This document contains examples of visible thinking routines (VTRs) that a teacher uses in their classroom. The VTRs are designed to engage students in critical thinking about stories. Some of the VTRs ask students what they see, think, and wonder based on a story cover. Others have students identify parts of a story they don't understand or have questions about. The VTRs aim to get students to make inferences, connect to prior knowledge, and explain their reasoning. Monitoring VTRs use colors to have students identify what they learned, found difficult, or still have questions about after reading. The overall goal is to enhance students' critical thinking, reading comprehension, and ability to justify their interpretations.

1. TEACHER
PORTFOLIO

2. Teacher Bio

5. Visible Thinking
Routines

6. I choose yellow that best represent visible thinking skills because they
represents joy and happiness. These VTR give joy to the teacher because
they help them to make reading instructions works well.
The best symbols that represent visible thinking skills is a blue quill.
Because like a blue quill, these strategies can help teachers cite new ways to
teach reading that include all students in responding.
The best image that represent visible thinking routines is puzzle. These
VTRs is like a puzzle, they connect teachers' lack of strategies for better
developing their students' critical thinking, reading, and reading
comprehension skills.

8. I will ask students on what do they see
on the cover page of the story, what do
they think what is happening in this
story and what do they wonder about
the story presented.
To test their creative way of thinking by
just looking at the picture or the cover
itself and to know what scenarios are
they thinking that will happen to the
story.
SEE
What do
you see?
THINK
What do
you think is
happening
WONDER
What are
you
wondering
about?

9. I will ask students about what do they
need to know about the story, what to
they worried about, excited about and
suggestion for moving forward about
the story.
So that teacher will know what else do they
need to know or find out about the story,
what is their opinion about the story, what
excite them and to fine what do they worry.
Need to know
Worried about Excited about
Suggestion for
moving forward

10. By, showing the cover of the story they
will going to think what do they know
about the story, what questions that
puzzle them and how they explore.
To help students connect to prior knowledge
and to stimulate their curiosity
Think Puzzle Explore

11. I will post a picture of Hipon and Biya. Ask
them this question “If you have given a
chance to be a character in the story who do
you believe should be more emulated? I will
post this chart on the board and let them
answer the question by using sticky notes.
To see how do they apply their knowledge
and experience to the character they what to
be.
Hipon Biya

12. I will ask students on what do they
notice on a certain part of the story and
why is it that way? Or why did it
happen that way?
To identify something about the certain part
of the story and to able to identify why is it
happen that way?

13. I will pause on some part of the
question and ask them question:
1.what’s going on when Hipon at Biya
did not understand each other?
After answering the first question the
teacher will ask:
2. What make you say that?
So that the teacher will see the interpretation
with justification of his or her students.
To develop their critical way of thinking and to
enhance their ability to reason out on
something.

14. What color best describe hipon?
What symbol best represents biya?
What image best represents hipon
at biya?
As a teacher I want students to identify the
essence of ideas from reading in non verbal
ways by using a color, symbol or image to
represent ideas.

15. After the story I will use this VTR for
monitoring learning and ideas.
Green: What have you learned?
Red: What was difficult to understand
Yellow: What question do you have?
To monitor their learning ideas and
know what part of the story they do not
understand and what questions do they
have.

16. After reading the story, students give
inference about story and after reading
story student will explain why how the
thinking change.
I will ask students now to answer.
I used to think
_________________________
Now I think
___________________________
To develop students reasoning abilities
and recognition cause and effect
relationship.

18. Thank you and
congratulations!