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Reading and Writing Workshop By Carolyn Wilhelm Wise Owl Factory
and DigiWebStudio.com
Table of Contents: 2. Balloons teacher and student writing rubrics 4. . Fall Writing Workshop Student and Teacher Rubrics a 6. Teacher and student writing rubrics b 8. . Winter teacher and student writing rubrics 10. Inferring teacher rubric 11. Inferring student rubric 12. Interesting Words 13. Lined writing paper no dashes 14. Mental images when reading and after book discussion 15. Metacognition Student work page #1 16. Metacognition Student work page #2 17. Nonfiction graphic organizer self-assessment 18. Nonfiction graphic organizer 19. Nonfiction teacher rubric 20. Story mapping page 21, Primary writing page with space for drawing 22. Primary writing paper with no drawing space 23. Schema page a 24. Schema page b 25. Story web teacher assessment 26. Story star graphic organizer 27. Story star self-evaluation 28. Story star teacher assessment 29. Story web self-assessment 30. Story web teacher assessment 31. Story mapping writing and drawing page 32. Story mapping with some ideas 33. Thinking about my thinking: Metacognition rubric 34. Synthesizing layers page 35. Synthesis Wheel 36. Synthesizing and reading student page 37. Teacher assessment synthesizing rubric 38. Student synthesizing rubric 39. Text to self drawing page 40. Text to self writing page 41. Text to self student evaluation rubric a 42. Text to self student evaluation rubric b 43. Text to self teacher evaluation 44. Text to text connections drawing page a 45. Text to text connections drawing page b 46. Text to self connections writing page 47. Text to text connections student evaluation page 48. Text to text connection teacher evaluation form 49. Text to text connections teacher evaluation 50. Text to world connections student evaluation form 51. Text to world connections drawing page 52. Text to world connections teacher evaluation form 53. Text to world connections writing page 54. Visualizing student rubric 55. Visualizing teacher rubric 56. Visualizing after hearing text 57. Visualizing story planning page 59. Changing mental images while reading drawing page 60. Expanding connections (self, text, and world on one page)
My Writing Self-Evaluation Rubric Writing Workshop
Name ____________________________
Comments: _____________________________________________________________
OK Good My Best I write and work all the
time during Writers’ Workshop.
I write using temporary spelling on the rough
draft.
I fix up and fancy up spelling for the diamond draft.
I try my best.
I do my best on the
illustrations.
Writing Workshop Teacher Evaluation
Name ____________________________
Comments: _____________________________________________________________ _______________________________________________________________________
OK Good The Best! Writes and works all
the time during Writers’ Workshop.
Writes using temporary spelling on
the rough draft.
Fixes up and fancies up spelling for the
diamond draft.
Work effort.
Best work on illustrations?
My Writing Self-Evaluation Rubric Fall Writing Workshop
Name ____________________________
Comment: ________________________________________________________
OK Good My Best I write and work all the time
during Writing Workshop.
I write using temporary spelling on the rough draft.
I fix up and fancy up spelling for the diamond draft.
I try my best.
Best work on illustrations?
Writing Teacher Evaluation Rubric Fall Writing Workshop
Name ____________________________
Comment: ________________________________________________________
OK Good The Best I write and work all the time
during Writing Workshop.
I write using temporary spelling on the rough draft.
Fixes up and fancies up spelling for the diamond
draft.
Work effort.
Best work on illustrations?
My Writing Self-Evaluation Rubric Writing Workshop
Name ____________________________
Comments: _____________________________________________________________
OK Good My BestI write and work all the
time during Writers’ Workshop.
I write using temporary
spelling on the rough draft.
I fix up and fancy up
spelling for the diamond draft.
I try my best.
I do my best on the
illustrations.
Writing Workshop Teacher Evaluation
Name ____________________________
Comments: _____________________________________________________________ _______________________________________________________________________
OK Good The Best!Writes and works all
the time during Writers’ Workshop.
Writes using
temporary spelling on the rough draft.
Fixes up and fancies up spelling for the
diamond draft.
Work effort.
Best work on illustrations?
My Writing Self-Evaluation Rubric Writing Workshop
Name ____________________________
Comments: _____________________________________________________________
OK Good My Best I write and work all the
time during Writers’ Workshop.
I write using temporary spelling on the rough draft.
