Habits of Mind Learning Reflection The main focus of our reflections on learning will consider the critical thinking skills of RICO: Refine, Invent, Connect, Own. Make a copy of this document: RICO RICO: Refine, Invent, Connect, Own. Questions:As you discover, draft, and play with your research and your ideas, how will you (and how did you):Refine: refine your question, develop a hypothesis, and research your answer? How will you analyze from many sources to develop the facts and main ideas of your topic? How will you discover an issue that affects you or your community? How will your analyze the cause/effects of the issues affect you? How will you write this information to explain the issue clearly to a local leader (and who will you choose)? Invent: turn the facts and conclusions from your review of the research or from your own experiment into your ideas about the issue? How will analyze and evaluate the information to determine a solution, recommendation, or recognition to suggest to the local leader of your choosing? Connect: discover the important and relevant connections of your idea to yourself and your community, and then communicate your solution or recognition to a relevant audience in your communication? Own: commit to your topic and evaluate your process and product? How did you consider the issues to create your final project and communicate your results? What is it within the process and product that makes this idea and this piece truly yours? Are you proud of your work? What do you need to be successful? What are your strengths and weaknesses? Does your project explain what you learned about your topic.? How did you complete the project so you would be proud of your work? As you choose projects, gather evidence, draft ideas, plan presentations, and offer your reflection on the process and product, what did you learn? If you consider your refinement, inventiveness, connections, and ownership, your learning of how and what will be clear. Think of the RICO questions, and refer to the reading and writing skills and to the rubric to help you reflect on your learning. What have you learned, what are you learning, and what do you still need to learn? RICO: Refine, Invent, Connect, Own.To understand the skills you will use, please review the RICO expectations again, and refer to the reading and writing skills you will need to accomplish this. Questions: As you discover, draft, and play with your research and your ideas, how will you (and how did you): Refine:--refine your question, develop a hypothesis, and research your answer? How will you analyze from many sources to develop the facts and main ideas of your topic? How will you discover an issue that affects you or your community? How will your analyze the cause/effects of the issues affect you? How will you write this information to explain the issue clearly to a local leader (and who will you choose)?Reading Skills RC 2.1.3 Determine Main Idea/Detail; Theme; Message RC 2.1.4 Use prior knowledge RC 2.1.5 Infer meaning of the issues RC 2.1.6 Generate and answer questions; visualize information RC 2.1.7 Summarize the main idea/detail/message RC 2.2 Use text structures to gather information relevant to your issue RA 2.3.1 Analyze similarities and differences; Consider cause and effect RA 2.3.2 Analyze the information for your topic and purpose Examine information from a variety of sources, select appropriate information based on purpose, and defend selection citing evidence from text. RC 2.3.4 Synthesize information from a variety of sources Integrate information from different sources (e.g., newspaper article, biographical sketch, poem, oral records) to draw conclusions about author’s assumptions. RCT 3.1.1. Read to learn new information: Evaluate appropriateness of a variety of resources and use them to perform a specific task or investigate a topic. RC 3.2.2 Use functional documents (forms, letters, etc.) RC 1.3.2 Understand and apply content vocabulary RC 1.2.2 Use strategies to understand vocabulary Writing Skills Writing Process: 1.1 — Prewrites to generate ideas and plan writing. 1.2 — Produces draft(s). 1.3 — Revises to improve text. 1.4 — Edits text. 1.5 — Publishes text to share with an audience. 1.6 — Adjusts writing process as necessary. TAP = F (Topic, Audience, Purpose determines Format) 2.1 — Adapts writing for a variety of audiences. 2.1.1 Identifies an intended audience. Identifies and includes information and uses appropriate language for a specific audience Describes audience's interest and knowledge of topic to determine emphasis. Anticipates readers' questions and writes accordingly. 2.2 — Writes for different purposes. 2.2.1 Writes to pursue a personal interest, to explain, to persuade. Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection). Writes to analyze informational texts. 2.3 — Writes in a variety of forms/genres. (notes, persuasion, personal expression) 2.3.1 Integrates more than one form/genre in a single piece (e.g., a research paper about a local issue that includes caption with pictures, charts and graphs, and interviews). Maintains a log or portfolio to track variety of forms/genres used. Log to Teachers: http://goo.gl/vv6R4 Produces a variety of new forms/genres. Examples: - compare/contrast essays - letters to the editor - brochures - web pages Plan, Develop, Organize, Stylize, Edit 3.1 — Develops ideas and organizes writing. 3.1.1. Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.1.2. Analyzes and selects an effective organizational structure. 