Cross Content Literacy for Results - Franklin …...With graphic organizers, the research says to select the graphic organizer that is appropriate to the content and type of material

Cross Content Literacy for Results

Lin’s email: [email protected]

Website: www.KuzmichConsulting.com Office: 970-669-2290

Kuzmich Consulting Services, Inc.

With Lin Kuzmich

Franklin Community Schools Corporation January 7, 2013

Afternoon Session for Grades 5-12

mailto:[email protected]

http://www.kuzmichconsulting.com/


Kuzmich, 2013

Lin KuzmichJanuary 7, 2013

Afternoon Session Grades 5-12 1:30-3:30 pm

Suffering is Optional Participation is Most

Appreciated Electronics on Vibrate Please Getting Your Questions

Answered - Notes to Me, Raise Hand, Processing Breaks

Computer use for note taking is fine, however please check your email or do other things only during our break or at lunch

Listen with the Intent to Understand and Transfer Learning to your Planning, Schools, and Classrooms

Kuzmich, 2013 2

I. IntroductionII. The Big 8III. Dialog and

CollaborationIV. Writing to Learning

Part IV. Student and Teacher

QuestioningVI. Next Steps

Kuzmich, 2013 3

What role does student dialog and collaboration play in your classroom currently?

Why is this important for optimal learning?

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High Payoff Literacy Strategies Cross Content Impact Use to create opportunities to

demonstration learning once students have acquired the phonics use, reasonable fluency, and initial meaning making.

Use a combination daily for better results with long term memory and learning

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1. Vocabulary2. Student Dialogue and

Collaboration3. Write to Learn4. Graphic Organizers and

Note Takers5. Teacher and Student

Questioning 6. Document, Technological,

and Quantitative Literacy Strategies

7. Leveled Materials and Digital, Multi-Media Resources

8. Text and Media Complexity AccessStretch Learning Handbook (2011) Rexford,

NY: International Center for Leadership in Education.

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166 © International Center for Leadership in Education

Stretch Learning Teacher Handbook

The Big 8 for Literacy –

Framework for High Payoff

Results

Examples of High Payoff Career and College Readiness

Cross-ContentLiteracy Strategies

Vocabulary

• Using visuals or video• Developing patterns, attributes, connections, characteristics and functions of

words and concepts• Use of analogies, similes or metaphors, similarities and differences • Graphic organizers specific to content• Creating definitions in your own words• Using vocabulary in dialog and writing with frequency• Use of categorized word walls, personal word guides, or digital word access

including visuals and clear connections between and among words

Student Dialog and Grouping

• Processing pauses for Think-Pair-Share every 7-12 minutes at secondary level, more frequently with younger students

• Grouping for study buddies, study teams, or Jigsaws• Lab partners, inquiry partners• Peer coaching or tutoring• Non-volunteer questioning methods• Structured grouping practices for active engagement• Peer feedback or coaching for presentations and other listening and speaking

opportunities

Write to Learn

• Near-daily use of Quick Write• Practice using short constructed responses and protocols for explanation,

description, inference explanation, summary, analysis, hypothesis formation, inquiry or data response, self evaluation, justification

• Relevance connections with exit tickets or warm-up • Scaffolding rigor and checking for understanding• Quadrant D Moment-based prompts• Answers to student-developed questions

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167© International Center for Leadership in Education

6 Implementing Stretch Learning

Graphic Organizers and

Note-Takers

• Use a variety of types of organizers: • Vocabulary based semantic feature note-takers• Thinking Maps®

• Folded organizers• Cognitive maps like SQ3R or Frayer Model• Concept maps• Mind maps, webs, or other arrays with pictures or media• Story or event maps• Sequence organizers• Advanced organizers like an Anticipation Guide• Other note-takers like Cornell Notes

• Use a rigorous and relevant finishing questions with every graphic organizer use (complements “write to learn”)

• Does not promote copying; student puts learning in their own words• Pair at least part of graphic organizer use with partner or small group

Student and Teacher Questioning

• Bloom’s questions• Costa’s Levels• Burke’s ELA questions• Rigor and relevance based quadrant questions• Graduated or scaffold questioning; explain and describe , then analyze and

summarize and finally create, justify and evaluate• Weiderhold and Kagan’s Q-Matrix for Student Questioning• Cognitive complexity questions • Critical or essential questions for lessons or units that are rigorous and relevant• Questions based on great objectives

Document, Technological

and Quantitative Literacy

Relates to strategies and skills for non-prose materials such as graphs, charts, tables, math, Internet sites, pictures, videos, and other non-paragraph arrays of information. Instead of pre-reading, during reading and after reading use: -Previewing the Document or Source-Understanding the Task-Completing the Task and Evaluating the ResultsStrategies include:• Completing the next data point• Error and strategy analysis• Developing questions based on source• Attribute charting• Digital source authentication methods• Determining purpose, actions and success of results• Student demonstration of learning through the use of standard as well as digital

production tools such as Web 2.0 and 3.) tools• Observation, generalization, and justification process

