the core six: the right research-based strategies for building 21st century literacy skills

The Core Six: The Right Research‐Based Strategies for Building 21st Century Learning Skills

THE CORE SIX: THE RIGHT RESEARCH‐BASED STRATEGIES FOR

BUILDING 21ST CENTURY LEARNING SKILLS

Presented by: Tr. Harvey F. Silver EdD

Introducing the Core Six

The Core Six is a collection of research‐based strategies that will help teachers and students respond to the demands of the Common Core.

Making Research Work

Research has shown us which strategies increase engagement and raise student achievement, which allows student learning to take off.

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The Core Six

• Reading for Meaning

• Compare and Contrast

• Inductive Learning

• Circle of Knowledge

• Write to Learn

• Vocabulary’s CODE

In this workshop we’ll explore four strategies from ASCD’s Core Six. These strategies help teachers address the four strands in the Common Core ELA Standards.

• Reading—Reading for Meaning

• Writing—Write to Learn

• Speaking and Listening—Circle of Knowledge

• Language—Vocabulary’s CODE

Reading for MeaningReading for Meaning helps students develop the skills that proficient readers use to make sense of rigorous texts.

The strategy builds these Common Core skills:gy• Managing text complexity.• Evaluating and using evidence.• Developing the core skills of reading (e.g., finding main ideas, making inferences, and analyzing characters and content).

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Circle of Knowledge

Circle of Knowledge is a strategic framework for planning and conducting classroom discussions that engage all students in deeper thinking and thoughtful communication.

The strategy builds these Common Core skills:• Speaking, listening, and presenting.• Integrating and evaluating information.• Collaborating with peers.

Write to Learn

Write to Learn helps teachers integrate writing into daily instruction and develop students’ writing skills in the key text types associated with college and career readiness.

The strategy builds these Common Core skills:• Developing higher‐order thinking through writing.• Writing in the key Common Core text types: arguments, informative/explanatory texts, and narratives.

• Writing for a wide range of tasks, audiences, and purposes.

Vocabulary’s CODE

Vocabulary’s CODE is a strategic approach to vocabulary instruction that improves students’ ability to retain and use crucial vocabulary terms.

The strategy builds these Common Core skills:The strategy builds these Common Core skills:• Mastering academic vocabulary.• Improving literacy across all strands (reading, writing, speaking/listening, and language).

• Building background knowledge as a foundation for success in school, college, and career.

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Six Tips for Inspired Instruction

1. Capture students’ interest.2. Explain the strategy’s purpose and students’

roles in the strategy.3. Teach the thinking embedded in the strategy.4. Use discussion and questioning techniques to

extend student thinking.5. Ask students to synthesize and transfer their

learning.6. Leave time for reflection.

READING FOR MEANINGReading for Meaning is a research‐based strategy that helps all readers build the skills that proficient readers use to make sense of challenging texts.

Reasons for Using Reading for Meaningto Address the Common Core• Managing text complexity (Reading Anchor 10, Appendix A

in ELA Standards)• Evaluating and using evidence (Reading Anchors 1 and 8,

Writing Anchors 1 and 9)• Developing the core skills of reading, including determining

main ideas (Reading Anchor 2) analyzing characters andmain ideas (Reading Anchor 2), analyzing characters and ideas (Reading Anchor 3), interpreting meanings (Reading Anchor 4), and assessing point of view (Reading Anchor 6).

• Interpreting visual and quantitative information (Reading Anchor 7)

• Reading, interpreting, and solving complex mathematical problems (Mathematical Practices 1, 2, 3, and 7)

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“To read is to fly: it is to soar to a point of vantage which gives a view over wide terrains of history, human variety, ideas, shared experience and the fruits of many inquiries.”‐ A C Grayling, Financial Times (in a review of A History of Reading by Alberto Manguel)

“The habit of reading is the only enjoyment in which there is no

What is Reading for Meaning?

g y j yalloy; it lasts when all other pleasures fade.”

‐ Anthony Trollope

“We read to know we are not alone.”‐ C.S. Lewis

“If you can read this, thank a teacher.”‐ Anonymous teacher

Is it reading words and understanding them?

Are Between Consists

Continuously Corresponding Curve

Draws Variation Graph


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If Isolated With

Making Only Often

One Points Relation

Set Table Values

Variables Known

Draw a picture explaining your understanding of the text below.

If the known relation between the variables consists of a table of corresponding values, the graph consists only of the corresponding set of isolated points. If the variables are known to vary continuously one often


variables are known to vary continuously, one often draws a curve to show the variation.

‐Basic Math, 1945.

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I cdnuolt blveiee that I cluod aulacity uesdnatnrd what I was rdanieg. The phaonmeal pweor of the hmuan mnid. Aoccdrnig to a rscheearch sdtuy at Cmabrigde Uinervtisy, it deosn’t mttaer in waht oredr the ltteers in


Is it reading words carefully?

a wrod are, the olny iprmoatnt tihng is that the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can still raed it wouthit a porbelm. This is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the word as a wlohe. Amzanig huh? Yaeh and I awlyas thought sipeling was ipmorantt!

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It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel

The Montillation of Traxoline

Is it answering comprehension questions?

traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge.

Why is it important to know about traxoline?What is traxoline?Where is traxoline montilled?How is traxoline quaselled?


An Anthology of Rigorous Texts

Select one of the readings from the Anthology of Rigorous Texts taken from Reading for Meaning Strategic PLC Guide. Read your chosen text and be ready to summarize it in yourRead your chosen text and be ready to summarize it in your own words for your partner.

What made your text rigorous?

What moves did you make to

comprehend the text you read?

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6 Reading for Meaning

Let’s Get StartedAdults tend to forget just how challenging the act of making meaning out of the words on a page

can be. Thus, we begin this Strategic Teacher PLC Guide on Reading for Meaning with a few short

texts that can put us in better touch with the challenges that many of our students face as readers.

We deliberately selected these texts as reminders that understanding what we read is not always a

snap. We call the following five texts “An Anthology of Rigorous Readings.” Preview all of the read-

ings and then pick two for close reading—the one you believe will be the most challenging, and

the one you believe will be the least challenging.

An Anthology of Rigorous Readings

Reading One:

Excerpt from the Federalist Papers, “Concerning the General Power of Taxation,” by Alexander Hamilton

It has been already observed that the federal

government ought to possess the power of pro-

viding for the support of the national forces; in

which proposition was intended to be included

the expense of raising troops, of building and

equipping fleets, and all other expenses in any

wise connected with military arrangements and

operations. But these are not the only objects to

which the jurisdiction of the Union, in respect

to revenue, must necessarily be empowered to

extend. It must embrace a provision for the sup-

port of the national civil list; for the payment of

the national debts contracted, or that may be

contracted; and, in general, for all those mat-

ters which will call for disbursements out of the

national treasury. The conclusion is, that there

must be interwoven, in the frame of the govern-

ment, a general power of taxation, in one shape

or another.

Reading Two:

“There’s a certain Slant of light,” by Emily Dickinson

There’s a certain Slant of light,

Winter Afternoons —

That oppresses, like the Heft

Of Cathedral Tunes —

Heavenly Hurt, it gives us —

We can find no scar,

But internal difference,

Where the Meanings, are —

None may teach it — Any —

‘Tis the Seal Despair —

An imperial affliction

Sent us of the Air —

When it comes, the Landscape listens —

Shadows — hold their breath —

When it goes, ’tis like the Distance

On the look of Death —

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Pages from Reading for Meaning: How to Build Students' Comprehension, Reasoning, and Problem-Solving Skills Strategic PLC Guide

7Section 1: Why Reading for Meaning?

Reading Three:

A Description of the Healing Process Adapted from a High School Biology Textbook

Endothelial cells bud and grow from existing blood vessels, undergo canalization, and

form a vascular network by connecting to other cell buds. New vessels are all similar

in appearance, with thin walls made of endothelium. Protein leaks out of the vessels,

bathing the wound area in plasma and providing a rich nutrient medium that promotes

rapid cell growth. Once this nutrient medium is established, differentiation can begin.

