{"id":827,"date":"2018-06-22T09:55:21","date_gmt":"2018-06-22T13:55:21","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt222-2017\/?p=827"},"modified":"2018-06-24T17:52:09","modified_gmt":"2018-06-24T21:52:09","slug":"making-thinking-visible-in-the-5th-grade-ela-classroom","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/edt222-2017\/2018\/06\/making-thinking-visible-in-the-5th-grade-ela-classroom\/","title":{"rendered":"&#8220;Making Thinking Visible&#8221; in the 5th Grade ELA Classroom"},"content":{"rendered":"<p>Below are two lesson ideas using strategies from\u00a0<em>Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners<\/em> by Ron Ritchhart, Mark Church, and Karin Morrison (2011).<\/p>\n<p><strong>LESSON IDEA #1:<\/strong><strong>\u00a0Teaching making and adjusting inferences using \u201cZoom In\u201d<\/strong><\/p>\n<ul>\n<li>An important reading strategy that my students develop throughout the year is making and adjusting inferences about a text. In order to better comprehend, good readers \u201cread between the lines\u201d to make judgments about characters, themes, and key ideas in a text (Robb, 2010).<\/li>\n<li>The \u201cZoom In\u201d strategy (Ritchhart, Church, &amp; Morrison, 2011) invites students to make inferences and adjust them regularly as they are shown a different part of the picture.<\/li>\n<li>Lesson idea: I think using Zoom In as a launch to a sequence of lessons about inferring would be really helpful for my students. Actually, there\u2019s a really\n<div id=\"attachment_828\" style=\"width: 283px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-828\" class=\"wp-image-828 size-medium\" src=\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2018\/06\/9780698118959-273x300.jpeg\" alt=\"\" width=\"273\" height=\"300\" srcset=\"https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2018\/06\/9780698118959-273x300.jpeg 273w, https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2018\/06\/9780698118959.jpeg 409w\" sizes=\"auto, (max-width: 273px) 100vw, 273px\" \/><p id=\"caption-attachment-828\" class=\"wp-caption-text\">Seven Blind Mice by Ed Young; Image from penguinrandomhouse.com<\/p><\/div>\n<p>great picture book called\u00a0<i>Seven Blind Mice<\/i>\u00a0(Young, 1992) that I would use as a read-aloud introduction. In the book, these mice are inferring about this mysterious object (an elephant) and making predictions. Each time they see a new part of the object, they adjust their predictions. In the end, they realize it is an elephant.<\/li>\n<li>After a brief discussion about the thinking that the\u00a0<i>mice<\/i>\u00a0were doing, I think I\u2019d group students and have them participate in Zoom In as described in the text. I would maybe cut up images into 8-9 pieces and have students take turns pulling the cut up pieces out of a bag and inferring\/predicting.<\/li>\n<li>Finally, because application to a meaningful context is key, I would have students turn to their group\u2019s common novel and record their inferences, predictions, and adjustments in writing.<\/li>\n<li>An important equity note here is the way I ask students to respond. The very LAST way they respond is in writing. This lowers the barrier for many students who, for a variety of reasons, see writing as burdensome. First, they listen to the read aloud, then we process the text orally. Next, students think aloud as they infer, predict, and adjust while participating in a hands-on Zoom In activity. Finally, they do some inferring and predicting in writing, still with the support of their peers.<\/li>\n<li>This thinking routine aligns\u00a0<strong>perfectly\u00a0<\/strong>with the critical reading strategy of inferring. I think the hands-on element I described above after the brief read aloud has potential to make the process of inferring visible.<\/li>\n<\/ul>\n<p><a href=\"http:\/\/www.readwritethink.org\/classroom-resources\/lesson-plans\/multiple-perspectives-building-critical-30629.html?tab=4\"><em>Click here to see a different lesson from ReadWriteThink using\u00a0<\/em>Seven Blind Mice<em> to teach the skill of analyzing multiple perspectives!<\/em><\/a><\/p>\n<p><strong>LESSON IDEA #2:<\/strong>\u00a0<strong>Wondering about gender identity with The 4C\u2019s<\/strong><\/p>\n<ul>\n<li>In the past, I have had students explore concepts of gender identity and the gender binary. There are\u00a0<strong>many<\/strong>\u00a0great titles in children\u2019s literature on this topic-I especially endorse works by Lesl\u00e9a Newman. Of course, with topics that question the status quo, I have found it to be critical to structure the lessons and activities in ways that emphasize non-judgmental questioning, wondering, and idea playing. I think the 4C\u2019s model could be another valuable tool for me and my students in this work.