habits of mind thinking skills schoolwide …. day 1 contents.pdf · thinking skills schoolwide...

Creating a Context for

21st

Century Learners

HABITS OF MIND

THINKING SKILLS

SCHOOLWIDE LEARNING EXPECTATIONS

Day 1

presenters

Bena Kallick Nancy Skerritt Peggy Olcott

Institute Presenters Bena Kallick: Bena Kallick is a private consultant providing services to school districts, state departments of education, professional organization, and public agencies throughout the United States and abroad. She received her doctorate in educational evaluation at Union Graduate School. Her areas of focus include group dynamics, creative and critical thinking, and alternative assessment strategies for the classroom. Her publications include Assessment in the Learning Organization, the Habits of Mind series, Strategies for Self-Directed Learning (co-authored with Arthur Costa), Information Technology for Schools (co-authored with James Wilson), Using Curriculum Mapping and Assessment to Improve Student Learning (co-authored with Jeff Colosimo)., and Learning and Leading with the Habits of Mind (co-authored with Arthur Costa). Her works have been translated into Dutch, Chinese, Spanish, Italian Hebrew, and Arabic. Formerly a Teachers’ Center director, Kallick also created a children’s museum based on problem solving and invention. Kallick’s teaching appointments have included Yale University School of Organization and Management, University of Massachusetts Center for Creative and Critical Thinking, and the Union Graduate School. Kallick and Costa have founded the Institute for the Habits of Mind, providing products and services to schools internationally. Kallick can be reached at 12 Crooked Mile Road, Westport, CT 06880 USA; phone/fax 203.227.7261; e-mail: [email protected] Peggy Olcott: Peggy Olcott, M.Ed. is an international consultant with over 25 years experience in education ranging from elementary and middle school teaching to district level coordination of curriculum and instructional programs. For over eleven years, Peggy provided leadership for professional development initiatives at both the district and state levels including organizing and supervising the new staff support programs in several districts in Washington State. Currently, Peggy presents workshops and seminars on curriculum alignment to state standards, reading and writing strategies across the curriculum, thinking skills, mentoring/coaching and facilitating data-driven dialogue. Olcott can be reached at 6209 Pacific Ave, Unit 304 Playa del Rey, CA 90293 310-745-4707 or 206-335-0362; e-mail: [email protected] Nancy Skerritt: Nancy Skerritt received her MAT degree from John Hopkins University. She is currently the Assistant Superintendent for Teaching and Learning in the Tahoma School District. Nancy has taught numerous workshops in and out of state on strategies for integrating the curriculum around thinking skills and Habits of Mind, and has provided leadership within her district for implementing an integrated curriculum. She has authored several readers workshop teacher guides, Text Tools for Thinking, and a number of articles and book chapters, including contributing to Learning and Leading with Habits of Mind (Costa and Kallick) and Habits of Mind Across the Curriculum. (Costa and Kallick). Skerritt is an official inservice provider for the Institute for the Habits of Mind. She can be reached at 23307 SE 224th Street, Maple Valley, WA 98038 USA; phone 206.713.0931; e-mail: [email protected]

1

mailto:[email protected]



Institute at a Glance

Day One Day Two Day Three Welcome! Institute Overview Creating a Context for Learners: Habits of Mind

Spotlight on Metacognition and Questioning: The Three Story Intellect

Strategies for Assessing Habits of Mind: Check Lists, Rubrics, and other Tools

Exploring the Habits of Mind with Picture Books and other Literature: Roberto Jigsaw Team Planning and Reflection

Teaching Thinking Skills Directly: Main Idea Team Planning and Reflection

Integrating Assessments with Lessons and Units Team Planning and Reflection

Lunch Lunch Lunch Implementing Habits of Mind through a Variety of Roles: Starring, Supporting and Ensemble

Thinking Skills, Graphic Organizers and Strategy Charts: Wizard of Oz Jigsaw

Habits of Mind and the Mindful School: Tracking Our Progress

Curriculum Applications Curriculum Tool Kit Team Planning and Reflection

Applying Thinking Skills to Non-Fiction Team Planning and Reflection

Short and Long Term Planning for implementation at the Classroom and School Levels

Institute Outcomes

To explore a rationale for Habits of Mind and Thinking Skills as a context for 21st Century Learners

To develop a thorough understanding of Habits of Mind and Thinking Skills as educational outcomes

To acquire a repertoire of strategies for teaching and integrating Habits of Mind and Thinking Skills with school wide learning expectations

To develop methods for monitoring student growth in acquiring Habits of Mind and Thinking Skills.

2

Partnership for 21st Century Skills, 77 N. Church Ave, Suite 305 Tucson, Arizona USA 3

Reflecting on the Habits of Mind

Reflecting on the Habits of Mind

Two Habits of Mind I demonstrate:

Two Habits of Mind I admire:

Two Habits of Mind that challenge me:

Two Habits of Mind I wish for my students:

4

RRoobbeerrttoo tthhee IInnsseecctt AArrcchhiitteecctt

FINDING EVIDENCE

Creating, Imagining, Innovating: Producing Something New; Dreaming of

Possibilities

Persisting: Not Giving Up

Looks like: Sounds like:


Risk Taking: Trying New Things

Empathy: Caring about Others



5

Roberto the Insect Architect By Nina Laden

Even when Roberto was little, he went against the grain. Like most termites, he melted over

maple, and pine for pine. Oak was okay, too. But Roberto didn’t eat his food. He played with it.