Some vessels will become venules, which are large and have thin walls, while others will

become arterioles, which have muscular coats. As granulation tissue steadily changes,

some vessels will disappear. Those that remain will become part of the capillary bed.

Reading Four:

Excerpt from The Souls of Black Folk, by W. E. B. Du Bois

Between me and the other world there is ever an unasked question: unasked by some

through feelings of delicacy; by others through the difficulty of rightly framing it. All,

nevertheless, flutter round it. They approach me in a half-hesitant sort of way, eye me

curiously or compassionately, and then, instead of saying directly, How does it feel to

be a problem? they say, I know an excellent colored man in my town; or, I fought at

Mechanicsville; or, Do not these Southern outrages make your blood boil? At these I

smile, or am interested, or reduce the boiling to a simmer, as the occasion may require.

To the real question, How does it feel to be a problem? I answer seldom a word.

Reading Five:

What Is the Hailstone Sequence? Exploring a Mathematical Mystery

One mystery that has puzzled mathematicians for years is a strange series of numbers

known as a hailstone sequence. To create a hailstone sequence, take any positive integer

n. If n is even, divide it by 2. If n is odd, multiply it by 3 and add 1. Then, take the result

and repeat the process over and over to generate a sequence of numbers. If we apply this

procedure to n = 11, we get: 34, 17, 52, 26, 13, 40, 20, 10, 5, 16, 8, 4, 2, 1, 4, 2, 1. . . . These

sequences are called hailstone sequences because the numbers mimic the up-and-down

movement of hailstones as they form in clouds.

Notice that the sequence above ends in a repeating pattern—4, 2, 1, 4, 2, 1. . . . It is

believed that every value for n will settle into this 4, 2, 1 pattern. But some values gener-

ate long sequences before the pattern emerges. For example, n = 27 yields 109 numbers

before the 4, 2, 1 pattern begins. So what’s the mystery? No mathematician has yet proven

that every positive integer will generate a sequence that eventually settles into a repeating

4, 2, 1 pattern.

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Pages from Reading for Meaning: How to Build Students' Comprehension, Reasoning, and Problem-Solving Skills Strategic PLC Guide


An Anthology of Rigorous Texts

Reading One: Excerpt from the Federalist Papers, “Concerning the General Power of Taxation,” by Alexander Hamilton

Reading Two: “There’s a certain Slant of light,” by Emily Dickinson

Reading Three: A Description of the Healing Process Adapted from g p g pa High School Biology Textbook

Reading Four: Excerpt from The Souls of Black Folk, by W.E.B. DuBois

Reading Five: What is the Hailstone Sequence? Exploring a Mathematical Mystery

What Reading and Thinking Skills Did You Use?

Before reading did you . . .

Draw forth relevant background knowledge to help you put the reading in context?

Make predictions about what the text would say or include?

Establish a purpose for reading?

During reading did you . . .

Apply criteria that helped you separate critical information from less relevant information?Apply criteria that helped you separate critical information from less relevant information?

Pay attention to how the ideas were presented and organized?

Make notes to help you highlight and clarify important ideas?

Form images in your head to help you “see” the content?

Note when the text confirmed or refuted your initial ideas or prereading predictions?

After reading did you . . .

Reflect on what you read?

Try to assess and shore up gaps in your comprehension? (What do I need to better understand?)

Look for opportunities to discuss your ideas with other readers?

Thinking About the Skills of Comprehension

• How did the skills you checked off help you understand the texts you read?

• What are some ways you teach these skills in your classroom?

• What are some of the recurring challenges you face in helping students build their reading and reasoning skills?

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Reading for Meaning

What is it?

A reading strategy that uses simple statements to help


students find and evaluate evidence and build thoughtful interpretations.

• Present students with list of ‘agree or disagree statements’ about an assigned text (e.g., “Frog is a good friend.”)

• Have students preview the statements and then begin reading the


Reading For Meaning

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p g gtext.

• Ask students to indicate whether they agree or disagree with the statements based on what they read.

• Have students justify their agree/disagree positions by citing appropriate evidence from the text.

A Sample Reading for Meaning Lesson

The Gettysburg Address: A Study in the Power of Words (Common Core Mini Unit)y ( )

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Common Core State StandardsThis lesson will focus on the Gettysburg Address. Teaching students how to read primary documents supports these Common Core State Standards:• [RH.6-8.1] Cite specific textual evidence to support analysis of

primary and secondary sources.• [RH.6-8.2] Determine the central ideas or information of a primary or

secondary source; provide an accurate summary of the source y p ydistinct from prior knowledge or opinions.

• [RH.6-8.6] Identify aspects of a text that reveal an author’s point of view or purpose.

Students will also be writing an editorial addressing these Common Core State Standards:• [WHST.6-8.1] Write arguments focused on discipline-specific

content.• [WHST.6-8.9] Draw evidence from informational texts to support

analysis, reflection, and research.

Mental Companions

We all have mental companions whose voices reside inside our minds. Perhaps these voices come from a friend, your parents, a coach, or even the words from a song, a poem, or a famous person.

What voices have helped you to define who you are? Identify one of these voices and explain how it has influenced you.

There are many famous Americans whose voices have played an important role in our American heritage. Today we’re going to look at the words from a great speech given by Ab h Li l t G tt b t h thAbraham Lincoln at Gettysburg to honor the soldiers who fought and died there in the Civil War. As you listen to Lincoln’s words, I want you to ask yourself if Lincoln’s speech is as relevant today for all Americans as it was on Thursday, November 19, 1863.

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Sticky Notes (Summarize)

Now use “sticky notes” to briefly summarize each portion of the Gettysburg Address.

StatementsRead the statements below and take a critical stance. Use evidence from Lincoln’s speech to defend your position.

• The primary goal of the speech was to honor the soldiers who had fought and died.Li l b li d th t ti t d• Lincoln believed that our nation was at a crossroads.

• The style of the speech (separate from its content) contributes to its power, persuasiveness, and beauty.

• Lincoln believed that the outcome of the war had implications for the entire world, not just the United States.

• Lincoln took his listeners on a journey through time.• Lincoln would agree that actions speak louder than words.

Online Editorial

Lincoln reminds us in the Gettysburg Address that the work of maintaining a “United” States of America remains unfinished. Do you agree or disagree with his thesis? A local university is developing a website to commemorate President Lincoln and is looking for editorial content related to his Gettysburg Address. Develop an editorial in which you discuss the importance of Lincoln’s message at Gettysburg and what it means to Americans today.it means to Americans today.

Guidelines•Make sure you…•Provide a valid argument.•Indicate whether you agree or disagree with Lincoln’s thesis.•Avoid summarization. Instead, include specific references from the speech that help you make your case.•Organize your ideas so that they follow a logical sequence.•Follow the conventions of standard written English.

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Sticky Notes (Summarize)

Use “sticky notes” to briefly summarize each portion of the Gettysburg Address.

GETTYSBURG ADDRESS STICKY NOTES Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war.

We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we cannot dedicate—we can not consecrate—we can not hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here.

It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom ‐‐ and that government of the people, by the people, for the people, shall not perish from the earth.

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The Gettysburg Address

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have gcome to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

Lincoln would agree that actions speak louder than words.Lincoln believed that our nation was at a crossroads.

The Gettysburg AddressBut, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to ythe great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.

Lincoln believed that the outcome of the war had implications for the entire world, not just the United States.

Determine what a text says

Reading for Meaning statements can be designed to fit whatever skills students are developing. They can also be designed to support various Common Core Anchor Standards for Reading.

Reading for Meaning Statements

Lincoln believed that the outcome of the war h d i li ti f th ti ld t j texplicitly. (R.CCR.1)

Make logical inferences from a text. (R.CCR.1)

Identify main ideas and themes. (R.CCR.2)

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had implications for the entire world, not just the United States.

