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Wisconsin State Reading Association 1-day Institute, Wausau, WI. "Write to the Core: Energize Research Reading and Writing" with Christopher Lehman (website: ChristopherLehman.com and twitter:......

Wisconsin State Reading Association 1-day Institute, Wausau, WI. "Write to the Core: Energize Research Reading and Writing" with Christopher Lehman (website: ChristopherLehman.com and twitter: @iChrisLehman)

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  • What’s a topic you have researched?
  • Natural History Notes by John Smith 1888-1896 http://www.nahste.ac.uk/media/gallery5.html
  • Geological cross-section by Sir Charles Lyell 1822-1824http://www.nahste.ac.uk/media/gallery2.html
  • Darwinhttp://darwin-online.org.uk/EditorialIntroductions/vanWyhe_notebooks.html
  • Doug Neil Sketchnotes and Illustrations

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  • 1. Write to the Core! Energize Research Reading and Writing Christopher Lehman July 17, 2013 Wisconsin State Reading Association 1-Day Institute – Wausau, WI © CHRISTOPHER LEHMAN
  • 2. © CHRISTOPHER LEHMAN *excerpts from the Common Core State Standards are Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. *All other visible images are attributed and/or used with permission. *This Slideshare version of the presentation has some slides blacked out due to type of permission granted
  • 3. © CHRISTOPHER LEHMAN
  • 4. © CHRISTOPHER LEHMAN
  • 5. © CHRISTOPHER LEHMAN
  • 6. © CHRISTOPHER LEHMAN
  • 7. @iChrisLehman #WSRAresearch © CHRISTOPHER LEHMAN
  • 8. Why Teach Research Skills? © CHRISTOPHER LEHMAN
  • 9. © CHRISTOPHER LEHMAN To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.
  • 10. © CHRISTOPHER LEHMAN
  • 11. © CHRISTOPHER LEHMAN
  • 12. © CHRISTOPHER LEHMAN
  • 13. SBAC - Math (Draft) Christopher Lehman 2012© CHRISTOPHER LEHMAN
  • 14. © CHRISTOPHER LEHMAN
  • 15. © CHRISTOPHER LEHMAN
  • 16. © CHRISTOPHER LEHMAN
  • 17. research vs © CHRISTOPHER LEHMAN
  • 18. research © CHRISTOPHER LEHMAN Image licensed for use under Creative Commons atryingyouth
  • 19. © CHRISTOPHER LEHMAN rch
  • 20. © CHRISTOPHER LEHMAN • Plagiarism • Regurgitation • No learning, no retention rch
  • 21. © CHRISTOPHER LEHMAN WEDNESDAY, OCTOBER 3, 2012 Study guide or research? So, I have always considered myself a good teacher. I teach all ages of high school and kids like to take my biology classes. I get along with all kinds of student. I have been doing this for 20 years and it wasn't until THIS year that I realize that I could have been doing SO much better. You see, I now have my son in my classroom taking AP biology. I now see how students view and do the work I assign. I now see that I have been doing it wrong for 20 years (well, if not wrong, then poorly). I usually assign a study guide and reading from the text as homework. Well, last week I read @ichrislehman post on research in education. I thought about it and realized that I was guilty of telling kids what to research. So with my AP class, I tried a bit of a simple experiment, one that I could not do without my son in the class to observe his at-home work actions. Pete VanKempen used with permission of the author