I fix up and fancy up spelling for the diamond
draft.
I try my best.
I do my best on the illustrations.
Dictionary
First Grade Writing Workshop Teacher Evaluation
Name ____________________________
Comments: _____________________________________________________________ _______________________________________________________________________
OK Good The Best! Writes and works all
the time during Writers’ Workshop.
Writes using temporary spelling on
the rough draft.
Fixes up and fancies up spelling for the
diamond draft.
Work effort.
Best work on illustrations?
Dictionary
Inferring and Reading, Teacher Rubric Name ____________________ Date _________
Good Very good Excellent I know generally what inferring is. . . (the text plus the reader's thoughts)
hazy and unclear
clear
crystal clear
I use inference when reading . . . (student thinks about what is being read)
confused
able to use inference
able to use inference and can explain it to someone else
I am comfortable reading between the lines when reading to understand the story.
uncertain
confident
excited to make inferences and readily shares
Inferring and Reading, Teacher Rubric Name ____________________ Date _________
Good Very good Excellent Student knows generally what inferring is. . . (the text plus the reader's thoughts)
hazy and unclear
clear
crystal clear
Student uses inference when reading . . . (student thinks about what is being read)
confused
able to use inference
able to use inference and can explain it to someone else
Student is comfortable reading between the lines when reading to understand the story.
uncertain
confident
excited to make inferences and readily shares
Name_________________________
Interesting WordsInteresting WordsInteresting WordsInteresting Words WordWordWordWord Drawing or MeaningDrawing or MeaningDrawing or MeaningDrawing or Meaning
Name ___________________________ Page _________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Mental images from:__________________________ Author: ___________________
Name_______________________ Date _________________
My image after reading:
My image after having a conversation with ____________:
Real Reading: Thinking plus Text Name _________________________ Metacognition, Think While Reading
THINKING What’s going on in my head while I read. . . I’m noticing ___________________________ I’m thinking ____________________________ I’m feeling __________________________ ___________________________________
TEXT What the book says:____________
Real Reading
Real Reading: Thinking plus Text Name _________________________ Metacognition, Think While Reading
TEXT What the book says:_________
Real Reading: What I’m thinking as I’m reading:
Comments:
Non-Fiction Graphic Organizer Self-AssessmentName _________________________ Date _____________ Put a check in the box that tells if your graphic organizer has the following:
My web has: I can do this myself and explain how to do this.
I can do this myself.
I can do this with help.
Title and Author
Main Idea 1
Supporting Details 1
Main Idea 2
Supporting Details 2
More Main Ideas
Details to support more main ideas
Big Idea of Book
Non-Fiction Graphic Organizer
Name _____________________ Date _______________
A Main Idea:
Detail:
___________________
Book Title:
Author:
_____________________________
A Main Idea:
Detail:
___________________
A Main Idea:
Detail:
___________________
A Main Idea:
Detail:
___________________
Comments:
Non-Fiction Graphic Organizer Teacher-AssessmentName _________________________ Date _____________ Put a check in the box that tells if the graphic organizer has the following:
Web contains: Student understands and explains
Student knows this independently
Student needs help in this area
Title and Author
Main Idea 1
Supporting Details 1
Main Idea 2
Supporting Details 2
More Main Ideas
Details to support more main ideas
Big Idea of Book
Story Mapping Name: ___________________
Book title: __________________________ setting
problem
characters
solution
theme____________________________________________________________________________________________________________
Name ___________________________________________ Page Number _____________________
Name ___________________________ Page _________
Rea
ders
Act
ivat
e pr
ior k
now
ledg
e
Nam
e __
____
____
____
____
___
Dat
e __
____
____
___
Thin
king
Abo
ut C
onne
ctio
ns
Whe
n I h
eard
the
part
abou
t it
rem
inde
d m
e of
Sche
ma
Readers Activate prior knowledge
Name _____________________ Date _____________
Thinking About Connections When I heard the part about____________________________________ I remembered or it made me think about __________________________________________________________
Story Web Teacher Assessment Name ______________________________ Put a check in the box that tells how story was retold:
Web contains: Student
understands and explains
Student knows this independently
Student needs help in this area
Names of characters Character traits
Setting
Goal of Story
Problem and Solution
Comments: ____________________________________________
______________________________________________________________________
Story Star Graphic Organizer
Name _____________________ Date _______________
Setting: _________________________________________________________________________________
Characters and traits: _________________________________________________________________________________
Problem Solution: _________________________________________________________________________________
Story Goal: _________________________________________________________________________________
Story Star Self-Evaluation Name ______________________________ This is how I evaluate my Story Star:
My star contains: I understand
and explain I knows this
independently I need help in
this area Names of characters and or character traits
Setting
Goal of Story
Problem and Solution
Comments: ____________________________________________
Story Star Teacher Assessment Name ______________________________ Put a check in the box that tells how story was retold:
Story star contains: Student
understands and explains
Student knows this independently
Student needs help in this area
Names of characters Character traits
Setting
Goal of Story
Problem and Solution
Comments: ____________________________________________
Story Web Self-Assessment Name ______________________________ Put a check in the box that tells how you retold your story:
My Web contains: I can do
this myself and explain how to do
this.
