The Core Six: The Right Research-Based Strategies for Building 21st Century Literacy Skills

The Core Six: The Right Research‐Based Strategies for
Building 21st Century Learning Skills

THE CORE SIX:
THE RIGHT RESEARCH‐BASED STRATEGIES FOR
BUILDING 21ST CENTURY LEARNING SKILLS

Presented by: Tr. Harvey F. Silver EdD

Introducing the Core Six

The Core Six is a collection of research‐based
strategies that will help teachers and students
respond to the demands of the Common Core.

Making Research Work

Research has shown us which strategies increase
engagement and raise student achievement,
which allows student learning to take off.

1


The Core Six

• Reading for Meaning
• Compare and Contrast
• Inductive Learning
• Circle of Knowledge
• Write to Learn
• Vocabulary’s CODE

In this workshop we’ll explore four strategies from
ASCD’s Core Six. These strategies help teachers address
the four strands in the Common Core ELA Standards.

• Reading—Reading for Meaning
• Writing—Write to Learn
• Speaking and Listening—Circle of Knowledge
• Language—Vocabulary’s CODE

Reading for Meaning
Reading for Meaning helps students develop the
skills that proficient readers use to make sense of
rigorous texts.

The strategy builds these Common Core skills:
gy
• Managing text complexity.
• Evaluating and using evidence.
• Developing the core skills of reading (e.g., finding
main ideas, making inferences, and analyzing
characters and content).

2


Circle of Knowledge
Circle of Knowledge is a strategic framework for
planning and conducting classroom discussions that
engage all students in deeper thinking and
thoughtful communication.

• Speaking, listening, and presenting.
• Integrating and evaluating information.
• Collaborating with peers.

Write to Learn
Write to Learn helps teachers integrate writing into daily
instruction and develop students’ writing skills in the key
text types associated with college and career readiness.

• Developing higher‐order thinking through writing.
• Writing in the key Common Core text types:
arguments, informative/explanatory texts, and
narratives.
• Writing for a wide range of tasks, audiences, and
purposes.

Vocabulary’s CODE
Vocabulary’s CODE is a strategic approach to
vocabulary instruction that improves students’
ability to retain and use crucial vocabulary terms.

• Mastering academic vocabulary.
• Improving literacy across all strands (reading,
writing, speaking/listening, and language).
• Building background knowledge as a foundation
for success in school, college, and career.

3


Six Tips for Inspired Instruction
1. Capture students’ interest.
2. Explain the strategy’s purpose and students’
roles in the strategy.
3. Teach the thinking embedded in the strategy.
4. Use discussion and questioning techniques to
extend student thinking.
5. Ask students to synthesize and transfer their
learning.
6. Leave time for reflection.

READING FOR MEANING
Reading for Meaning is a research‐based strategy that helps all
readers build the skills that proficient readers use to make
sense of challenging texts.

Reasons for Using Reading for Meaning
to Address the Common Core
• Managing text complexity (Reading Anchor 10, Appendix A
in ELA Standards)
• Evaluating and using evidence (Reading Anchors 1 and 8,
Writing Anchors 1 and 9)
• Developing the core skills of reading, including determining
main ideas (Reading Anchor 2) analyzing characters and
main ideas (Reading Anchor 2), analyzing characters and
ideas (Reading Anchor 3), interpreting meanings (Reading
Anchor 4), and assessing point of view (Reading Anchor 6).
• Interpreting visual and quantitative information (Reading
Anchor 7)
• Reading, interpreting, and solving complex mathematical
problems (Mathematical Practices 1, 2, 3, and 7)

4


What is Reading for Meaning?

“To read is to fly: it is to soar to a point of vantage which gives a
view over wide terrains of history, human variety, ideas, shared
experience and the fruits of many inquiries.”
‐ A C Grayling, Financial Times (in a review of A History of Reading by Alberto Manguel)

“The habit of reading is the only enjoyment in which there is no
g y j y
alloy; it lasts when all other pleasures fade.”
‐ Anthony Trollope

“We read to know we are not alone.”
‐ C.S. Lewis

“If you can read this, thank a teacher.”
‐ Anonymous teacher


Is it reading words and understanding them?
Are Between Consists
Continuously Corresponding Curve
Draws Variation Graph
If Isolated With
Making Only Often
One Points Relation
Set Table Values
Variables Known

14


Draw a picture explaining your understanding of the text below.

If the known relation between the variables consists of
a table of corresponding values, the graph consists only
of the corresponding set of isolated points. If the
variables are known to vary continuously one often
variables are known to vary continuously, one often
draws a curve to show the variation.

‐Basic Math, 1945.

15

5



Is it reading words carefully?
I cdnuolt blveiee that I cluod aulacity uesdnatnrd what I
was rdanieg. The phaonmeal pweor of the hmuan
mnid. Aoccdrnig to a rscheearch sdtuy at Cmabrigde
Uinervtisy, it deosn’t mttaer in waht oredr the ltteers in
a wrod are, the olny iprmoatnt tihng is that the frist
and lsat ltteer be in the rghit pclae. The rset can be a
taotl mses and you can still raed it wouthit a porbelm.
This is bcuseae the huamn mnid deos not raed ervey
lteter by istlef, but the word as a wlohe. Amzanig huh?
Yaeh and I awlyas thought sipeling was ipmorantt!
16


Is it answering comprehension questions?
The Montillation of Traxoline
It is very important that you learn about traxoline. Traxoline is a
new form of zionter. It is montilled in Ceristanna. The Ceristannians
gristeriate large amounts of fevon and then bracter it to quasel
traxoline. Traxoline may well be one of our most  lukized snezlaus in
the future because of our zionter lescelidge.

Why is it important to know about traxoline?
Where is traxoline montilled?
How is traxoline quaselled?
What is traxoline?

An Anthology of Rigorous Texts

Select one of the readings from the Anthology of Rigorous
Texts taken from Reading for Meaning Strategic PLC Guide.
Read your chosen text and be ready to summarize it in your
Read your chosen text and be ready to summarize it in your
own words for your partner.

What made your text rigorous?
What moves did you make to
comprehend the text you read?

See next page for reading

6

6 Reading for Meaning

Let’s Get Started
Adults tend to forget just how challenging the act of making meaning out of the words on a page
can be. Thus, we begin this Strategic Teacher PLC Guide on Reading for Meaning with a few short
texts that can put us in better touch with the challenges that many of our students face as readers.
We deliberately selected these texts as reminders that understanding what we read is not always a
snap. We call the following five texts “An Anthology of Rigorous Readings.” Preview all of the read-
ings and then pick two for close reading—the one you believe will be the most challenging, and
the one you believe will be the least challenging.