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Stretch Learning Teacher Handbook

Leveled materials and digital, multi-media resources

• Use of Lexiled materials in ELA, science, social science, and some technical areas

• Use of Quantiles to guide math pre-requisites or successors to meet student needs

• Use of digital resources to make tutorials available• Use of digital and other means to give student choice in demonstrating skills and

application of learning• Use of video to build background knowledge or vocabulary comprehension• Use of interactive digital tools for instant and individualized checks for

understanding

Text and Media Complexity

Access

Text coding or highlightingBenchmarking: commenting and questioning mediaQuestioning the author or written materialVideo snapshot to code video clipsUsing sticky notes in textbooks and transferring to notes or doing so digitally Quote analysis or justification such as in Didactic JournalingDetermining relevance to self, others, the worldConnections between and among text or digital sources

Many of these strategies are highlighted in this handbook, in other resources from the International Center and in these books by Kuzmich from Corwin Press: Student Teams that Get Results, Differentiated Literacy Strategies for Grades K-6, and Differentiated Literacy Strategies for Grades 7-12

The strategies listed in the examples column of this chart are just a sampling. It is importanttoassessthestaffproficiencywithdailyuseofcross-contentstrategiesthat fall into these categories. The categories are designed for rapid improvement even among struggling, underperforming, or less motivated students. Assessment ofstaffproficiencyincludestheregularandaccurateuseofstrategiesthatmatchthe research. For example the size of student groups should be determined by the level of rigorous thinking you want students to demonstrate. The higher the rigor level required of students, the smaller the group size so that each student can rehearse thinking at the desired level and each student is doing that work.

With graphic organizers, the research says to select the graphic organizer that is appropriate to the content and type of material (digital, paragraph based or chart, math, table, etc.). With vocabulary, the more students lack background knowledge, the more the need for visual or video-based introductions to the words, and the more relevant the connections need to be for students to develop long term memory versus what is called “cram and dump” strategies. Vocabulary lessonsareuseless inwhichstudents initiallywritewords,copydefinitions,doword searches or matches or crossword puzzles as they do not engender for long-term memory and deeper development of useful career and college readiness vocabulary skills.

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We are hard wired to talk

We need to use our whole brain to learn.

We need to talk daily in class to process concepts, analyze, peer tutor and collaborate

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Kuzmich, L. (2011) Stretch Learning Handbook Rexford, NY: ICLE.

Use Daily during instruction and learning practice –every 7 to 10 minutes during initial instruction

Shoulder partners, Clock Appointment Partners, dots or cards on desks, set the pairs up in any way that makes sense

Protocol for Think-Pair-Share:1. Set pairs up2. Give prompt3. Give partners some form of accountability for the pair or

individual by writing something down4. Share with rest of group, select randomly, don’t wait for

volunteers5. Give feedback on the quality of thinking as well as the

content accuracy, demonstration, and/or understanding

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Research and Best Practices for Think-Pair-Share From: Lin Kuzmich, 2011, Stretch Learning Handbook

The practice of “grouping” can be traced back to at least 1867 by educational reformer W.T. Harris. Think-pair-share is a cooperative discussion strategy that provides structure in the classroom while allowing students "think time" to internalize content. Students follow a prescribed process that keeps them on task and holds them accountable for their results. Advantages of the think-pair-share strategy are that it is quick, does not take much time, motivates students with intrinsic rewards, can be adapted to all levels, engages whole or parts of a class, and allows teachers to circulate among the students to advise, correct, and evaluate students and give more private feedback. The immediate reinforcement this process provides allows students to move from one positive learning experience to another with little time for wandering from the task. There are three steps to the process as described by its creator, Frank Lyman (1981):

Think The teacher provokes students' thinking with a question, prompt, or observation. The students should take a few moments (probably not minutes) just to think about the question.

Pair Using designated partners, nearby neighbors, or a desk-mate, students pair up to talk about the answer each has developed. They compare their mental or written notes and identify the answers they think are best, most convincing, or most unique.

Share

After students discuss their reasoning in pairs for a few moments (again, usually not minutes), the teacher calls for pairs to share their thinking with the rest of the class. This can be done in round-robin fashion, calling on each pair randomly, or taking answers as they are called out (or as hands are raised). Often, the teacher or a designated helper will record these responses on the board or on an overhead projector.

Think-Pair-Share is one of numerous cooperative group strategies with a verifiable percentile gain of 27 and an effect size of .78 in the 158 studies, meta-analysis that was conducted in the late 1990’s by McRel, Educational Research Services in Canada , and the Maryland State Department of Education. Other major researchers include:

• Gunter, M. A., Estes, T. H., & Schwab, J. H. (1999). Instruction: A Models Approach, 3rd edition. Boston: Allyn & Bacon.