  • 22. I assigned my normal 2 page study guide on fermentation (alcoholic and lactate) for them to do. This study guide is as comprehensive as I could make it with all of the information they needed to know. I also assigned them to summarize this question: How are muscle contraction, beer and bread making related? I then was able to observe my son as he worked. It took him approximately 15 minutes to complete the study guide. He had his book in front of him but, rather than reading it, he merely looked through the text for the answers or copied down the diagrams as necessary. He then attacked the question. 5 minutes in, he says "this question is dumb." "I can't find the answer anywhere." Being a pretty good student, he spent another 20 minutes poring over the text before slamming it shut. I asked him what the problem was and he said "I have no idea how to answer that question." I then asked him why not? "I can't find the answer in the book." What he meant was: "I am so used to just looking for the correct answer, I have no idea how to RESEARCH and CONNECT to come up with an answer that works." After thinking for a while, he logged on to a computer and managed to come up with a response but then said , "But I have no idea if it is right or not.” © CHRISTOPHER LEHMAN
  • 23. All I could think is...why have I not done this all the time? He spent far more time and learned WAY more by trying to answer one simple question than he did on the whole 2 page "study guide". AND his answer is not really copyable. In other words, anyone can do the study guide and give it to everyone else...not everyone can come up with an original response to a research question. I think we have been shortchanging kids in education for a long time now. We have been teaching our kids to "use the glossary" and "look it up in the dictionary" and " fill out this study guide (which to students means test review guide) and memorize it and you will get a good grade" when we should be getting them to see connections and answer simple questions with deep meaning. If I can get my students to spend 20 minutes researching a simple question, they will learn more than if they fill out a rote form. I think I taught that way because that is how I was taught. Now I don’t have to teach that way anymore. It is freeing. The trick will be to come up with interesting questions that make the topic researchable. But that is fun! And way less work for me than making a 4 page study guide on anything © CHRISTOPHER LEHMAN
  • 24. PhotoDu.de Saltygal hjl Images licensed for use under Creative Commons© CHRISTOPHER LEHMAN 2013
  • 25. is a process, not just a product. The better the process the better the product. However, the reverse is not necessarily true. © CHRISTOPHER LEHMAN
  • 26. © CHRISTOPHER LEHMAN INDEPENDENCE
  • 27. We need to rethink this © CHRISTOPHER LEHMAN NOW INSTEAD • ASSIGNING AND HAND-OUTS • COPYING TEXTS • FACTS SHOVED INTO PARAGRAPHS • START WHERE RESEARCH ACTUALLY STARTS • TAKE NOTES ON LEARNING, NOT BOOKS • WRITE TO TEACH (AND LEARN)
  • 28. Start Where Research Starts © CHRISTOPHER LEHMAN
  • 29. © CHRISTOPHER LEHMAN
  • 30. FREAKING OUT RESEARCH © CHRISTOPHER LEHMAN • TOPIC: BABY! • GATHERED: EVERYTHING! • WHERE TO BEGIN?: EVERYWHERE! • NARROW IT DOWN?: THROUGH TRYING OUT SOURCES…
  • 31. © CHRISTOPHER LEHMAN NOW INSTEAD • ASSIGNING AND HAND-OUTS • START WHERE RESEARCH ACTUALLY STARTS
  • 32. START WITH YOU © CHRISTOPHER LEHMAN • KNOW A LOT| SOME | LITTLE
  • 33. START WITH YOU © CHRISTOPHER LEHMAN • KNOW A LOT| SOME | LITTLE • Test out your knowledge
  • 34. © CHRISTOPHER LEHMAN image from Energize Research Reading and Writing
  • 35. I think I know… Another example… I’m not as sure about… I am really wondering… © CHRISTOPHER LEHMAN
  • 36. START WITH YOU © CHRISTOPHER LEHMAN • KNOW A LOT| SOME | LITTLE • Test out your knowledge • Specific audience matters
  • 37. LET SOURCES GUIDE YOU © CHRISTOPHER LEHMAN • What is Available is What is Available • Make a Plan for Using Texts
  • 38. chillihead Images licensed for use under Creative Commons© CHRISTOPHER LEHMAN aubergene -Xv *USB*
