BULLDOG PAW PRINTS

th st
Week of Nov. 27 -Dec. 1

In This Issue
TWRLS

Presented November 29th

by L2N Representative
 BETHESDA
ELEMENTARY SCHOOL
VISION AND MISSION
Every Day…Every One…Every Way.
We will learn, serve, and achieve.

2017-2018 THEME
UNITED TO PROVIDE A FIVE-STAR
EDUCATIONAL EXPERIENCE.
LOVE. LEARN. GROW.
LEAD. CHANGE.
GRADUAL RELEASE: ME
 Today’s I Can Statements

• I can define TWRLS

• I can identify ways to integrate TWRLS in every

lesson, every day, every way

1.2
 What is TWRLS?

Thinking
Writing
Reading
Listening
Speaking
 THINKING

Students actively engage in multiple levels

of thinking as they move through the
instructional sequence.
 WRITING

Students participate in writing across

content areas to deepen comprehension
and to communicate thoughts effectively for
specific purposes and audiences.
 READING

Students participate in reading for a variety

of purposes and develop skills and
strategies necessary to support
comprehension of a variety of genres.
 LISTENING

Students engage in active listening to

receive information for a variety of purposes
in both academic and social contexts.
 SPEAKING

Students participate in a range of

opportunities for discourse to communicate
thoughts effectively for specific purposes
and audiences
TODAY’S FOCUS: THINKING
 Guiding Questions to Ensure
Integration of Thinking
●When and how will students express their thinking?
●Do students need direct instruction about the thought processes
involved in critical thinking?
●In what way do the questions asked during instruction model
critical thinking for students?
●How can constructive feedback be given on the critical thinking
demonstrated in student work?
●How will I craft and sequence questions to build students
thinking from concrete to critical?
●What writing and speaking scaffolds can be used to help
students express their thinking with greater clarity and precision?
 Bloom’s Six Levels
● Knowledge
● Comprehension
● Application
● Analysis
● Synthesis
● Evaluation
 Knowledge
Level 1 – Recall
Remembering previously learned material,
recalling facts, terms, basic concepts from stated
text
● Name • Relate
● List • Tell
● Recognize • Recall
● Choose • Match
● Label • Define
 Comprehension
Level 2 – Understand
Demonstrating understanding of the stated
meaning of facts and ideas
●Compare • Explain
●Describe • Rephrase
●Outline • Show
●Organize • Relate
●Classify • Identify
 Inference
Level 2 1/2 – Infer
Demonstrating understanding of the unstated
meaning of facts and ideas
●Speculate
●Interpret
●Infer
●Generalize
●Conclude
 Application
Level 3 – Put to Use
Solving problems by applying acquired
knowledge, facts, and techniques in a different
situation

●Apply • Dramatize
●Construct • Restructure
●Model • Simulate
●Use • Translate
●Practice • Experiment
 Analysis
Level 4 – Break down
Examining and breaking down information into
parts
●Analyze • Simplify
●Diagram • Summarize
●Classify • Relate to
●Contrast • Categorize
●Sequence • Differentiate
 Synthesis
Level 5 – Put together
Compiling information in a different way by
combining elements in a new pattern

●Compose • Elaborate
●Design • Formulate
●Develop • Originate
●Propose • Solve
●Adapt • Invent
 Evaluation
Level 6 – Judge
Presenting and defending opinions by making
judgments about information based on criteria

●Judge • Defend
●Rank • Justify
●Rate • Prioritize
●Evaluate • Support
●Recommend • Prove
GRADUAL RELEASE: WE
 Applying Bloom’s
Using the story Goldilocks and the Three Bears
●Knowledge – List the items used by Goldilocks while
she was in the Bears’ house.
●Comprehension – Explain why Goldilocks liked Baby
Bear’s chair the best.
●Application – Demonstrate what Goldilocks would use
if she came to your house.
●Analysis – Compare this story to reality. What events
could not really happen?
●Synthesis – Propose how the story would be different if
it were Goldilocks and the Three Fish.
●Evaluation – Judge whether Goldilocks was good or
bad. Defend your opinion.
 Your Turn to Guess . . .
Using the story, Little Red Riding Hood:
1. Illustrate the main idea of the story on
a poster.
2. Rank the characters from best to worst
and explain how you ranked them.
3. Create a new story by placing
Red in a modern-day city.
 Did you answer . . .