“You’re wasting a good meal,” his mother said. “Don’t you know there are termites starving in

Antarctica?” But Roberto didn’t answer. He was busy daydreaming about becoming a famous architect.

“Whoever heard of a termite who wanted to be an architect?” the other termites snickered.

“Roberto, you should be a chef!” But Roberto didn’t want to cook. He wanted to build. Hungry to start a

new life, Roberto realized he had to leave.

So Roberto packed his bags and took the train to Bug Central Station, in the busy, buzzing hive of

the big city. The city was a place where you could build your dreams. It was a place where you would be

accepted. It was a place where the other termites wouldn’t but you. Roberto beamed hope like a lit-up

skyscraper.

But hope didn’t come cheap in the big city. Neither did a place to live. Roberto had no choice but

to rent a room in a flea-bag hotel run by a nervous tick. He shared the room with a family of bed bugs.

Roberto introduced himself. Then he built the bed bugs their very own beds.

After a good night’s sleep, Roberto began to look for work as an architect. But things didn’t go

very well.

“Show me what you’ve done,” said the architect, Hank Floyd Mite.

“There are no termites in my houses,” stated Fleas Van Der Rohe.

“I’m busy,” Antonia Gaudi blurted out. “Don’t bug me!”

As Roberto crawled home, feeling like a pest, he sideswiped a fly. “Watch where you’re going,”

he mumbled. The fly started to cry.

“But I don’t have any place to go,” she lamented.

Roberto wanted to comfort her, but he was nearly nailed by a carpenter ant trying to fix a rickety

shed. Then out of nowhere, Roberto was almost run over by a stampede of roaches being chased from a

diner. And suddenly, a frantic ladybug flew into his arms.

“My house is on fire and my children are gone!” the ladybug cried.

Roberto could see that he wasn’t the only bug with problems. In fact, his problems didn’t seem

so big after all. Roberto wished he could do something for the others, but what could one termite do? “A

lot of damage,” Fleas Van Der Rohe had told him.

“I’ll show Ol’ Fleas what this termite can do. I’ll show them all,” said Roberto.

6

Back at the hotel, Roberto came up with a plan. First, he drew up some blueprints. He sketched

houses and streets. He sketched stores and playgrounds. By the time he was finished, he had sketched

an entire neighborhood. “Now I just need to find a good location,” he declared.

Roberto searched all over the city for the perfect site. He finally found an abandoned, run-down

block of crumbling buildings. It was a total mess. There were piles of old wood and garbage everywhere.

It was just what he was looking for.

Roberto hammered and nailed. He sawed and sanded. He worked day and night.

Like a magician, he transformed the block of junk into a street of extraordinary homes. Each one

was a work of art. But Roberto didn’t sign his artwork. Instead he anonymously sent the keys to the new

owners. Then he rolled up his plans and went home.

Some very surprised bugs went home, too. Tudor, the fly with no place to go, buzzed with

delight. “I am a house fly again,” she declared.

The Grant, the carpenter ant, arrived. He dropped his tool belt on the porch. “Now I can have a

real workshop,” he beamed.

The roaches were the next ones on the scene. “You won’t find us sleeping in salads anymore,”

they rejoiced.

Finally, Dotty, the ladybug, and her children moved into their new lair. “It’s perfect,” she sighed.

It’s fireproof!”

Quickly, word spread. Soon everyone wanted to know who built these amazing abodes. Rumors

were flying. Antennae were buzzing.

Barbara Waterbugs wanted an exclusive interview. Robin Leech promised to make the builder

rich and famous. Steven Shieldbug wanted the movie rights. Diane Spider searched the World Wide Web

for the scoop. And the Insect Inquirer offered a reward to the first bug who brought the builder to light.

All day long, bounty-hunting butterflies took wing. Paper wasps swarmed the streets. Bold

weevils crawled out of the woodwork. But late at night, a click beetle got the shot.

The next morning, headlines screamed the news. “It’s Roberto,” Tudor hummed. “He’s our

HERO!”

Overnight, Roberto became the talk of the town. Architects offered him jobs. Book publishers

wanted his story. Ladybugs sent him love letters. And his bug buddies threw him a big bash. At the

height of the party, the Mayor unveiled a statue of Roberto to be placed in the city park.

Roberto built his dream. He opened his own company and became the most famous architect in

the insect world. Students studied him in school. Some of his houses even became museums.

But best of all, when little termites play with their food, now their parents say: “Be creative!

Maybe someday you’ll grow up to be just like Roberto.”

7

Connecting Schoolwide Learning Expectations

With Habits of Mind

With your school team, explore three SLE’s for connections with the Habits of Mind. Consider which Habits might be embedded in the SLE’s and in what ways the Habits enhance your students’ acquisition of them.

Our Schoolwide Learning Expectations

Habits of Mind

1.

2.

3.

8

HABIT:

Looks Like Sounds Like

PICTURE BOOKS THAT DEMONSTRATE THIS HABIT

Book Grade Level

9

Questioning and Problem Posing

Is inquisitive, enjoys problem solving, is curious

Looks Like (See) Sounds Like (Hear)

Looks closely at things,

explores

Observes using a variety

of senses (touch,

smell…)

Listens to others’ ideas

Shows enthusiasm in

facial expressions

Seeks out new learnings

and creates own

problems to solve

Asks a variety of

questions:

“Why?”

“How come?”

“What if?”

Seeks additional

information:

“Tell me more”

“Where else can I get

information?”

Makes analogies:

“This reminds me of…”

“It’s like…”

Statements reflect “I

enjoy” attitude:

“This is fun!”

