Christina Sauchak
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NOTE:
Click on the photos or move your cursor over them to see the captions!
I received a retweet from the creator of "Cultures of Thinking" and "Making Thinking Visible," Ron Ritchhart, after trying out one of his new routines!
Step Inside
The Step Inside Thinking Routine allows us to better understand another perspective. In this example, we stepped inside Chrysanthemum the mouse from "Chrysanthemum" by Kevin Henkes. We thought about what Chrysanthemum saw, thought, wondered, and felt during the beginning, middle, and end of the story.
The Step Inside Thinking Routine allows us to better understand another perspective. In this example, we stepped inside Grace from "Amazing Grace" by Mary Hoffman. We thought about what Grace saw, thought, wondered, and felt during the beginning, middle, and end of the story.
Step Inside: A Tree
Step Inside: A Tree
Step Inside: A Thanksgiving Turkey
Step Inside: A Thanksgiving Turkey
The "Step Inside" Thinking Routine allows us to better understand another perspective. In this example, we stepped inside Lucy from "Spaghetti in a Hotdog Bun" by Maria Dismondy. We thought about what Lucy saw, thought, wondered, and felt throughout the story.
Students stepped inside their 100-year-old selves on the 100th day of first grade!
Students stepped inside their 100-year-old selves on the 100th day of first grade!
See, Think, Wonder
Students completed a See, Think, Wonder to launch our study of fact families.
Students completed a See, Think, Wonder to launch our study of fact families.
Students completed a See, Think, Wonder to launch our study of fact families.
Students completed a See, Think, Wonder to launch our study of fact families.
Students worked together to identify author's craft in mentor texts and completed a See, Think, Wonder.
Students worked together to identify author's craft in mentor texts and completed a See, Think, Wonder.
Students worked together to identify author's craft in mentor texts and completed a See, Think, Wonder.
Students worked together to identify author's craft in the mentor text "Roller Coaster" and completed a See, Think, Wonder.
Students worked together to identify author's craft in the mentor text "The Rain Stomper" and completed a See, Think, Wonder.
Students completed a See, Think, Wonder to launch our study of fractions.
Students completed a See, Think, Wonder to launch our study of fractions.
Students completed a See, Think, Wonder to launch our study of time.
Students completed a See, Think, Wonder to launch our study of time.
Students completed a See, Think, Wonder to launch our study of time.
Students completed a See, Think, Wonder to launch our study of time.
Students engaged in a See, Think, Wonder to explore thermometers during our weather unit.
Students engaged in a See, Think, Wonder to explore thermometers during our weather unit.
Students engaged in a See, Think, Wonder to explore thermometers during our weather unit.
Students engaged in a See, Think, Wonder to explore thermometers during our weather unit.
We launched our Tree Homes unit with a See, Think, Wonder.
We launched our Tree Homes unit with a See, Think, Wonder.
We launched our Tree Homes unit with a See, Think, Wonder.
Students explored hundreds charts through a See, Think, Wonder.
Students explored hundreds charts through a See, Think, Wonder.
Chalk Talk
We launched our geometry unit with a Chalk Talk to see what students already knew (or misconceptions they had) about 2D shapes.
We launched our geometry unit with a Chalk Talk to see what students already knew (or misconceptions they had) about 2D shapes.
We launched our geometry unit with a Chalk Talk to see what students already knew (or misconceptions they had) about 2D shapes.
We launched our geometry unit with a Chalk Talk to see what students already knew (or misconceptions they had) about 2D shapes.
We launched our money unit with a Chalk Talk to see what students already knew (or misconceptions they had) about coins.
We launched our money unit with a Chalk Talk to see what students already knew (or misconceptions they had) about coins.
We launched our money unit with a Chalk Talk to see what students already knew (or misconceptions they had) about coins.
We launched our money unit with a Chalk Talk to see what students already knew (or misconceptions they had) about coins.
We launched our money unit with a Chalk Talk to see what students already knew (or misconceptions they had) about coins.
We launched our Solids & Liquids unit with a Chalk Talk to see what students already knew (or misconceptions they had) about solids/liquids.
We launched our Solids & Liquids unit with a Chalk Talk to see what students already knew (or misconceptions they had) about solids/liquids.
We celebrated Earth Day with a Chalk Talk!
We celebrated Earth Day with a Chalk Talk!
We celebrated Earth Day with a Chalk Talk!
We launched our Weather unit with a Chalk Talk to see what students already knew (or misconceptions they had) about weather/temperature.
We launched our Weather unit with a Chalk Talk to see what students already knew (or misconceptions they had) about weather/temperature.
We launched our Weather unit with a Chalk Talk to see what students already knew (or misconceptions they had) about weather/temperature.
Students set goals for the new year through a Chalk Talk upon returning from winter break!
Students set goals for the new year through a Chalk Talk upon returning from winter break!
Students set goals for the new year through a Chalk Talk upon returning from winter break!
Students set goals for the new year through a Chalk Talk upon returning from winter break!
Students set goals for the new year through a Chalk Talk upon returning from winter break!
Students set goals for the new year through a Chalk Talk upon returning from winter break!
Headlines
The "Headlines" Thinking Routine helps us summarize and capture the heart of the message of stories! These are the Headlines we created after reading "It's Mine" by Leo Lionni.
The "Headlines" Thinking Routine helps us summarize and capture the heart of the message of stories! These are the Headlines we created after reading "The Little Linebacker" by Maria Dismondy and Stephen Tulloch.
