Becoming Experts:

The Read, Think, Talk, Write

Cycle
Session 4, May 2014 NTI

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 Good Morning!
Please greet your tablemates, making sure to
share your name and position/role back at
home. Discuss the following anecdote:

Last fall, I was visiting an area high school and ran into
one of my former middle school students, now a 9th
grader. Of course, I asked her about her writing.
Well, she said, I just had to write a history paper
that was hard. At first I couldn't really do it.
My heart sank. Why not? I asked her. What didn't
you know how to do?
Oh, I knew how, she replied without hesitation. I
just didn't know enough. I didn't understand the stuff. So I
had to do that first. Then I could write it OK.

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Learning Target for this Session
I can describe the importance of deep and
thorough reading, critical thinking, and
purposeful academic discourse as the basis
for quality writing.

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 Getting Started
Please see p. X in your participants notebook.

Think
Read Write
Essence

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Triads: Synthesize Your Thinking

Essence
Essence #1
#1

Essence
#1

Combined Thinking = Write on Sticky Note

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 While Viewing
Use additional sticky notes to keep track of
key ideas. Go for short = 1 or 2 words.
Write one key idea per sticky note. It would be
good if each person ended up with a small pile
of 8-10 words/notes.

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Concept Mapping
Sub
Idea

Sub Sub
Idea Central
Idea
Idea

Sub Sub
Idea Idea

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 Quick Write
A technique frequently used in the modules to
help students capture thinking.
In your ParticipantsJournal, p X, take 5
minutes to write about the important ideas
youre thinking as a result of this session so
far.

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 Analyzing Lessons and Units
Pair up with someone at your table.
Partner

Find the Module 4 lessons and unit overviews

Materials in their participants notebooks on pps. X-X.

Decide which grade level to analyze.

Grade Level

Decide which partner will analyze the unit

Lesson/Unit overview and which will analyze a lesson plan.

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Highlight Your Chosen Resource

Read Think

Pink Yellow

Green Blue

Talk Write

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 Discuss
Are all parts of the read, think, talk, write cycle
present in your chosen unit plan or lesson plan?
If not, why?
What are the implications of eliminating any of
these steps? Could steps be streamlined rather
than eliminated?
In what ways could these steps by adapted to
meet the needs of all learners?
If you have actually taught a module, please
discuss what you have noticed about the quality of
your students writing. How does that connect to
the themes of this session?

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 Journal
Please use p. X in your Participants Notebook
to capture takeaways from this session.
Enjoy a short break. The next session begins
at 10:45.

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