“I’d like more time”

“How exciting!”

10

Exploring the Habits of Mind

LL EE SS SS OO NN EE XX PP LL OO RR AA TT II OO NN SS

Lesson Title:

Take Away Idea:

Lesson Title:

Take Away Idea:

Lesson Title:

Take Away Idea:

11

LLEESSSSOONN SSAAMMPPLLEERR

Using Picture Books to Teach the Habits of Mind

LESSON TITLE PICTURE BOOK HABIT OF MIND GRADE LEVEL

Introducing Empathy The Rainbow Fish Empathy K – 2

Teaching Decreasing Impulsivity

Ina Sleeps Over Decreasing Impulsivity K – 3

Taking Responsible Risks The Scaredy Squirrel Taking Responsible Risks 2 – 5


Curious George Questioning and Problem Posing

2 – 4

John Muir, Naturalist John Muir, America’s Naturalist

Taking Responsible Risks


3 – 5

Thinking Flexibly: The Old Man and His Door

The Old Man and His Door Thinking Flexibly 5 – 8

Applying Post Knowledge to New Situations

The Wreck of the Zephyr Applying Past Knowledge to New Situations

6 – 8

Striving for Accuracy: Fanny in the Kitchen Striving for Accuracy 5 – 8

Thinking Interdependently: Head, Body, Legs

Head, Body, Legs Thinking Interdependently

4 – 8

Creating, Imagining, Innovating: Can a Coal Scuttle Fly?

Can a Coal Scuttle Fly? Creating, Imagining, Innovating

5 – 8

Responding with Wonderment and Awe: Nothing But Miracles

Nothing But Miracles Responding with Wonderment and Awe

6 - 8

12

Picture Book Application

TITLE: GRADE LEVEL:

HABIT(s) OF MIND:

LESSON OUTLINE:

CLOSURE / ASSESSMENT:

13

SEATTLE LEARNING PARTNERS

Make an appointment with 3 different people—one for each Seattle icon. Be sure you each record the appointment on your page. Only make the appointment if there is an open slot at that spot on each of your forms.

14

14

Anne

ke S

chrA

m

NANCy SkErrITT

141414

Casting call: Enter the Habits of MindLook for opportunities to add the Habits in starring and supporting roles.

My daughter, Jessica, is an actress. She was recently cast in the starring role of Cinderella

and is delighted with the opportunity to showcase her talents. Every actor’s dream is to be the star of the show. However, a musical like Cinderella needs more than a leading lady. Rich productions rely on supporting leads and talented actors to make up the ensemble.

Think about the Habits of Mind as actors in a play, and imagine them being cast in every lesson that is taught. Sometimes the Habit is the star of the show, and we present a direct instruction lesson where the Habit of Mind takes centre stage. The

Habit is the lesson objective. Subject area content in these lessons becomes a vehicle for developing a deep understanding of the identified Habit of Mind. The students explore definition, looks like and sounds like qualities, and application. They focus primarily on the Habit just as an audience focuses primarily on the leads.

Le t ’s cas t L i s t en ing to Other s w i th Understanding and Empathy as the star in a unit that focuses on the American Civil War and slavery. The teacher has selected this Habit of Mind for multiple roles in the unit because she wants her students to apply empathy to the diverse points of view represented by people in the North and the

South. Today, empathy will be the star of her lesson. She guides the class through a reflective process where the students are first asked to recall what the word empathy means to them. She encourages the students to use mind mapping as a vehicle to draw upon background knowledge and suggests that the students use words and pictures to unpack their thinking.

After inviting students to share their ideas, the teacher directs the students to use dictionaries and thesauruses to research the meaning of the word and to compare what they discover through the resources to their own reflections. Together, the class constructs a common 15

15

“ While we may not see a character with frequency in a show, we are very much aware of the character’s contribution in the scenes where that individual plays a role. so it is with the habits of Mind. habits bring value added to any lesson. ”

NANCy SkErrITT

Anne

ke S

chrA

m

and shared definition for this starring Habit of Mind: demonstrating sensitivity and understanding toward others. To deepen the learning, the teacher directs the students to work in trios to develop a list of descriptors for empathy. What would it look like and sound like for a person to demonstrate sensitivity and understanding toward others? After small group work time, the teacher facilitates a process for creating a classroom check list that will be used to find evidence of empathy in stories, historical figures, and human interactions.

Empathy has been the star of the show in class today. The teacher has spotlighted the definition and attributes of empathy by maintaining a focus on the Habit of Mind throughout the lesson. Tomorrow, the teacher plans to cast empathy is a supporting lead. This time, empathy wi l l share the s tage wi th a p ic ture book entitled The Tin Heart by Karen Ackerman. This book depicts the conflicts among families in the North over the issue of slavery. Students are asked to use the checklist for empathy developed in the starring role lesson and apply this checklist to each of the story’s main characters. Through this process, the

students discover differing points of view toward the issue of slavery and begin to understand how conflict ran deep during this painful time in American history.

Whi le empathy was not the l e s son objective, this Habit of Mind was woven throughout the lesson as a tool to support understanding. Students applied their knowledge of empathy to new characters and learned an important historical theme: Deeply held beliefs can create divisiveness and conflict. We can apply empathy or sensitivity as we explore different points of view. Rather than rushing to judgement, we can first seek to understand and then form our own opinions. Empathy played the role of supporting lead in this lesson. In this role, the Habit was reinforced throughout the lesson to further the content objectives.

