Writing process:

• Prewrite
• Drafting

W
• Respond

writing
• Revise
• Edit
• Publish/final draft
Class and textbook notes (Cornell Notes, too)
Learning logs and journals
Exit cards
Skillful teacher questioning (vs. giving answers)
Student accountability for their own learning via inquiry
Socratic Seminars
Quickwrite/Discussion

I
inquiry

Critical thinking activities

Writing questions (Costa’s and Bloom’s)
Open-mindedness activities
Finding the ambiguity in subject matter
Model curiosity
Students bring questions to class or tutorials
Research
Comfort with open-endedness
Group projects (short and long)
Study groups (alternative to teacher-led tutorials)
collaboration

Jigsaw activities
Read-arounds

C
Response/edit/revision groups
Collaborative activities
Establish routines for collaborative learning
Shared leadership and responsibility
Teach social skills
Teacher as observer
Frequent reflection on group interaction
Gallery walks
Teach and model effective reading strategies
Show what effective readers do
Reading skills for textbooks
Content-area-specific reading strategies

R
reading

Scaffold for prior knowledge

Clarify text structures
Text-processing strategies
SQ5R (Survey, Question, Read, Record, Recite, Review,
Reflect)
KWL (Know, Want to Learn, Learned)
Reciprocal teaching
Think-alouds
Costa’s Levels of Questions

Level Three
(Raising the roof!)
Apply a principle Judge
Evaluate Predict
Hypothesize Speculate
Imagine

Level Two
(Bird’s-eye view)
Analyze Infer
Compare Sequence
Contrast Synthesize
Group

Level One
(On the ground floor)
Define Name
Describe Observe
Identify Recite
List Scan