• Lyman, F. (1981). "The responsive classroom discussion." In Anderson, A. S. (Ed.), Mainstreaming Digest. College Park, MD: University of Maryland College of Education.

• Rasinkski, T., & Padak, N. (1996). Holistic reading strategies: Teaching children who find reading difficult. Englewood Cliffs, NJ: Merrill/Prentice Hall.

• Millis, B. J., & Cottell, P. G., Jr. (1998). Cooperative learning for higher education faculty, American Council on Education, Series on Higher Education. The Oryx Press: Phoenix, AZ.

• Johnson, D., Johnson, R. (1999). Learning together and alone: cooperative, competitive, and individualistic learning. Boston: Allyn and Bacon.

Results by Student Performance: • General ability grouping: 6% effective gain • Low ability grouping: 14% effective gain • Medium ability grouping: 7% effective gain • High ability grouping: 11% effective gain Research by Johnson and Johnson (1991) meta-study. Based on Meta-studies and direct studies, David Johnson and Roger Johnson (1999) came up with five defining elements of any type of cooperative learning: • Positive interdependence: a sense of sink or swim together. • Face-to-face promotion based interaction: helping each other learn, applauding success and efforts. • Individual and group accountability: each of us has to contribute to the group achieving its goals. • Interpersonal and small group skills: communication, trust, leadership, decision making, and conflict

resolution. • Group processing: reflecting on how well the team is functioning and how to function even better.

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Results Based on Group Size: 1996

• Pairs: 6% effective gain • 3-4: 9% effective gain • 5-7: -1% effective gain

2001 Recent research indicates a similar positive impact with groups of two as well as groups of 3-4 with an effective gain of 9% to 12% with pairs, triads and groups of four. However the higher the level of critical thinking the greater the individual rehearsal needed by each student, so smaller group sizes for this initial practice are preferred when scaffolding critical thinking in any content area. What Not to Do: Researchers John Anderson, Lynn Reder, and Herbert Simon (1997) warn that cooperative learning can be misused and is frequently overused in education: • It is misused when the tasks given to cooperative groups are not well structured. • It is overused when it is implemented to such an extent that students have an insufficient amount of

time to practice independently the skills and processes that they must master Best Practices for Maximum Success with Think-Pair-Share: □ Prior preparation of prompt or question at high enough critical thinking level and add relevant

connection opportunities as often as possible □ Allow sufficient “think” time (teacher wait time and student think time) □ Organize group activity with specific directions, product requirements, graphic organizer or other

means to capture collaboration □ Teach listening skills, questioning skills and reflective response skills □ Groups share with groups and/or create opportunities for non-volunteer sharing □ Give feedback and help students build off the thinking of each other □ Allow students the opportunity to note how what they learned will apply to an upcoming assignment,

homework activity, lab, project, assessment or deeper learning.

Tips for Think-Pair-Share Think

Use a question that is quickly answered

Try to increase the critical thinking or rigor level of students with higher level questions

Prepare questions or question stems that you can use again and again, just adding content specificity as needed

See your handouts for more ideas and uses for Think-Pair-Share

Remember to use this method dailyor even a few times per class during initial instruction, review and when adding complexity to already attained concepts.

Pair Have a system of partnerships set

up ahead through marking on desks like dots or cards, proximity or pre-arranged partners like Clock Partners

Use proximity when time is short, try moving to partners when you have more time

Share Use random methods of calling on

partner groups Require a product before sharing

such as a Quick Write, diagram, chart, picture, answer to a question, list, etc.

Call on at least three to four partner groups

Use Pairs Squared for sharing for variety

Kuzmich, 2011

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Kuzmich, 2013

Writing raises the critical thinking of students

Writing is to thinking fluency like phonics is to reading fluency

Near daily practice is required to raise achievement

Increasing writing with well planned prompts and follow-up ALWAYS increases achievement in schools across content areas

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What are Completion Thinking Frames?

Conditions for Completion Thinking Frames

Complex sentences with multiple blanks

Often more than one right answer

Students use their notes or vocabulary tools to complete

Use in note taking to do comparisons, cause and effect analysis, parts to whole relationships

Use for openings, closings and processing breaks

Use in quizzes

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Use sentence frames for analytic thinking Add justification where appropriate Focus on: Parts to whole relationships and whole to parts Similarities and differences Compare and contrast Cause and effect Justify, cite reason, specify how you arrived at that thought or

conclusion Increases rigorous thinking required by the new

standards and assessments. Works well to scaffold better writing for struggling

learners

Protocol1. Model the completion for thinking sentences for your students.