I can do this myself.
I can do this with help.
Names of characters
Character traits
Setting
Goal of Story
Problem and Solution
Sequence of Events
Conclusion (ending)
Comments: ____________________________________________
Story Web Teacher Assessment Name ______________________________ Put a check in the box that tells how story was retold:
Web contains: Student
understands and explains
Student knows this independently
Student needs help in this area
Names of characters
Character traits
Setting
Goal of Story
Problem and Solution
Sequence of Events
Conclusion (ending)
Comments: ____________________________________________
Story Mapping Name: ___________________
Writing piece or book title:
_________________________________________________________ Settings: ___________________________________________
Problem: _________________ ___________________________
Characters: ______________________________________________
Story Goal: _________________ _____________________________
Story Mapping Name: ___________________ Title: _________________________
Check one: _____my own story _____ a book I read
Settings: town, country, house, apartment, school, park or where? Problem: What do the characters want?
Characters: people, animals, family Story Goal: What the characters wanted and did!
Thinking when I am reading helps me read because _______________________________________ _________________________________________________________________________________
Thinking About My Thinking: Metacognition
Name ____________________ Date _________ Good Very good Excellent How to read and
think. . . It is hazy and unclear.
It is clear.
It is crystal clear!
Metacognition I am confused.
I can do this.
I can do this and explain it to someone else.
How I feel about thinking while
reading.
Uncertain
I feel confident.
I am excited to think when I am reading.
Synthesizing:
Author: ________________
___________ ___________ ___________ ___________
___________
___________ ___________ ___________
___________
___________ ___________ ___________
___________
___________ ___________ ___________
Name __________________________________
Synthesis Wheel Name: _____________________________
Synthesis of: _________________________
Thinking about: ___________________________
Thinking about:
________________________
Synthesizing and Reading Name ____________________ Date _________ Good Very good Excellent I know what synthesizing when reading is . . .
It is hazy and unclear.
It is clear.
It is crystal clear!
I can use synthesizing when I read . . .
I am confused.
I can do this.
I can do this and explain it to someone
else.
How I feel about synthesizing when I’m reading to help me understand the story.
Uncertain.
I feel confident.
I am excited to think when I am reading.
Teacher Assessment Synthesizing Rubric Synthesizing is like pealing the layers of an onion. Try to read and comprehend the layers in the text.
Name _______________________ Date ____________
Synthesis helps
comprehension of text. Tells how thinking and
understanding the story improved through reading. Gives detailed examples.
Synthesizes from the beginning of the story by
remembering what was read and connecting it to the whole text. Discusses
learning or understanding while reading and figures out
the story.
Tells the story in a random fashion. Does
not see how understanding sequence helps comprehension.
WOW!
Very good!
Keep working at
it!
Student Synthesizing Rubric Synthesizing is like pealing the layers of an onion.
I try to read and comprehend the layers in the text.
Name __________________ Date _______________
I can tell my thinking
changed from the beginning until the end of the story or
book, and give many examples.
I paid attention and remembered what I read from the very beginning of the text. I can explain
how I figured out the story while I was reading.
I can tell something about the story, but
not that much.
WOW!
Very good!
Keep working at
it!