  • 39. LET SOURCES GUIDE YOU • What is Available is What is Available • Make a Plan for Using Texts • Read first • Use parts • Read last © CHRISTOPHER LEHMAN
  • 40. “Text Complexity” © CHRISTOPHER LEHMAN image from Common Core State Standards
  • 41. © CHRISTOPHER LEHMAN Though in Meat the XXXX XXXX of the XXXX on display does seem to be XXXX , as the cows and pigs XXXX come XXXX into XXXX and bloodless XXXX cuts. In recent years some of this supermarket XXXX has XXXX into XXXX , where you’ll now find formerly XXXX potatoes cubed XXXX white, and “baby” carrots XXXX -XXXX into neatly XXXX XXXX . But in general here in XXXX and XXXX you don’t need to be a XXXX , much less a food scientist, to know what XXXX you’re tossing into your cart. XXXX farther, though, and you come to XXXX of the supermarket where the very XXXX of XXXX seems increasingly XXXX : the XXXX of breakfast cereals and condiments; the freezer cases stacked with “home meal XXXX ” and bagged XXXX peas…Plants? Animals?! Though it might not always seem that way, even the XXXX Twinkie is XXXX out of . . . well, XXXX what I don’t know offhand, but XXXX some sort of formerly living creature, i.e., a species. We haven’t yet begun to XXXX our foods from XXXX , at least not directly. http://michaelpollan.com/wordpress/wp-content/uploads/2010/05/omnivore_excerpt.pdf
  • 42. © CHRISTOPHER LEHMAN Though in Meat the XXXX character of the species on display does seem to be fading, as the cows and pigs increasingly come XXXX into boneless and bloodless XXXX cuts. In recent years some of this supermarket XXXX has seeped into Produce, where you’ll now find formerly soil-XXXX potatoes cubed XXXX white, and “baby” carrots machine-XXXX into neatly tapered cylinders. But in general here in flora and fauna you don’t need to be a XXXX , much less a food scientist, to know what species you’re tossing into your cart. Venture farther, though, and you come to regions of the supermarket where the very notion of species seems increasingly XXXX : the canyons of breakfast cereals and condiments; the freezer cases stacked with “home meal replacements” and bagged XXXX peas…Plants? Animals?! Though it might not always seem that way, even the deathless Twinkie is constructed out of . . . well, precisely what I don’t know offhand, but ultimately some sort of formerly living creature, i.e., a species. We haven’t yet begun to XXXX our foods from XXXX , at least not directly. http://michaelpollan.com/wordpress/wp-content/uploads/2010/05/omnivore_excerpt.pdf
  • 43. © CHRISTOPHER LEHMAN Though in Meat the creaturely character of the species on display does seem to be fading, as the cows and pigs increasingly come subdivided into boneless and bloodless geometrical cuts. In recent years some of this supermarket euphemism has seeped into Produce, where you’ll now find formerly soil-encrusted potatoes cubed pristine white, and “baby” carrots machine-lathed into neatly tapered cylinders. But in general here in flora and fauna you don’t need to be a naturalist, much less a food scientist, to know what species you’re tossing into your cart. Venture farther, though, and you come to regions of the supermarket where the very notion of species seems increasingly obscure: the canyons of breakfast cereals and condiments; the freezer cases stacked with “home meal replacements” and bagged platonic peas…Plants? Animals?! Though it might not always seem that way, even the deathless Twinkie is constructed out of . . . well, precisely what I don’t know offhand, but ultimately some sort of formerly living creature, i.e., a species. We haven’t yet begun to synthesize our foods from petroleum, at least not directly. http://michaelpollan.com/wordpress/wp-content/uploads/2010/05/omnivore_excerpt.pdf