Share several examples, model use of notes or resources, model a great dialog, and model the completed sentence.

2. Create a picture for each blank or an example, have students put into words. Teacher models, students help by offering suggestions.

3. Give students first part of sentence and have them finish it from their notes, word walls or other resources. Students may work with a partner. Share examples.

4. Have students work with a partner to create an example together. Share examples.

5. Have students independently create a completion frame for thinking.

6. Use completion frames for closings, review for quizzes, on quizzes to check for level of thinking about the content.

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Kuzmich, 2011

Completion Frames for Thinking

Suggested Protocol for Teaching Completion Frames for Thinking

1. Model the completion for thinking sentences for your students. Share several examples, model use of notes or resources, model a great dialog, and model the completed sentence.

2. Create a picture or example for each blank or an example, have students put into words. Teacher models, students help by offering suggestions.

3. Give students first part of sentence and have them finish it from their notes, word walls or other resources. Students may work with a partner. Share examples.

4. Have students work with a partner to create an example together. Share examples. 5. Have students independently create a completion frame for thinking. 6. Given this scaffolding an practice you can now use completion frames for closings,

frames or finishing statements for graphic organizers, review for quizzes, on quizzes to check for level of thinking about the content.

Examples of Completion Frames for Level 2 and Level 3 Thinking When ____________, then ______________. ____________depends on ____________. ____________ is a Function of ____________. _________ is a part of _______. If ____________, then _________. If _______ is true then _______ is false. If _______ is false, then _____ is true. _____ makes ______ do _______. If _______ then ______ because _______. If you change ______ , ______ will happen _______is the same as ______ because ______. ______ happens because _________ This ______ is like me (or my family) because ____. I know _____ because it makes sense that _____. If you take _____ out/away/off ____ will happen. If ________was used as ______ then _______. _______ is the opposite of _____ because ________. ________ adapts to _________. If _____ is less than/greater than ____ then _____.

Since ______, then _________. If _________ is to _________then ______ is like ________. This ____reminds me of ____ because______. Because/Since ______, I predict _____. Adding _____ to ____ changes _____. My conclusion supports _____ because _____. If ----would not have occurred, then ____ would be different, because_____. I believe ___ was justified for ____ because_____. While ____ was occurring, ____ was being affected by ____. ____might have been prevented, if _____ instead of _____. Given these conditions ____, ____, ___ the outcome would be_____. ____(History) changes during ___, because ____. If I were in ____ position I would ___ because _____. ____caused _____ because_____. ____ was the most important factor of _____ because ____.

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What are Quick Writes and Short Constructed Responses? Tips for Quick Writes

Quick Writes are a sentence or less and take very little time

Short Constructed Responses are a brief paragraph of at least three sentences

Given a prompt, students write for one to three minutes (Elementary 5 to 7 minutes)

Prompts are specific and about a part of the learning from today or yesterday

Students need paper, card, or notebook that can be turned in quickly

Use as an informal check for understanding

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Kuzmich, L. (2011) Stretch Learning Handbook Rexford, NY: ICLE.

1. Design a prompt ahead of time and when you will use it, like as an exit ticket or right before independent practice

2. Write prompt on overhead, in PowerPoint, on board for students and read it to them.

3. Ask them to discuss possible answers or what to write with a partner for 30 to 60 seconds

4. Ask them to write the prompt with name at the top and turn it in (can leave it in their notebooks if desired)

5. Teacher sorts or briefly review to plan tomorrow’s opening or needed review

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Stretch Learning Handbook — With Units and Strategies Aligned to Common Core State Standards

2. Writing to Learn and Do

The career and college readiness cross-content standards and the ELA writing standards add a level of complexity that is higher than the demands in most states right now. Many states do not even test students’ actual writing. The assessment consortium groups working on assessment items for writing do include the composition of not just traditional essays and short answers, but also the creation of real-world documents, such as electronic communication appropriate for certain audiences and purposes as well as brochures and web-based publication. Research done by the National Writing Commission and the University of Virginia indicates that writing requires daily practice and that cross-content writing improves test scores across all assessments. Stretch learning strategies include developing rigorous and relevant prompts that can be used daily in all core content and technical classes. Writing to Learn and Do in short pieces like thisimprovesthinkingfluencyandassessmentresultsacrosseverycontentarea.

This type of writing does not take the place of learning how to write essays, research reports, lab reports, and other longer pieces of writing traditionally taught in ELA, social studies, science and some career and technology classes, butdoesstrengthenwritingfluency.Followingaresomeguidelinesforimprovingstudent writing and some examples of Quick Write prompts, by level, that meet the stretch learning criteria for critical thinking and engagement.

a. Research and guidelines on writing and Quick Writes

The research, done by the Virginia Department of Education and the National Commission on Writing (1998), has been well replicated around the world. The actual studies and the meta-studies conducted indicate a dramatic impact of frequent short pieces of writing on improving results on assessments of any kind, including multiple choice.