An Anthology of Rigorous Readings
Rea d i n g O n e : R e ad in g T wo :

Excerpt from the Federalist Papers, “There’s a certain Slant of light,”
“Concerning the General Power of by Emily Dickinson
Taxation,” by Alexander Hamilton
There’s a certain Slant of light,
It has been already observed that the federal Winter Afternoons —
government ought to possess the power of pro- That oppresses, like the Heft
viding for the support of the national forces; in Of Cathedral Tunes —
which proposition was intended to be included
the expense of raising troops, of building and Heavenly Hurt, it gives us —
equipping fleets, and all other expenses in any We can find no scar,
wise connected with military arrangements and But internal difference,
operations. But these are not the only objects to Where the Meanings, are —
which the jurisdiction of the Union, in respect None may teach it — Any —
to revenue, must necessarily be empowered to ‘Tis the Seal Despair —
extend. It must embrace a provision for the sup- An imperial affliction
port of the national civil list; for the payment of Sent us of the Air —
the national debts contracted, or that may be
contracted; and, in general, for all those mat- When it comes, the Landscape listens —
ters which will call for disbursements out of the Shadows — hold their breath —
national treasury. The conclusion is, that there When it goes, ’tis like the Distance
must be interwoven, in the frame of the govern- On the look of Death —
ment, a general power of taxation, in one shape
or another.

Pages from Reading for Meaning: How to Build Students' Comprehension,
Reasoning, and Problem-Solving Skills Strategic PLC Guide
7

ReadingForMeaning pages.indd 6 12/2/10 12:47 PM

Section 1: Why Reading for Meaning? 7

R e ad i n g T h r e e :

A Description of the Healing Process Adapted from a High School
Biology Textbook
Endothelial cells bud and grow from existing blood vessels, undergo canalization, and
form a vascular network by connecting to other cell buds. New vessels are all similar
in appearance, with thin walls made of endothelium. Protein leaks out of the vessels,
bathing the wound area in plasma and providing a rich nutrient medium that promotes
rapid cell growth. Once this nutrient medium is established, differentiation can begin.
Some vessels will become venules, which are large and have thin walls, while others will
become arterioles, which have muscular coats. As granulation tissue steadily changes,
some vessels will disappear. Those that remain will become part of the capillary bed.
R e ad i n g F o u r :

Excerpt from The Souls of Black Folk, by W. E. B. Du Bois

Between me and the other world there is ever an unasked question: unasked by some
through feelings of delicacy; by others through the difficulty of rightly framing it. All,
nevertheless, flutter round it. They approach me in a half-hesitant sort of way, eye me
curiously or compassionately, and then, instead of saying directly, How does it feel to
be a problem? they say, I know an excellent colored man in my town; or, I fought at
Mechanicsville; or, Do not these Southern outrages make your blood boil? At these I
smile, or am interested, or reduce the boiling to a simmer, as the occasion may require.
To the real question, How does it feel to be a problem? I answer seldom a word.
R e ad i n g F i v e :

What Is the Hailstone Sequence? Exploring a Mathematical Mystery

One mystery that has puzzled mathematicians for years is a strange series of numbers
known as a hailstone sequence. To create a hailstone sequence, take any positive integer
n. If n is even, divide it by 2. If n is odd, multiply it by 3 and add 1. Then, take the result
and repeat the process over and over to generate a sequence of numbers. If we apply this
procedure to n = 11, we get: 34, 17, 52, 26, 13, 40, 20, 10, 5, 16, 8, 4, 2, 1, 4, 2, 1. . . . These
sequences are called hailstone sequences because the numbers mimic the up-and-down
movement of hailstones as they form in clouds.

Notice that the sequence above ends in a repeating pattern—4, 2, 1, 4, 2, 1. . . . It is
believed that every value for n will settle into this 4, 2, 1 pattern. But some values gener-
ate long sequences before the pattern emerges. For example, n = 27 yields 109 numbers
before the 4, 2, 1 pattern begins. So what’s the mystery? No mathematician has yet proven
that every positive integer will generate a sequence that eventually settles into a repeating
4, 2, 1 pattern.

Pages from Reading for Meaning: How to Build Students' Comprehension,
Reasoning, and Problem-Solving Skills Strategic PLC Guide 8

ReadingForMeaning pages.indd 7 12/2/10 12:47 PM


An Anthology of Rigorous Texts
Reading One: Excerpt from the Federalist Papers, “Concerning the
General Power of Taxation,” by Alexander Hamilton

Reading Two: “There’s a certain Slant of light,” by Emily Dickinson

Reading Three: A Description of the Healing Process Adapted from
g p g p
a High School Biology Textbook

Reading Four: Excerpt from The Souls of Black Folk, by W.E.B.
DuBois

Reading Five: What is the Hailstone Sequence? Exploring a
Mathematical Mystery

What Reading and Thinking Skills Did You Use?
Before reading did you . . .
Draw forth relevant background knowledge to help you put the reading in context?
Make predictions about what the text would say or include?
Establish a purpose for reading?

During reading did you . . .
Apply criteria that helped you separate critical information from less relevant information?
Apply criteria that helped you separate critical information from less relevant information?
Pay attention to how the ideas were presented and organized?
Make notes to help you highlight and clarify important ideas?
Form images in your head to help you “see” the content?
Note when the text confirmed or refuted your initial ideas or prereading predictions?

After reading did you . . .
Reflect on what you read?
Try to assess and shore up gaps in your comprehension? (What do I need to better understand?)
Look for opportunities to discuss your ideas with other readers?

Thinking About the Skills of Comprehension

• How did the skills you checked off help you understand the
texts you read?

• What are some ways you teach these skills in your classroom?

• What are some of the recurring challenges you face in helping
students build their reading and reasoning skills?

9



Reading for Meaning

What is it?
A reading strategy that uses simple statements to help
students find and evaluate evidence and build
thoughtful interpretations.


Reading For Meaning
• Present students with list of ‘agree or disagree statements’ about an
assigned text (e.g., “Frog is a good friend.”)
• Have students preview the statements and then begin reading the
p g g
text.
• Ask students to indicate whether they agree or disagree with the
statements based on what they read.
• Have students justify their agree/disagree positions by citing
appropriate evidence from the text.