Great productions require quality ensembles to build depth and provide background. Without the support of minor characters a story like Cinderella would fall flat. People need to be at the ball, mice must sew the dress, and footmen have to drive the coach. While we may not see a certain character with frequency in a show, we are very much aware of the character’s contribution in the scenes where that individual plays a role. So it is with the Habits of Mind. Habits bring value added to any lesson by reinforcing attitudes in the student or illustrating characteristics in the content.

Our skilled history teacher continues to cast Empathy in the lessons that make up her unit on the American Civil War. After teaching a lesson on slavery, she draws closure by asking her students to reflect on how the characters in a picture book demonstrate empathy for the slaves in the South. While the main focus of the lesson is on making inferences from the picture book Sweet Clara and the Freedom Quilt by Deborah Hopkinson, the lesson presents an opportunity to reinforce a Habit of Mind. The teacher cast Empathy in an ensemble role and in doing so, adds a layer of depth to the lesson.

The Habits of Mind can and should have a role in every lesson. In a few of the lessons over the course of a school year, the Habit should be the star. Students need direct instruction in the Habits of Mind to build conceptual understanding and to practise both identifying and demonstrating each Habit. Habits will also have roles as supporting leads in lessons where they are seen throughout the lesson but in the service of content goals. Any lesson benefits from Habits cast in ensemble roles. These minor references are how habits are developed. They must be practised repeatedly and applied continually to become habitual.

1516

CC aa ss tt ii nn gg tt hh ee HH aa bb ii tt ss oo ff MM ii nn dd :: LL ee ss ss oo nn OO bb ss ee rr vv aa tt ii oo nn ss

The Starring Role Direct Instruction Lessons

Supporting Lead Application Lessons

The Ensemble Reinforcing Lessons

Lesson Title: Lesson Title: Lesson Title:

Habit of Mind: Habit of Mind: Habit of Mind:

Notes: Notes: Notes:




Habit of Mind Habit of Mind Habit of Mind

17

CC aa ss tt ii nn gg tt hh ee HH aa bb ii tt ss oo ff MM ii nn dd :: LL ee ss ss oo nn RR ee vv ii ee ww

The Starring Role Direct Instruction Lessons

Supporting Lead Application Lessons

The Ensemble Reinforcing Lessons







Habit of Mind Habit of Mind Habit of Mind

19

Curriculum Development

Tool Kit

Outcomes and Indicators

Habits of Mind

Thinking Skills

Nested Objectives Planning Questions

Developing the Unit Outcomes and Guiding Questions

Lesson Template

Unit Plan Template

Unit Sampler: You Decide! Sustaining Washington’s Resources, Grade 4

Outcome and Guiding Questions

Nested Objectives Overview

Lesson Overview

Calendar

Copyright Tahoma School District 409 20

Outcomesand

Indicators

Set goalsShow persistence Make effective decisionsEvaluate work Use time effectivelyStrive for improvement

Contribute to sharedvisionDemonstrate flexibilityShow empathy andrespect Listen activelyAre accountableBuild on other people'sthinking

Communicate withclarity and precisionDeliver informationeffectively and in multi-ple formatsInteract with globallydiverse audiencesListen, interpret andevaluate

Consider globalperspectivesDemonstrate personal,social and civicresponsibilityRespect and valuediversityEnhance theenvironmentEngage in communityservice

Develop and/or utilizecriteriaAspire to exceedexpectationsSkillfully use tools,resources and technolo-gyDemonstrate accuracyand precisionCreate aestheticallypleasing work

Imagine, create andinnovateRecognize andappreciate humorGather, filter andsynthesize informationAccess multiple problem-solving strategiesReflect on and applypast learning to newexperiencesGenerate questions todeepen understanding Explore and take risks

Self-DirectedLearners

CollaborativeWorkers

EffectiveCommunicators

CommunityContributors

QualityProducers

ComplexThinkers

Quality learning every day, in every classroom, for every childO

ur mission is to develop a learning com

munity w

here all students, staff and patrons continually teach and learn

Quality learning every day, in every classroom, for every child

Our

mis

sion

is to

dev

elop

a le

arni

ng c

omm

unity

whe

re a

ll st

uden

ts, s

taff

and

patro

ns c

ontin

ually

teac

h an

d le

arn

TSD 2007

21

P:\Teaching & Learning\Judy G\Habits of Mind\Integrat Learning Habits of Mind (all).doc

Tahoma School District

HHaabbiittss ooff MMiinndd Arthur L. Costa

♦ Thinking Flexibly Remains open to alternatives;

sees many possibilities

♦ Managing Impulsivity Thinks before acting; is deliberative

♦ Striving for Accuracy Uses criteria to evaluate quality;

demonstrates craftsmanship

♦ Gathering Data through the

Senses Observes using all sensory pathways; engages the multiple intelligences

♦ Thinking About Thinking:

Metacognition Puts into words his/her own thinking; self-reflects

♦ Thinking Interdependently Builds on other people’s thinking;

works collaboratively

♦ Thinking and Communicating

with Clarity and Precision Uses words carefully; strives for specificity in language

♦ Finding Humor Exhibits a whimsical approach to life

♦ Persisting Keeps on trying; does not give up easily

♦ Applying Past Knowledge Learns from experience

to New Situations

♦ Questioning and Problem Asks questions; enjoys problem solving;

Posing is curious

♦ Creating, Imagining, Enjoys making and doing original things;

Innovating strives for fluency and elaboration

♦ Listening with Understanding Listens to others attentively

and Empathy and with sensitivity

♦ Takes Responsible Risks Willing to take on new challenges;

not afraid of making mistakes

♦ Responding with Enjoys problem solving;