  • 44. © CHRISTOPHER LEHMAN NOW INSTEAD • COPYING TEXTS • TAKE NOTES ON LEARNING, NOT BOOKS
  • 45. Now I Have Books, Now What?: Informational Reading and Note-taking © CHRISTOPHER LEHMAN
  • 46. © CHRISTOPHER LEHMAN IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
  • 47. © CHRISTOPHER LEHMAN IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
  • 48. © CHRISTOPHER LEHMAN IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
  • 49. © CHRISTOPHER LEHMAN IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
  • 50. © CHRISTOPHER LEHMAN Debbiemillman.com also Doug Neil IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
  • 51. © CHRISTOPHER LEHMAN IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
  • 52. © CHRISTOPHER LEHMAN IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
  • 53. © CHRISTOPHER LEHMAN
  • 54. © CHRISTOPHER LEHMAN
  • 55. © CHRISTOPHER LEHMAN
  • 56. © CHRISTOPHER LEHMAN
  • 57. Taking Notes on Learning, Not Books © CHRISTOPHER LEHMAN • Read, Cover and Jot, Reread
  • 58. Taking Notes on Learning, Not Books © CHRISTOPHER LEHMAN • Read, Cover and Jot, Reread • Read, Cover and Sketch, Reread
  • 59. Note-taking Is Informed By Deep Thinking (Writing Standard 9) • Read, Cover and Jot, Reread © CHRISTOPHER LEHMAN
  • 60. Taking Notes on Learning, Not Books © CHRISTOPHER LEHMAN • Read, Cover and Jot, Reread • Read, Cover and Sketch, Reread • Let the Text Direct Your Note-taking
  • 61. © CHRISTOPHER LEHMAN
  • 62. © CHRISTOPHER LEHMAN IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
  • 63. Taking Notes on Learning, Not Books © CHRISTOPHER LEHMAN • Read, Cover and Jot, Reread • Read, Cover and Sketch, Reread • Let the Text Direct Your Note-taking • Revise Notes, Like Revising Writing
  • 64. © CHRISTOPHER LEHMAN IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
  • 65. © CHRISTOPHER LEHMAN IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
  • 66. © CHRISTOPHER LEHMAN IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
  • 67. © CHRISTOPHER LEHMAN IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
  • 68. “Return To” Page © CHRISTOPHER LEHMAN image from Energize Research Reading and Writing
  • 69. © CHRISTOPHER LEHMAN NOW INSTEAD • FACTS SHOVED INTO PARAGRAPHS • WRITE TO TEACH (AND LEARN)
  • 70. © CHRISTOPHER LEHMAN
  • 71. Write to Teach (And Learn) © CHRISTOPHER LEHMAN
  • 72. TEACHING-THROUGH- WRITING © CHRISTOPHER LEHMAN • Study Mentor Texts for TEACHING
  • 73. © CHRISTOPHER LEHMAN IMAGE OF PUBLISHED WORK – NOT FOR DISTRIBUTION ONLINE
  • 74. © CHRISTOPHER LEHMAN A Few Ways of “Teaching-Through-Writing” • Imagined narratives • anecdotes, “PBS special” narration, etc. • Comparisons • Step-by-step explanations • Questions and answers • Previewing, Explaining, Then Reminding • “there are [three main parts to this]… [one]…., [two]…., [three]…, those [three main parts] make up…” • Teaching through text features • graphs, charts, maps, definitions, “Fun Facts” boxes, photos, etc.
  • 75. TEACHING-THROUGH- WRITING © CHRISTOPHER LEHMAN • Study Mentor Texts for TEACHING • Experiments with TEACHING
  • 76. © CHRISTOPHER LEHMAN image from Energize Research Reading and Writing
  • 77. © CHRISTOPHER LEHMAN image from Energize Research Reading and Writing
  • 78. © CHRISTOPHER LEHMAN TRY IT - “Teaching-Through-Writing” • Imagined Narratives • anecdotes, “PBS special” narration, etc. • Comparisons • Step-by-Step Explanations • Questions and Answers • Previewing, Explaining, Then Reminding • “there are [three main parts to this]… [one]…., [two]…., [three]…, those [three main parts] make up…” • Teaching through Text Features • graphs, charts, maps, definitions, “Fun Facts” boxes, photos, etc.