23

A Sample Reading for Meaning Lesson

The Gettysburg Address:
A Study in the Power of Words (Common Core Mini Unit)
y ( )

10


Common Core State Standards
This lesson will focus on the Gettysburg Address. Teaching students
how to read primary documents supports these Common Core State
Standards:
• [RH.6-8.1] Cite specific textual evidence to support analysis of
primary and secondary sources.
• [RH.6-8.2] Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source
y p y
distinct from prior knowledge or opinions.
• [RH.6-8.6] Identify aspects of a text that reveal an author’s point of
view or purpose.

Students will also be writing an editorial addressing these Common
Core State Standards:
• [WHST.6-8.1] Write arguments focused on discipline-specific
content.
• [WHST.6-8.9] Draw evidence from informational texts to support
analysis, reflection, and research.

Mental Companions
We all have mental companions whose voices reside
inside our minds. Perhaps these voices come from a
friend, your parents, a coach, or even the words from a
song, a poem, or a famous person.

What voices have helped you to define who you are?
Identify one of these voices and explain how it has
influenced you.

There are many famous Americans whose
voices have played an important role in our
American heritage. Today we’re going to look
at the words from a great speech given by
Abraham Li
Ab h Lincoln at G tt b
l t Gettysburg t hto honor th
the
soldiers who fought and died there in the Civil
War. As you listen to Lincoln’s words, I want
you to ask yourself if Lincoln’s speech is as
relevant today for all Americans as it was on
Thursday, November 19, 1863.

11


Sticky Notes (Summarize)

Now use “sticky notes” to briefly summarize
each portion of the Gettysburg Address.

See next page for activity sheet

Statements
Read the statements below and take a critical stance.
Use evidence from Lincoln’s speech to defend your position.

• The primary goal of the speech was to honor the soldiers
who had fought and died.
• Li
Lincoln believed that our nation was at a crossroads.
l b li d th t ti t d
• The style of the speech (separate from its content)
contributes to its power, persuasiveness, and beauty.
• Lincoln believed that the outcome of the war had
implications for the entire world, not just the United States.
• Lincoln took his listeners on a journey through time.
• Lincoln would agree that actions speak louder than words.

Online Editorial
Lincoln reminds us in the Gettysburg Address that the work of
maintaining a “United” States of America remains unfinished. Do you
agree or disagree with his thesis? A local university is developing a
website to commemorate President Lincoln and is looking for editorial
content related to his Gettysburg Address. Develop an editorial in which
you discuss the importance of Lincoln’s message at Gettysburg and what
it means to Americans today.

Guidelines
•Make sure you…
•Provide a valid argument.
•Indicate whether you agree or disagree with Lincoln’s thesis.
•Avoid summarization. Instead, include specific references from the
speech that help you make your case.
•Organize your ideas so that they follow a logical sequence.
•Follow the conventions of standard written English.

12

Sticky Notes (Summarize)

Use “sticky notes” to briefly summarize each portion of the Gettysburg Address.

GETTYSBURG ADDRESS STICKY NOTES
Four score and seven years ago our fathers
brought forth on this continent, a new nation,
conceived in Liberty, and dedicated to the
proposition that all men are created equal.

Now we are engaged in a great civil war,
testing whether that nation, or any nation so
conceived and so dedicated, can long endure.
We are met on a great battlefield of that war.

We have come to dedicate a portion of that
field, as a final resting place for those who
here gave their lives that that nation might
live. It is altogether fitting and proper that we
should do this.

But, in a larger sense, we cannot dedicate—
we can not consecrate—we can not hallow—
this ground. The brave men, living and dead,
who struggled here, have consecrated it, far
above our poor power to add or detract. The
world will little note, nor long remember what
we say here, but it can never forget what they
did here.

It is for us the living, rather, to be dedicated
here to the unfinished work which they who
fought here have thus far so nobly advanced.
It is rather for us to be here dedicated to the
great task remaining before us—that from
these honored dead we take increased
devotion to that cause for which they gave the
last full measure of devotion—that we here
highly resolve that these dead shall not have
died in vain—that this nation, under God, shall
have a new birth of freedom ‐‐ and that
government of the people, by the people, for
the people, shall not perish from the earth.

13


The Gettysburg Address
Four score and seven years ago our fathers brought forth on this
continent, a new nation, conceived in Liberty, and dedicated to the
proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that
nation, or any nation so conceived and so dedicated, can long
endure. We are met on a great battlefield of that war. We have
g
come to dedicate a portion of that field, as a final resting place for
those who here gave their lives that that nation might live. It is
altogether fitting and proper that we should do this.

Lincoln believed that our nation was at a crossroads.
Lincoln would agree that actions speak louder than words.

The Gettysburg Address
But, in a larger sense, we cannot dedicate—we cannot consecrate—we
cannot hallow—this ground. The brave men, living and dead, who
struggled here, have consecrated it, far above our poor power to add or
detract. The world will little note, nor long remember what we say here,
but it can never forget what they did here. It is for us the living, rather, to
be dedicated here to the unfinished work which they who fought here
have thus far so nobly advanced. It is rather for us to be here dedicated to
y
the great task remaining before us—that from these honored dead we
take increased devotion to that cause for which they gave the last full
measure of devotion—that we here highly resolve that these dead shall
not have died in vain—that this nation, under God, shall have a new birth
of freedom—and that government of the people, by the people, for the
people, shall not perish from the earth.

Lincoln believed that the outcome of the war had implications
for the entire world, not just the United States.

Reading for Meaning Statements

Reading for Meaning statements can be designed to fit whatever
skills students are developing. They can also be designed to
support various Common Core Anchor Standards for Reading.

Determine what a text says Lincoln believed that the outcome of the war
explicitly. (R.CCR.1) had implications f th entire world, not j t
h d i li ti for the ti ld t just
the United States.
Make logical inferences Lincoln would agree that actions speak
from a text. (R.CCR.1) louder than words.

Identify main ideas and The primary goal of the speech was to honor
themes. (R.CCR.2) the soldiers who had fought and died.

33

14



Analyze how and why Lincoln believed that our nation
individuals, events, and was at a crossroads.
ideas develop, connect,
and interact. (R.CCR.3)

Assess how point of view or The style of the speech (separate
purpose shapes the content from its content) contributes to its
and style of a text; power, persuasiveness, and
distinguish between what is beauty.
said and what is meant or
true. (R.CCR.6)

34


Integrate and evaluate
Lincoln took his listeners on a journey
content that is presented through time.
visually and quantitatively as
well as in words. R.CCR.7)

35

Introducing Reading for Meaning

• Good reading is active reading.
• Comprehension involves a repertoire of skills, or reading
and thinking strategies.
• Comprehension skills can be taught successfully to nearly
all readers, including young and emerging readers.
• A wide body of research shows that teaching students
comprehension skills has “a significant and lasting effect on
students’ understanding” (Keene, 2010, p. 70).