Lincoln would agree that actions speak louder than words.

The primary goal of the speech was to honor the soldiers who had fought and died.

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Analyze how and why individuals, events, and ideas develop, connect, and interact. (R.CCR.3)


Lincoln believed that our nation was at a crossroads.

Assess how point of view or purpose shapes the content and style of a text; distinguish between what is said and what is meant or true. (R.CCR.6)

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The style of the speech (separate from its content) contributes to its power, persuasiveness, and beauty.

Integrate and evaluate content that is presented visually and quantitatively as well as in words. R.CCR.7)


Lincoln took his listeners on a journey through time.

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Introducing Reading for Meaning

• Good reading is active reading.• Comprehension involves a repertoire of skills, or reading

and thinking strategies.• Comprehension skills can be taught successfully to nearly

all readers, including young and emerging readers.• A wide body of research shows that teaching students

comprehension skills has “a significant and lasting effect on students’ understanding” (Keene, 2010, p. 70).

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Principle One: Before You Get Reading, Get ReadyGood readers… • call up relevant background knowledge.• make predictions.

The Four Principles of Reading for Meaning

make predictions.• establish their purpose for reading.

Principle Two: Read Like You Mean ItGood readers…• are actively engaging their mind.• separate relevant information from irrelevant


• separate relevant information from irrelevant information.

• make notes and check their comprehension while reading.

Principle Three: Just Because You’re Done Reading Doesn’t Mean You’re Done Reading

Good readers…• look back on the text.


• revisit predictions.• discuss evidence.• reflect on how the text has influenced their

understanding.

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Principle Four: Put Reading to UseThe most powerful form of reading is applied reading —reading that leads to a product in which students synthesize what they have learned.


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Reading for Meaning and the Common Core

Reading for Meaning can be used to address several common themes that are found in the Reading Anchor standards, such as:• Text complexity

E id• Evidence• Core skills of reading

Read the text Read the text then then identify the identify the theme, main ideas and key details theme, main ideas and key details in the reading that you want your in the reading that you want your students to students to focus focus on . Develop on . Develop four to eight thought provoking four to eight thought provoking statements for your students to statements for your students to examine before they read the text examine before they read the text to help them focus on the themes, to help them focus on the themes, main ideas and key detailsmain ideas and key details..

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Weighing the Elephantby Baoquing Xu

Almost two thousand years ago, there lived a very smart young Chinese prince namedCao Chong.

When the prince was seven years old, an envoy from Siam presented his father with ahuge elephant. The king and his court had never seen a creature like this before, and theymarveled at its great size and wondered how much it weighed.

“Why don’t we find out?” asked Cao Chong.

“ How?” asked his father. “We don’t have a scale big enough!”

Cao Chong thought for awhile. “It’s not that hard,” he said. “Follow me to the river, andI’ll show you.”

Now, the important people in court-the lords, the ladies, the generals-all hesitated.They knew that Cao Chong was brilliant, but he was just a little boy. Everyone looked at theking to see if they should take Cao Chong seriously.

The king knew his son. Smiling, he rose from his royal throne and said to Chao Chong, “Goahead. You are the commander. We’ll all follow your orders.”

So out they marched. Cao Chong and the king led the way, carriedon a magnificent royal litter, followed by the big elephant decorated withsilk and precious stones, generals and lords on horseback, the queenand princesses in sedan chairs, and servants and guards on foot.

As they went down the street, more and more people followed. Bythe time they arrived at the riverbank, Cao Chong had an audience ofseveral thousand. Everybody was curious and anxious to see how aseven-year-old would weight such a huge animal.

As soon as the royal family stopped, Cao Chong hopped out andstarted giving orders. First, the elephant was led onto a boat which sank

several inches right away under the beast’s weight. Cao Chong marked the boat’s new waterline with a chalk and led the elephant out. Then he ordered servants to pile big rocks into theboat until it again sank to the marked water line. When the rocks were carried back to shore,he weighed them one by one on a regular scale. With an abacus,Cao Chong quickly added all the weights. Finally, he looked upand announced: “The elephant weighs one hundred and thirtytons.”

The king heaved a sigh of relief and smiled broadly. Hedidn’t say anything. There was no need to-the spectators werewild with applause, and all were proud of the young prince.

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Weighing the ElephantAlmost two thousand years ago, there lived a very smart young Chinese prince named Cao Chong.

When the prince was seven years old, an envoy from Siam presented his father with a huge elephant. The king and his court had never seen a creature like this before, and they marveled at its great size and wondered how much it weighed.

“Why don’t we find out?” asked Cao Chong.

“ How?” asked his father. “We don’t have a scale big enough!”

Cao Chong thought for awhile. “It’s not that hard,” he said. “Follow me to the river, and I’ll show you.”

Now, the important people in court—the lords, the ladies, the generals—all hesitated. They knew that Cao Chong was brilliant, but he was just a little boy. Everyone looked at the king to see if they should take Cao Chong seriously.

The king knew his son. Smiling, he rose from his royal throne and said to Cao Chong, “Go ahead. You are the commander. We’ll all follow your orders.”

Weighing the ElephantSo out they marched. Cao Chong and the king led the way, carried on a magnificent royal litter, followed by the big elephant decorated with silk and precious stones, generals and lords on horseback, the queen and princesses in sedan chairs, and servants and guards on foot.

As they went down the street, more and more people followed. By the time they arrived at the riverbank, Cao Chong had an audience of several thousand. Everybody was curious and anxious to see how a seven-year-old would weigh such a huge animal.

As soon as the royal family stopped, Cao Chong hopped out and started giving orders. First, the elephant was led onto a boat which sank several inches right away under the beast’s weight. Cao Chong marked the boat’s new water line with chalk and led the elephant out. Then he ordered servants to pile big rocks into the boat until it again sank to the marked water line. When the rocks were carried back to shore, he weighed them one by one on a regular scale. With an abacus, Cao Chong quickly added all the weights. Finally, he looked up and announced: “The elephant weighs 130 dan*.”

The king heaved a sigh of relief and smiled broadly. He didn’t say anything. There was no need to—the spectators were wild with applause, and all were proud of the young prince.

Weighing the Elephant

How to find the main idea?Fill in the blank and explain your reasoning.

Weighing the Elephant, A Story in:Weighing the Elephant, A Story in: __________

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Before you read the text decide if you agree ordisagree with the following statements.BEFORE AFTER

Support Refute

Support Refute

Support Refute

Support Refute

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Weighing the ElephantAfter you read the story try to come up with at least five reading for meaning statements. Answer the questions below before making your statements.

• What are three possible interesting vocabulary words that you want students to know?

• What are synonyms for these words that you can use in your statements?

• What are some words that mean the opposite of disprove?

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Weighing the Elephant

Reading for Meaning Statements• People are intrigued by things they have never seen before.• Children can be smarter than adults.• You can tell what a child will be like as an adult by the way they go about

solving problems.• A good leader needs to be creative and clever.• The king and his court were amazed at the great size of the elephant.• The king was very confident that his son, the prince, would be able to

meet the challenge.• The little prince was very clever.• The people were excited to learn how much the elephant weighed.• The king was surprised that someone so young could solve the problem

of how to weigh the elephant.• The little prince will make a good king someday.

CIRCLE OF KNOWLEDGE

Circle of Knowledge provides teachers with a strategic framework for planning and conducting discussions that foster student participation and critical thinking.t at oste stude t pa t c pat o a d c t ca t g

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Agree or Disagree

Classroom discussion is one of the most powerful techniques teachers have at their disposal.

It is also one of the most fragile.

What makes for an effective discussion?

What Makes for a Good Discussion?

Directions:

1. Read the statements

2. Indicate whether you agree or disagree.

3. Meet with three other participants.3. Meet with three other participants.

4. Share your responses and your reasonings.

5. Try to arrive at a consensus on all of the statements. If you can’t arrive at a consensus on a statement, rewrite the statement so you can all agree with it.