Text-to-Self Connections Name _________________________
When I read: ________________________________
By: _______________________________________
These are the things I connected with that helped me understand and learn from the reading:
Title
Text-to-Self Connections Name _________________________
When I read: ________________________________
By: _______________________________________
These are the things I connected with that helped me understand and learn from the reading:
My Text-to-Self CONNECTIONStudent Evaluation Form
Name _________________ Date __________ OK
Good
Very Good
1 Is my connection meaningful?
a little yes it was meaningful and I could explain why
2 Did it help me understand the story?
a little
yes yes, and I could explain how
3 Did it help me learn more about the story?
a little yes it really helped me and I could explain what I learned
4 How many connections did I make?
one 2 or 3 valid connections
4 or more or one excellent connection
How does thinking about your own life help you to read?
____________________________________________________________________________________________________________________________________
Text-to-Self CONNECTIONS Student Self-Evaluation Form
Name _________________ Date __________ OK
Good
Very Good
1 meaningful connection
a little understanding
I had connections
Yes, and I explained why
2 connection helped comprehension
a little
yes Yes, and I explained why
3 connection furthered learning
a little yes Yes, and I explained why
4 number of connections
1 2 or 3 4 or more or
Notes:
____________________________________________________________________________________________________________________________________ Graphics licensed from: www.digiwebstudio.com which has www.countrylifegraphics.com
Text-to-Self CONNECTIONTeacher Evaluation Form
Name _________________ Date __________ OK
Good
Very Good
1 Meaningful Connection?
a little yes meaningful
2 Did the student understand the story better because of the connection?
a little
yes Yes, and the student explained why
3 Did the student learn something from the story because of connections made?
a little yes Yes, and the student explained what was learned
4 Number of connections
one 2 or 3 valid connections
4 or more or one excellent connection
How does thinking about your own life help you to read?
____________________________________________________________________________________________________________________________________
Text-to-Text Connections
Name _________________________
When I read these stories: 1) ________________________________ 2) ________________________________
These are the things I connected:
Text-to-Text Connections
Name _________________________
When I read the story ________________________________
I connected it to other stories.
Text-to-Self Connections Name _________________________
When I read: ________________________________
These are the things I connected with that helped me understand and learn from the reading:
Text-to-Text ConnectionsStudent Evaluation Form
Name _________________ Date __________ OK
Good
Very Good
1 Is my connection valid?
somewhat of a connection
clear and helpful connection
connection(s) very clearly related and helps me understand the story and I can tell why it helped me read
2 Clear written work that is easy to read and understand?
messy
a little messy very neat and complete
3 Point-and Talk
pointed out words or pictures in story that led to connections
only a few supporting reasons discussed
great thinking beyond the words in the book
4 Details
one detail 2 or 3 details four or more details noted
How does thinking help you to read?
____________________________________________________________________________________________________________________________________
Text-to-Text CONNECTIONTeacher Evaluation Form
Name _________________ Date __________ OK
Good
Very Good
1 Was there a meaningful connection?
a little yes it was meaningful and an explanation was given of why
2 Did it help with understanding?
a little
yes yes, and an explanation was given of how
3 Did it help with learning more from the story or passage read?
a little yes yes, and there was an explanation of what was learned
4 How many connections were made?
one OK connection
2 or 3 valid connections
4 or more or one excellent connection
Comments:
____________________________________________________________________________________________________________________________________
Text-to-Text CONNECTIONS Teacher Evaluation Form
Name _________________ Date __________ OK
Good
Very Good
1 meaningful connection
a little yes meaningful and explained
2 connection helped comprehension
a little
yes Yes, explanation given
3 connection furthered learning
a little yes Yes, explanation given
4 number of connections
one 2 or 3 4 or more or
Notes:
____________________________________________________________________________________________________________________________________
My Text-to-World CONNECTIONS Student Evaluation Form
Name _________________ Date __________ OK
Good
Very Good
1 Is my connection meaningful?
a little yes it was meaningful and I could explain why
2 Did it help me understand the story?
a little
yes yes, and I could explain how
3 Did it help me learn more about the story?
a little yes it really helped me and I could explain what I learned
4 How many connections did I make?
one 2 or 3 valid connections
4 or more or one excellent connection
How does thinking about events and things in the world help you to read?
