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1 Writing is Thinking: Cultivating Think-Allowed Classrooms Bernadette Lambert.

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1 1 Writing is Thinking: Cultivating Think-Allowed Classrooms Bernadette Lambert

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

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

4 Instructional Leadership 1.Use research to to establish urgency for higher expectations 2.Align curriculum to standards 3.Integrate literacy and math across all content areas 4.Facilitate data-driven decision making to inform instruction 5.Provide opportunities for focused professional collaboration and growth

5 Teaching 1.Embrace rigorous & relevant expectations for all students 2.Build strong relationship with students 3.Possess depth of content knowledge and make it relevant to students 4.Facilitate rigorous and relevant instruction based on how students learn 5.Use assessments to guide and differentiate instruction 6.Demonstrate expertise in use of instructional strategies, technology, and best practices

6 Rigor/Relevance Framework

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

8 Focus on Thinking 8 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. 9

10 Select 1 repeated image in this print.

11 Repeated Words/Images 1.Listen as I read the text aloud. 2.Reread the text. 3.Work as a team to select 3-5 words and/or concepts repeated. 4.Use those words/concepts to write a $1 summary statement (each word costs 10¢). 11

12 12

13 13

14 Word Clouds

15 F.A.T. Responses F lip the question into statement A nswer question T ell 2-3 details

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

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

18 What is the purpose of the book Hungry Planet? 18

19 What is the purpose of the book Hungry Planet? 19

20 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. 20 How does the author support his claim that eating shows how we live?

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. 22

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. 23 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. 24

25 25

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

27 R ole A udience F ormat T opic

28 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. 29

30 Think-Allowed Theater 30

31 Think-Allowed Theater 31 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 32 Give todays reading and photos a title in 3-7 words. Write that title on the yellow index card.

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

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

35 Think-Allowed Theater 35 Write one question that wasnt answered in todays lesson on purple card.

36 Think-Allowed Theater 36

37 Share the N.E.W.S. I N oticed... I E njoyed... I W onder... I S till need...

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

39 21 st 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.

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