monitor understanding.

10. Select 1 repeated image in this print.

11. Repeated Words/Images
Listen as I read the text aloud.
Reread the text.
Work as a team to select 3-5 words and/or concepts repeated.
Use those words/concepts to write a $1 summary statement (each word costs 10¢).

14. Word Clouds
Dr King I Have a Dream
Tagxedo.com

15. Flip the question into statement Answer question Tell 2-3 details
F.A.T. Responses
Flip the question into statement
Answer question
Tell 2-3 details

16. What is the purpose of the book Hungry Planet?

17. What is the purpose of the book Hungry Planet?
The purpose of the book Hungry Planet is

18. What is the purpose of the book Hungry Planet?
The purpose of the book Hungry Planet is to document how people in different parts of the world obtain and eat food.

19. What is the purpose of the book Hungry Planet?
The purpose of the book Hungry Planet is to document how people in different parts of the world obtain and eat food. To illustrate, the authors feature 30 families from 24 different countries with a typical week’s worth of food for each. As might be expected, the menus are very different, although the authors suggest, “The global marketplace has changed the way people are eating.”

20. How does the author support his claim that eating shows how we live?
Work with the others at your table to provide a F.A.T. answer to the question.
Flip the question into a statement.
Answer the question.
Tell 2 or more details.

21. Question Starters What does the author mean by ___?
How can you tell from the story that ___?
What in the text makes you think that ___?
How does the author show that ___?
What clues does the author give to imply that ____?
How does the author support his/her claim that ___?

22. Collaborative Thinking
Solve problems.
Clarify thinking.
Develop expertise.
Generate questions.

23. Group Annotation for Close Reading
After modeling aloud . . .
Place students in small groups.
Distribute different color markers.
Read aloud first (short text).
Students read silently and mark text by highlighting, underlining, or writing in margins.
significant
surprising
suspect

24. Group Annotation for Photo Analysis
Allow students to independently study photo for 2 minutes. They should form an overall impression.
Students then work in small groups to silently examine the people, objects, and activities in the photo by making connections and responding to comments by other group members.
Finally, have group write inferences from photo and questions photo raises.

26. Critical Thinking Analyze/Evaluate ideas/objects.
Organize similarities/differences.
Trace/Sequence events.
Discern point of view.

27. Role Audience Format Topic

28. Role: Revis family from N.C.
Audience: Out-of-town guests
Format: Dinner Menu
Topic: Generate a meal to entertain your guests that uses the food in your home, but also considers some items familiar to your guests.

29. Creative Thinking Create original designs. Propose new methods.
Invent.
Hypothesize.

30. Think-Allowed Theater

31. Think-Allowed Theater
Select one word that was a big idea of the reading and photos today. Write that word three times on the pink index card.

32. Think-Allowed Theater
Give today’s reading and photos a title in 3-7 words. Write that title on the yellow index card.

33. Think-Allowed Theater
Complete this sentence based on today’s lesson.
We see _________.
Write on green card.

34. Think-Allowed Theater
Complete this sentence based on today’s lesson.
We hear _________.
Write on blue card.

35. Think-Allowed Theater
Write one question that wasn’t answered in today’s lesson on purple card.

36. Think-Allowed Theater

37. Share the N.E.W.S. I Noticed . . . I Enjoyed . . . I Wonder . . .
I Still need . . .

38. For further information about our work:
Please contact
International Center for Leadership in Education, Inc. at or

39. 21st Annual Model Schools Conference
Effective and efficient approaches to improving student achievement in times of declining resources and increasing expectations
Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations
Instructional approaches for special populations
Identifying and overcoming common barriers to dramatic school improvement
June 30 – July 3 | Washington, D.C.