____________________________________________________________________________________________________________________________________
Text-to-World Connections Name _________________________
Story ________________________________
These are the things I connected to things I know about the world:
Text-to-World CONNECTIONSTeacher Evaluation Form
Name _________________ Date __________ OK
Good
Very Good
1 Meaningful Connection?
a little yes meaningful
2 Did the student understand the story better because of the connection?
a little
yes Yes, and the student explained why
3 Did the student learn something from the story because of connections made?
a little yes Yes, and the student explained what was learned
4 Number of connections
one 2 or 3 valid connections
4 or more or one excellent connection
Comments, if any:
____________________________________________________________________________________________________________________________________
Text-to-World Connections Name _________________________
When I read: ________________________________
These are the things I connected with that helped me understand and learn from the reading:
VisualizingStudent Evaluation Form
Name _________________ Date __________ OK
Good
Very Good
1 Do the pictures and words match the story?
a little 2 or 3 words sketch is colored
4 or more words and a beautiful picture!
2 Clear work that is easy to read and understand?
a little messy
neat Very neat and complete!
3 Point-and Talk
Didn’t stay on the story all the time, talked about other things.
Only a few details discussed
Great thinking beyond the words in the book!
4 Details
One detail 2 or 3 details Four or more details noted!
How visualizing helps me read:
_____________________________________________________________________________________________________________________________________________________________________
VisualizingTeacher Evaluation Form
Name _________________ Date __________ OK
Good
Very Good
1 Do the pictures and words match the story?
a little 2 or 3 words sketch is colored
4 or more words and a beautiful picture!
2 Clear work that is easy to read and understand?
a little messy
neat, maybe not complete
Very neat and complete!
3 Point-and Talk
Didn’t stay on the story all the time, talked about other things.
Only a few details discussed
Great thinking beyond the words in the book!
4 Details
One detail 2 or 3 details Four or more details noted!
Comments or notes:
_____________________________________________________________________________________________________________________________________________________________________
Visualizing and Using My Senses Name _________________________
When I read just the text of the story: ________________________________
These are the things I see . . .
These are the things I hear . . .
These are the feelings I get. . .
These are the words from the story that
stick . . .
1
Page | 1
Visualizing and Using My Senses Name _________________________
Pre-writing: MY STORY WRITING PLAN
These are the things I want people to see in
my story . . .
These are the things I want people to hear in my story . . .
These are the feelings I want people to have
when they read my story . . .
These are the words from the story that will stick with the readers. . .
__________________________________ __________________________________ __________________________________
2
Page | 2
Characters: ___________________________________________ Problem: __________________________________________________ Solution: __________________________________________________ Beginning: __________________________________________________ Middle: __________________________________________________ End: __________________________________________________
Changing Mental Images While Reading Title: __________________________ by __________________________ Name_________________________ Date ______________________ 1) My image after about 1/4 of the story
2) My image after about 1/2 of the story
2) My image after about 3/4 of the story
4) My image after all of the story
Expanding ConnectionsName
_________________________
When I read the story ________________________________
These are the things I connected to myself: Text-to-Self Connections
These are the things I connected to other books: Text-to-Text Connections
These are the connections I made to the world: Text-to-World Connections
Thank you for downloading my lesson!
Here are links to my free materials:
1. The Wise Owl Factory elementary education website---All FREE Lessons for SMART board,
Power Point, and PDFs
2. The Wise Owl Factory Book a Day Blog with all free PDF work pages and writing frames to
accompany children's books FREE
3. Connect-a-Blog blog for dozens of blogs, PDFs and lessons, many free materials
Here are my licensed graphics sources, with a star
by the one(s) used in these lessons:
1. *Digi Web Studio 2. *Graphics Factory 3. Lettering Delights
4. Digi Scraps
It is illegal to use commercially licensed graphics that you did not purchase yourself from the correct source.
Reading Strategies Teacher Quick-View Sheets
1
Reading Strategies Teacher Information Pages
Real reading uses metacognition and is the umbrella term to cover all of the other reading strategies working together.
Metacognition Text plus thinking equals real reading.
Object: Umbrella, metacognition (thinking while reading) covers all of the
reading strategies
Possible books to use in mini-lessons:
Scarecrow by Cynthia Rylant
Long Night Moon by Cynthia
Rylant
Elmer and the Dragon by Ruth Stiles Gannett
Thinking stems for metacognition include: I’m thinking . . .I’m noticing . . .I’m feeling . . .