15


The Four Principles of Reading for Meaning

Principle One: Before You Get Reading, Get Ready
Good readers…
• call up relevant background knowledge.
• make predictions.
• establish their purpose for reading.


Principle Two: Read Like You Mean It
Good readers…
• are actively engaging their mind.
• separate relevant information from irrelevant
information.
• make notes and check their comprehension while
reading.


Principle Three: Just Because You’re Done
Reading Doesn’t Mean You’re Done Reading
Good readers…
• look back on the text.
• revisit predictions.
• discuss evidence.
• reflect on how the text has influenced their
understanding.

16



Principle Four: Put Reading to Use
The most powerful form of reading is applied reading —
reading that leads to a product in which students synthesize
what they have learned.
y

Reading for Meaning and the Common Core

Reading for Meaning can be used to address several
common themes that are found in the Reading
Anchor standards, such as:
• Text complexity
• E id
Evidence
• Core skills of reading

Read the text then identify the
Read the text then identify the
theme, main ideas and key details
in the reading that you want your
students to focus on .  Develop
students to focus on .  Develop
four to eight  thought provoking
statements for your students to
examine before they read the text
to help them focus on the themes,
main ideas and key details.

42


17

Weighing the Elephant
by Baoquing Xu
Almost two thousand years ago, there lived a very smart young Chinese prince named
Cao Chong.

When the prince was seven years old, an envoy from Siam presented his father with a
huge elephant. The king and his court had never seen a creature like this before, and they
marveled at its great size and wondered how much it weighed.

“Why don’t we find out?” asked Cao Chong.

“ How?” asked his father. “We don’t have a scale big enough!”

Cao Chong thought for awhile. “It’s not that hard,” he said. “Follow me to the river, and
I’ll show you.”

Now, the important people in court-the lords, the ladies, the generals-all hesitated.
They knew that Cao Chong was brilliant, but he was just a little boy. Everyone looked at the
king to see if they should take Cao Chong seriously.

The king knew his son. Smiling, he rose from his royal throne and said to Chao Chong, “Go
ahead. You are the commander. We’ll all follow your orders.”

So out they marched. Cao Chong and the king led the way, carried
on a magnificent royal litter, followed by the big elephant decorated with
silk and precious stones, generals and lords on horseback, the queen
and princesses in sedan chairs, and servants and guards on foot.

As they went down the street, more and more people followed. By
the time they arrived at the riverbank, Cao Chong had an audience of
several thousand. Everybody was curious and anxious to see how a
seven-year-old would weight such a huge animal.

As soon as the royal family stopped, Cao Chong hopped out and
started giving orders. First, the elephant was led onto a boat which sank
several inches right away under the beast’s weight. Cao Chong marked the boat’s new water
line with a chalk and led the elephant out. Then he ordered servants to pile big rocks into the
boat until it again sank to the marked water line. When the rocks were carried back to shore,
he weighed them one by one on a regular scale. With an abacus,
Cao Chong quickly added all the weights. Finally, he looked up
and announced: “The elephant weighs one hundred and thirty
tons.”

The king heaved a sigh of relief and smiled broadly. He
didn’t say anything. There was no need to-the spectators were
wild with applause, and all were proud of the young prince.

18


Almost two thousand years ago, there lived a very smart young Chinese prince
named Cao Chong.

When the prince was seven years old, an envoy from Siam presented his father
with a huge elephant. The king and his court had never seen a creature like
this before, and they marveled at its great size and wondered how much it
weighed.

“Why don’t we find out?” asked Cao Chong.

“ How?” asked his father. “We don’t have a scale big enough!”

Cao Chong thought for awhile. “It’s not that hard,” he said. “Follow me to the
river, and I’ll show you.”

Now, the important people in court—the lords, the ladies, the generals—all
hesitated. They knew that Cao Chong was brilliant, but he was just a little boy.
Everyone looked at the king to see if they should take Cao Chong seriously.

The king knew his son. Smiling, he rose from his royal throne and said to Cao
Chong, “Go ahead. You are the commander. We’ll all follow your orders.”

So out they marched. Cao Chong and the king led the way, carried on a
magnificent royal litter, followed by the big elephant decorated with silk and
precious stones, generals and lords on horseback, the queen and princesses in
sedan chairs, and servants and guards on foot.

As they went down the street, more and more people followed. By the time they
arrived at the riverbank, Cao Chong had an audience of several thousand.
Everybody was curious and anxious to see how a seven-year-old would weigh such
a huge animal.

As soon as the royal family stopped, Cao Chong hopped out and started giving
orders. First, the elephant was led onto a boat which sank several inches right
away under the beast’s weight. Cao Chong marked the boat’s new water line with
chalk and led the elephant out. Then he ordered servants to pile big rocks into the
boat until it again sank to the marked water line. When the rocks were carried back
to shore, he weighed them one by one on a regular scale. With an abacus, Cao
Chong quickly added all the weights. Finally, he looked up and announced: “The
elephant weighs 130 dan*.”

The king heaved a sigh of relief and smiled broadly. He didn’t say anything. There
was no need to—the spectators were wild with applause, and all were proud of the
young prince.


How to find the main idea?
Fill in the blank and explain your reasoning.

Weighing the Elephant, A Story in: __________

45

19

Before you read the text decide if you agree or
disagree with the following statements.
BEFORE AFTER

Support Refute

Support Refute

Support Refute

Support Refute

20


After you read the story try to come up with at least five reading
for meaning statements. Answer the questions below before
making your statements.

• What are three possible interesting vocabulary words that
you want students to know?

• What are synonyms for these words that you can use in your
statements?

• What are some words that mean the opposite of disprove?

46

See next page for activity sheet


• People are intrigued by things they have never seen before.
• Children can be smarter than adults.
• You can tell what a child will be like as an adult by the way they go about
solving problems.
• A good leader needs to be creative and clever.
• The king and his court were amazed at the great size of the elephant.
• The king was very confident that his son, the prince, would be able to
meet the challenge.
• The little prince was very clever.
• The people were excited to learn how much the elephant weighed.
• The king was surprised that someone so young could solve the problem
of how to weigh the elephant.
• The little prince will make a good king someday.

CIRCLE OF KNOWLEDGE
Circle of Knowledge provides teachers with a strategic
framework for planning and conducting discussions
that foster student participation and critical thinking.
t at oste stude t pa t c pat o a d c t ca t g

21


Agree or Disagree
Classroom discussion is one of the most powerful
techniques teachers have at their disposal.

It is also one of the most fragile.

