WSISD Curriculum & Instruction
2nd Six Weeks Newsletter
GOT GRIT??? YES WE DO!!!
WSISD Problem of Practice: Critical Thinking Through Critical Writing Across the Curriculum
Instructional Rounds is a four step process that includes:
1.) Identifying a problem of practice
2.) Observing
3.) Debriefing
4.) Focusing on the next level of work
The key behind instructional rounds is that EVERYONE involved is working on their practice and learning; it is as much about the leaders learning as the teachers being observed. Rounds address the gap between professional development and our ability to implement the knowledge and skills offered in PD. During the observation, we will be looking for evidence of critical thinking through critical writing across the curriculum by examining student products and tasks. During the debrief we will identify patterns and trends that support or work against the problem of practice, and then we will brainstorm our next level of work as a district, based off of the evidence collected. Rounds will ensure that we are providing appropriate and on-going professional growth opportunities to increase student achievement.
What Does Evidence of Critical Writing Look Like???
Critical Writing through Student Journaling
Link Between Writing and Critical Thinking
Critical thinking refers to a process of reflecting deeply; it is when students are analyzing, evaluating, interpreting, or synthesizing information and applying creative thought to form an argument, solve a problem, or reach a conclusion. Thinking critically through writing goes beyond copying notes, memorization, and recalling information and facts. Critical writing requires effort and high levels of reflective thinking from students.
Why Journal?
Research shows that the regular habit of journal writing can deepen students' thinking about their course subjects by helping them to see that an academic field is an arena for wonder, inquiry, and controversy rather than simply a new body of information. John C. Bean
Authentic Writing
Authentic writing is student-created learning responses that demonstrate individual ownership of learning. Authentic journaling allows students an opportunity to make meaningful connections and to reflect on their thinking. Authentic writing elicits "real world" connections and involves writing for a genuine purpose beyond satisfying the teacher's assignment.
Utilize the Frame of Reference to Write Critically
The red frame is the metacognitive frame that allows students an opportunity to think reflectively by answering the questions, "so what?" and "so why?". The "so what" statement summarizes the information on the map into a complete sentence. The "so why" statement answers the question, "why is this important?". The "so why" statement makes the work meaningful and relevant for students, which increases retention of information.
The "so what" statement can be taken directly from the frame to become the topic sentence of the paragraph. The vocabulary utilized in the Thinking Map becomes the detail sentences for the body of the paragraph. The "so why" statement becomes the closing sentence of the paragraph.
Ensure that our students are truly making meaning when constructing Thinking Maps by providing consistent opportunities to take the information off the map to a piece of writing. Take your maps to the highest level of thinking by utilizing the red, green, and blue frame of reference.
Make Thinking Visible through Anchor Charts
Posting anchor charts keeps relevant and current learning accessible to students to remind them of prior learning and to enable them to make connections as new learning occurs. Students should reference the charts as tools when thinking critically, answering questions, expanding ideas, or contributing to discussions in class.
Anchor charts should be co-created within the context of a lesson or over a series of lessons. The teacher and students should determine what goes on the chart and the students should "own" the learning. If an anchor chart is not co-created with students, it is likely to be just a poster on the wall, rather than a reference tool.
Write From the Beginning & Beyond K-8 GOALS FOR EXPOSITORY WRITING
WSISD Kindergarten Writing Expectation
Kindergarten Focused Modeled Writing Sample
WSISD 1st Grade Writing Expectation
WSISD 5 Levels of Quality Sentence Construction
Observational Comment Writing- Level 1 Sample
1st Grade Focused Modeled Writing Sample
WSISD 2nd Grade Writing Expectation
2nd Grade Focused Modeled Writing Sample
WSISD 3rd Grade Writing Expectation
3rd Grade Focused Modeled Writing Sample
WSISD 4th & 5th Grade Writing Expectation
4th & 5th Grade Focused Modeled Writing Sample
WSISD 6th-8th Grade Writing Expectation
6th-8th Focused Modeled Writing Sample
At every grade level, every teacher MODELS writing
Professional Growth Opportunities for Instructional Leaders
Upcoming "Just in Time" Trainings
October 26th-Mock Lesson on Division for 2nd-7th Math TeachersOctober 29th-Guided Reading K-2: Planning Level-Specific Instruction for Before, During, and After Reading
November 3rd-GT Nature and Needs Series:Cognitive Traits of GT Students
November 10th-Incorporating Science Processing Standards
November 12th-Talk, Read, Talk, Write for Secondary Teachers
November 16th-From Interactive Notebooking to Critical Writing for 3rd-8th Science Teachers
November 18th-Talk, Read, Talk, Write for Elementary Teachers
November 30th- Designing Guided Reading: A Framework for Guided Reading Lessons 3rd & 4th Teachers
December 1st-Frame of Reference for K-2 Teachers
December 15th-Guided Reading Responding to Literature for 3rd & 4th Teachers