Inthepharmaceuticalworld,areliabilitycoefficientortherapeuticvalueof.35isregarded as really amazing. In the studies of frequent short writing exercises, the results were reported as follows:

Aggregated Cross Grade Level Results Reported• Math = R .88• Social Studies = R .87• Science = R.86• End of course exams = R .70 (high school only)

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5 Stretch Learning in Lessons

Robert Marzano’s conclusions and research indicate:• Cognitive Effect — Writing allows students to show what they know.• Teaching Effect — Student writing provides teachers with valuable

diagnostic information.• Conclusion — It is necessary to recognize the power of writing across the

curriculum and the vital role it plays in student success!

The overall conclusions from a variety of researchers, including Doug Reeves, consistently indicate:• Effective performance assessment REQUIRES writing.• More writing reduces “coverage” of standards and curriculum.• Less coverage with MORE writing does NOT hurt multiple choice scores.• Results are from different states, different grades, different subjects. • Correlation is NEVER negative: R values range from .7 to .9. • Numerous case studies and research studies confirm general trend —

positive correlation between writing, performance assessments, and higher multiple choice test scores.

The evidence from research on the Brain Basis for Writing as a primary means to learning indicates:Writing supports assembly and binding in the brain because: • Writing uses multiple parts of the brain simultaneously.• Writing increases performance in every content area.• Writing is a multisensory rehearsal for the brain.• Writing is highly correlated to increased performance on assessments.

Why is writing so important in learning of almost any kind? • Writingistothinkingasphonicsistoreadingfluency.• Writingincreasesthinkingfluency.• Themorestudentswrite,themorefluenttheirthinkingandtheeasieritisto

initiate writing tasks.

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b. What Quick Writes are• Given a prompt or questions, students write for one to three minutes.• Prompts are specific and are about a part of the learning from today or

yesterday. • Developmental sequence for Quick Writes for young children includes:

Ð Abeginningorfirstemphasisisondrawingaresponsetoshowthinking,called a Quick Draw

Ð When a student is able to write and generate words, the second step is to response with a word, a list, or phrase, called Quick Words.

Ð Finally, when the student can generate a sentence in a short amount of time with practice, the third step is a Quick Write.

Ð As students get older and more competent, Quick Writes become more than one sentence but not the length of a paragraph, since that would be considered a short constructed response (CSR). Different criteria and processes apply to short constructed written responses.

c. Conditions for quality Quick Writes• Students need a writing implement and paper, card, sticky note, homework,

or notebook that can be turned in or shared quickly. The writing can also be electronic and include examples such as text messages, use of an active learning device that accepts text, post to blog, etc.

• Teachers may use Quick Writes as an informal check for understanding for diagnostic purposes. The writing helps teachers to adjust pacing and emphasis and offer assistance to those who need additional help or extension of learning.

• Teachers use results and quality of Quick Writes to plan learning.• Use Quick Draw for young children with a verbal explanation, then use

Quick Words, then move to Quick Write as soon as students can write complete sentences. Writing a sentence or more may begin in second half of 1st grade through 12th grade,

• Quick Writes are used to provide demonstration of thinking on parts, not the whole, of a topic, concept, or skill set.

• It is not necessary to grade all Quick Writes. For grading, give a set number of points for compliance if you wish or establish quality indicators for your Quick Writes and have students self-evaluate whether the criteria were demonstrated in the Quick Write.

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• Manage time – PreK may need 5-7 minutes, 3-5 minutes for upper elementary, and 1-3 minutes for others so the prompt should be reasonable and be about the parts of learning, not the whole. Writing about the whole topic or idea would take longer and be considered a short constructed response or even an essay.

• Manage relevance – Dealing with how the learning connects to the learner or their life increases retention of learning.

• Manage rigor – try for analysis, synthesis, or evaluation as these also increase long term memory.

• Manage standards-based/curriculum supported concepts and vocabulary of the content currently taught.

d. Sample Quick Write prompts that meet stretch learning criteria for critical, creative, and adaptive reasoning

These can be adjusted for level by topic and degree of support, such as word banks or choices for use in answers with young or struggling learners.

General Models to Get Started• Science: Which one of Newton’s Laws [insert any science principle, rule,

law, etc.] is the most important and why?• Math: What is one strategy you use to help you understand quadratic equation

problems [insert any type of math problem] and why does it work for you?• Social Science: Was Gen. MacArthur [insert any leader] a great leader? Why

or why not?• ELA: What one character in this book reminds you of someone you know or

have heard about? What is similar about the character and this person? • Across courses, topics, or content:

Ð What if…? Ð How could you…? Ð Have you ever thought about…? Ð Can you create ____that solves ____? Ð Use what you know about ___ and ___ to solve this problem. Ð Can you debate both sides of this issue? Ð How would you access, solve, use _____ to ____?