1. Application
2. Evaluation
3. Synthesis
 Your Turn to Guess . . .
Using the story, Little Red Riding Hood:
4. Describe what Red did when she
first saw the Wolf.
5. Tell what happened to the
grandmother in the story.
6. Write out the main events in the
story. Cut them apart and
sequence them in proper order.
 Did you answer . . .

4. Comprehension
5. Knowledge
6. Analysis
GRADUAL RELEASE: TWO/FEW
 Your Turn to Guess . . .
Using the story, The Three Little Pigs:
1. Invent a new ending for the story
where the Wolf comes out ahead.
2. Using models, demonstrate which
house stood up the best.
3. Describe the materials used
to build each home.
 Did you answer . . .

1. Synthesis
2. Application
3. Comprehension
 Your Turn to Guess . . .
4. Read the story and list the type of home
built by each pig.
5. What is the relationship between the
materials used to build each house and
what happened to it when the wolf blew on
it?
6. Judge the homes from worst to best,
according to strength, cost,
and building time.
 Did you answer . . .

4. Knowledge
5. Analysis
6. Evaluation
GRADUAL RELEASE: YOU
 Well done!
What’s Next for K-2 Staff
The following slides give you opening phrases
for the higher order thinking skills. Choose a
text AND math topic you will study the week of
December 11th-December 15th and try your
hand at “sprouting” some high level
questions….
TO BE COMPLETED INDIVIDUALLY

Bring your work to the Thursday, December 7th

PLC
 Well done!
You: What’s Next for 3-5 Staff
The following slides give you opening phrases
for the higher order thinking skills. Choose a
text (3-5 ELA teachers), math topic (3-5 Math),
and science topic (5 Science) you will study the
week of December 11th-December 15th and try
your hand at “sprouting” some high level
questions….
TO BE COMPLETED INDIVIDUALLY

Bring your work to the Thursday, December 7th

PLC
 Application Openers
1. Put yourself in the place of one of the characters and tell
what you would have done….. ?
2. What would result if….. ?
3. Compare and contrast….. ?
4. What questions would you to use to find out … ?
5. How would the character solve the similar situation of…..
?
6. Put the main character in another story setting, how
would he act?
7. If you had to plan a vacation for the main character,
where would they go?
8. How would you use the _______ (insert strategy) to
solve the problem?
 Analysis Openers
1. What motive does ____ have…..?
2. What conclusions can you draw about…..?
3. What is the relationship between…..?
4. How is ______ related to …..?
5. What ideas support the fact that…..?
6. What evidence can you find…..?
7. What inferences can you make about…..?
8. What generalizations can be made about …..?
9. What assumptions do you make about …..?
10. What is the theme of…..?
11. Can you provide evidence that ______ is the
same as or different than______?
 Synthesis Openers
1. What would happen if…..?
2. What advice would you give…..?
3. What changes would you make to…..?
4. Can you give an explanation for…..?
5. How could you change the plot…..?
6. Suppose you could _____, what would you do…..?
7. How would you rewrite the section from
_________’s point of view…..?
8. How would you rewrite the ending of the story?
9. Using the equation, create word problem that
represents this equation?
 Evaluation Openers
• Compare two characters in the selection….which was a
better person…why?
• Which character would you most like to spend the day
with?
• Do you agree with the actions of…..? Why or why not?
• How could you determine…..?
• Why was it better that…..?
• What choice would you have made about…..?
• How would you explain…..?
• What data was used to make the conclusion…..?
• Would it be better if…..?
• Choose the operation that is necessary to solve this
problem. Explain why.
• Of the _____ (insert number of strategies shown), which
strategy do you prefer? Why?
Now get out there and “bloom” with higher order
thinking and questioning skills!
Questions?