Far from complete!

1. Designing Instruction That Leads to Understanding Thinking through text

2. Essential Question How can I teach for understanding?

3. Learning goals By the end of the two days, participants will:

4. Understand the thinking strategies

5. Understand the “Before, During, After” framework

6. Know instructional moves Annotating text Building anchor charts Using graphic organizers Talking/discourse Writing/reflecting

7. Triple Track Agenda Modeling thinking strategies workshop co-teaching

8. Read Aloud: CrisTovani Author of I Read It, But I Don’t Get It and Do I Really Have to Teach Reading? And high school classroom teacher

9. Penny Kittle

10. Trios Find two people Introduce yourselves Explore ideas

12. THE MONTILLATION OF TRAXOLINE It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristanniansgristeriate large amounts of fevon and then bracter it to quaseltraxoline. Traxoline may well be one of our must lukizedsnezlaus in the future because of our zionterlescelidge.

13. A comprehension quiz…. It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristanniansgristeriate large amounts of fevon and then bracter it to quaseltraxoline. Traxoline may well be one of our must lukizedsnezlaus in the future because of our zionterlescelidge. What is a traxoline? Where is traxolinemontilled? How is traxolinequaselled? Why is it important to know about traxoline?

14. The answers…. What is a traxoline? Taxoline is a new form of zionter. Where is traxolinemontilled? Traxoline is montilled in Ceristanna. How is traxolinequaselled? Traxolie is quaselled when the Ceristanniansgristeriatelaregamountsoffevonandthenbracter it. Why is it important to know about traxoline? It is important to know about traxoline because it is one of our most lukizedsnezlaus in the future because of our zionterlescelidge.

15. Five components of reading Phonemic awareness Phonics Vocabulary Fluency Comprehension

16. Metacognition

17. Reading What does it mean to read? What does thinking while reading look/sound like? What do you do when you read?

18. Last Words The suicide note was brief. To my friend, my lover, my wife, Don’t blame yourself. None of them did.

19. Annotate the text….Leave tracks of your thinking

20. Invitation Read “Conversation Piece” While reading, annotate the text Show the tracks of your thinking

21. What did you do to make sense of this text?

22. Learning from being metacognition What does it mean to read? What does thinking while reading look/sound like?

24. Break time

25. What are the thinking strategies that proficient readers use?

26. But, first, what is a strategy? “Intentional plans that enable readers to construct meaning.” -- CrisTovani Mental moves that readers use to understand what they are reading Before During After Instructional moves --Smoky Daniels

27. Strategies of proficient readers

28. Monitor for understanding

29. Ask questions

30. Activate, Utilize, Build Background Knowledge

31. Draw inferences Aha!

32. Determine Importance

33. Create sensory images…Visualize

34. and synthesize

35. Label our strategies Questions Visualizing Synthesizing Background knowledge Monitoring Inferring Determining importance

36. Workshop Structure Plus catch and release

37. Before, During, After Before: getting students ready to read During: having students hold their thinking while reading After: extending or deepening their thinking

38. Workshop #1: Focus reading strategies: Activating background knowledge Making connections Explicit instruction Demonstration lesson Application

39. Activating background knowledge Read and annotate text 2 in the packet.

40. Background knowlege

41. Making connections Text-to-self Text-to-text Text-to-world

42. Demonstration lesson Wendy, we need to do something that gives them a reason to think about the photo about the woman with the eyes. Do we have an essential question for here?

44. DEBRIEF Anchor chart ANCHOR CHART

45. Application Here’s what we modeled: An interesting text A purpose for reading it Before (activating BK) During (graphic organizer) After (talk with a partner and build anchor chart) How might you apply this strategy? What text? What purpose? Before? During? After? Post your thinking on the wiki

46. Workshop 2 Focus strategies: Determining importance Asking questions Text: Non-fiction Before Word Splash During Highlight and annotate After Save the Last Word for Me

47. Focus thinking strategies: Determining Importance/Asking questions Determining importance Id key ideas Distinguish among important, interesting, and unimportant details Consider what’s important given their purpose for reading Asking questions Before reading to set purpose During reading to maintain interest A variety of questions Literal Inferential Applied

48. What detail is most important in this painting?

50. Demonstration Lesson Before reading: Word splash Generate a question During reading Annotate text with questions After reading: Save the Last Word for Me

51. Word Splash Rewire technology neuroscientist digital immigrant digital native future brain

52. DISCUSSION LINGERING QUESTION? EXPLORE THE QUESTION 5 MINS/PERSON

53. KWL KNOW WONDER LEARN

54. Application How can you teach students to determine importance? Use questions in an active manner? Before/during/after framework Post thoughts in the wiki

55. Investigate the wiki Check out the wiki Post on the wiki: Choose one of the strategies and explain how it supported your thinking. How will that strategy support your students as thinkers? Homework: Bring a text that you will be teaching.

56. reflecting What did you learn about yourself as a reader today?

58. Homework Bring some kind of text you might ask your students to read