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Ð How could you teach ____to ____ in order to _____? Ð Use a picture, graph, map, chart or table, video clip as the basis of your

prompt. Ð Ask a comparison, main idea, summary, evaluation, pattern or relevancy

question. Ð Real-world use for content is a great Quick Write and increases memory

as well. Ask: What is the real-world application, use, or purpose of this learning? What does this remind you of in your life? In our community who uses ____.and why?

Science Prompts• What step in the scientific process was the most challenging for this

experiment and why?• Compare these two concepts, what are the two or three major similarities and

differences?• What would happen if…?• Given the following change in variables or conditions how would that

impact…? Why?• What are the three major reasons for…?

Math Prompts• Given a problem and solution (use one from the book, homework, or post

one): Ð Does this make sense? Why or why not?? Ð Why is this right or wrong? Ð Which strategy should you use to solve this problem and why? Ð What would you include in a tips list for solving these kinds of problems? Ð Which two answers in these multiple choice examples are wrong and

why? Or, which is the most likely answer and why? Ð Make up your own real-world problem and suggest the best way to solve

it. Ð Which was the most challenging problem on your homework? Why was

it challenging or how did you solve it? Ð What is one strategy you use to help you understand quadratic equation

problems and why does it work for you?

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English Language Arts Prompts• What life lesson does this part of the book teach us?• What did learn from this character to apply to your life?• Why did the author decide to _____ in this piece?• What character traits should _____ avoid listing on his/her Facebook page

and why?• Which two literary devices are the most important in this genre and why?• Have you seen a TV show where characters had to solve a similar problem?

What was it and how did it turn out?

Social Studies Prompts• What was the most important cause of _____ and why?• Would you have done the same thing? Why or why not?• Whichresult,impact,oreffectstillinfluencesustodayandwhy?• Compare _____ and _____ in terms of the impacts on the environment,

people, or economics• Why did _____ happen?• Would _____ be your hero? Why or why not?

CTE and Technical Course or Content Prompts • Compare these two solutions. Which would be best given your primary

objective, the customer’s wishes, or your task?• Create a brief dialogue with a customer who is complaining about _____ that

solves the issue in an appropriate way. • What would you do next and why?• What is the sequence of steps for this task?• What are the usual causes of this type of problem? • Create a solution for _____• Why did _____ happen?• How could you prevent _____ from occurring?

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Use Quote Method in ELA and social studies for engaging prompts:• Response to a quote from any text is easy• Compare to the student’s life, family, community which easily adds relevance • Compare to other learning to add great critical thinking• Evaluate the worth, pros/cons, rightness of the quote, which adds brain based

critical thinking • Create a blog entry or social network posting to convey your position, point

of view or opinion on (quote)

Use Vocabulary Method in any content area:• Take a vocabulary word and ask students to come up with examples,

comparisons, uses for the word(s)• Categorize groups of words and write about the category title and what

makesthewordsinthatcategoryfit• Explain the opposite of a word and its use as well as the original word and its

use• Develop an analogy using the word and explain the relationships between the

word and the analogy• Write a short poem (e.g., a haiku or limerick) about the word

Remember that Quick Writes or short constructed responses should be about the parts and not the whole, otherwise the result is an essay-level experience. Essays are taught in a different way, using different criteria for success with rubrics and models. Here is an example to show the differences.

Essay Level (paragraph(s) for younger students): Ð Why is ecology important? (use learning to write protocols and tools)

Short Constructed Response: Ð What is one thing you could do for the good of the environment? (use

writing to learn explain and describe protocols) Ð Would putting more trash barrels out on campus or placing posters

up about trash work better and why? (use writing to learn persuasive protocols)

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Quick Write: Ð List 2 or 3 ideas to prevent or reduce littering, justifying each item on

your list. (use Quick Write ticket out on small piece of paper or note card)

Here is another example to help create prompts about parts of the learning for this type of thinking practice:• Poor: What were the causes of the Vietnam War?• Better: What was the most critical cause of the Vietnam War?• Best: Which cause for the Vietnam War is most similar to the causes for the

Iraq War and why?

Promptsmust be age appropriate so that elementary students can also finish ashort piece of writing within the guidelines for Quick Writes or Quick Draws. These make good closings for a lesson, allow a teacher a useful type of formative assessment, and create an opportunity for each student to demonstrate a degree ofproficiency.Writingcreates thinkingfluency.Thinkingfluencygets studentsboth career and college ready at any grade and in most content areas. Physical education may be exempt from Quick Writes, since it has an entirely different purpose,andthemoretimespentonmovementandfitnessthebetter.