What makes for an effective discussion?

What Makes for a Good Discussion?
Directions:
1. Read the statements
2. Indicate whether you agree or disagree.
3. Meet with three other participants.
Meet with three other participants.
4. Share your responses and your reasonings.
5. Try to arrive at a consensus on all of the statements.
If you can’t arrive at a consensus on a statement,
rewrite the statement so you can all agree with it.

22


1. In order to engage in an effective discussion, you must feel strongly
about the topic.
2. Extroverts are better participants in discussions.
3. The purpose of a discussion is to persuade others to agree with your
point of view.
4. There must be balanced participation for discussion to be
productive
productive.
5. Participants in a discussion must be knowledgeable about the topic.

Review your initial ideas from your conversation about
what makes discussion both powerful and fragile. How
would you revise your initial thoughts?


What would a teaching strategy need to accomplish to
promote the behaviors you identified for an effective
discussion to occur?

23


Learning how to conduct an effective classroom
discussion is an essential skill for any teacher to
master.

What moves did we make during our discussion
about discussions?

Moves for Successful Classroom Discussions

• Participation
• Focus
• Higher Levels of Thinking


Moves for Increasing Participation
• Allow students to test and share ideas in small
groups.
• Use a variety of recognition techniques.
y g q
• Court controversy.
• Get students personally and actively involved.

24



Moves for Keeping Focus
• Integrate note making into discussions.
• Record responses and summarize frequently.


Moves for Encouraging High Levels of Thinking
• Encourage students to stop and think about
the question.
• Use question and response techniques to
Use question and response techniques to
shape discussions.
• Ask students to reflect on the quality of their
contributions.

Circle of Knowledge Sample Lesson
Sample Lesson: High School Geometry

Purpose
High school geometry teacher Eileen Cho believes that too many
math classrooms run through important concepts too quickly,
sealing students off from the provocative issues and ideas that
make mathematics interesting. So she builds “big idea”
discussions into the culture of her classroom.
It is the second week of school. Students have made “multimedia”
notes (notes that include verbal, visual, and mathematical
information) on the key concepts in the course: point, line, angle,
line segment, and so on. Eileen believes that students are ready
for their first big idea discussion.

25


Circle of Knowledge

Circle of Knowledge provides teachers with a
strategic framework for planning and conducting
discussions that foster student participation,
learning essential content, and thinking
g , g
critically.

Three Reasons for Using Circle of Knowledge
1. Effective oral communication is a crucial 21st century
skill.
2. Speaking and listening require thinking.
3. Discussions build collaborative and interpersonal skills.
Discussions build collaborative and interpersonal skills.

The Research Behind Circle of Knowledge
Research shows that students in discussion‐rich
classrooms experience real academic and social
benefits: deeper comprehension, greater empathy and
respect for their peers, and an increased ability to
h dl i
handle rigorous content.
t t
Polite & Adams, 1997;
Tanner & Cascados, 1998; Tredway, 1995

26


Common Core Skill: Oral Communication

“To become college and career ready, students
must have ample opportunities to take part in a
variety of rich, structured conversations—as
part of a whole class, in small groups, and with a
p , g p,
partner—built around important content”

(CCSS for ELA, 2010, p. 48)

Common Core Skill: Speaking and Listening

Students need to be able to “build on others’
ideas” (SL.CCR.1), “integrate and evaluate
information” (SL.CCR.2), and “evaluate a
speaker’s point of view, reasoning, and use of
p p , g,
evidence” (SL. CCR.3).

Common Core Skills: Collaboration and
Interpersonal Skills
“twenty‐first century classroom and workplace
are settings in which people from often widely
divergent cultures and who represent diverse
experiences and perspectives must learn and
p p p
work together” (p. 7).

27


Discussions in Classrooms

The problem is in many classrooms what
teachers call discussion, is actually recitation.

What’s the difference between
What’s the difference between
recitation and discussion?

Value of Discussions in Classrooms
• Students are more engaged in academic learning
• Students co‐construct knowledge
• Students are able to explore their own thinking and
compare it to other’s thoughts
• Students move from low level thinking responses to
application, analysis and synthesis of ideas

Preparing Students for Discussion

• See and question evidence linked to an
explanation
• Clarification and common understanding
• Set ground rules
Set ground rules
• Identify biases and unsubstantiated beliefs—
evidence in support of explanation

28


Circle of Knowledge Strategy Moves Through
Four Phases
• Sparking the discussion
• Kindling the discussion
• Fanning the discussion
• Synthesizing the content and reflecting upon
the process

Four Ways to Spark Your Discussion
Mastery Interpersonal
What do you believe are the three Think about some discussions you
most quality elements of an effective have participated in, how do you feel
discussion? during a good discussion?  How do
you feel during one that doesn’t go
well?  What causes you to feel that
y
way?
Understanding Self‐Expressive
How are classroom discussions is one How is an effective discussion like a
of the most powerful techniques campfire?
teachers have at their disposal?  How
are also one of the most fragile?

Sample Lesson 2: Elementary ELA/Social Studies
Purpose. Students in Sam Carlyle’s 2nd grade class are learning about the
Underground Railroad. The class has just finished reading F. N. Monjo’s
(1970) The Drinking Gourd, a chapter book about a family of abolitionists
who help a family of runaway slaves to freedom. At the heart of the book lies
a question that is provocative for readers of any age: When is it acceptable
to break the law? Sam is using Circle of Knowledge to help students explore
and develop their own perspective on this rich and controversial question.

Sparking questions. Why do we have laws? What do laws do for us?

Focusing question. Were the Fullers right to break the law?

Synthesis activity. With Sam’s help, students write an “I think” essay,
taking a position on whether the Fullers were right or wrong to break the
law.

29


Sample Lesson 3: Middle School Science
Purpose. As part of their unit on genetics, Carla Giordana’s students are exploring the
controversy related to genetically modified foods. Carla wants students to formulate and
express their own opinions about this controversial topic through discussion. Before the
discussion begins, students read two brief articles on genetically modified foods—one for
and one against. They also use the Physical Barometer tool to group themselves according
to the strength of their opinions (Strongly Oppose, Oppose, Support, Strongly Support) and
engage in initial discussion in smaller opinion based groups.

Sparking questions. What roles do values and morals play when it comes to scientific
progress? Can science go too far?

Focusing questions. How can we decide whether the benefits of genetically modified food
outweigh the concerns and risks surrounding it? What role should the public play in this
debate? What role should the government play?