Wonderment and Awe demonstrates curiosity

♦ Remains Open to Strives for improvement;

Continuous Learning searches for new and better ways

22

Tahoma School District

GGoal Setting Determining direction and monitoring progress PProblem Solving A situation that needs resolution DDecision Making Choosing from alternatives OObserving Using your senses to learn about something in

detail CComparing/Contrasting Looking for similarities and differences SSequencing Arranging things in an order CClassifying Grouping things by common characteristics and

assigning labels FFinding Patterns Detecting repetitions PPredicting Determining what will happen next IInferring Deriving meaning from clues, hints, evidence FFinding Evidence Proof to support a given statement MMain Idea Major point or central thought SSummarize Restate in a simplified or condensed version FFact and Opinion Fact: That which can be proved or disproved Opinion: A belief or judgment CCause and Effect Recognizing actions and their reactions PPoint of View Determining perspectives DDetecting Bias Finding a one-sided or slanted point of view AAnalysis Breaking into parts to determine meaning SSynthesis Creating a new whole EEvaluation Judging using a criteria

Thinking Skills

23

NNeesstteedd OObbjjeeccttiivveess:: PPllaannnniinngg QQuueessttiioonnss Content Knowledge:

What information do I plan to teach? Which content standards will I address?

Activities: What will I have the students do with the information? How will they actively engage?

Concepts/Themes: What big idea(s) will organize and focus the information?

Skills or Strategies: How will I use the information as a vehicle to teach or practice skills or strategies? (Thinking, Reading, Writing, NETS) Which thinking skill will help my students to acquire the targeted learnings? How might technology applications support more authentic learning?

Habits of Mind: What Habits of Mind can I label, model, and reinforce? Which Habits of Mind will help my students to acquire the targeted learnings?

District Outcomes: Which District Outcome is developed through the overall learning experience? How can I label and reinforce this Outcome throughout the unit? How am I assessing the students’ progress in demonstrating this outcome?

Concepts /

Themes

Activities Content

Knowledge

Skills or Strategies

Thinking Reading Writing Communication NETS

Habits of Mind (Thinking

Behaviors)

TSD Outcomes

Self-Directed Learners

Complex Thinkers Quality Producers Collaborative

Workers Effective

Communicators Community

Contributors

N e s te d O bj e c t i ve s

Adapted from Costa and Garmston

24

Unit: Lesson Focus

Content Knowledge:

Content Skill(s):

Thinking Skill(s):

Habit(s) of Mind:

Lesson Title:

Implementation Time:

Resource(s):

Materials Needed:

Learner Outcome(s): What will happen for learners as a result of this lesson?

Procedure:

Closure/Assessment:

Copyright © Tahoma School District #409

25

Lesson Activities Concepts/Skills H o M Resources

UU nn ii tt TT ii tt ll ee ::

26

You Decide!

Sustaining Washington’s Resources Grade 4

Students will explore the natural environment, geography, and economics of Washington State in

order to practice the skills of Complex Thinkers and Community Contributors, equipped to investigate

and take a stand on important issues.

1. How are we in Maple Valley connected to our natural environment?

Washington Forests

Sustainability

Forest Regions and Layers

Interdependence/Web of Life (Computer Access)

Ecosystems

Data Collection and Analysis

Stakeholders

Field Experience to Shadow Lake Bog/Call to Action

Apply Questioning and Problem Posing and Taking Responsible Risks Habits of Mind

Apply Observing, Inferring, Main Idea and Evaluation Thinking Skills

2. What can we do to preserve and protect our local environment?

Our Local Government

Participatory Citizenship

Rights, Responsibilities and the Common Good

You Decide! CBA (Technology Options)

Advocacy Presentations(Technology Options)

Apply Questioning and Problem Posing and Taking Responsible Risks Habits of Mind

Apply Summarizing and Finding Evidence Thinking Skills

Apply Community Contributor, Effective Communicator, Complex Thinker and Quality Producer

District Outcomes

3. How are people across Washington State connected to their environments?

Regions of Washington (Google Earth)

Map Skills

Physical Features

Economics(Internet Access for Web Research)

Career Exploration

Apply Striving for Accuracy and Precision Habit of Mind

Apply Observation and Compare/Contrast thinking skills

4. What can we do to preserve and protect our state and national environments?

Spotlight on our National Parks (Computer Access: You’re in Charge Simulation)

Web Research (Information Fluency Skills)

Photo Essays (Web 2.0 Tools)

Travel Brochures (Productivity Tools; Publishing to an Authentic Audience)

Apply Questioning and Problem Posing and Metacognition Habits of Mind

Apply Evaluation Thinking Skill

Apply Complex Thinker, Effective Communicator, Collaborative Worker and Quality Producer

District Outcomes

27

You Decide!