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What Makes for a Good Discussion?1. In order to engage in an effective discussion, you must feel strongly

about the topic.

2. Extroverts are better participants in discussions.

3. The purpose of a discussion is to persuade others to agree with your point of view.

4. There must be balanced participation for discussion to be productiveproductive.

5. Participants in a discussion must be knowledgeable about the topic.


Review your initial ideas from your conversation about what makes discussion both powerful and fragile. How would you revise your initial thoughts?


What would a teaching strategy need to accomplish to promote the behaviors you identified for an effective discussion to occur?

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Learning how to conduct an effective classroom discussion is an essential skill for any teacher to master.

What moves did we make during our discussion about discussions?

Moves for Successful Classroom Discussions

• Participation

• Focus

• Higher Levels of Thinking


Moves for Increasing Participation• Allow students to test and share ideas in small groups.

• Use a variety of recognition techniques.y g q

• Court controversy.

• Get students personally and actively involved.

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Moves for Keeping Focus

• Integrate note making into discussions.

• Record responses and summarize frequently.


Moves for Encouraging High Levels of Thinking

• Encourage students to stop and think about the question.

• Use question and response techniques to• Use question and response techniques to shape discussions.

• Ask students to reflect on the quality of their contributions.

Circle of Knowledge Sample LessonSample Lesson: High School Geometry

Purpose

High school geometry teacher Eileen Cho believes that too many math classrooms run through important concepts too quickly, sealing students off from the provocative issues and ideas that make mathematics interesting. So she builds “big idea” discussions into the culture of her classroom.

It is the second week of school. Students have made “multimedia” notes (notes that include verbal, visual, and mathematical information) on the key concepts in the course: point, line, angle, line segment, and so on. Eileen believes that students are ready for their first big idea discussion.

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Circle of Knowledge

Circle of Knowledge provides teachers with a strategic framework for planning and conducting discussions that foster student participation, learning essential content, and thinking g , gcritically.

Three Reasons for Using Circle of Knowledgeto Address the Common Core

1. Effective oral communication is a crucial 21st century skill.

2. Speaking and listening require thinking.

3. Discussions build collaborative and interpersonal skills.3. Discussions build collaborative and interpersonal skills.

The Research Behind Circle of Knowledge

Research shows that students in discussion‐rich classrooms experience real academic and social benefits: deeper comprehension, greater empathy and respect for their peers, and an increased ability to h dl i t thandle rigorous content.

Polite & Adams, 1997; Tanner & Cascados, 1998; Tredway, 1995

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Common Core Skill: Oral Communication

“To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a p , g p ,partner—built around important content”

(CCSS for ELA, 2010, p. 48)

Common Core Skill: Speaking and Listening

Students need to be able to “build on others’ ideas” (SL.CCR.1), “integrate and evaluate information” (SL.CCR.2), and “evaluate a speaker’s point of view, reasoning, and use of p p , g,evidence” (SL. CCR.3).

Common Core Skills: Collaboration and Interpersonal Skills

“twenty‐first century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and p p pwork together” (p. 7).

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Discussions in Classrooms

The problem is in many classrooms what teachers call discussion, is actually recitation.

What’s the difference betweenWhat’s the difference between recitation and discussion?

Value of Discussions in Classrooms

• Students are more engaged in academic learning

• Students co‐construct knowledge

• Students are able to explore their own thinking and compare it to other’s thoughts

• Students move from low level thinking responses to application, analysis and synthesis of ideas

Preparing Students for Discussion

• See and question evidence linked to an explanation

• Clarification and common understanding

• Set ground rules• Set ground rules

• Identify biases and unsubstantiated beliefs—evidence in support of explanation

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Circle of Knowledge Strategy Moves Through Four Phases

• Sparking the discussion

• Kindling the discussion

• Fanning the discussion

• Synthesizing the content and reflecting upon the process

Four Ways to Spark Your Discussion

Mastery Interpersonal

Think about some discussions you have participated in, how do you feel during a good discussion? How do you feel during one that doesn’t go well? What causes you to feel that

What do you believe are the three most quality elements of an effective discussion?

Understanding Self‐Expressive

How are classroom discussions is one of the most powerful techniques teachers have at their disposal? How are also one of the most fragile?

How is an effective discussion like a campfire?

yway?

Sample Lesson 2: Elementary ELA/Social Studies

Purpose. Students in Sam Carlyle’s 2nd grade class are learning about the Underground Railroad. The class has just finished reading F. N. Monjo’s (1970) The Drinking Gourd, a chapter book about a family of abolitionists who help a family of runaway slaves to freedom. At the heart of the book lies a question that is provocative for readers of any age: When is it acceptable to break the law? Sam is using Circle of Knowledge to help students explore and develop their own perspective on this rich and controversial question.

Sparking questions. Why do we have laws? What do laws do for us?

Focusing question. Were the Fullers right to break the law?

Synthesis activity. With Sam’s help, students write an “I think” essay,taking a position on whether the Fullers were right or wrong to break the law.

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Sample Lesson 3: Middle School SciencePurpose. As part of their unit on genetics, Carla Giordana’s students are exploring the controversy related to genetically modified foods. Carla wants students to formulate and express their own opinions about this controversial topic through discussion. Before the discussion begins, students read two brief articles on genetically modified foods—one for and one against. They also use the Physical Barometer tool to group themselves according to the strength of their opinions (Strongly Oppose, Oppose, Support, Strongly Support) and engage in initial discussion in smaller opinion based groups.

Sparking questions. What roles do values and morals play when it comes to scientific progress? Can science go too far?

Focusing questions. How can we decide whether the benefits of genetically modified food outweigh the concerns and risks surrounding it? What role should the public play in this debate? What role should the government play?

Synthesis activity. Students group themselves again using the Physical Barometer tool and explain why their positions did or did not change as a result of the discussion. Each Physical Barometer group develops a public service announcement that either warns against or touts the benefits of genetically modified food, depending on the group’s position.

Kindling a Question

What is it?

Kindling is a tool that teachers use to help students generate more thoughtful responses to a question.

“Kindling a question” involves 5 steps:

1. Prepare students for the question.

2. Pose the question

Kindling a Question

2. Pose the question.

3. Provide an opportunity for all students to respond by using provisional writing.

4. Pair students up. Have them share & compare.

5. Probe, prompt, and praise students’ responses to stretch their t h i n k i n g .

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Prepare

Take a moment to reflect on your classroom practice. See yourself posing a question to your students. What do you see or hear?

Pose the question

According to the research of Mary Bud Rowe, most teachers wait less than three seconds after they ask a question to get a response. The research demonstrated that if teachers waited ten to twenty seconds after posing a question students’ responses would be longer and more thoughtful.

Pose the question

Most teachers have heard of Rowe’s research, yet wait time is still an issue in many classrooms.

Why don’t teachers wait?Why don’t teachers wait?

What’s causing them to rush?

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Provide time to respond

Jot down, scribble, or draw at least two ideas on your paper that explains why teachers don’t wait.

Pair students up

Meet with a partner share your responses try to decide on the number one reason you believe teachers don’t wait.

Probe, prompt, and praise students’ responses to stretch their t h i n k i n g .

Q‐SPACE to fan your discussion and extend student thinking

Questing—search/journey before and after thinking

Silence before and after thinkingSilence before and after thinking

Probing for evidence

Acceptance—provisional

Clarifying—specificty and meaning

Elaboration—extending and applying

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WRITE TO LEARN

Write to Learn is a set of nested tools for writing and learning in all content areas. Careful use of the tools embedded in this strategy can drastically improve students’ thinking, deepen their comprehension of content, and help teachers conduct the kind of p , pformative assessment needed to improve student writing without getting caught in an endless cycle of paperwork.

List three things you know about yourself as a writer and a thinker.

How are writing and thinking similar?

How are they different?

Similarities Differences

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How can we use writing as a strategy to teach content and to assess learning?