Synthesis activity. Students group themselves again using the Physical Barometer tool and
explain why their positions did or did not change as a result of the discussion. Each Physical
Barometer group develops a public service announcement that either warns against or
touts the benefits of genetically modified food, depending on the group’s position.

Kindling a Question
What is it?
Kindling is a tool that teachers use to help students
generate more thoughtful responses to a question.

Kindling a Question

“Kindling a question” involves 5 steps:
1. Prepare students for the question.

2. Pose the question.
2. Pose the question

3. Provide an opportunity for all students
to respond by using provisional writing.

4. Pair students up.  Have them share & compare.

5. Probe, prompt, and praise students’ responses
to stretch their t h i n k i n g .
75

30


Prepare

Take a moment to reflect on your classroom
practice.  See yourself posing a question to your
students.  What do you see or hear?

Pose the question

According to the research of Mary Bud Rowe,
most teachers wait less than three seconds after
they ask a question to get a response.  The
research demonstrated that if teachers waited
ten to twenty seconds after posing a question
students’ responses would be longer and more
thoughtful.

Pose the question

Most teachers have heard of Rowe’s research,
yet wait time is still an issue in many classrooms.

Why don’t teachers wait?
Why don’t teachers wait?
What’s causing them to rush?

31


Provide time to respond

Jot down, scribble, or draw at least two ideas on
your paper that explains why teachers don’t wait.

Pair students up

Meet with a partner share your responses try to
decide on the number one reason you believe
teachers don’t wait.

Probe, prompt, and praise students’ responses
to stretch their t h i n k i n g .
Q‐SPACE to fan your discussion and extend
student thinking
Questing—search/journey before and after thinking
Silence before and after thinking
Silence before and after thinking
Probing for evidence
Acceptance—provisional
Clarifying—specificty and meaning
Elaboration—extending and applying

32


WRITE TO LEARN
Write to Learn is a set of nested tools for writing and learning in
all content areas. Careful use of the tools embedded in this
strategy can drastically improve students’ thinking, deepen their
comprehension of content, and help teachers conduct the kind of
p , p
formative assessment needed to improve student writing without
getting caught in an endless cycle of paperwork.

List three things you know about yourself as a
writer and a thinker.

How are writing and thinking similar?
How are they different?

Similarities Differences

33


How can we use writing as a strategy to teach
content and to assess learning?

Three Reasons for Using Write to Learn
1. Writing develops higher‐order thinking
• Writing “allows us to see conceptual relationships, to
acquire insights, and to unravel the logic of what was
previously murky or confusing” (Schmoker, 2011, p.
211).

• Help students shape their thinking into more
powerful, refined products.

2. Writing in different text types.
• Write to learn helps students develop high‐quality
written responses in arguments (W.CCR.1);
informative/explanatory texts (W.CCR.2); and
narratives (W.CCR.3).

34


3. Range of writing.
• Write to Learn provides teachers and students with
various writing formats and tools that support a wide
range of objectives and writing demands.

The Research Behind Write to Learn
“Writing is the skill most directly related to
improved scores in reading, social studies,
science, and even mathematics.”

It also brings “engagement, interest, and fun” to
the classroom.

Douglass Reeves,
Reason to Write, 2002

In 2010, researchers from Vanderbilt University
conducted a meta‐analysis of more than 100 studies on
writing in the classroom. They found that asking
students to write regularly has significant and positive
i
impact on their comprehension.
t th i h i

Graham, S., & Hebert, M. (2010)
Writing to read: Evidence for how writing can
improve reading (A report from Carnegie
Corporation of New York)

35



According to David Conley (2007), perhaps the
foremost expert on college readiness, “If we
could institute only one change to make
students more college ready, it should be to
g y,
increase the amount and quality of writing
students are expected to produce” (pp. 27–28).

Classroom Writing and Write to Learn
Write to Learn involves three different types of
classroom writing:
• Provisional
• Readable
• Polished

What do you think are the differences between each of
these types of writing? Discuss with a neighbor.

Implementing Write to Learn in the Classroom

Provisional Writing
Provisional writing is a form of quick writing, like
brainstorming, that slows down and opens up the
thinking process. Students write spontaneously for two
to five minutes to generate, clarify, or extend ideas or
to react to important content.

36


Provisional Writing Tools
Learning Logs
A Learning Log is an active response journal that
infuses writing into the daily instructional routine.

Provisional Writing Tools
4‐2‐1 Free Write
A tool that both solidifies and tests students’ grasp of what
they’ve learned from readings, lectures, etc. by having them
identify, discuss, and summarize key points with their classmates

Individually:
FOUR key
ideas

Pairs:
The TWO most
important ideas

Groups of four:
The ONE most
important idea

95

4‐2‐1 Free Write Example

In the 1900s, Today, there are Humans have Tigers are also
Individually: there were more less than 3200 destroyed a lot of getting killed
FOUR key than 100,000 tigers left on the tiger’s habitat. by poachers
ideas tigers in the Earth. and farmers.
world.

Pairs: Today, there are Tigers are getting killed
The TWO most Less than 3200 and their habitat is
important ideas tigers left on Earth. being destroyed.

Groups of four: Tigers will go extinct if we
The ONE most don’t do something about it.
important idea

96

37


Readable Writing Tools
Readable writing, like a classroom essay test or
assignment, requires students to clarify their thoughts
and develop an organizational structure for their ideas.
Unlike provisional writing, readable writing is intended
f
for an audience—usually the teacher, who uses it to
di ll th t h h it t
assess students’ depth of understanding and ability to
construct soundly reasoned responses.


Readable Writing Prompts

On the next slide are seven readable writing prompts.
Each prompt has been designed around key writing
Each prompt has been designed around key writing
genres highlighted in the Reading and Writing
Standards. Match each prompt to the genre of writing
it supports.

Based on the article we just read on the dangers of
mobile phones, do you think there should be a
minimum age for children to carry mobile phones? Argument
Use specific information from the article to defend
your position.
p y
Water freezes at 32°F. Explain why it sometimes
snows when the temperature is warmer than 32°F. Informative/explanatory text
Our textbook includes two primary accounts of the
events at Wounded Knee: one from a member of the
Lakota tribe and one from a U.S. soldier. Compare
these eyewitness accounts. In your essay, make sure Comparison
you address these two questions: What is the tone of
each written account? What does the tone reveal
about the author’s perspective of the events?