Sustaining Washington’s Resources

Nested Objectives Overview

Key Social Studies Concepts

Interdependence

Sustainability

Local Government and Participatory

Citizenship

Decision Making

Economics of Washington

Stakeholders

Map Study

Key Science Concepts

Interdependence

Sustainability

Ecosystems

Observation

Data Collection and

Interpretation

Key Content Skills

Interpreting Maps

Note Taking and Journaling

Data Collection and Interpretation

Communication Skills: Writing and

Speaking

Information Fluency

– Gathering Information from a Variety

of Sources

– Citing Sources

– Framing Questions

– Identifying Key Words/Conducting

Searches

Nonfiction Reading

Writing

Functional Reading on the Internet

Paraphrasing vs. Plagiarizing

Thinking Skills

Inferring

Finding Evidence

Observing

Main Idea

Summarizing

Problem Solving

Point of View

Comparing/Contrasting

Evaluation

Habits of Mind



Metacognition

Persisting

Striving for Accuracy and Precision

District Outcomes

Complex Thinker

Effective Communicator

Collaborative Worker

Community Contributor Quality Producer

28

Grade 4

You Decide! Sustaining Washington’s Resources

Lesson Activities Concepts / Skills Habits of Mind Resources

Questioning and

Problem Posing

Picture Book Finding

Evidence

T-Chart

Question Wall

Questioning and Problem

Posing

Finding Evidence

Questioning and

Problem Posing

Picture Book such as

Curious George

Pictures for Observation

Charts

Learning Logs

Introduction to Inferring Word Study: Inferring

Mystery Boxes

Exit Slips

Inferring Questioning and

Problem Posing

Mystery Boxes

Cognitive Content

Dictionaries

Strategy chart

Inferring Guided

Practice

Strategy Review

Picture Book Inferences

Word Study

Inferring Questioning and

Problem Posing

Picture Book such as

Seven Blind Mice

Strategy Chart

Cognitive Content

Dictionary

Taking Responsible Risks Personal Reflection

Picture Book Discussion

Personal Goal Setting

Taking Responsible Risks Taking Responsible Risks The Scaredy Squirrel

John Muir, Naturalist Read Aloud

Finding Evidence

Compare/Contrast

Naturalist

Finding Evidence

Compare/Contrast


Questioning and

Problem Posing

John Muir, America’s

Naturalist by Thomas

Locker

Where is Washington in

Relationship to the

World?

Geography Review:

Continents and Oceans

Question Generating

Cardinal and Intermediate

Directions

Observing

Questioning and

Problem Posing

World Map on Butcher

Paper

Introduction to Main

Idea: Photographs

Using Pictures to tech Main

Idea Strategy

Main Idea Applying Past

Knowledge to New

Situations

Main Idea Strategy

Chart

Selected Pictures

Main Idea: City Song Review Inferring

Share Poem “City Song”

Find Main Idea

Inferring

Main Idea

Thinking and

Communicating with

Clarity and Precision

“City Song”

Exit Slips

29

Grade 4



Why is a Forest

Important?

Introduce Forest

Opinionnaire

Graphing

Video

Main Idea Graphic

Organizer: Why Forests are

Important

Forest Importance

Main Idea

Questioning and

Problem Posing

Discovery Education

Video

We All Need Trees Small Group Sharing

Large Group Debrief

Partner Sharing

“Hangman”

Exit Slips

Sustainability

Finding Evidence


Questioning and

Problem Posing

Forest Products

What is Sustainability? Making Inferences

Popcorn Generation

Demonstration

Exit Slips

Renewable and

Nonrenewable

Resources

Sustainability

Inferring

Taking Responsible Risks Clues and Questions

Cards

Popcorn Generation

materials and

directions

Fighting for the Forest Share Fighting for the Forest

Review Questioning and

Problem Posing

Find Evidence of Problem

Solving

Call to Action and

Questioning and Problem

Posing

Summarize Story

Call to Action

Finding Evidence

Summarizing

Questioning and

Problem Posing

Fighting for the Forest,

by Gloria Rand

Forest Regions Forest Regions DVD

Jigsaw of Forest Regions

Comparing Regions

Color Coded Map

Forest Regions of

Washington

Compare/Contrast

Main Idea

Questioning and

Problem Posing

Forest Regions DVD

Washington State Map

Forest Regions of

Washington Map

Reading Material

30

Grade 4



Schoolyard Safari Field Experience: Searching

for Animal Signs

Recording Observations

Discussion Questions

Interdependence

Local Habitats

Observing

Inferring

Questioning and

Problem Posing

Field Observations

Notebooks

In the Woods: Who’s

been There? by L.B.

George

Forest Layers K-W-L Chart

Video: “Layers of the Forest”

Camp Sheppard Trail Slide

Show

Sketching Forest Layers

Reflections

Forest Layers

Observing


Questioning and

Problem Posing


Layers of the Forest

Video

Camp Sheppard Trail

Slide Show

Jeweler’s loupes

(optional)

Field Observations

Notebooks

Describing Our Forest

Ecosystem

Inventorying the School Site

Exit Slips

Data Collection and

Interpretation

Observing

Inferring

Summarizing


Questioning and

Problem Posing

Field Observations

Notebooks

Team Charts Data

Matrix

Teacher Background

Information

Web of Life (Day 1) Information Gathering

Note Taking

Sketching

Student Reflections

Interdependence

Ecosystems

Using a Search Engine

Note Taking

Finding Evidence

Persistence Web Access

Field Observations

Notebook

Layers of the Forest

Pictorial Input Chart

Web of Life (Day 2) Ball of String Activity

Reflection Questions

Exit Slips

Extension Activities

Ecosystems

Interdependence

Cause and Effect

Questioning and

Problem Posing

Name Tags for Plants

and Animals

researched

Teacher Background

Information

Forests Here, Forests

There

Creating Parts of Speech

Poems

Reflection on Application of

Parts of Speech in

Student’s Own Writing

Parts of Speech

Classifying

Creating, Imagining,

Innovating

“Here-There” Template

Colored Pens

31

Grade 4



What’s at Stake?

Introducing the Shadow

Lake Bog

Shadow Lake Slideshow

Main Idea: What is Bog?