Three Reasons for Using Write to Learnto Address the Common Core

1. Writing develops higher‐order thinking

• Writing “allows us to see conceptual relationships, to acquire insights, and to unravel the logic of what was previously murky or confusing” (Schmoker, 2011, p. 211).

• Help students shape their thinking into more powerful, refined products.


2. Writing in different text types.

• Write to learn helps students develop high‐quality written responses in arguments (W.CCR.1); informative/explanatory texts (W.CCR.2); and narratives (W.CCR.3).

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3. Range of writing.

• Write to Learn provides teachers and students with various writing formats and tools that support a wide range of objectives and writing demands.

The Research Behind Write to Learn

“Writing is the skill most directly related to improved scores in reading, social studies, science, and even mathematics.”

It also brings “engagement, interest, and fun” to the classroom.

Douglass Reeves,Reason to Write, 2002


In 2010, researchers from Vanderbilt University conducted a meta‐analysis of more than 100 studies on writing in the classroom. They found that asking students to write regularly has significant and positive i t th i h iimpact on their comprehension.

Graham, S., & Hebert, M. (2010)Writing to read: Evidence for how writing can

improve reading (A report from Carnegie Corporation of New York)

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According to David Conley (2007), perhaps the foremost expert on college readiness, “If we could institute only one change to make students more college ready, it should be to g y,increase the amount and quality of writing students are expected to produce” (pp. 27–28).

Classroom Writing and Write to Learn

Write to Learn involves three different types of classroom writing:

• Provisional

• Readable

• Polished

What do you think are the differences between each of these types of writing? Discuss with a neighbor.

Implementing Write to Learn in the Classroom

Provisional Writing

Provisional writing is a form of quick writing, like brainstorming, that slows down and opens up the thinking process. Students write spontaneously for two to five minutes to generate, clarify, or extend ideas or to react to important content.

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Provisional Writing Tools

Learning Logs

A Learning Log is an active response journal that infuses writing into the daily instructional routine.

4‐2‐1 Free WriteA tool that both solidifies and tests students’ grasp of what they’ve learned from readings, lectures, etc. by having them identify, discuss, and summarize key points with their classmates

Individually:

Provisional Writing Tools

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FOUR key ideas

Pairs:The TWO most important ideas

Groups of four:The ONE most important idea

4‐2‐1 Free Write Example

Individually: FOUR key

ideas

In the 1900s, there were more

than 100,000 tigers in the

world.

Today, there are less than 3200 tigers left on

Earth.

Humans have destroyed a lot of the tiger’s habitat.

Tigers are also getting killed by poachers and farmers.

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Pairs:The TWO most

important ideas

Groups of four:The ONE most important idea

Today, there are Less than 3200

tigers left on Earth.

Tigers are getting killed and their habitat is being destroyed.

Today, there are Less than 3200

tigers left on Earth.

Tigers will go extinct if wedon’t do something about it.

Tigers are getting killed and their habitat is being destroyed.

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Readable Writing Tools

Readable writing, like a classroom essay test or assignment, requires students to clarify their thoughts and develop an organizational structure for their ideas. Unlike provisional writing, readable writing is intended f di ll th t h h it tfor an audience—usually the teacher, who uses it to assess students’ depth of understanding and ability to construct soundly reasoned responses.


Readable Writing Prompts

On the next slide are seven readable writing prompts. Each prompt has been designed around key writingEach prompt has been designed around key writing genres highlighted in the Reading and Writing Standards. Match each prompt to the genre of writing it supports.


Readable Writing PromptsBased on the article we just read on the dangers of mobile phones, do you think there should be a minimum age for children to carry mobile phones? Use specific information from the article to defend your position.

Water freezes at 32°F. Explain why it sometimes

Argument

p ysnows when the temperature is warmer than 32°F.

Our textbook includes two primary accounts of the events at Wounded Knee: one from a member of the Lakota tribe and one from a U.S. soldier. Compare these eyewitness accounts. In your essay, make sure you address these two questions: What is the tone of each written account? What does the tone reveal about the author’s perspective of the events?

Comparison

Informative/explanatory text

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Readable Writing PromptsWe have learned a lot about honeybees. Now it’s yourturn to imagine yourself as a honeybee. Give yourself a name, draw yourself, and describe three things you do during your day.

Select one of Edgar Allan Poe’s horror stories that we read during this unit. Conduct a literary analysis of the story by explaining how Poe achieves the “unity of effect” he Analysis (textual)

Narrative

explaining how Poe achieves the unity of effect he describes in his essay “The Philosophy of Composition.”

Analyze the data charts showing the sales for best‐selling fiction titles in hardcover, paperback, and e‐book formats over the last 10 years. What conclusions can you draw? What do you anticipate the sales in each format to be 10 years from now? Explain your reasoning.

After reading the first few vignettes in Sandra Cisneros’sThe House on Mango Street, briefly describe the characterEsperanza and her Chicago neighborhood.

Analysis (mathematical)

y ( )

Description


3 x 3 Writing Frame

The 3 x 3 Writing Frame uses a simple visual organizer to help students see the structure of a good essay and plan out its beginning, middle, and end. The frame can be easily adapted to fit the three text types highlighted in the Common Core: argument (W.CCR.1), informative/explanatory (W.CCR.2), and narrative (W.CCR.3).

Polished Writing

Polished writing engages students in the full writing process, from coming up with initial ideas to writing a final draft. The process moves through a set of progressive phases.g p g p

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Polished Writing Tools

Writing folders

Writing folders structure the complex processes associated with polished writing. The folders house students’ ongoing work—the records and artifacts of the writing process.


Writing folders

Pocket 1: Initial ideas. Students keep their prewriting and planning documents, such as organizers, notecards, and outlines, in this pocket.


Writing folders

Pocket 2: First draft. Students correct and revise their first drafts by reading them against a set of criteria.

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Writing folders Pocket 3: Second draft. Students use the third pocket to shape their first draft into a second draft. Students read aloud their second drafts to a group of fellow writers called a Writer’s Club. After the reading, members of the Writer’s Club provide f db k d t ti iti i b dfeedback and constructive criticism based on three criteria:• Does the composition complete the requirements of the assignment?

• Does it sound good? Is it highly readable?• Has the writer used the specific first‐draft criteria to check and revise the composition?


Writer’s Club

The Writer’s Club is a support and feedback group for writers that can be set up in various ways. For example, members can choose to read their own pieces aloud, or members can read one another’s pieces to help each writer notice where his or her writing causes the reader to falter.

Let’s Participate in a Writer’s Club

1. Form a a group of five participants2. One person will be the writer and read the

piece, “Life in Jamestown.”3. Each member of the team will pick one p

question from the Writer’s Club Discussion Questions to respond to (one from each box).

4. The writer will listen to the club member’s responses and reflect on how to improve the piece.

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Text Box


Jamestown Colony on the Brink of Ruin!

This could easily have been a headline in the 1620s. Plymouth Colony and Jamestown were the first two settlements established by the English on the North American continent. Although neither of these colonial ventures found it easy to establish a successful and independent settlement, the Virginia colony at Jamestown was in the greatest peril. Within its first 20 years, Jamestown had a death rate that was 75–80 percent of its population! Nearly 6,000 people had immigrated to Jamestown, but by 1622 there were only 700 residents left. By this time the local Native American tribes had moved into the interior and posed little danger. What Happened to All the People? As a student of history, you have been asked to join a historical study team to determine just what conditions would result in such a large drop in population. Your challenge is to examine the clues provided and construct a theory that explains what happened in Jamestown.

Specifically, your mission is to answer these questions: • What was going on in the colony at the time? • What was the cause of the excessive death rate? • Who was dying? • Why did the high death rate last for so long?

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Writer’s Club Discussion Questions

Literal Questions • What is this piece about? What are the key

points? • How would you summarize this piece? • Does the piece address the question? • Are any important ideas or details missing? • Are there any factual or grammatical errors that

should be fixed?

