1. Chamberlain
Jan. 25, 2013

2. What does this mean to me?
Building literacy skills builds student content knowledge
Building literacy skills among students is the shared responsibility of all staff
WE ARE ALL TEACHERS OF LITERACY!

3. Common Elements Across Content1
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

4. Thinking Skills?
With a partner, make a list of all the verbs you would likely find in the Common Core State Standards(CCSS)

5. 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)

6.
I explain the three story intellect and how we want kids to go beyond the first story and that by sharing things they learned they were on the first story but when I asked them to categorize the stuff they had to repeat what was said, they had to re-hear what they hear and then they had to find similarities and differences and then create labels for the categories and then evaluate each idea to determine which category it fit into
Robin Fogarty and Associates 6

7. 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

8. 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

9. 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?
Could do taste test with mouth wash or gum or chocolate

10. ? ? ? The Things You’d Save . . . What guided your choices?
How would you categorize them? ? ?
Could do taste test with mouth wash or gum or chocolate
What could you have your students do? ?

11.
I explain the three story intellect and how we want kids to go beyond the first story and that by sharing things they learned they were on the first story but when I asked them to categorize the stuff they had to repeat what was said, they had to re-hear what they hear and then they had to find similarities and differences and then create labels for the categories and then evaluate each idea to determine which category it fit into
Robin Fogarty and Associates 11

12. 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?

13. N O T E Note key points. Observe options Express Personal Choice
Target Thinking Skill Template:
Menu of Operations N O T E
Note key points.
Observe options
Think it through & identify possibilities
Could do taste test with mouth wash or gum or chocolate
Apply this process to a math problem. Have participants work with a partner and share out.
Express Personal Choice

14. Where does determine fit in your content?
ELA
Determine POV
Novel/Poem SS
Determine
Motive
History
SCIENCE
Determine
Cause/Effect
Where does determine fit in your content?
MATH
Determine
Rate of Change
Thread across content and grade levels..a ltilttle dab sill do ya

15. College and Career Readiness Anchor Standards for Reading

17. Webb Level

18. 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.

19.
I explain the three story intellect and how we want kids to go beyond the first story and that by sharing things they learned they were on the first story but when I asked them to categorize the stuff they had to repeat what was said, they had to re-hear what they hear and then they had to find similarities and differences and then create labels for the categories and then evaluate each idea to determine which category it fit into
Robin Fogarty and Associates 19

20. Complex Thinking Skill
Clarify
Complex Thinking Skill

21. Clarity is the counterbalance of profound thoughts
Clarity is the counterbalance of profound thoughts Marquis DeVauvenargues
One minute write on Clarify

22. One Minute Write

23. Clarity is the counterbalance of profound thoughts
Clarity is the counterbalance of profound thoughts Marquis DeVauvenargues
One minute write on Clarify

24. 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

25. Clarifying the meaning of complex text involves knowledge of three tiers of vocabulary:
Everyday words.
Words encountered most often in written work rather than spoken communications.
Words that are content specific to a discipline or area.

26. Clarifying an idea put forth in verbal or written form is the essence of understanding, comprehending, or making meaning.

27. 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

28. 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.
Acronym for Clarifying

29. 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.

30. 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.
Summarize is the anchor standard number 2

31. Preamble to the United States Constitution
Clarify these words from the Preamble:
justice
domestic
tranquility
ordain

32. 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.

33. 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.
Close reading focusing on smaller items
How would this apply to math?

34. 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?

35. 3 = Observe 2 = Claim 1= Explore

36. Read Share Inquire

37. 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.

38. 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.
Acronym for Clarifying

39. 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.

40. 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.