Question Generating

“Hangman” Game

Interview with Walt Szklarski

Exit Slips

Bogs

Stakeholders

Listening

Note Taking

Questioning

Observing

Main Idea

Questioning and

Problem Posing

Shadow Lake Slideshow

DVD Interview with Walt

Szklarski

Field Observations

Notebooks

Shadow Lake Bog Field

Experience

Field Trip Behavior

Expectations

Field Trip to SL Bog

Field Observations Notebook

Entries

Debrief

Bogs

Ecosystems

Interdependence

Stakeholders

Observing

Summarizing

Main Idea

Questioning and

Problem Posing


Teacher Background

Information

Tour Information

Map

Jewelers Loops

Cameras

Call to Action Field Experience Debrief

Letter to Shadow Lake Bog

Board Member

Expository Writing

Bogs

Main Idea

Metacognition Six Trait Scoring Guide

Big Tree in the Forest Review Art Vocabulary

Sketch Lines

Sketch and Color Tree

Drawings

Debrief

Art Concepts and

Techniques

Observation

Synthesis

Striving for Accuracy

and Precision

Pictures of Trees

Various Art Supplies

Forest Management

Simulation

Tree Farm Simulation

Natural Events Simulation

Land Development

Simulation

Exit Slips

Forest Renewal and

Management

Inferring

Observing


Questioning and

Problem Posing

Teacher Background

Information

Firewood, Pulp, and

Lumber Signs

32

Grade 4



Managing Morris

Woods: You Decide!

Morris Woods Scenario:

Student Reflections

Evaluating Proposals

Class Decision Making

Debrief Questions

Land Use Controversies

Fact and Opinion

Cause and Effect

Point of View

Evaluation


Questioning and

Problem Posing

Teacher Background

Information

Morris Woods Scenario

Three Proposals

Team

Recommendations

Template

Optional Computer Use

Why Do We Have

Government?

Brainstorming Activity

Discussion of Rules and

Services

Summary Web

Exit Prompts

Purpose of Government

Summarizing

Taking Responsible Risks T-Chart

Colored Pens

Summary Web

Levels of Government Making Connections

Pictographs

Exit Questions

Levels of Government

Classifying


Taking Responsible Risks Colored Pens, Chart

Paper, Scissors, Tape


King County Map

Individual Rights versus

the Common Good

Scenario Interpretations

Defining Individual Rights

and The Common Good

Bog Field Experience

Connections

Class Discussion

Individual Rights

The Common Good

Summarizing

Finding Evidence

Questioning and

Problem Posing

Scenarios

You Decide! CBA Project Overview

You Decide! Graphic

Organizer

Creating Presentations

Presenting Proposals to an

Authentic Audience

Ecosystems

Interdependence

Sustainability

Researching

Summarizing

Finding Evidence


Questioning and

Problem Posing

Project Overview

Scoring Criteria

CBA Checklist

CBA Graphic Organizer

Optional Computer Use

Zooming in On

Washington

Geography: Map of

Washington Regions

Class Survey and Data

Collection

Washington State

Geography

Observing

Inferring

Questioning and

Problem Posing


on Butcher Paper

33

Grade 4



Main Idea: Our

Extraordinary

Landscape

Review Definition of Main

Idea

Recall Favorite Places in

Washington

Text Previewing

Shared Reading

Finding the Main Idea

Geography of Washington

Main Idea

Taking Responsible Risks Washington: A

Student’s Guide

Excerpt

Soaring Over

Washington

Post-its: Favorite Places in

Washington

Google Earth Tour of

Washington’s Regions

Recording Observations

Exit Slips

Five Regions of Washington

Observing

Data Collection

Inferring

Questioning and

Problem Posing

Regions Placemats

Regions Graphic

Organizer

Google Earth

Comparing and

Contrasting


Expert Groups Explore


Groups Share

Compare/Contrast Two

Regions

Create Regions of

Washington Booklet

Five Regions of

Washington


Questioning and

Problem Posing

Expert Text Describing

Regions

Exploring Washington’s

Regions

Identifying Text Structures

Recording Information

Class Discussion

Optional Regions Booklet

Five Regions of Washington

Non-Fiction Text Structures

Main Idea/Supporting

Details

Metacognition Regions Placemats

Regions Graphic

Organizer

Discussion Questions

Mapping Washington’s

Regions

Reviewing Precision

Nystrom Hands-On

Geography Activities

Comparing Two Self

Selected Regions

Washington Geography

Map Skills



and Precision

Write-on Desk Maps

Precision Strategy Chart

Teacher Answer Key

Regions Graphic

Organizer

Learning Map Symbols Review Map Skills Checklist

Nystrom Hands-On

Geography Activities


Map Skills:

Symbols/Cardinal

Directions

Goal Setting


and Precision

Write-on Desk Maps

Washington Wall Map

Map Skills Checklist

Teacher Answer Key

34

Grade 4



Physical Features of

Washington

Review

Locating Places on a Map

Create Map Using Kid Pix

Self Assessments


Map Skills: Locating places

on a Map

Evaluation


and Precision

Computer Access

Map Templates

Self Reflections

Making Relief Maps Making Paper Mache Relief

Maps

Self-Assessments


Map Skills

Evaluating


and Precision

Washington Desk Maps

Plywood or Cardboard

Paper Mache Supplies

Paint

Rubrics

Regions of Washington

Stamp

Share Lucy’s Picture

Review Art Vocabulary

Create Collages

Art Elements

Synthesis

Questioning and

Problem Posing

Lucy’s Picture, by

Nicola Moon

Art Supplies

Kinesthetic Washington

Geography Game

(Supplemental)