Personal Perspective Questions

• How did this piece make you feel? • If this were your piece, what aspect of it would

you be most proud of? • Did you learn anything from this piece that could

help you as a writer? • Who is the intended audience? Did the writer

address the needs and interests of the intended audience?

Analytical Questions

• What are the greatest strengths of this piece? • What could be improved? • How well did the writer fulfill the requirements

of this text type? –Argument (W.CCR.1): How clear and well supported is the writer's position? –Informative/explanatory text (W.CCR.2): How clearly and accurately is the topic explained? –Narrative (W.CCR.3): How clearly and vividly described is the event/experience?

• How does this piece compare with other pieces this writer has composed?

Original Thinking Questions

• If this piece were a type of clothing, music, or weather, what would it be, and why?

• What might be the effect of adding or deleting from the piece?

• What are some possible ways to improve this piece?

• Did the writer "paint a picture" with words? Were you able to see the ideas and images in your mind?

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Jamestown Colony on the Brink of Ruin!

This could easily have been a headline in the 1620s. Plymouth Colony and Jamestownwere the first two settlements established by the English on the North American continent. Although neither of these colonial ventures found it easy to establish a successful and independent settlement, the Virginia colony at Jamestown was in the greatest peril. Within its first 20 years, Jamestown had a death rate that was 75–80 percent of its population! Nearly 6,000 people had immigrated to Jamestown, but by 1622 there were only 700 residents left. By this time the local Native American tribes had moved into the interior and posed little danger.

What Happened to All the People?As a student of history, you have been asked to join a historical study team to determine just what conditions would result in such a large drop in population. Your challenge is to examine the clues provided and construct a theory that explains what happened in Jamestown.

Specifically, your mission is to answer these questions:• What was going on in the colony at the time?• What was the cause of the excessive death rate?• Who was dying?• Why did the high death rate last for so long?

Writer’s Club Discussion QuestionsLiteral Questions

•What is this piece about? What are the key points?

•How would you summarize this piece?•Does the piece address the question?•Are any important ideas or details missing?•Are there any factual or grammatical errors that should be fixed?

Personal Perspective Questions

• How did this piece make you feel?• If this were your piece, what aspect of it would you be most proud of?

• Did you learn anything from this piece that could help you as a writer?

• Who is the intended audience? Did the writer address the needs and interests of the intended audience?

Analytical Questions

•What are the greatest strengths of this piece?•What could be improved?•How well did the writer fulfill the requirements of this text type?–Argument (W.CCR.1): How clear and well supported is the writer's position?–Informative/explanatory text (W.CCR.2): How clearly and accurately is the topic explained?–Narrative (W.CCR.3): How clearly and vividly described is the event/experience?

• How does this piece compare with other pieces this writer has composed?

Original Thinking Questions

• If this piece were a type of clothing, music, or weather, what would it be, and why?

•What might be the effect of adding or deleting from the piece?

•What are some possible ways to improve this piece?

•Did the writer "paint a picture" with words? Were you able to see the ideas and images in your mind?

VOCABULARY’S CODEVocabulary’s CODE is a strategic approach to direct vocabulary instruction that helps students master crucial concepts and retain new vocabulary terms. Students work their way from initial exposure to in‐depth understanding through a series of t a e posu e to dept u de sta d g t oug a se es oprogressive learning activities, which help students “crack” Vocabulary’s CODE.

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Three Reasons for Using Vocabulary’s CODE to Address the Common Core

1. Vocabulary is a foundation for improved literacy.

2. Academic vocabulary is at the core of the Core.

3. Vocabulary fuels learning.

The Research Behind Vocabulary’s CODE• Vocabulary instruction has the greatest effect when it focuses on a

reasonable number of important academic terms rather than o high‐frequency word lists (Marzano, 2004).

• Developing anything more than a superficial understanding of new terms requires multiple exposures to the terms (Jenkins, Stein, & Wysocki, 1984).Wysocki, 1984).

• Understanding and retention improve when students interact with words in a variety of ways (Beck, McKeown, & Kucan, 2002).

• Students need opportunities to think deeply about new words using thinking strategies like comparison, metaphors, and nonlinguistic representation (Marzano, 2004).

Vocabulary words are the building blocks for future learning

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for future learning.(Robert Marzano 2004)

The more you know the more you can know.

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If we except To close the achievement gap we must close the vocabulary gap. That is why teaching vocabulary is one of the most i t t i t ti l d i i kimportant instructional decisions you can make.

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Experiencing Vocabulary’s CODE

A Brain Based Approach to

Learning New Vocabulary

The Most Bizarre Meeting Ever1. Read the passage. It contains what Erin McKean calls

“Weird and Wonderful World”.2. Generate a preliminary definition for each new

underlined word. Record your definition in the “My Educated Definition” column of the organizer.

3. Meet with a partner. Discuss your preliminary d f d h h hdefinitions and how you came up with them.

4. Compare your definition with the actual definition. Jot down then significant differences between your definition and the actual definition.

5. Continue the activities to complete the phases of CODE.

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Text Box

See next page for activities

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Silver Strong & Associates • Thoughtful Education Press • www.ThoughtfulClassroom.com • 800.962.4432

Part 1: Learning the Compare & Contrast Strategy

Experiencing Vocabulary’s CODE We’re coming to the end of Part One of this Resource Guide. But before we wrap things up, we’d likeyou to experience the four phases of CODE.

Below you will find a short reading called “The Most Bizarre Meeting Ever.” In it are a number ofunfamiliar words, which have been underlined. In the set of activities that follow, you will become“intimate” with these words by moving through the four phases of CODE. When you’re done, go back to your glossary (Figure 1.17) and list the specific techniques that were used in this lesson for eachphase of CODE. Begin by reading the passage below and seeing if you can figure out what eachunderlined word means.

The Most Bizarre Meeting EverRaul: That had to be the most bizarre meeting ever.

Jahnelle: I don’t know whether to laugh or cry. I guess that’s what happenswhen your boss is suffering from the world’s worst case of torschlusspanik.

Raul: Tell me about it! He peenged on and on about how he used to be aworld class swimmer—how he used to “cut through the water like a torpedo”and how he used to look like “a million bucks in a Speedo.”

Jahnelle: Did you see when he held up the picture of himself from hisSpeedo days and said, “Once upon a time I was a Speedo-sporting, back-stroke god. I was admired by women on four separate continents. Now I’m aNobodaddy.”

Raul: No. How could I have missed that? It must have happened right whenJake started to flaffer around the room in his overly-starched suit showingeveryone his collection of breath mint wrappers from restaurants aroundHouston.

Jahnelle: What a nihilarian!

Raul: I do remember when Wendy got up and told the boss that shethought he looked more godlike than ever, and that she was sure he couldbeat his old swimming times. I mean, she’s got to be trying to make theboss look like a complete fool for some devious purpose. I think she’s tryingto ruin us.

Jahnelle: Whether Wendy’s a lordswike or not, I just wish the boss hadn’ttaken her so seriously. I did not need to see him strip down and conduct therest of the meeting in his Speedo to prove that he still had it. By the way, isthat when you fainted?

Raul: Yes, but it wasn’t because of that. Did you see the consultants the bosscalled in to bring fresh new ideas into the company?

Jahnelle: Do you mean the guy with the eye patch and the parrot whohanded out “free” copies of his book, Managing Like a Kye: How to SaveMoney the Pirate’s Way and then wanted to charge us $20 per book at theend of the meeting?

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Raul: No, not that one. The one that was into myomancy and claimed hecould forecast the success of the company over the next five years. I tell you,the minute he pulled out those rodents everything went black for me. I havean unnatural fear of those little critters.

Jahnelle: Did you know that guy makes over $500 an hour?

Raul: Wow. If only I could keep from passing out, I’d change careers.

Jahnelle: So you were out for the end of the meeting?

Raul: Yep. I just came to ten minutes ago.