3. Using and Infusing Technology for Better Results on the Common Core ELA and Cross-Content Standards

Technology infusion and digital communication are frequently mentioned in theCCSS and requirements for proficiency are spelled out both vertically andhorizontally. Some of the following Web 2.0 and other technology tools will help students reach these standards. These digital resources can be used with any grade level with varying teacher support and guidance unless otherwise indicated. These websites support the ELA Standards and the Career and College Readiness Cross Content Reading and Writing Standards for History, Geography, other Social Sciences, Science, and other Technical content or courses. Many of the sites would work well with stretch unit approaches explained in Chapter 4 or as support for stretch lesson elements explained in this chapter.

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The act of formulating a question is a great check for understanding

Using student created questions for openings, closings and quiz items

Students can exchange questions and answer each other’s question

Tip: Start with these two easy methods Q-Matrix for Student

Questioning Depth of Knowledge

10 Questions to get started with the CCSS for Student and Teacher Questioning

Kuzmich, 2013 31

From: Wiederholdand Kagan, 1998

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Chuck Wiederhold and Spencer Kagan, Cooperative Learning and Higher Level Thinking: The Q Matrix. Kagan Cooperative Learning. 1998.

Q – Matrix

1 2 What is?

Where or

When is?

Which is? Who

is? Why is? How is?

What did?

Where or

When did?

Which did? Who

did? Why did?

How did?

What can?

Where or

When can?

Which can? Who

can? Why can?

How can?

3 4 What

would?

Where or

When would?

Which would? Who

would? Why

would? How

would?

What will?

Where or

When will?

Which will? Who

will? Why will?

How will?

What might?

Where or

When might?

Which might? Who

might? Why

might? How

might?

23

Copyrighted material for classroom use only. Kagan Cooperative Learning.

Q- Matrix Match Up Strips Question

Word Action or

Condition Word

Question Word

Action or Condition

Word

Question Word

Action or Condition

Word

What?

is

What?

is

What?

is

Where or

When?

did

Where or

When?

did

Where or

When?

did

Which?

can

Which?

can

Which?

can

Who?

would

Who?

would

Who?

would

Why?

will

Why?

will

Why?

will

How?

might

How?

might

How?

might

24

Copyrighted material for classroom use only. From Kagan Cooperative Learning.

Q- Matrix Bookmarks

Event Situation Choice Person Reason Means

What is?

Where or

When is?

Which

is?

Who is?

Why is?

How is?

What did?

Where or

When did?

Which did?

Who did?

Why did?

How did?

What can?

Where or

When can?

Which can?

Who can?

Why can?

How can?

What

would?

Where or

When would?

Which would?

Who

would?

Why

would?

How

would?

What will?

Where or

When will?

Which will?

Who will?

Why will?

How will?

What

might?

Where or

When might?

Which might?

Who

might?

Why

might?

How

might?

25

Copyrighted material for classroom use only. From Kagan Cooperative Learning.

Q- Matrix Bookmarks Present Past Possibility Probability Prediction Evaluation

What is?

What did?

What can?

What

would?

What will?

What

might?

Where or

When is?

Where or

When did?

Where or

When can?

Where or

When would?

Where or

When will?

Where or

When might?

Which

is?

Which did?

Which can?

Which would?

Which will?

Which might?

Who is?

Who did?

Who can?

Who

would?

Who will?

Who

might?

Why is?

Why did?

Why can?

Why

would?

Why will?

Why

might?

How is?

How did?

How can?

How

would?

How will?

How

might?

26

CriticalThinking

Thinking Verbs and Descriptions

Student and Teacher Questioning Examples

Concepts Explain, categorize, draw,define, describe

What? With what?Which? How many?

Connections Analysis, same and different, compare and contrast, cause and effect, infer, determine patterns or rules, generalize

How?Why?

Complexity Evaluate, justify, use logic, reasonableness, use criteria, debate, develop generalizations

Is this justified? Why or Why not?Why is this reasonable?How would you….? Why? How would you judge….? Why?

Creativity Flexibility, develop criteria, derive, create, independent adaptation, persistence, alternative solutions, creates multiple alternatives, use generalizations to create alternative solutions

What if….? Why do you agree or disagree?What will happen next based on what you know or suspect? How did you arrive at that conclusion?How would you do this differently?What would change your predication? Why?

C = Primary Rigor Level of CCSS

Kuzmich, 2012

27

Getting Started with 10 Teacher and Student Questions Aligned to CCSS 1. How? 2. Why?

3. Under what conditions would…? 4. Is this justified? Why? 5. Is this reasonable? Why? 6. How would you judge…? Why?

7. What if…? 8. How did you arrive at that conclusion? 9. How would you do this differently? Why? 10. What would change your predication? Why?

