Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and...

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Unpacking Texts with the help of Thinking Routines Alice Vigors 2018

Transcript of Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and...

Page 1: Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and structures we can use to help students unpack a range of texts. This resource outlines

Unpacking Texts with the help of Thinking

Routines

Alice Vigors 2018

Page 2: Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and structures we can use to help students unpack a range of texts. This resource outlines

When students read they employ a variety of key thinking moves to helpthem think about and unpack what it is they are reading.

Being clear about the thinking students need to do to developunderstanding or to solve problems effectively allows us to target andpromote those kinds of thinking in our questioning, interaction withstudents and the learning experiences we create for and/or with learners.

Thinking routines are valuable tools and structures we can use to helpstudents unpack a range of texts. This resource outlines a few routines youcan easily utilise with your students across a wide-range of learningexperiences.

Thinking Moves

Wondering

Describe What’s There

Build Explanations

Make Connections

Consider Different Viewpoints

Reason with Evidence

Uncovering Complexity

Capture the Heart & Form Conclusions

Page 3: Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and structures we can use to help students unpack a range of texts. This resource outlines

See Think WonderA really versatile routine that helps learners make careful observations about the visual images portrayed in a text, animation, image etc. These images might be part of the text or be perceived in the learner’s mind based on the words of the author. Using the prompts:

This routine employs 3 simple

questions to help learners unpack

the visual images portrayed in a

text.

❑ What do you see?

❑ What do you think is going on?

❑ What does it make you wonder?

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Adapting the prompts:

There are a number of ways we can

adapt the language of the prompts

to suit our specific needs and

purpose. For example:

❑ What do you see, observe or

notice?

❑ What does it make you think will

happen?

❑ Why do you think this occurred?

❑ What does it make you wonder

and what questions do you have?

Thinking Moves:

This routine supports the learners

ability to describe what’s there,

build explanations and wonder. If a

‘why’ question is utilised it also

helps learners reason with evidence.

Page 4: Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and structures we can use to help students unpack a range of texts. This resource outlines

See Think Wonder - Thinking Routine

SeeWhat do you see, observe or

notice?

ThinkWhat does it make you think?

WonderWhat does it make you wonder?

Adapted from Ron Ritchhart Alice Vigors 2018

Page 5: Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and structures we can use to help students unpack a range of texts. This resource outlines

Sentence Picture WordThis routine is an adaptation of the Sentence Phrase Word thinking routine. It helps learners to engage with and make meaning from a text with aparticular focus on making connections. This routine asks learners to consider both the text and visual images to unpack meaning.

Using the prompts:

This routine employs simple

questions to help learners unpack

the text as well as ask them to

justify their thinking with evidence.

❑ What sentence did you connect

with? Why?

❑ Which picture helped support

your understanding of the text?

Why?

❑ Which word captured your

attention? Why?

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Make

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Thinking Moves:

This routine supports the learners

ability to describe what’s there,

build explanations, make

connections and reason with

evidence.

Adapting the prompts:

If the text being used does not have

visual images, the prompt can be

adapted to fit mental pictures. For

example:❑ What mental picture have you created in

your mind as you have read the text?

What clues did the author give to help

you create this picture?

Page 6: Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and structures we can use to help students unpack a range of texts. This resource outlines

Sentence Picture Word- Thinking Routine

SentenceWhat sentence did you connect with?

Why?

PictureWhich picture helped support your

understanding of the text? Why?

WordWhich word captured your attention?

Why?

Adapted from Ron Ritchhart Alice Vigors 2018

Page 7: Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and structures we can use to help students unpack a range of texts. This resource outlines

Claim Support QuestionThis routine is another versatile routine that is often associated with Mathematics. However, this routine is great for analysing text themes and probing claims of fact or belief.

Using the prompts:

This routine uses simple prompts to

help learners utilise specific thinking

moves.

❑ What is the claim or theme being

examined?

❑ What evidence is there to support

the claim or theme?

❑ What questions do you still have?

What is missing here? What am I

not being told?

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Thinking Moves:

This routine supports the learners

ability to describe what’s there,

build explanations, reason with

evidence and wondering.

Adapting the prompts:

In gathering evidence to support a

claim or theme, learners may also be

encouraged to find evidence that

disproves or finds discrepancies in a

claim. This has the potential to lead

towards persuasive forms of writing

and debating.