Jahnelle: Then you missed the announcement about the company softballouting this weekend?

Raul: It’s not cancelled is it? I just bought a new mitt and catcher’s mask.

Jahnelle: Well, it’s not a softball outing anymore. We’re having a hastiludeinstead.

Raul: What?! Where on Earth are we going to buy spears? Wait a minute. Is that even safe? Or legal?

Jahnelle: I don’t know. Maybe we should seriously consider going back toour old jobs.

Raul: Nah, despite all its quirks, I think this company has a bright future. I’m sticking with sushi-by-mail.com and my stock options. Now, can you buyspears in the mall?

Phase 1: Connecting to New WordsThe reading above contains a number of what Erin McKean (2002, 2003) refers toas “Weird and Wonderful Words.”

For each of the nine words from the passage, generate a preliminary definition inthe column titled “My Educated Definition” in Figure 1.19 on the next page.

How did you generate your definitions? What techniques did you use to “educate”your definitions? Record your ideas in Figure 1.18 below.

Figure 1.18: Activity – How I Educated My Definitions

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Figure 1.19: Activity – Comparing Definitions

Word My Educated Definition Actual Definition Differences

torschlusspanik

peenged

Nobodaddy

flaffer

nihilarian

lordswike

kye

myomancy

hastilude

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How Close Were You?Here are the nine words defined. How close were your educated definitions? What subtleties, or shades, of meaning did you miss? Note the differences between your educated definition and theactual definition in the “Differences” column in Figure 1.19.

Figure 1.20: Activity – Comparing Definitions

Word Definition

torschlusspanikA German word that literally means “shut door panic.” It is similar to a mid-life crisis or the fear that life is passing by too quickly.

peenged To whine while complaining.

NobodaddyA term coined by English poet William Blake. The word is a combination of nobody and daddy and means someone who is no longer worthy of admiration.

flaffer Tol make noise while moving.

nihilarian Someone who is concerned with things that are of no interest to others.

lordswike Traitor, from Old English roots that literally mean ‘lord deceiver.’

kye A cheap and greedy sailor.

myomancy Archaic practice of using the movements of mice to predict the future.

hastilude Latin for “spear play.” It refers to Medieval competitions involving spears.

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Phase 2: Organizing the WordsIn working with these words, you may have noticed some patterns or natural groups that some of thewords might fit into. Put the nine words into at least three different groups. (You can use the sameword multiple times.) Then, give each group a label that describes how the words go together. Increating your groups, don’t be afraid to look beyond the obvious. See if you can create a group that no one else in your Learning Club creates, but that has compelling logic behind it.

Figure 1.21: Activity – Group and Label

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Phase 3: Deep Processing New Words

It’s Kinda Like...

From the nine words, pick one—any one, your favorite one. Use it to create a simile in Figure 1.22. Howis your word like something else? Below your simile, explain the relationship between the two items.

Picture This...

Now use Figure 1.23 to create a visual icon for three different words:

_______________________________ is like _______________________________…(your favorite word)

Here’s how:

Figure 1.22: Activity – Simile

Figure 1.23: Activity – Visualizing Vocabulary

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Phase 4: Exercising Your Words

The Proof Is in the Pudding Writing

Now that you’ve gotten intimate with a number of weird and wonderful words, it’s time to put those words to use. Use Figure 1.24 below to write a short, creative piece that uses at least five of the nine words.

Don’t forget to go back to the fourth column of your glossary (Figure 1.17) and list thetechniques used during this lesson.

Figure 1.24: Activity – Parawriting

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Let’s look at how a teacher might design a lesson sequence using the phases of CODE.

Vocabulary CODE Matrix

Take a look at the matrix of tools you can use to address each phase of CODE.

• Which tools do you already use?• Which tools do you already use?

• Which phase(s) of Vocabulary’s CODE do you pay most attention to?

• Which do you need to pay more attention to?

• Add conclusion

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Text Box

See next page for matrix

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Silver Strong & Associates • Thoughtful Education Press • www.ThoughtfulEd.com • 800.962.4432

P R ACT I CAL TO O LSFOR CRACKING VOCABULARY’S CODE

The research is clear: If we want students to master vocabulary, they will need to be exposedto the new terms multiple times and in a variety of ways. While the four phases of C.O.D.E. naturallylead students to CONNECT, ORGANIZE, DEEP PROCESS and EXERCISE new terms, the question of what strategiesto use in the classroom remains. Below is a matrix of vocabulary tools and strategies organized according to thefour phases of C.O.D.E. As you plan your unit, refer to this matrix to help select appropriate strategies for eachphase and to ensure deep learning.

C O D E

11Side

■■ Word WallsA collection of wordsorganized into categoriesand posted on the wall forstudents to use in theirreading and writing.

■■ PrioritizingVocabularyTeacher or studentsdetermine which words areessential, important, andgood to know.

■■ VisualizingVocabularyCreating visual images,sketches, or icons with brief explanations to demonstrateunderstanding.

■■ Vocabulary GamesUsing Bingo, Jeopardy, Word Baseball, etc. toreview vocabulary in acompetitive and funmanner.

■■ Power DecodingTeaching students attackskills for new words:prefixes, suffixes, roots,context clues, substitutions.

■■ Key VocabularyOrganizerA concept definition mapthat establishes the largercategories that key conceptsfit into, critical attributes,examples, and relatedconcepts.

■■ Multi-sensoryProcessingA technique thatencourages students toexplore important wordsusing words, feelings,sensory information, andvisualization.

■■ Write to LearnStudents are asked to use a specific number of newwords in their writingassignments.

■■ Word SpidersTeacher introduces eight words that areassociated with a mystery,one word for each leg ofthe spider organizer.Students try to guess themystery word.

■■ CategorizingTeacher or students place alist of words into specificcategories.

■■ StorytellingStudents analyze aselection of stories, thenuse basic story elements todefine important concepts.

■■ Team GamesTournamentStudents are divided upinto heterogeneous studygroups to review words,then compete inhomogenous groups toearn points for their team.

■■ AssociationsStudents generate words,pictures, feelings, physicalreactions to words. There isno right or wrong, justwhat comes to mind.

■■ Concept MapsA technique used to create visualrepresentations ofhierarchical relationshipsbetween a central concept,supporting ideas, andimportant details

■■ MetaphorsStudents learn wordsdeeply by exploring theirrelationships to otherwords/concepts (e.g., How is democracy likebaseball?).

■■ Vocabulary CarouselTeacher sets up 5 or 6stations. Students work insmall groups at all stations.Stations include a variety ofvocabulary activities.

■■ See It, Say It, Show It, Store ItStudents look at the word,pronounce it slowly, recordits meaning, draw a picturewith a brief explanation,and store the word in theirVocabulary Journals.

■■ Fist ListTeacher provides a categoryin the “palm” of a handorganizer; studentsgenerate 5 words that fitthe category, one for eachfinger of the handorganizer.

■■ DefiningCharacteristicsStudents build multi-layered definitions byfocusing on essentialcharacteristics: What is it?What is it used for? Why isit valued? What kind is it?Where does it come from?What does it look, feel,sound, smell like? etc.

■■ Effective PracticeTeacher instructs studentsin the principles of effectivepractice, including how tomass and distribute reviewsessions, use words often,and make strongerconnections.

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■■ Vocabulary NotebookA notebook in which students collect important words while reading. In their notebooks, students record their initial“educated” definitions. They then look up the word and select the dictionary definition that best fits the word as it is used inthe text. Students compare their initial definitions with the actual definition, and describe briefly what differences they notebetween them. Finally, students create a visual icon to help them process and remember the word’s meaning. The notebookalso serves as a great tool for review.

Please note: This strategy includes all four phases of CODE.

■■ Concept AttainmentThe teacher presents yesand no examples of aconcept in order to helpstudents determine itscritical attributes. Studentsuse the critical attributes todistinguish amongexamples and generatetheir own examples.Excellent for rich conceptswith clear attributes, like”tragic hero.”