<\/li>\n<li>One valuable text I always use is\u00a0<i>William\u2019s Doll<\/i>\u00a0by Charlotte Zolotow (1972). In this\n<div id=\"attachment_829\" style=\"width: 230px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-829\" class=\"size-full wp-image-829\" src=\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2018\/06\/220px-Williams_Doll_1972_book.jpg\" alt=\"\" width=\"220\" height=\"292\" \/><p id=\"caption-attachment-829\" class=\"wp-caption-text\">William&#8217;s Doll by Charlotte Zolotow; Image from wikipedia.com<\/p><\/div>\n<p>text, William would rather play with dolls than a basketball or trucks. William\u2019s parents attempt to socialize him to perform as a stereotypical \u201cboy,\u201d but his grandmother allows him to play with dolls. Actually, one of the most powerful points for my students is when the grandmother points out that playing with dolls (and practicing caring for young) is important if William is to be a dad one day!<\/li>\n<li>In a lesson\u2026\n<ul>\n<li>I would read aloud\u00a0<i>William\u2019s Doll<\/i>\u00a0and then ask students to create a 2 x 2 chart in their notebooks, labeled \u201cconnections,\u201d \u201cchallenge,\u201d \u201cconcepts,\u201d and \u201cchanges\u201d as defined by Ritchhart et al. (2011).<\/li>\n<li>I would have students work individually first so that they could process their ideas &#8212; working individually first in this case honors the knowledges and beliefs\u00a0<strong>all<\/strong>\u00a0students bring to the text. I have found in the past that when I ask the group to process difficult topics in groups first, dominant voices tend to drown out the diversity of perspectives in the room.<\/li>\n<li>Finally, the 4C\u2019s chart could be a great tool to structure a productive conversation among peers and then group members as a response to the text.<\/li>\n<\/ul>\n<\/li>\n<li>As I mentioned above, using the 4C model, students can reflect individually on their own thoughts. In my mind, this structure promotes equity in terms of honoring students local knowledges that they bring to school.<\/li>\n<\/ul>\n<p><em>For more ideas on wondering about gender identity and other social justice issues, explore the resources available from Teaching Tolerance at <a href=\"http:\/\/www.tolerance.org\">www.tolerance.org<\/a>.\u00a0<\/em><\/p>\n<p>&#8211;<\/p>\n<p>References<\/p>\n<p>Ritchhart, R., Church, M., &amp; Morrison, K. (2011).\u00a0<i>Making thinking visible: How to promote engagement, understanding, and independence for all learners<\/i>. San Francisco: Jossey-Bass.<\/p>\n<p>Robb, L. (2010).\u00a0<i>Teaching reading in middle school<\/i>. New York: Scholastic.<\/p>\n<p>Young, E. (1992).\u00a0<i>Seven blind mice<\/i>. New York: Philomel Books.<\/p>\n<p>Zolotow, C. (1972).\u00a0<i>William\u2019s Doll<\/i>. New York: Harper &amp; Row.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Below are two lesson ideas using strategies from\u00a0Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners by Ron Ritchhart, Mark Church, and Karin Morrison (2011). LESSON IDEA #1:\u00a0Teaching making and adjusting inferences using \u201cZoom In\u201d An &hellip; <a href=\"https:\/\/sites.miamioh.edu\/edt222-2017\/2018\/06\/making-thinking-visible-in-the-5th-grade-ela-classroom\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":2456,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"categories":[6,7],"tags":[21,170,20,171,15],"class_list":["post-827","post","type-post","status-publish","format-standard","hentry","category-mtv","category-socjustice","tag-edt622","tag-inferences","tag-making-thinking-visible","tag-reading","tag-thinking-routines"],"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts\/827","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/users\/2456"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/comments?post=827"}],"version-history":[{"count":3,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts\/827\/revisions"}],"predecessor-version":[{"id":832,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts\/827\/revisions\/832"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/media?parent=827"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/categories?post=827"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/tags?post=827"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}