Tag Archives: VTR

Summer Learning 2017 – Choices and VTR

How do we learn and grow when we are apart? We workshop, plan, play, rest, and read to name just a few of our actions and strategies.

We make a commitment to read and learn every summer.  This year, in addition to books and a stream of TED talks, Voices of Diversity, we offer the opportunity to read children’s literature and design learning intentions around character and values.

Below is the Summer Learning flyer announcing the choices for this summer.

We will continue to use the Visible Thinking Routine Sentence-Phrase-Word to notice and note important, thought-provoking ideas. This routine aims to illuminate what the reader finds important and worthwhile.

Sentence-Phrase-Word helps learners to engage with and make meaning from text with a particular focus on capturing the essence of the text or “what speaks to you.” It fosters enhanced discussion while drawing attention to the power of language. (Ritchhart, 207 pag.)

However, the power and promise of this routine lies in the discussion of why a particular word, a single phrase, and a sentence stood out for each individual in the group as the catalyst for rich discussion . It is in these discussions that learners must justify their choices and explain what it was that spoke to them in each of their choices. (Ritchhart, 208 pag.)

Continuing to work on our goal, We can design and implement a differentiated action plan across our divisions school to meet all learners where they are, we make our thinking visible on ways to level up.

When we share what resonates with us, we offer others our perspective.  What if we engage in conversation to learn and share from multiple points of view?


Ritchhart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass, 2011. Print

Summer Reading using VTR: Sentence-Phrase-Word

Reading nonfiction. Close reading of nonfiction.

How do we annotate the text, look for patterns, and ask questions to engage deeply when reading?

Tracking content using imagery, color, word pictures and typography can change the way you understand information and also dramatically increase your level of knowledge and retention. (Brown, n. pag.)

How do we engage with and make meaning and connections from text? How might we notice and note the big ideas from a text to capture what speaks to us?

How do we show and share what we are thinking? What if we use the Sentence-Phrase-Word visible thinking routine as we read this summer?

Screen Shot 2015-05-12 at 7.14.20 PM Screen Shot 2015-05-12 at 7.25.04 PM

…the power and promise of this routine lies in the discussion of why a particular word, a single phrase, and a sentence stood out for each individual in the group as the catalyst for rich discussion. It is in these discussions that learners must justify their choices and explain what it was that spoke to them in each of their choices. (Ritchhart, 207 pag.)

What might we learn when we discuss what speaks to us?


Brown, Sunni. The Doodle Revolution: Unlock the Power to Think Differently. New York: Portfolio/Penguin, 2014. Print.

Brown, Sunni. “VISUAL NOTE-TAKING 101 / PERSONAL INFODOODLING™.” Visual Thinking/Literacy/Gaming/Facilitation for a Smarter World. Sunni Brown, n.d. Web. 12 May 2015.

How to Do a Close Reading.” Harvard College Writing Center. Harvard Writing Project, n.d. Web. 12 May 2015.

Ritchhart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass, 2011. Print.

VTR: Sentence-Phrase-Word to dig deeper into Standards for Mathematical Practice

From Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners:

Sentence-Phrase-Word helps leaners to engage with and make meaning from text with a particular focus on capturing the essence of the test or “what speaks to you.” It fosters enhanced discussion while drawing attention to the power of language. (Ritchhart, Church, Morrison, 207 pag.)

Screen Shot 2014-10-19 at 7.26.45 PMWhat if we read and learn together, as a team? How might we develop deeper understanding?

Screen Shot 2014-10-19 at 7.29.46 PMAs a team of learners, we first read Make sense of problems and persevere in solving them independently and highlighted a sentence, phrase, and work that resonated with us.  In round robin fashion, we read aloud our selected sentence so that every member of the team heard what every other member of the team felt was important.  Just the act of hearing another voice read and callout an idea was impactful.

After completing the Sentence-Phrase-Word Visible Thinking Routine for Make sense of problems and persevere in solving them, we asked everyone to take another Standard for Mathematical Practice to read and markup, highlighting a sentence, a phrase, and a word.

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We divided into teams where each of the remaining Standards of Mathematical Practice were represented.  Each learner shared the SMP that they read highlighting a selected sentence, phrase, and word. My notes are shared below. I was amazed at the new ideas I heard from my colleagues when using this routine.

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Seek diversity of thought. Listen to others.  Hear differently. Promote engagement, understanding, and independence for all.

Learn.


Ritchhart, Ron, Mark Church, and Karin Morrison. “Sentence-Phrase-Word.”Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass, 2011. 207-11. Print.