■■ Group and LabelStudents examine a list ofvocabulary words andplace them into groupsbased on commoncharacteristics. For eachgroup that students create,they devise a label thatdescribes what all thegrouped words have incommon.

■■ CinquainsA five-line poem used todefine a term:

• noun: coal

• two adjectives: black and shiny

• three action verbs: smolder,burn, pollute

• four-word sentence or phrase:a source of energy

• ending word: limited

■■ Peer PracticeA reciprocal learningstrategy in which studentswork as peer partners. Onestudent serves as a coach,the other as a player. Whilethe player works to definekey terms from the unit,the coach providesassistance, feedback, andpraise. Students thenreverse roles.

■■ GlossaryStudents keep a glossary ofnew words by definingterms in their own wordsand including icons orpictures.

■■ Word BanksStudents examine a list ofwords and place them intothe appropriate slots in avisual organizer.

■■ EtymologiesStudents investigate wordhistories, analyzing howoriginal meaning is intactand how it has changed.

■■ Three’s a CrowdStudents decide whichword of three doesn’tbelong and explain why.

■■ Exploring MultipleMeaningsStudents explore and usewords that have the samesound but differentmeanings (homophones).

■■ A Three-Way TieStudents select three wordsfrom a unit’s vocabularyand arrange them in atriangle. They then connectthe words with lines andexplain the relationshipbetween each word bywriting along the lines.

■■ Compare andContrastStudents set two richconcepts against oneanother and describe eachseparately. They then usetheir descriptions to drawout the deep similaritiesand differences betweenthe two concepts. Finally,students must decide if thetwo concepts are moresimilar or more different,and explain why.

■■ BoggleAfter independent review,students retrieve all thevocabulary they can.Students join a group of 3-5 students, comparelists, and add any words or meanings they missed.Students then leave theirteam to “Boggle” with otherstudents, gaining points forterms and meanings thatappear on their list but noton their competitors’ lists.

■■ Word CatcherStudents are asked to“catch” a new word eachday.

■■ A Diagram to Die ForStudents are asked tocreate a diagram thatshows the relationshipamong the words on aWord Wall.

■■ Crazy ConnectionsThe student picks a wordout of one hat, then ahousehold, classroom, orodd object out of another.The student’s job is togenerate as manysimilarities as possible.

■■ Para-WritingStudents write a paragraphor short piece usingbetween five and fifteenvocabulary words. Eachword must be embeddedmeaningfully into the text,or it doesn’t count.

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Three of the six Anchor Standards for Language, for example, deal directly with vocabulary:

L.CCR.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L.CCR.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings

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relationships, and nuances in word meanings.L.CCR.6 Acquire and use accurately a range of general academic

and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

A Unit on EvolutionConnecting

Vocabulary Knowledge Rating (VKR)

Evolution 1 2 3 4

Natural Selection 1 2 3 4Selection pressure 1 2 3 4

1 = I have never seen/heard of this term (or person)2 = I have seen/heard of this, but don’t really know what it means (or who person is) 3 = I think I know what this term means (or who this person is) 4 = I know what term means (or who this person is) & I can use it in a sentence

p

Variation 1 2 3 4Extinction 1 2 3 4

Acquired trait 1 2 3 4

Inherited trait 1 2 3 4“Fitness” 1 2 3 4

Bacteria 1 2 3 4Antibiotics 1 2 3 4

Antibiotic‐resistance 1 2 3 4

Catastrophism 1 2 3 4Uniformitarianism 1 2 3 4

“Chain of Being” 1 2 3 4Survival of the fittest 1 2 3 4

The Origin of Species 1 2 3 4

A Unit on EvolutionOrganizing

“Connect the Dots”

Vocabulary

Sea turtles

Economy

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A Unit on EvolutionExercising

TEAM GAMES TOURNAMENT Is a cooperative learning strategy that maximizes the benefits of both cooperation and competition while minimizing their liabilities by fostering their interdependence and individual accountability

Hetrogeneous Collaborative Study Teams

YellowY#1Y#2Y#3Yellow practices together

GreenG#1G#2G#3Green practices together

RedR#1R#2R#3Red practices together

Homogeneous Tournament Teams

Game 1Y#1

Game 2Y#2

Game 3Y#3Y#1

G#1R#1

Y#2G#2R#2

Y#3G#3R#3

A Unit on EvolutionExercising

TEAM GAMES TOURNAMENT

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Think of a Time ….

Think of a time when you have been competitive.

What did it feel like? List the advantages and di d t f titi

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disadvantages of competition.

Now, think about situations where you worked together with other people to achieve a team goal.

Li t f th d t d

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List some of the advantages and disadvantages of cooperating.

What are some characteristics a strategy would have to possess in order to combine the assets of both competition and cooperation while

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competition and cooperation while minimizing the liabilities?

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TEAM GAME TOURNAMENTS

How can you create a strategy that maximizes the benefits of competition and cooperation and minimizes students’ inabilities?

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Goals of Team Games Tournament

1. To provide immediate and positive effect on student academic success.

2. To produce positive changes in students’ attitudes toward the class and content matter.

3. To foster positive working relationships among students by creating an interdependency

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students by creating an interdependency.

4. To make it possible for students with different learning rates to have an equal opportunity to succeed at an academic task and/or learning goal.

5. To help students learn HOW to LEARN.

G

A

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enerate short answer objective questions and answer sheet for practice session and Tournament play.

rrange students into academically balanced practice teams.

i t b b bl bilit f

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E

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ix team members by comparable ability for tournament play.

xplain tournament roles of doer, checker, and challenger.

ecure score and team summary sheets to validate results.

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Phase I: Practice SessionTeammates work together to practice and help each other get ready to participate in the weekly What are the learning

goals?

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tournament.goals?

What are the expectations?

How will teams work together to learn the content material?

Phase II: Weekly Tournament Games

Each student plays against members from other teams, points won for first, second, third, fourth place are given.

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third, fourth place are given.

Groups can play as long as time permits. If they finish the first game, they simple reshuffle cards and begin again.

Scoring Points

Player No Ties Tie for Top Tie for Low 3 way Tie

Top Score 6 5 6 4

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Middle Score 4 5 3 4

Low Score 2 2 3 4

Three Player Game

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Table 1 Table 2 Table 3 Table 4

Based on past performance, top scoring students begin at table 1.

Based on past performance, low scoring students begin at table 8.

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Group Assignment


Bumping


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Student compete in Team Games.

After the first tournament game, students change tables based on their tournament performance.

High performing student at Table 2 for example would move to Table 1. Low performing student at Table 2 would be bumped to Table 3. The second high scorer would remain at Table 2.

Phase III: Formative Evaluation

Data gathering of evidence of changed students’ attitudes toward the class and subject matter.

Data gathering of evidence in the working

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Data gathering of evidence in the working relationship of students.

Data gathering of evidence of improved and positive effects upon student academic performance.

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100%

90%

80%

70%

60%

Using TGT

Without TGT

Closing the Achievement Gap

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60%

50%

30%

20%Average

Test ScoresTop Achievers Average Achievers At Risk

9th Grades Social StudiesP. Dugan

Type 1 Questions require students to construct an answer.

Type 2 Questions are posed as a riddle.

Type 3 Questions ask if it is true or not.

Type 6 Questions are mathematical in nature

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it is true or not.

Type 4 Questions have one correct answer and may be posed as a multiple choice.

Type 5 Questions have multiple correct answers.

and have one correct answer.

Planning Team Games1. Prepare short answer objective questions and answer

sheets for practice session and tournament play.

2. Assign students to practice teams of three or four members, balance teams academically.

3. Assign one member from each team to participate at a tournament table there should not be more than four per

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tournament table, there should not be more than four per table with equal ability.

4. Explain the role of player, challenger, and checker. Review the rules.

5. Collect game score and team summary sheets, validate results and prepare a method for announcing and recognizing teams.

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