28


Kuzmich, 2013

What will you transfer first to your planning and classroom from this session?

What do you need to make this work for your students?

Kuzmich, 2013 36

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ABOUT LIN KUZMICH

Lin Kuzmich is an educational consultant, university instructor, and bestselling author from Loveland, Colorado. She served Thompson School District in several roles as the Deputy Superintendent, Executive Director of Secondary and Elementary Instruction, Director of Professional Development, and as a building principal for nine years. Her school was named a 2000 winner of the John R. Irwin Award for Academic Excellence and Improvement. In addition, for the past decade, Lin was involved in staff development through several universities and the Tointon Institute for Educational Change. She served as an Instructor at Colorado State University in the Principal Preparation Program and as Senior Consultant for the International Center for Leadership in Education. Lin also provides training and coaching to school districts around the country and presents at numerous national and international conferences.

Lin’s additional experience includes Assistant Director of Special Education (1988-1991); Vision Specialist and Reading Teacher for Thompson School District (1979-1988); high school reading, high school and middle school English/Language Arts, K-12 special education, and 4th - 6th grades for Denver Public Schools (1974-79). Lin earned the Teacher of the Year Award for Denver Public Schools in 1979 and was Northern Colorado Principal of the Year in 2000 for Colorado Association of School Executives.

Lin currently works with schools and districts across the country that are struggling to meet the needs of diverse learners, the requirements of AYP, and the changing educational practices needed for the future success of our students. She has worked extensively with districts trying to understand the new Common Core State Standards, update curriculum, and create appropriate assessment and instruction to address the increased rigor. Her latest publication specifically addresses methods of planning and instruction with the new standards. Lin’s work with schools improves achievement results for students and increases the capacity of staff, and she is passionate about helping educators prepare today’s students for a successful future.

Contact Information Office/Home: 970-669-2290 Cell: 970-203-4176 Email: [email protected] Website: www.KuzmichConsulting.com

Lin’s Publications: Stretch Learning Handbook With Units and Strategies Aligned to Common Core State Standards (2011) International

Center for Leadership in Education. “Manage the Molehill Before It Becomes a Mountain: Keeping Parent Interactions Productive for Students” in

Leadership for Family and Community Involvement Edited by Cole, Blankstein and Houston for the Soul of Leadership Series (2010) Corwin

“Instructional Leadership and Results-based Supervision” in SPN Network Monthly (2010) Successful Practices Network, NY. Stretch Learning: Rigor and Relevance for an Unpredictable World (2010) International Center for Leadership in Education. (Multi-

Media Kit) Student Team That Get Results: Teaching Tools for the Differentiated Classroom (2010) Corwin Press, co-author Gayle Gregory. “Test Preparation Strategies that Have High and Quick Payoff,” (March 2010) Successful Practices Network Monthly Online

Publication “Ensuring Access through Differentiated Instruction” in The Special EDge, Vol. 21, Num. 3 Summer 2008, co-authored with Dr.

Willard Daggett Redefining Literacy in Grades 7-12: Strategies for Document, Technological and Quantitative Literacy (May 2007) International

Center for Leadership in Education. (Multi-Media Kit) Teacher Teams that Get Results: 61 Strategies for Sustaining and renewing Professional Learning Communities (January 2007)

Corwin Press, co-author Gayle Gregory. (Bestseller) Applied Differentiation: Making It work in the Classroom (2006) School Improvement Network, Linton Productions, Inc. co-

authored with Gayle Gregory and Cindy Strickland (Multi-Media Kit and PD Package) “Redefining Literacy for the 21st Century,” (2006a) Successful Practices Network Monthly Online Publication “Tips for Credit Recovery Programs,” (December 2006b) Successful Practices Network Monthly Online Publication Differentiated Literacy Strategies for Student Growth Grades 7-12, (2005b), Corwin Press, co-author Gayle Gregory. (Bestseller) Differentiated Literacy Strategies for Student Growth Grades K-6, (2005a) Corwin Press, co-author Gayle Gregory. (Bestseller) Data Driven Differentiation in the Standards Based Classroom, (2004) Corwin Press, co-author Gayle Gregory. (Bestseller) “Taking Professional Care of New Teachers,” CSDC Network News, October 2001. Data Driven Instruction, (1998) Colorado: CBOCES. Facilitating Teacher Evaluation in a Standards-Based Classroom, (1996) Colorado: CBOCES, Co-authored with R. Zila, L. Gleckler

and P. Denzin. "Neurophysiological Development: A Review for Educators,” The Journal of Professional Studies, Vol. 5 No. 1, Feb. 1980.

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mailto:[email protected]

http://www.kuzmichconsulting.com/

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Cross Content Literacy for Results - Franklin …...With graphic organizers, the research says to select the graphic organizer that is appropriate to the content and type of material