How do we structure our class time with our group of growing minds to think differently about reading and writing? How do we, as teachers, change our thinking about reading and writing as a messy, liberating, and creative process? A process that allows students to be in the pilot’s seat. Penny Kittle gives some advice. Here are two links for general writing instructions, as well as, argumentative writing steps.
Short article off Penny Kittle’s website.
Students should be reading and writing everyday….read here
As we strive to teach our students to think critically, a lot has to do with our questioning techniques. Below are links to some question stems, learning activities, and levels of higher thinking.
We can use NWEA data in many ways. If students are not reading the “right book”, what do we offer them? Below is a link that matches books to lexile scores. Feel free to use data to match students with good fit books.
Smekens Education Solutions, INC.
“Students are used to aggressively convincing a reader to take their side in persuasive writing. However, argumentative writing is much more balanced. It requires the development of both sides of an issue, offering several claims for one side while acknowledging that there are valid counterclaims from the opposition. Argumentative writing is not about winning to “get” something, but rather giving the reader another perspective to consider on a debatable topic. ”
Continue reading article at this link
Many of us struggle with what to say during small group or whole group instruction to facilitate a conversation of deep thinking. Our objective is for students to learn how to think critically; therefore, becoming self assessors. In an RA classroom, critical thinking and self assessment begins when the teacher has created a safe, collaborative learning environment–thinking is valued, confusion is cool, and ambiguity is tolerated. Students learn what to do when they are confused and feel anxious about a complex text.
As facilitators, drawing out a student’s thinking is done through a variety of routines. In order for us to assess where a student is struggling, we need to “see” their thinking; thus, the importance and value of metacognition. Routines built into an RA classroom’s instructional design become the vehicle with which metacognition takes place and becomes evident. When this occurs, student and teacher returns to goals and objectives with next steps in mind.
I’ve attached teacher talk stems compiled from Reading for Understanding, as well as, facilitator talk during pd. I trust this will aid your facilitation of student thinking.
This is a great website for units based around a book. The website also works around a certain lexile score. Click on link below and browse away!
I recently heard Penny Kittle speak at RESA. It was the first time I had ever heard her speak. Teachers and fellow colleagues of mine have mentioned her and how inspiring she is, so I was very excited to sit and listen/watch her presentation.
She, indeed, is very inspiring. Her love of reading seeps out of everything she conveys. Book Love is her most recent publication. It is also the name of her foundation. The foundation states on their site, ” We want to create a hunger for reading by starting where students are as readers and challenging them to build a reading life of increasing depth and difficulty.”
I would encourage teachers to complete the grant application. Build your classroom libraries with the foundation’s help!