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#DO SMART NOTEBOOK 11 LESSONS WORK IN NEW VERSION HOW TO#

Print out several copies of the Red-Eyed Tree Frog photograph (enough for a small group of students to share) and cut each photograph into several pieces.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.ġ2. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.ġ1. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.Ĩ.

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.ħ. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.ĥ. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).Ĥ.

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Among these texts are fiction and nonfiction, classic and contemporary works.ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment. Such books, coupled with Clarke and Whitney’s framework, help students to understand, visualize, and empathize with someone else’s struggles.ġ.

#DO SMART NOTEBOOK 11 LESSONS WORK IN NEW VERSION HOW TO#

Multiple-perspective books, which intentionally emphasize different viewpoints, help students develop critical thinking skills and learn how to see beyond their own lives to the world outside.

Clarke and Whitney provide a three-part framework for incorporating critical literacy into the classroom: (1) Students start by digging beyond the surface of a text, deconstructing it, and then analyzing and interrogating the layers of meaning (2) students take what they have learned from analyzing the text to reconstruct it and create new ways of thinking and (3) by taking what they have learned from deconstructing and reconstructing the text, the students can connect to the larger world and even take social action.

Though it is an educational buzz word, there is no clear definition of critical literacy, which creates difficulties for teachers who attempt to incorporate deep, critical thinking into their instruction but do not get much guidance from state standards as to how to design instruction.

As a result of state standards that require students to engage in critical and analytical thinking related to texts, teachers have been turning toward the notion of critical literacy to address such requirements.