Locating Features on a Map

Miming Locations

Attending Self Reflections

Exit Slips


Map Skills

Evaluating

Taking Responsible Risks Floor Outline of

Washington State

Desk Maps

Attending Checklists

Physical Feature Cards

Washington’s Economic

Resources

Brainstorming Washington

Industries

Creating Map Symbols

Locating Industries on a

Regions Map

Exit Slips

Major Industries of

Washington

Creating a Map Key

Inferring


and Precision

11″ by 17″ Regions Map

Colored Pencils

Charting Washington’s

Industries

Making Predictions

Industry Research

Data Displays and

Interpretation

Comparing Industries

Quick Write: Predictions

Economic Production in

Washington

Data Display and

Interpretation

Inferring

Predicting


Questioning and

Problem Posing

Computer Access

35

Grade 4



What’s In My Future? Researching Possible Career

Choices

Creating a Comparison

Matrix

Creating Resumes

Class Debrief

Career Options in

Washington

Web Research

Finding Evidence


Taking Responsible Risks Computer Access

Career Want Ads Creating Want Ads Career Choices

Summarizing

Creating, Imagining,

Innovating

Want Ad Rubric

Spotlight on Our

National Parks

Role Playing: National Park

Superintendents

National Parks Issues

Problem Solving

Decision Making

Thinking Flexibly Computer Access

Profiling Our National

Parks: Mapping Our

Journey

Project Overview

Mapping a trip to a park

Class Discussion/Data

Interpretation

Question Generating

Mapping a Journey using a

Resource

Interpreting Data


Questioning and

Problem Posing

Computer Access:

Map Quest

Blank Map of the United

States

Project Expectations

and Rubric

Introduction to

Paraphrasing

Define Paraphrasing

Paraphrasing Practice

Paraphrasing

Summarizing

Thinking and

Communicating with


National Geographic

Kids Creature Feature

Paraphrasing or

Plagiarizing?

Review Paraphrasing

Sorting: Paraphrasing or

Plagiarizing

Exit Activity

Paraphrasing

Plagiarizing

Summarizing

Thinking and

Communication with


Washington: A

Student’s Guide to

Washington State

Web Research Rules of the Digital Road

Researching

Story Boards

Exit Slips

Digital Citizenship

Finding Evidence

Persisting


and Precision

Computer Access

Information Gathering

Outline

Story Board Template

Rules of the Digital Road

Poster

Exit Slips

36

Grade 4



Scrapbooking Our Trip:

Photo Essays

Creating Scrapbooks of the

trips

Self-Evaluations and Goal

Setting

Using Digital Tools

Synthesis

Evaluation

Goal Setting


Metacognition

Computer Access

Project Rubric

Touring Our National

Parks

Revising Presentations

Publishing

Reviewing Other’s Work

Wows! and Wonders? Post

Cards

3-2-1 Send Offs!

Evaluation Metacognition Computer Access

Wows! and Wonders?

Protocol

Postcards

Project Rubric

Exit Slips

Unit Reflections Reviewing Key

Concepts/Key Activities

Four Square Summaries

Reflections

Unit Suggestions

Summarizing

Main Idea

Metacognition Computer Access

(Optional)

T-Chart with Key

Concepts/Key Ideas

Four Square Summary

Template

37


Monday Tuesday Wednesday Thursday Friday

Week 1

Questioning and

Problem Posing

Introduction to

Inferring

Inferring Guided

Practice

Taking Responsible

Risks

John Muir, Naturalist

Week 2

Where is Washington

in Relationship to

the World?

Introduction to Main

Idea: Photographs

Main Idea: City Song Why is a Forest

Important?

Week 3

We All Need Trees What is Sustainability? Fighting for the Forest

Week 4

Forest Regions

Week 5

Schoolyard Safari Forest Layers Describing Our Forest

Ecosystem

Week 6

Describing Our Forest

Ecosystem (Cont’d)

Web of Life (Day 1)

Web of Life (Day 2) Forests Here, Forests

There

38



Week 7

What’s at Stake?

Introducing the

Shadow Lake Bog

Shadow Lake Bog

Field Experience

Call to Action Big Tree in the Forest

Week 8

Forest Management

Simulation

Managing Morris

Woods: You

Decide!

Week 9 Why Do We Have

Government?

Levels of

Government

Week 10

Individual Rights

Versus the Common

Good

You Decide! CBA Zooming in On

Washington

Week 11

Main Idea: Our

Extraordinary

Landscape

Soaring Over

Washington

Comparing and

Contrasting

Washington’s

Regions

Week 12

Exploring


Mapping

Washington’s

Regions

Learning Map

Symbols

39



Week 13

Physical Features of

Washington

Making Relief Maps Regions of

Washington Stamp

Wee 14

Kinesthetic

Washington

Geography Game

(Optional)

Washington’s

Economic

Resources

Charting

Washington’s

Industries

What’s In My Future?

Week 15

Wanted Spotlight on Our

National Parks

Profiling Our National

Parks: Mapping Our

Journey

Introduction to

Paraphrasing

Week 16

Paraphrasing or

Plagiarizing?

Web Research

Scrapbooking Our

Trip: Photo Essays

Week 17

Touring Our National

Parks

Unit Reflections

40

Key Ideas/Key Concepts

HoM I used as a strategic reader

Question/Curiosity

41

habits of mind thinking skills schoolwide …. day 1 contents.pdf · thinking skills schoolwide...

Documents