38


We have learned a lot about honeybees. Now it’s your
turn to imagine yourself as a honeybee. Give yourself a
Narrative
name, draw yourself, and describe three things you do
during your day.
Select one of Edgar Allan Poe’s horror stories that we read
during this unit. Conduct a literary analysis of the story by
explaining how Poe achieves the “unity of effect” he
explaining how Poe achieves the unity of effect he
Analysis (textual)
y ( )
describes in his essay “The Philosophy of Composition.”
Analyze the data charts showing the sales for best‐selling
fiction titles in hardcover, paperback, and e‐book formats
over the last 10 years. What conclusions can you draw? Analysis (mathematical)
What do you anticipate the sales in each format to be 10
years from now? Explain your reasoning.
After reading the first few vignettes in Sandra Cisneros’s
The House on Mango Street, briefly describe the character Description
Esperanza and her Chicago neighborhood.

3 x 3 Writing Frame
The 3 x 3 Writing Frame uses a simple visual organizer
to help students see the structure of a good essay and
plan out its beginning, middle, and end. The frame can
be easily adapted to fit the three text types highlighted
in the Common Core: argument (W.CCR.1),
informative/explanatory (W.CCR.2), and narrative
(W.CCR.3).

Polished Writing

Polished writing engages students in the full
writing process, from coming up with initial
ideas to writing a final draft. The process moves
through a set of progressive phases.
g p g p

39


Polished Writing Tools
Writing folders
Writing folders structure the complex processes
associated with polished writing. The folders house
students’ ongoing work—the records and artifacts of
the writing process.


Writing folders

Pocket 1: Initial ideas. Students keep
their prewriting and planning
documents, such as organizers,
notecards, and outlines, in this pocket.


Writing folders

Pocket 2: First draft. Students
correct and revise their first
drafts by reading them against a
set of criteria.

40


Pocket 3: Second draft. Students use the
Writing folders third pocket to shape their first draft into a
second draft. Students read aloud their
second drafts to a group of fellow writers
called a Writer’s Club. After the reading,
members of the Writer’s Club provide
f db k d
feedback and constructive criticism based
t ti iti i b d
on three criteria:
• Does the composition complete the
requirements of the assignment?
• Does it sound good? Is it highly readable?
• Has the writer used the specific first‐draft
criteria to check and revise the
composition?

Writer’s Club
The Writer’s Club is a support and feedback group for
writers that can be set up in various ways. For example,
members can choose to read their own pieces aloud, or
members can read one another’s pieces to help each
writer notice where his or her writing causes the reader
to falter.

Let’s Participate in a Writer’s Club
1. Form a a group of five participants
2. One person will be the writer and read the
piece, “Life in Jamestown.”
3. Each member of the team will pick one
p
question from the Writer’s Club Discussion
Questions to respond to (one from each box).
4. The writer will listen to the club member’s
responses and reflect on how to improve the
piece.


41

Jamestown Colony on the Brink of Ruin!

This could easily have been a headline in the 1620s. Plymouth Colony and Jamestown were the first two
settlements established by the English on the North American continent. Although neither of these colonial
ventures found it easy to establish a successful and independent settlement, the Virginia colony at
Jamestown was in the greatest peril. Within its first 20 years, Jamestown had a death rate that was 75–80
percent of its population! Nearly 6,000 people had immigrated to Jamestown, but by 1622 there were only
700 residents left. By this time the local Native American tribes had moved into the interior and posed little
danger.

What Happened to All the People?
As a student of history, you have been asked to join a historical study team to determine just what
conditions would result in such a large drop in population. Your challenge is to examine the clues provided
and construct a theory that explains what happened in Jamestown.

Specifically, your mission is to answer these questions:
• What was going on in the colony at the time?
• What was the cause of the excessive death rate?
• Who was dying?
• Why did the high death rate last for so long?

42

Writer’s Club Discussion Questions

Literal Questions Personal Perspective Questions
• What is this piece about? What are the key
points? • How did this piece make you feel?
• How would you summarize this piece? • If this were your piece, what aspect of it would
• Does the piece address the question? you be most proud of?
• Are any important ideas or details missing? • Did you learn anything from this piece that could
• Are there any factual or grammatical errors that help you as a writer?
should be fixed?   • Who is the intended audience? Did the writer
address the needs and interests of the intended
audience?

Analytical Questions Original Thinking Questions

• What are the greatest strengths of this piece? • If this piece were a type of clothing, music, or
• What could be improved? weather, what would it be, and why?
• How well did the writer fulfill the requirements • What might be the effect of adding or deleting
of this text type? from the piece?
–Argument (W.CCR.1): How clear and well supported • What are some possible ways to improve this
is the writer's position? piece?
–Informative/explanatory text (W.CCR.2): How • Did the writer "paint a picture" with words?
clearly and accurately is the topic explained? Were you able to see the ideas and images in
–Narrative (W.CCR.3): How clearly and vividly your mind?
described is the event/experience?

• How does this piece compare with other pieces this
writer has composed?

43


Jamestown Colony on the Brink of Ruin!

This could easily have been a headline in the 1620s. Plymouth Colony and Jamestown
were the first two settlements established by the English on the North American
continent. Although neither of these colonial ventures found it easy to establish a
successful and independent settlement, the Virginia colony at Jamestown was in the
greatest peril. Within its first 20 years, Jamestown had a death rate that was 75–80
percent of its population! Nearly 6,000 people had immigrated to Jamestown, but by
1622 there were only 700 residents left. By this time the local Native American tribes
had moved into the interior and posed little danger.

What Happened to All the People?
As a student of history, you have been asked to join a historical study team to
determine just what conditions would result in such a large drop in population. Your
challenge is to examine the clues provided and construct a theory that explains what
happened in Jamestown.

Specifically, your mission is to answer these questions:
• What was going on in the colony at the time?
• What was the cause of the excessive death rate?
• Who was dying?
• Why did the high death rate last for so long?

Writer’s Club Discussion Questions
Literal Questions Personal Perspective Questions
• What is this piece about? What are the key • How did this piece make you feel?
points? • If this were your piece, what aspect of it
• How would you summarize this piece? would you be most proud of?
• Does the piece address the question? • Did you learn anything from this piece that
• Are any important ideas or details missing? could help you as a writer?
• Are there any factual or grammatical errors • Who is the intended audience? Did the
that should be fixed? writer address the needs and interests of
the intended audience?
Analytical Questions Original Thinking Questions
• What are the greatest strengths of this piece? • If this piece were a type of clothing, music,
• What could be improved? or weather, what would it be, and why?
• How well did the writer fulfill the • What might be the effect of adding or
requirements of this text type? deleting from the piece?
–Argument (W.CCR.1): How clear and well • What are some possible ways to improve this
supported is the writer's position? piece?
–Informative/explanatory text (W.CCR.2): How • Did the writer "paint a picture" with words?
clearly and accurately is the topic explained? Were you able to see the ideas and images in
–Narrative (W.CCR.3): How clearly and vividly
your mind?
described is the event/experience?
• How does this piece compare with other
pieces this writer has composed?

