This is the institute I will be presenting at the TNTESOL conference later this week.
transcript
1. Thinking About our Thinking Strategies That Make A
Difference Keith Pruitt, Ed.S Words of Wisdom Educational
Consulting www.woweducationalconsulting.com
2. Brain Gym Im going to ask a question. The first hand I see
go up to answer correctly, wins. What was the first capital of
..Tennessee? Correct answer: Knoxville
3. If Teaching Children Were Like This
4. --Christopher Morley When you sell a man a book you don't
sell him just 12 ounces of paper and ink and glue - you sell him a
whole new life.
5. No matter how busy you may think you are, you must find time
for reading, or surrender yourself to self-chosen ignorance.
6. The more you read, the more things you will know. The more
that you learn, the more places you'll go. - Dr. Seuss, "I Can Read
With My Eyes Shut!"
7. Why is it important that students think critically about
text? Turn and Talk
8. Reading without reflecting is like eating without digesting.
- Edmund Burke So How Do We Get Students To Think About Their
Thinking?
9. Strategy 1 Picture Talk
10. Fundamental Concepts 1. One has to accept the idea that
literacy involves having conversations about text. (Donald Graves)
Float the learning on a sea of talk. --James Britton Who does most
of the talking in your classroom? Whoever it is, theyre also doing
most of the learning.
11. Lets Look At an Example
12. Fundamental Concepts 1. One has to accept the idea that
literacy is about having conversations about text. (Donald Graves)
2. Regardless of the level of language, acquisition takes place in
listening to talk and in viewing pictures.
13. 1. Start with a story 2. Then show the picture 3. What do
you think happened to this horse? Turn to your partner and tell
them what happened? 4. Ask a couple of children to share out what
they think happened. 5. Let students know that they just created
their own story. 6. On a large sticky note, craft a bit of a story
while the children add details.
14. In using this method, you have used the element of: 1.
Auditory experience with language 2. Visual representation 3.
Imagination and creative abilities 4. Listening and Speaking skills
5. Vocabulary development 6. Elements of story 7. Transference to
writing This is what CCSS is about!
15. Strategy 2 Getting Into Character
16. While it is important that students hear language, it is
even more valuable that they engage with that language. Plays
Readers Theatre Enactments Living Museums Dramatic Reads These can
be done in conjunction with metacognitive instruction.
17. Abraham Lincoln Comes Home What I Know About Lincoln What I
Learned Questions? 1. He was President Which one? 2. 16th What
else? 3. President during Civil War 4. From Illinois 5. Had a beard
6. Assassinated By whom? Dont know John Wilkes Booth He was an
actor and southern sympathizer 7. Buried in Springfield, Il. 1.
16th President of United States 2. President During Civil War 3.
Assassinated by Booth who was a Southern Sympathizer 1. How Did he
come to be President? 2. Why did Booth Kill the President? 3. Where
did this happen? Concept from Harvey and Goudvis, Comprehension
Toolkit
18. Now instead of reading this story to you, Im going to step
into character and tell you the story of Luke OBrien.
19. Strategy 3 Changing Our Questions
20. Players and fans were keeping cool with soft drinks and ice
cream on the hottest day of July and the first day of the Little
League tournament. Brett, an outfielder, was watching the game from
the bench. Crack! Fans erupted in a chorus of cheers. Cheers for
someone other than me, came a small voice from beside Brett. Brett
was surprised to see that the speaker was Omar, one of the younger
boys on the team. The few times Omar had spoken at all, his words
usually consisted of yes, no, coach, or some combination of the
three. What time of year is it? What is a tournament? What
prepositional phrase helps me understand the word erupted? From
Journeys, Grade 4, page %12,T13 Sideline Support
21. Excuse me? said Brett, still not positive the words had
come from Omar. Ive had it. Frustration was obvious from the
peculiar strain in Omars voice. Just being here now puts me in a
bad mood. I show up to every practice. I do whatever Coach asks.
And where am I during the games? On the bench! Why is that? Does
Coach think the other players try harder or have more talent than I
have? Are they simply more advanced than I am? Dont be silly!
laughed Brett. I played less than you during my first year, and I
didnt even know how to hold a bat properly! And you know what? I
had a blast. Its just a matter of looking at the situation
differently. My Dad would call it an attitude tune-up. Why does
Brett tell Omar about having an attitude tune-up? Turn to your
elbow partner. 1 minute
22. Old Structure versus Common Core Here is the conversation
of Comprehension as traditionally taught Here is the Conversation
of Comprehension based on Common Core Who were the main characters
in Charlottes Web? Where did they live? When animals are given
human characteristics it is called _______________. Can you think
of a time when animals influenced how you felt about something?
What descriptions are used by the author to indicate that Wilbur is
growing lonelier at the Zuckerman farm? What is the main point of
the friendship of Charlotte and Wilbur? How does the author let us
know that Fern has grown disinterested in Wilbur?
23. Strategy 4 Forming Comparisons
24. 1. Read through lenses. What characters/people:
say/do/think Relationships Setting descriptions Time Period Etc. 2.
Use Lenses to find patterns. What details fit together? How do they
fit together? 3. Use the patterns to develop a new understanding of
the text. Looking at a specific aspect of characters, themes, etc.
p. 12, Falling In Love With Close Reading
25. How to Know When Students Are Reading Closely 1. They refer
often to the text when discussing their ideas 2. They double-check
and revise their ideas by looking back at the evidence in the text
--p. 13, Falling in Love with Close Reading
26. An Example How does Jessie Oliver Aarons character change
during the story?
27. Strategy 5 Exploding the Vocabulary
28. So excite becomes Excites Excited Exciting Excitable
Excitement Enlivens Animates Enthuses Enthusiasm Magnetic Thrills
Arouses Soothes A Word Tree Starts with Base Word
29. In this way, you are laying the foundation for further
understanding by giving the students a vast array of words with
which to work. I know there are voices who say do not tell students
what words mean or to not pre-teach words. Im telling you that isnt
sound pedagogy! Just let them figure it out is not a sound strategy
for students and especially not English Language Learners.
30. In this workshop we have looked at five strategies that are
tested and tried with students and that have been used successfully
with ELL students. I hope you will take them for a spin in your
classroom.
31. It becomes about Teaching children how to learn
32. Thank You Keith Pruitt, Ed.S Words of Wisdom Educational
Consulting www.woweducationalconsulting.com