Making Disciplinary Thinking Visible:

Close Readings, Metacognitive Conversations, and Marking Up The Text

EDC448

Dr. Julie Coiro

Pop-Quiz!

What do good readers/thinkers do as they engage with content?

M&MDAAVISS

MS

A

HOMEWORK: How often do you use these strategies? Do they work? What’s the point?

MONITOR AND

CLARIFY

MD

AASK QUESTIONS

V

I

S

INFER/PREDICT

MAKE CONNECTIONS

VISUALIZE

SYNTHESIZEDETERMINE IMPORTANT

IDEAS

ANALYZE/CRITIQUE

SUMMARIZE

M+MDAAVISS

ORGANIZE – SHAPE – TRANSFORM – SHARE

ASK QUESTIONS

Today’s Objectives

View activities/lessons that makes thinking visible and link to M&MDAAVISS strategies

Work in small groups to share text locations likely to challenge your students and consider think-alouds to make visible your own problem solving strategies

Prepare for Thursday’s think-aloud lesson (Stand up and Teach!)

Holding Thinking to Remember and Use (Tovani, Ch. 6)

Students often don’t know what to do – and need more modeling and explanation

Capturing thinking/reactions while reading provides something to revisit and reconsider

Thinking on paper = alternative assessment and rehearsal for writing response

Gradually release responsibility (move from pictures to text from one lesson to the next)

It’s ok to show evidence of getting stuck > this paves the way for figuring out how to get unstuck!

Model the use of tools for reading actively and HOLDING thinking:– Text codes, sticky notes, highlighters, double-entry

journals, digital voice recorders and podcast feedback from teachers!

– Asking questions is a signal that you are constructing meaning! (the more you know, the more questions you have!)

Holding Thinking to Remember and Use (Tovani, Ch. 6)

Model the use of tools for USING thinking: – Whole group thinking, graphic organizers, quad-

entry journals, – ** Comprehension constructors (think-sheets); a

concrete way of taking students through an abstract process - the simpler, the better

– After introducing/modeling/trying options, let students choose (compile sticky-notes; individual double-entry journals with feedback leads to constructive group thinking on double-entry journals)

Holding Thinking to Remember and Use (Tovani, Ch. 6)

Comprehension Constructors

What questions do you have?

Asking questions is a sign you are engaged & constructing meaning.

Formative Measures of Evidence-Based Thinking (pair with CCSS Tests)!!

InferringAnalyzing

SummarizingSynthesizing

Individual Accountability in Group Level Work

Making Connections

Asking questions

Monitoring/Clarifying Confusion

Using evidence fromthe text

Gr. 9-10 History Lesson What do you notice?

Lesson Objective: Connect the Declaration of Independence to the American identity

Why is the break up letter an effective way to engage students?

What strategies do Ms. Katznelson and Mr. David use to support students in constructing their own knowledge?

What evidence of “thinking aloud” do you observe? Is it effective?

How are the four themes developed throughout the lesson?

Let’s Watch a Think-Aloud in Action (English Teacher, Fisher video)

Part 1: How does the teacher engage her students at the beginning of her lesson? Is this technique effective? Explain…

Part 2: Notice/Name some of the strategies the teacher uses to think-aloud with her students.

Part 3: How does the fishbowl technique support her gradual release of responsibility to students?

Reminders

CCSS ELA/Tech Subjects and Math

Model Digital Screencasting Tools (Jing, Screencast-o-matic; Educreations)

Review expectations on rubrics and what to prepare for Thursday

Workshop Groups

Work in groups of three to:

– 1. Share text locations likely to challenge your students while working toward lesson objective.

– 2. Model your draft of how to make visible your own thinking at these challenging spots.

– 3. Get feedback and ideas from your classmates.

– 4. Exchange ideas about a digital think-aloud.

– 5. Use these reflections to inform your Tackling the Text Think-Aloud Assignment due Thursday.

Homework

1. READ Tovani Chapter 3 (Mental Modeling)

Extra Resources

What Do You Do As An Expert? Practicing Thinking Aloud

About Tackling Challenging Texts

EDC448

Dr. Julie Coiro

Things are looking up for Education!

Things are looking up!

Groups

Group 1 Group 2 Group 3 Group 4

Jackie Greg Lauren Austin

Travis Neal Amanda Allie

Sarah Rachel Matt Andrew

Dan Sabrina James Katie

Group 5 Group 6

Ben Dylan

Erin Yvette

Tracey Mercedes

In your mini-lessons…

Practice modeling a think-aloud mini-lesson with your “students” (8 min)

You Teach (model and get your students ready for hard parts) 4 minutes They Notice– 1 helpful idea you noticed your teacher did to support your comprehension of this difficult text) [2 min] – (Oh, I get it! So, you used/modeled ___ M&MDAVIS to help you figure out___)

Group Reflections and Quick Write

Were you able to cover your content in this “metacognitive literacy lesson”? Did the guide help you teach? How? Teach differently than you might usually? What did you notice when you gave your students a chance to reflect out loud about what they learned? How might you want the modeling / talking to change in your lessons as you move through the year?