Reading Strategies Teacher Quick-View Sheets
2
Using schema (background knowledge) to read helps you because . . . Makes your thinking go deeper and faster, and you learn so much more because you are ready to learn.
Schema
Which object helps you remember to use schema (background knowledge)? A mirror! Only you know your background knowledge.
Possible books to use in mini-lessons:
The Berenstain Bears and the Trouble with Chores by Stan and Jan Berenstain
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
Ira Sleeps Over by Bernard Waber
Thinking stems for schema include … That reminds me of... I’m remembering... One time ... When I was little ...
Reading Strategies Teacher Quick-View Sheets
3
Inferring is the thinking skill that helps readers and thinkers . . . read between the lines of a story to understand what the author is trying to convey.
The Author + Me = Inferring
Inferring
Which object helps you remember to use inferring when reading? OBJECT: An old stuffed animal or toy, obviously well loved.
Who loved this stuffed animal? Did the child own it very long? Where do you think it slept? Why do you think that?
Possible books to use in mini-lessons:Knuffle Bunny : A Cautionary Tale by Mo Willems (any Knuffle Bunny Book, really)
The Rainbow Fish by Marcus Pfister
Seven Blind Mice by Ed Young
Thinking stems for inferring include ... Maybe ... Perhaps ... That could mean ... I hope this means...
Reading Strategies Teacher Quick-View Sheets
4
Using the thinking skill of questioning helps readers and thinkers because . . . Questions help propel you through a book . . . you have to read and find out answers.
Questioning The object that reminds us to use questioning in our reading and thinking is a . . . raised hand!
Possible books to use in mini-lessons: The Stranger by Chris Van Allsburg
Just a Dream by Chris Van Allsburg
Jumanji by Chris Van Allsburg
Thinking stems for questioning include: What if? Why? How could . . .?
Reading Strategies Teacher Quick-View Sheets
5
Using the thinking skill of determining importance helps readers and thinkers because . . . it helps you single out and process what is meaningful and how to set aside distractions.
Determining Importance
The object that reminds us to use
determining importance in our reading and thinking is a . . . A child's overnight
bag. What would be important to include? Would it be the same for
everyone in the class? What special items would you want to have?
Photo from Wikipedia Commons
Possible books to use in mini-lessons: (non-fiction titles work the best)
The non-fiction companions to the
Magic Treehouse Series have wonderfully excellent information, and students will be interested enough to
pay attention and sort through what is most important to small portions of the
books at a time.
Sample title: Dolphins and Sharks: A Nonfiction Companion to Dolphins at Daybreak (Magic Tree House Research Guide Series) by Natalie Pope Boyce, Mary Pope Osborne, Sal Murdocca (Illustrator)
*Note: Pre-read to avoid accidently
telling too gross of or too scary information.
Thinking stems for determining importance include:The thing I want to remember is ….What is important here is ... One thing we should notice is ...
Reading Strategies Teacher Quick-View Sheets
6
Using the thinking skill of visualizing helps readers and thinkers because . . . It deepens our engagement with what we are learning.
Visualizing
The object that reminds us to use visualizing in our reading and thinking is glasses. Who do you visualize when you see a pair of glasses? Does the person seem to be thinking? How do the words visual and visualizing relate to each other?
Possible books to use in mini-lessons: Use the same stories by different authors and or illustrators and discuss how they all visualized the stories differently, such as Cinderella:
Visualizing includes using all the senses, so food titles are good anchors: Eating the Alphabet : Fruits & Vegetables from A to Z by Lois Ehlert
Thinking stems for visualizing include:I’m imagining... I can feel ... I can see ... I can taste ... I can touch ... I can hear ... My mental images include ...
Reading Strategies Teacher Quick-View Sheets
7
Graphics licensed through from www.graphicsfactory.com & from Wikipedia Commons
Using the thinking skill of synthesizing helps readers and thinkers because . . . Our information expands as we read or learn more during a story.
Synthesizing
Object: Agate with many layers. The layers remind us to use synthesizing in our reading and thinking.
Photo from Wikipedia Commons
Possible books to use in mini-lessons:
Agate, What Good is a Moose?
By Joy Morgan Dey and Nikki Johnson The Greedy Triangle by Marilyn Burns
Thinking stems for synthesizing include:I used to think ____ but now I think ... I’m beginning to think … Now I understand why ...