VOCABULARY’S CODE
Vocabulary’s CODE is a strategic approach to direct vocabulary
instruction that helps students master crucial concepts and
retain new vocabulary terms. Students work their way from
initial exposure to in‐depth understanding through a series of
t a e posu e to dept u de sta d g t oug a se es o
progressive learning activities, which help students “crack”
Vocabulary’s CODE.

44


Three Reasons for Using Vocabulary’s CODE
1. Vocabulary is a foundation for improved literacy.
2. Academic vocabulary is at the core of the Core.
3. Vocabulary fuels learning.

The Research Behind Vocabulary’s CODE
• Vocabulary instruction has the greatest effect when it focuses on a
reasonable number of important academic terms rather than o high‐
frequency word lists (Marzano, 2004).

• Developing anything more than a superficial understanding of new
terms requires multiple exposures to the terms (Jenkins, Stein, &
Wysocki, 1984).
Wysocki, 1984).

• Understanding and retention improve when students interact with
words in a variety of ways (Beck, McKeown, & Kucan, 2002).

• Students need opportunities to think deeply about new words using
thinking strategies like comparison, metaphors, and nonlinguistic
representation (Marzano, 2004).

Vocabulary words are the building blocks
for future learning.
for future learning
(Robert Marzano 2004)

The more you know the more you can know.

114

45


If we except To close the achievement gap we
must close the vocabulary gap.  That is why
teaching vocabulary is one of the most
i t t i t ti ld i i k
important instructional decisions you can make.

115

Experiencing Vocabulary’s CODE

A Brain Based Approach to
Learning New Vocabulary

The Most Bizarre Meeting Ever
1. Read the passage.  It contains what Erin McKean calls
“Weird and Wonderful World”.
2. Generate a preliminary definition for each new
underlined word.  Record your definition in the “My
Educated Definition” column of the organizer.
3. Meet with a partner. Discuss your preliminary
d f
definitions and how you came up with them.
dh h h
4. Compare your definition with the actual definition.
Jot down then significant differences between your
definition and the actual definition.
5. Continue the activities to complete the phases of
CODE.

See next page for activities

46

Part 1: Learning the Compare & Contrast Strategy

Experiencing Vocabulary’s CODE
We’re coming to the end of Part One of this Resource Guide. But before we wrap things up, we’d like
you to experience the four phases of CODE.

Below you will find a short reading called “The Most Bizarre Meeting Ever.” In it are a number of
unfamiliar words, which have been underlined. In the set of activities that follow, you will become
“intimate” with these words by moving through the four phases of CODE. When you’re done, go back
to your glossary (Figure 1.17) and list the specific techniques that were used in this lesson for each
phase of CODE. Begin by reading the passage below and seeing if you can figure out what each
underlined word means.

The Most Bizarre Meeting Ever
Raul: That had to be the most bizarre meeting ever.
Jahnelle: I don’t know whether to laugh or cry. I guess that’s what happens
when your boss is suffering from the world’s worst case of torschlusspanik.
Raul: Tell me about it! He peenged on and on about how he used to be a
world class swimmer—how he used to “cut through the water like a torpedo”
and how he used to look like “a million bucks in a Speedo.”
Jahnelle: Did you see when he held up the picture of himself from his
Speedo days and said, “Once upon a time I was a Speedo-sporting, back-
stroke god. I was admired by women on four separate continents. Now I’m a
Nobodaddy.”
Raul: No. How could I have missed that? It must have happened right when
Jake started to flaffer around the room in his overly-starched suit showing
everyone his collection of breath mint wrappers from restaurants around
Houston.
Jahnelle: What a nihilarian!
Raul: I do remember when Wendy got up and told the boss that she
thought he looked more godlike than ever, and that she was sure he could
beat his old swimming times. I mean, she’s got to be trying to make the
boss look like a complete fool for some devious purpose. I think she’s trying
to ruin us.
Jahnelle: Whether Wendy’s a lordswike or not, I just wish the boss hadn’t
taken her so seriously. I did not need to see him strip down and conduct the
rest of the meeting in his Speedo to prove that he still had it. By the way, is
that when you fainted?
Raul: Yes, but it wasn’t because of that. Did you see the consultants the boss
called in to bring fresh new ideas into the company?
Jahnelle: Do you mean the guy with the eye patch and the parrot who
handed out “free” copies of his book, Managing Like a Kye: How to Save
Money the Pirate’s Way and then wanted to charge us $20 per book at the
end of the meeting?

47 25
Silver Strong & Associates • Thoughtful Education Press • www.ThoughtfulClassroom.com • 800.962.4432


Raul: No, not that one. The one that was into myomancy and claimed he
could forecast the success of the company over the next five years. I tell you,
the minute he pulled out those rodents everything went black for me. I have
an unnatural fear of those little critters.
Jahnelle: Did you know that guy makes over $500 an hour?
Raul: Wow. If only I could keep from passing out, I’d change careers.
Jahnelle: So you were out for the end of the meeting?
Raul: Yep. I just came to ten minutes ago.
Jahnelle: Then you missed the announcement about the company softball
outing this weekend?
Raul: It’s not cancelled is it? I just bought a new mitt and catcher’s mask.
Jahnelle: Well, it’s not a softball outing anymore. We’re having a hastilude
instead.
Raul: What?! Where on Earth are we going to buy spears? Wait a minute.
Is that even safe? Or legal?
Jahnelle: I don’t know. Maybe we should seriously consider going back to
our old jobs.
Raul: Nah, despite all its quirks, I think this company has a bright future.
I’m sticking with sushi-by-mail.com and my stock options. Now, can you buy
spears in the mall?

Phase 1: Connecting to New Words
The reading above contains a number of what Erin McKean (2002, 2003) refers to
as “Weird and Wonderful Words.”
For each of the nine words from the passage, generate a preliminary definition in
the column titled “My Educated Definition” in Figure 1.19 on the next page.
How did you generate your definitions? What techniques did you use to “educate”
your definitions? Record your ideas in Figure 1.18 below.

Figure 1.18: Activity – How I Educated My Definitions

26 48


Figure 1.19: Activity – Comparing Definitions

Word My Educated Definition Actual Definition Differences

torschlusspanik

peenged

Nobodaddy

flaffer

nihilarian

lordswike

kye

myomancy

hastilude

49 27

The Core Six: The Right Research-Based Strategies for Building 21st Century Literacy Skills

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