1 Critical Thinking, Reading and Writing PRESENTED BY Cynthia Santosuosso

LEARNING OBJECTIVES 1.Understand the disciplinary overlaps in CCSS and how elements of critical thinking are integrated throughout. 2.Analyze how assumptions and inferences impact critical thinking. 3.Differentiate between the five levels of close reading, and examine the role of critical thinking in each level. 4.Plan to apply critical thinking models into reading and writing within your common core classroom. 2

DEFINING CRITICAL THINKING: A SHORT DEFINITION Critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. (Taken from Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking Press, 2008) 3

WHY CRITICAL THINKING? Meet our Friends 4

WHY CRITICAL THINKING? Naïve Nancy 5

WHY CRITICAL THINKING? Selfish Sam 6

WHY CRITICAL THINKING? Fairminded Fran 7

WHY CRITICAL THINKING? How does critical thinking help us? Solve problems Think creatively Gain precision in our thinking Become a “fairminded” thinker 8

GROUND RULES Critical thinking is not a formula. 9

GROUND RULES Critical thinking is messy. 10

GROUND RULES Critical thinking may feel uncomfortable. 11

GROUND RULES You gotta be in it to win it. 12

GROUND RULES Thinking critically is part of life. 13

WHERE IN THE CCSS? ELA-Integration of Knowledge and Ideas #7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. #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. #9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 14 p. 1

WHERE IN THE CCSS? 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. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 15 HO p. 2

WHERE IN THE CCSS? Speaking and Listening: 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. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. 16 HO p. 2

INTERDISCIPLINARY OVERLAPS 17 HO p. 3

INFERENCES AND ASSUMPTIONS Information: Input Situation Picture Video Text 18

INFERENCES AND ASSUMPTIONS Inferences: Conclusions you make using what you know 19

INFERENCES AND ASSUMPTIONS Assumptions: Beliefs you take for granted Hidden/unconscious thoughts 20

INFERENCES AND ASSUMPTIONS 21 Information Possible Inference Assumptio n

INFERENCES AND ASSUMPTIONS 22 Information Possible Inference Assumption I will not be hit by a car or bike if the sign says cross.

INFERENCES AND ASSUMPTIONS 23 Information Possible Inference Assumption I could be hit by a car or bike even if the sign says cross.

INFERENCES AND ASSUMPTIONS SIMULATION 24

INFERENCES AND ASSUMPTIONS AT 1:00 HO Page 4 25 Information: What is the situation? Inference: What conclusion can you make? Assumptions: What are my beliefs?

INFERENCES AND ASSUMPTIONS AT 1:30 26 Information: What is the situation? Inference: What conclusion can you make? Assumptions: What are my beliefs?

INFERENCES AND ASSUMPTIONS: TURN AND TALK the information your inference What did you notice about your assumptions? What do you notice in general about your thinking? 27 What changed in terms of:

APPLYING CRITICAL THINKING TO CLOSE READING Five Levels of Close Reading: 1.Paraphrase 2.Explicate 3.Analysis 4.Evaluating 5.Role Playing 28

LEVEL 1: PARAPHRASE Paraphrase the text sentence by sentence. State in your own words the meaning of each sentence as you read. 29

PARAPHRASE-GET THE GIST: Turkey If my parents want me to grow up to graduate from school, they might bury my tooth in the garden to the university. If they hope I will become a doctor, they bury it in the garden of a hospital, or they could bury it in a soccer field so I will be a good soccer player. From Throw Your Tooth on the Roof: Tooth Traditions from Around the World 30

APPLYING CRITICAL THINKING TO CLOSE READING Five Levels of Close Reading: 1.Paraphrase 2.Explicate 3.Analysis 4.Evaluating 5.Role Playing 31

LEVEL 2: EXPLICATE (SEEI) 1. State the main point. 2. Elaborate on what you mean. In other words… 3. Give examples that connect your thoughts to life experiences. For example… 4. Give an illustration of your main point. To give you an analogy… 32

PLANNING FOR SEEI Try a primary source! 33

PLANNING FOR SEEI “I pledge” 1. This text is about someone making a pledge. 2. In other words… 3. For example… 4. To give you an analogy… 34 HO p. 8

I pledge Allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with Liberty and Justice for all.

APPLYING CRITICAL THINKING TO CLOSE READING Five Levels of Close Reading: 1.Paraphrase 2.Explicate 3.Analysis 4.Evaluating 5.Role Playing 36

LEVEL 3: ANALYSIS Analyze the logic of what we are reading or the parts of our thinking. 37

LEVEL 3: ANALYSIS The One Million T-Shirt Social Media Campaign 38 HO p. 9

LEVEL 3: ANALYSIS Debriefing your thinking: 1.Review one of the two additional sources on this topic on pp Can you refine your thinking further? 3.Turn and talk. 39

PLANNING FOR ANALYSIS How will these questions help students to analyze their thinking about what they are reading? What other texts can we use? 40

ANALYZING PRIMARY SOURCES Try a primary source! 41

APPLYING CRITICAL THINKING TO CLOSE READING Five Levels of Close Reading: 1.Paraphrase 2.Explicate 3.Analysis 4.Evaluating 5.Role Playing 42

LEVEL 4: EVALUATION Be Clear: Can You state what you mean? Can you give examples? Be Accurate: Am I sure it’s true? Be Relevant: Is it related to what we are thinking about? Be Logical: Does it all fit together? Be Fair: Am I considering how my behavior might make others feel? Be Reasonable: Have we thought through this problem with an open mind? 43

LEVEL 4: EVALUATION Intellectual Standards assess the logic of what we are reading or parts of our thinking. 44

PLANNING FOR EVALUATION See pp in your handouts. How can these cards be useful in your instruction? Where and how would you use them? 45

APPLYING CRITICAL THINKING TO CLOSE READING Five Levels of Close Reading: 1.Paraphrase 2.Explicate 3.Analysis 4.Evaluating 5.Role Playing 46

LEVEL 5: ROLE PLAYING Speak in the voice of the author. You will need a partner who has read the text and is willing to answer important questions about it. 47

LEVEL 5: ROLE PLAYING Step 1: Read the text you are given. 48

LEVEL 5: ROLE PLAYING 49 Partner 1: Plays the part of the narrator of the text (Mistresses of the Dame School, The Basket Trader, The Milliner or The Blacksmith’s Slave) Partner 2: Uses the questions in the Intellectual Standards to “interview” the character. HO Page 22

LEVEL 5: ROLE PLAYING SWITCH 50 Partner 2: Plays the part of the narrator of the text (Mistresses of the Dame School, The Basket Trader, The Milliner or The Blacksmith’s Slave) Partner 1: Uses the questions in the Intellectual Standards to “interview” the character.

LEVEL 5: ROLE PLAYING Debrief: 1.How did this activity help you? 2.How could you see this activity aiding a student’s critical thinking? 3.How could you use this activity in your classroom? 51

SUMMARY Information, Inferences and Assumptions Five Levels of Close Reading: Paraphrase Explicate Analysis Evaluating Role Playing 52

RESOURCES Toolbox of Resources: -The Miniature Guide to Critical Thinking for Children by Fairminded Fran (and Linda Elder) -The Aspiring Thinker’s Guide to Critical Thinking by Linda Elder and Dr. Richard Paul -For further resources aligned with this presentation, go to *Thank you to HILL for Literacy for the use of this presentation. 53

THANK YOU!