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Strengthening Tier 1: Who's doing the thinking?
- 1. Strengthening Tier 1: Who’s doing the thinking? Dr. Ally Hauptman and Lauren Bauer
- 2. Components of strong tier 1 Reading, writing, thinking, speaking, and listening Making thinking visible Writing to process
- 3. Careful consideration of the text Levels of the text you are asking students to read Motivation/interests of the students Paired text “Way in” text, “Hook” text, controversial text, novel text
- 4. Making thinking visible Writing to process Different types of writing within the same lesson Allows students to examine their thinking as they are presented with text
- 5. Homework: For or Against? Brainstorm all of the words that come to your mind when you think of homework! Work through 3 separate texts with the goal of taking a stance on homework Each article will use a different reading, writing, thinking, speaking, or listening strategy Finish with a debrief
- 6. ASCD Article Cooperative Reading One partner reads a paragraph and the other verbally summarizes the paragraph Switch roles after each paragraph Fill out your Pro/Con graphic organizer as you go What is your stance on homework?
- 7. One pager As you read the article, listen to your inner voice and leave tracks of your thinking. On a sticky note, write two words that immediately come to mind when you think about what you read. Find a new partner. Share and justify your two words.
- 8. Argument Protocol Are you for or against giving homework? Line up according to your claim Caucus Give your claim and evidence to a partner from the other side Caucus with your side Rebut arguments with same partner
- 9. Poem Complete a shared reading of “Homework, I Love You” Craft your homework argument based on the Found Poem format
- 10. Debrief Who’s doing the work? Which tasks were reading tasks? Writing tasks? Thinking tasks? Speaking tasks? Listening tasks?
Editor's Notes
- Intro ourselves
- Lauren-Regardless of the content area, including the following components will shift the learning load from the teacher to the student.
- Ally
- Lauren-writing makes thinking concrete and allows the author to process through information and revise thinking. What types of writing do students need to do so we know they understand? How does this help me as a teacher?
- Ally-As we move through a set of activities pay attention to your own thinking.
- Lauren
- Ally
- Ally
- Lauren