Higher Level Thinking

Reading Notebook Entry has 3 parts.
1. Thought about the text (usually tied to a strategy or standard but not always)
2. Evidence from the test to support your thinking
3. Higher level thinking


So, how do you get to the higher level thinking. It is hard work and takes a lot of practice!!!!  We have to remember we are trying to get students to synthesize and put their thinking or understanding out into the world about their ideas and that is a hefty task.  We stand on the work of Lucy Calkins.  This chart can be found in her writing units-specifically Grade 4: Boxes and Bullets.  Here in Parkway every 4th grade teacher has this book. Page 38.

The idea came "that students could talk back to their own ideas" as Lucy States. Our 3-5 teachers tried it and now it is part of how students write on a daily basis.  They elaborate on tests and when supporting their thinking. Obviously, this is more sophisticated in 5th grade than 3rd.  The students thought will blow you away!!!!!  As a teacher, you have to practice this yourself.  You will see it is rigorous work but with some practice it raises the level of thinking a bit.  At least, that is what we have found.

SO, it becomes a formula so to speak.  Thought + evidence + Higher Level Thinking.  Students then apply this to their thinking daily.  Whether it is theme or drawing conclusions....they now have a structure to build their thoughts.

Organization

There are many ways to organize a reading notebook.  We tend to teach students to put the date, label home or school, and write the title or chapter at the top of the entry.  You can choose an organizational system that works for you. I like for students to write in pen (so their old work doesn't fade or get smudged) and on the backs of the pages (because most students can get away with 1 notebook) but it is entirely up to you!

The most important thing is that students learn what makes a deep thought.  What is required in an entry?  At McK we determined that an entry must have a thought, evidence, and higher level thinking of some sort. Here are some charts made at the beginning of the year.

At the beginning of the year we want students to get a really good thought with evidence from the text.  After they have that down, we add the higher level thinking.