1. Workshop Journey
Sherry Roberson

2. 1. Leading each lesson with the thinking strategy
I can determine the author’s point of view.
Changed to:
Today I will infer as I read to determine the point of view of the author.
I can use words, sentences and paragraphs to identify the text structure.
Today I will determine importance as I read to find what the author wants me to know. I will use the text structure to help me understand.

3. Sets learning goals related to thinking strategies
PEBC Researched-Based Practice: Applying Thinking Strategies across Content to Deepen Understanding
Subcomponents
(1) Novice
(2) Emergent
All of 1, plus…
(3) Proficient
All of 2, plus…
(4) Exemplar
All of 3, plus…
Sets learning goals related to thinking strategies
Hopes students learn thinking strategies
Creates and states goals for students' learning of the thinking strategies.
Identifies when, how, and why students will use the thinking strategies to promote understanding.
Encourages students to create goals for their own learning and thinking strategy use

4. 2. Compelling Text
I began to look for texts and topics that were compelling to third grade students. To generate the thinking needed, I needed to find interesting text.

5. Encourages thinking, inquiry and problem-solving through discussion
PEBC Researched-Based Practice: Engaging Students in Classroom Discourse that cultivates Understanding
Subcomponents
(1) Novice
(2) Emergent
All of 1, plus…
(3) Proficient
All of 2, plus…
(4) Exemplar
All of 3, plus…
Encourages thinking, inquiry and problem-solving through discussion
Leads discussions
Models clarifying questions
Is aware of the role of discourse in making meaning
Creates opportunities for small group or paired discussions to explore ideas and/or solve problems.
Teaches students to ask clarifying questions
Regularly probes student thinking
Encourages students to discuss their thinking with peers and to take risks while learning (thinking is encouraged vs. right or wrong answers) on a routine basis.
Teaches and reinforces discourse that is “accountable to rigorous thinking,” by modeling practices including:
Synthesizing several sources of information
Testing one’s own understanding of concepts
Formulating conjectures and hypotheses
Constructing explanations
Challenging the quality of each other’s reasoning
Using rational strategies to present arguments and draw conclusions

6. 3. Reflection Time
By providing students with interesting texts they had lots of thinking to share. It is definitely a favorite time of our day. Here are some quotes from students about reflection time. Ella: “I like when we share our thinking.” Kaitlyn: “It helps us figure out if we are right or wrong.” Weston: “Saying our thoughts helps our learning.” Ace: “I think we learn more. By going over the text together it helps you understand.” James P: “It may help you change your thinking with some good evidence.” Travis: “We learn from each other when we share our evidence.”

7. Where do I go from here? Subcomponents (1) Novice (2) Emergent
All of 1, plus…
(3) Proficient
All of 2, plus…
(4) Exemplar
All of 3, plus…
Selects resources
Uses basic resources for students.
Supplements textbooks with other resources.
Promotes student engagement by matching resources including technology to support student needs.
Selects and introduces resources to differentiate instruction.
Uses resources including technology in ways that promote thinking and understanding
Uses carefully selected primary and secondary resources to deepen concepts and understanding.
Intentionally uses resources including technology to promote students'’ thinking and make connections to the world outside their classroom and apply new learning.