  • 79. © CHRISTOPHER LEHMAN A Few Ways to Organize Sections/Texts • Sequence • Causes and effects • Pros and cons • Main Topic and subtopics • Controlling Idea and supports
  • 80. © CHRISTOPHER LEHMAN
  • 81. © CHRISTOPHER LEHMAN
  • 82. Trade Books or iBooks (“iBook Author” App) © CHRISTOPHER LEHMAN
  • 83. © CHRISTOPHER LEHMAN
  • 84. © CHRISTOPHER LEHMAN
  • 85. © CHRISTOPHER LEHMAN
  • 86. © CHRISTOPHER LEHMAN
  • 87. © CHRISTOPHER LEHMAN
  • 88. © CHRISTOPHER LEHMAN It isn’t often that a single man can bring laughter and joy to people in dark times. Chaplin offered a place to forget about whatever problems life was throwing at you, and just enjoy your self. In all of his films, the audience left smiling,this is perhaps one of his greatest accomplishments. 3 THE TOP HITS IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
  • 89. © CHRISTOPHER LEHMAN IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
  • 90. Arguments, Speeches or Essays © CHRISTOPHER LEHMAN
  • 91. © CHRISTOPHER LEHMAN V is for Vegetarian Remember that field trip to the farm in second grade? How you petted the friendly lamb, or when you and your friends moo-ed at the silly cow? Yep, those are the same exact animals that might be on your dinner plate tonight. Vegetarianism is the practice of not eating meat, where you eat fruits, vegetables, nuts, and anything not meat related instead. A stricter form of vegetarianism is veganism, where you avoid meat and anything animal related, like honey (which is related to bees) or dairy products (which is related to cows and other animals). I think that more people should become vegetarian. It is eco-friendly, animal- friendly, and health-friendly making it a win-win-win situation. I myself want to go vegetarian, but unfortunately I am not in total control of my life right now and my mom won’t let me. But I’ll show her and all of the meat-eaters of the world, meat doesn’t equal survival!
  • 92. © CHRISTOPHER LEHMAN Section One: “I Am Not a Nugget!” One of the big reasons vegetarianism is supported is to save and protect animals. Whether it’s a cat purring in your lap or cows grazing in the field, they are still living creatures. Humans are no better than them, we are animals ourselves! It puzzles me as to why people think that they are superior to animals. Can we feel emotions such as joy, fear, anger, or sadness? If we can, then why can’t they? We can also feel physical pain, so why shouldn’t they be able to? No one is beneath or above anybody, we are all equal. When I sit at the dinner table and am about to take a bite out of the pork chop my mom made, I can just picture the big eyes of the poor pig that was living a good life before he was slaughtered and put my fork down.
  • 93. © CHRISTOPHER LEHMAN Some people might argue that it’s natural for animals to die because they can’t live forever and will eventually die anyways. I agree that it is true, that is the life cycle after all, but the way that people kill animals is cruel and disgusting. The People for the Ethical Treatment of Animals (PETA) says that “ They are neglected, mutilated, genetically manipulated, put on drug regimens that cause chronic pain and crippling, transported through all weather extremes, and killed in gruesome and violent ways”. How would you like it if I dumped you into a tub of boiling hot water while you’re still conscious, Mr. Farmer Man?! The way that people ruthlessly kill these creatures is what makes me and other vegetarians around the world sick. PETA’s statistics also say that more than 16 million animals are killed every year. We are killing way too many animals and eating way too much meat, and the consequences can be devastating.
  • 94. Guides © CHRISTOPHER LEHMAN
  • 95. © CHRISTOPHER LEHMAN
  • 96. © CHRISTOPHER LEHMAN
  • 97. Digital Publication © CHRISTOPHER LEHMAN
  • 98. © CHRISTOPHER LEHMAN popcorn.webmaker.org iMovie or Windows Movie Maker
  • 99. Citation Isn’t Scary © CHRISTOPHER LEHMAN
  • 100. There is help… if you know how to use it… © CHRISTOPHER LEHMAN • To Reference: • Purdue OWL • Automatic makers: • Easybib • BibMe
  • 101. Habits of citation over memorization © CHRISTOPHER LEHMAN • Citation as a Code
  • 102. © CHRISTOPHER LEHMAN
  • 103. © CHRISTOPHER LEHMAN
  • 104. Cracking the Code © CHRISTOPHER LEHMAN 1. Type of information 2. Order 3. How is it formatted? • Capital/lowercase • Punctuation • Italics
  • 105. © CHRISTOPHER LEHMAN LEHMAN. christopher! (Brown Hair) brown eyes, Shoes.
  • 106. Making Students Our Curriculum © CHRISTOPHER LEHMAN
  • 107. © CHRISTOPHER LEHMAN Structures  Habits Habits  Independence
  • 108. © CHRISTOPHER LEHMAN 1. Collecting 2. Rehearsing 3. Drafting 4. Revising 5. Editing 6. Publishing/Celebration Familiar Writing Process Steps
  • 109. © CHRISTOPHER LEHMAN Writing Process Steps 1. Collecting Gather many topics so you can find the one with the most potential. Allow one idea to lead you to the next.