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Page 8: Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and structures we can use to help students unpack a range of texts. This resource outlines

Claim Support Question - Thinking Routine

ClaimWhat is the claim or theme being

examined?

SupportWhat evidence is there to support

the claim or theme?

QuestionWhat questions do you still have?

What is missing here? What am I not

being told?

Adapted from Ron Ritchhart Alice Vigors 2018

Page 9: Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and structures we can use to help students unpack a range of texts. This resource outlines

Step InsideThis routine helps learners to view a place, person, situation, event or thing through different lenses and points of view. Examining something from another’s perspective is a notoriously difficult skill for learners to master. This thinking routine really helps them to break down the skills and thinking processes involved in doing this.

Using the prompts:

This routine uses simple questions

to help build the skill of examining

different perspectives.

❑ What does the character see, observe

or notice?

❑ Why do you think these events

occurred? What is their role in these

events?

❑ What does this character care deeply

about? How do you know? Give

evidence.

❑ What puzzles this character?

❑ What questions arise for you about this

character and their actions?

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Thinking Moves:

This routine supports the learners

ability to describe what’s there,

build explanations, reason with

evidence, consider different

viewpoints and wondering.

Adapting the prompts:

The language used for these prompts

can be adapted depending on the text

you are using, the type of

perspectives being explored and the

age of the learner.

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Page 10: Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and structures we can use to help students unpack a range of texts. This resource outlines

Step Inside- Thinking Routine

SeeWhat does the

character see,

observe or notice?

ThinkWhy do you think

these events

occurred? What is

their role in these

events?

CareWhat does this

character care

deeply about? How

do you know? Give

evidence.

PuzzleWhat puzzles this

character?

QuestionWhat questions arise

for you about this

character and their

actions?

Adapted from Ron Ritchhart Alice Vigors 2018

Page 11: Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and structures we can use to help students unpack a range of texts. This resource outlines

Main Side HiddenThis routine helps learners to examine multiple narratives that occur in text, image or event by focusing their attention on the main story, side story and the hidden story.

Using the prompts:

❑ What is the main story being told

or depicted?

❑ What is the side story (or stories)

happening on the sidelines or

around the edges that may not

necessarily involve the main

characters?

❑ What is the hidden story – that is

happening below the surface and

isn’t being seen or heard?

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Thinking Moves:

This routine supports the learners

ability to describe what’s there,

consider different viewpoints and

build explanations.

Understanding the prompts:Think of the story like a movie.

❑ Main story: What is happening on

camera to the main character?

❑ Side story: What is happening to the

other characters who aren’t on camera

much and play a supporting role?

❑ Hidden story: What is the theme or key

message that is hidden beneath the

surface of these stories?

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Page 12: Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and structures we can use to help students unpack a range of texts. This resource outlines

Main Side Hidden - Thinking Routine

MainWhat is the main story being told or

depicted?

SideWhat is the side story (or stories)

happening on the sidelines or around

the edges that may not necessarily

involve the main characters?

HiddenWhat is the hidden story – that is

happening below the surface and

isn’t being seen or heard?

Adapted from Ron Ritchhart Alice Vigors 2018

Page 13: Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and structures we can use to help students unpack a range of texts. This resource outlines

Peel The FruitThis routine helps learners to ‘peel’ back the layers to gain a deeper understanding of what is going either across the whole text or within a small snippet of text, e.g. a chapter or paragraph.

Using the prompts:

❑ What do you see, observe or

notice?

❑ What questions or puzzles do you

have?

❑ What is this really about?

❑ How does this story fit with your

life? Another text? Your world?

❑ How could we see this from

another perspective?

❑ What is the big idea or message

the author wants us to know?

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Thinking Moves:

This routine supports the learners

ability to use describing what’s

there, wondering, building

explanations, making connections,

considering different viewpoints

and capturing the heart.

Adapting the prompts:

The language used for these prompts

can be adapted depending on the age

of the learner.

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Page 14: Unpacking Texts with the help of Thinking Routines · Thinking routines are valuable tools and structures we can use to help students unpack a range of texts. This resource outlines

Adapted from Ron Ritchhart Alice Vigors 2018