The "Headlines" Thinking Routine helps us summarize and capture the heart of the message of stories! These are the Headlines we created after reading "The Little Linebacker" by Maria Dismondy and Stephen Tulloch.
The Headlines Thinking Routine helps us summarize and capture the heart of the message of stories! These are the Headlines we created after reading "Strictly No Elephants" by Lisa Mantchev.
The Headlines Thinking Routine helps us summarize and capture the heart of the message of stories! These are the Headlines we created after reading "Strictly No Elephants" by Lisa Mantchev.
The Headlines Thinking Routine helps us summarize and capture the heart of the message of stories! These are the Headlines we created after reading "Only One You" by Linda Kranz. Students learned the definition of "wisdom," and then wrote their own first grades of wisdom for kindergartners.
The Headlines Thinking Routine helps us summarize and capture the heart of the message of stories! These are the Headlines we created after reading "Only One You" by Linda Kranz. Students learned the definition of "wisdom," and then wrote their own first grades of wisdom for kindergartners.
Tug-of-War
Students engaged in a Tug of War about whether toothpaste is a solid, practicing using evidence to support their claim.
Students engaged in a Tug of War about whether toothpaste is a solid, practicing using evidence to support their claim.
Should we cut down trees? Students debated after reading The Lorax during our geography unit.
Should we cut down trees? Students debated after reading The Lorax during our geography unit.
Should we cut down trees? Students debated after reading The Lorax during our geography unit.
Students debated whether the Grinch is kind after reading Dr. Seuss' "The Grinch Who Stole Christmas."
Students debated whether the Grinch is kind after reading Dr. Seuss' "The Grinch Who Stole Christmas."
Students used their knowledge of 2D shapes and their attributes to debate whether or not this image is a shape.
I Used to Think, Now I Think
Before introducing my students to the term "rhombus," I asked them to identify the shape. Throughout the unit, I monitored how their thinking changed based on what they learned about 2D shapes and their attributes.
Before introducing my students to the term "rhombus," I asked them to identify the shape. Throughout the unit, I monitored how their thinking changed based on what they learned about 2D shapes and their attributes.
Before introducing my students to the term "rhombus," I asked them to identify the shape. Throughout the unit, I monitored how their thinking changed based on what they learned about 2D shapes and their attributes.
Students engaged in an I Used to Think, Now I Think routine at the beginning and end of our Solids & Liquids unit!
Students engaged in an I Used to Think, Now I Think routine at the beginning and end of our Solids & Liquids unit!
Students reflected on their growth and progress between the first day of school and the 100th day of school!
Students reflected on their growth and progress between the first day of school and the 100th day of school!
Students reflected on their growth and progress between the first day of school and the 100th day of school!
Peel the Fruit
The Peel the Fruit Thinking Routine allowed students to identify inside and outside character traits and the heart of the story "More Chocolate Milk, Por Favor!" by Maria Dismondy.
The Peel the Fruit Thinking Routine allowed students to identify inside and outside character traits and the heart of the story "More Chocolate Milk, Por Favor!" by Maria Dismondy.
Making Meaning
Students constructed meaning of the word "kindness" through a brand new Thinking Routine, Making Meaning!
Students constructed meaning of the word "kindness" through a brand new Thinking Routine, Making Meaning!
Students constructed meaning of the word "kindness" through a brand new Thinking Routine, Making Meaning!
Students constructed meaning of the word "kindness" through a brand new Thinking Routine, Making Meaning!
Think, Puzzle, Explore
The "Think Puzzle Explore" Thinking Routine sets the stage for deeper inquiry. This is a sample from when we launched our informational writing unit. We thought about what we already know about the topic, what questions or puzzles we have, and brainstormed ways in which we can explore this topic. One student even suggested ANOTHER Thinking Routine!
The "Think Puzzle Explore" Thinking Routine sets the stage for deeper inquiry. This is a sample from when we launched our nonfiction reading unit. We thought about what we already know about the topic, what questions or puzzles we have, and brainstormed ways in which we can explore this topic.
Circle of Viewpoints
Compass Points
Students completed a Compass Points Thinking Routine, considering their needs, excitements, suggestions, and worries for the new year upon returning from winter break!
What Makes You Say That?
Students practiced reasoning with evidence by making a claim (Ms. Sauchak was dressed as The Rainbow Fish) and answering the question, "What makes you say that?"
This is a sweet and simple routine! Asking students "What makes you say that?" helps students extend their thinking across all subject areas. I have this question posted in several places around my room. This photo is from my guided reading table.
Zoom In
Students practiced their inferencing skills through a Zoom In Thinking Routine to examine schools from the past.
Students practiced their inferencing skills through a Zoom In Thinking Routine to examine schools from the past.
Students practiced their inferencing skills through a Zoom In Thinking Routine to examine schools from the past.
Students practiced their inferencing skills through a Zoom In Thinking Routine to guess Ms. Sauchak's Halloween costume! (Chrysanthemum--One of our favorite Kevin Henkes characters!)
Students practiced their inferencing skills through a Zoom In Thinking Routine to guess Ms. Sauchak's Halloween costume! (Chrysanthemum--One of our favorite Kevin Henkes characters!)
Home
About Me
Meet Ms. Sauchak
Resume
Teaching Philosophy
First Year
Academic Instruction
>
Reader's Workshop
Writer's Workshop
Math Workshop
Science
Social Studies
Classroom Management & Setup
Cultures of Thinking
Formative Assessment
Parent Communication
Social Emotional Learning
Internship Year
Academic Instruction
>
Literacy
Math
Science
Social Studies
Classroom Management
Contact Me