  • 110. © CHRISTOPHER LEHMAN Writing Process Steps 1. Collecting Gather many topics so you can find the one with the most potential. Allow one idea to lead you to the next. Research Process Steps 1. Collecting Instead of being assigned a specific research topic, brainstorm many. Begin reading sources, gathering a variety of notes, even if you do not in the end use them all.
  • 111. 1. Collecting 2. Rehearsing 3. Drafting 4. Revising 5. Editing 6. Publishing/Cel ebration © CHRISTOPHER LEHMAN
  • 112. © CHRISTOPHER LEHMAN spablab Images licensed for use under Creative Commons Short Studies + Short Projects
  • 113. © CHRISTOPHER LEHMAN Short Studies + Short Projects • Research habits students need more time/practice developing • Think in steps of the process or particular habits
  • 114. © CHRISTOPHER LEHMAN Short Studies + Short Projects • Research habits students need more time/practice developing • Think in steps of the process or particular habits • Engagement • Think topics, activities
  • 115. 1. Collecting 2. Rehearsing 3. Drafting 4. Revising 5. Editing 6. Publishing/Cel ebration © CHRISTOPHER LEHMAN Short Study
  • 116. 1. Collecting 2. Rehearsing 3. Drafting 4. Revising 5. Editing 6. Publishing/Cel ebration © CHRISTOPHER LEHMAN Short Study Teaching-through-writing
  • 117. © CHRISTOPHER LEHMAN Short Studies + Short Projects Teaching-through- writing
  • 118. © CHRISTOPHER LEHMAN Short Studies + Short Projects Teaching-through- writing 1 day study in groups of mentor articles and how they teach- through-writing.
  • 119. © CHRISTOPHER LEHMAN
  • 120. © CHRISTOPHER LEHMAN Short Studies + Short Projects Teaching-through- writing Using information from class on Ancient Egypt, flash draft and revise a documentary script
  • 121. Planning Across Content Areas © CHRISTOPHER LEHMAN
  • 122. Planning Across Contents Oct/Nov Dec/Jan Feb/Mar ELA Long: Student Choice SS Short: Am Revolution Sci Short: Cells © CHRISTOPHER LEHMAN
  • 123. Planning Across Contents Oct/Nov Dec/Jan Feb/Mar ELA Long: Student Choice • Whole process SS Short: Am Revolution • Note-taking for learning Sci Short: Cells • Domain-vocab • Teaching- through- writing © CHRISTOPHER LEHMAN
  • 124. © CHRISTOPHER LEHMAN
  • 125. 3. Assessment and Feedback © CHRISTOPHER LEHMAN
  • 126. © CHRISTOPHER LEHMAN Student artifacts Our instruction
  • 127. Assessment Habits Qualities © CHRISTOPHER LEHMAN
  • 128. Assessment Habits Qualities • Note-taking to Learn • Audience • Teaching-through- writing • Organizing to teach • Expert vocabulary © CHRISTOPHER LEHMAN
  • 129. Assessment Habits Qualities • Note-taking to Learn • Audience • Teaching-through- writing • Organizing to teach • Expert vocabulary (Standards help) • Introduce content/context • Grouped information • Variety in elaboration • Transitions © CHRISTOPHER LEHMAN
  • 130. © CHRISTOPHER LEHMAN Units of Study Grade by Grade Assessing Student Development
  • 131. “Note-taking to Learn” © CHRISTOPHER LEHMAN
  • 132. © CHRISTOPHER LEHMAN
  • 133. © CHRISTOPHER LEHMAN NOW INSTEAD • ASSIGNING AND HAND-OUTS • COPYING TEXTS • FACTS SHOVED INTO PARAGRAPHS • START WHERE RESEARCH ACTUALLY STARTS • TAKE NOTES ON LEARNING, NOT BOOKS • WRITE TO TEACH (AND LEARN)
  • 134. © CHRISTOPHER LEHMAN ChristopherLehman.com Chris@ChristopherLehman.com @iChrisLehman “Fall In Love with Close Reading” Heinemann 1-Day Workshop Milwaukee area – December 6, 2013