3.2 — Uses appropriate style. 3.2.1 Writes in appropriate and consistent voice in narrative, informational, and persuasive writing (e.g., humorous, informal, and knowledgeable voice). 3.2.2 Selects and uses precise language to persuade or inform. Selects and uses specialized vocabulary relevant to specific content area. Uses persuasive techniques (e.g., direct audience appeal, rhetorical questions). Uses literary devices (e.g., simile, metaphor, personification). 3.2.3 Writes a variety of sentence lengths for effect (e.g., "Up in her bedroom, behind her closed door, the girl stamped her foot in rage, wishing she could go to the picnic. Grounded!"). Writes a variety of sentence structures (e.g., uses appositive phrases: "The 7th grade teacher, the busiest woman on the staff, still had time for all of her students."). 3.3 — Knows and applies writing conventions appropriate for the grade level. Invent:--turn the facts and conclusions from your review of the research or from your own experiment into your ideas about the issue? How will analyze and evaluate the information to determine a solution, recommendation, or recognition to suggest to the local leader of your choosing?Reading Skills RCT 2.4.1 Draw conclusions to understand the issues of your topic What is the most important idea the author is trying to make, what inspiration might be drawn from the information, who might benefit from reading the information? RCT 2.4.2 Consider the author’s style and language use to understand their purpose RCT 2.4.3 Evaluate the author’s reasoning and the validity of the position Examine and critique the logic (reasoning, assumptions and beliefs) and use of evidence (existing and missing information; primary and secondary sources) in an author’s argument or defense of a claim. RCT 2.4.4 Evaluate the author’s tone and persuasive devices Examine and explain the intended effects of persuasive vocabulary (e.g., loaded words, exaggeration, emotional words, euphemisms) that the author uses to influence reader’s opinions or actions. Examine and explain the intended effects of propaganda techniques the author uses to influence readers’ perspectives. Judge the author’s effectiveness in the use of persuasive devices to influence an audience. RCT 2.4.5 Analyze the information to generalize its effect in another situation, such as yourself or your community Generalize about universal themes, human nature, cultural or historical perspectives, etc., from reading multiple texts. Provide a response to text that expresses an insight (e.g., author’s perspective, the nature of conflict) or use text-based information to solve a problem not identified in the text (e.g., use information in an article to solve a problem or issue or reflect on its effects on yourself or your community). RCT 2.4.6 Analyze ideas from multiple texts Compare and contrast treatments of similar concepts and themes within multiple texts RCT 2.4.7 Analyze the author’s perspective, beliefs, and assumptions. Compare and critique two authors’ beliefs and assumptions about a similar topic or issue, citing text-based evidence and decide which author presents the stronger argument. Make judgments about how effectively an author has supported his/her belief and/or assumptions, citing text-based evidence. Writing Skills TAP = F (Topic, Audience, Purpose determines Format) 2.1 — Adapts writing for a variety of audiences. 2.1.1 Identifies an intended audience. Identifies and includes information and uses appropriate language for a specific audience Describes audience's interest and knowledge of topic to determine emphasis. Anticipates readers' questions and writes accordingly. 2.2 — Writes for different purposes. 2.2.1 Writes to pursue a personal interest, to explain, to persuade. Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection). Writes to analyze informational texts. Plan, Develop, Organize, Stylize, Edit 3.1 — Develops ideas and organizes writing. 3.1.1. Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.1.2. Analyzes and selects an effective organizational structure. 3.2 — Uses appropriate style. 3.2.1 Writes in appropriate and consistent voice in narrative, informational, and persuasive writing (e.g., humorous, informal, and knowledgeable voice). 3.2.2 Selects and uses precise language to persuade or inform. Selects and uses specialized vocabulary relevant to specific content area. Uses persuasive techniques (e.g., direct audience appeal, rhetorical questions). Uses literary devices (e.g., simile, metaphor, personification). 3.2.3 Writes a variety of sentence lengths for effect (e.g., "Up in her bedroom, behind her closed door, the girl stamped her foot in rage, wishing she could go to the picnic. Grounded!"). Writes a variety of sentence structures (e.g., uses appositive phrases: "The 7th grade teacher, the busiest woman on the staff, still had time for all of her students."). Connect:--discover the important and relevant connections of your idea to yourself and your community, and then communicate your solution or recognition to a relevant audience in your communication?Reading Skills RA 2.3.2 Analyze the information for your topic and purpose Examine information from a variety of sources, select appropriate information based on purpose, and defend selection citing evidence from text. RCT 2.4.1 Draw conclusions to understand the issues of your topic What is the most important idea the author is trying to make, what inspiration might be drawn from the information, who might benefit from reading the information? RCT 2.4.5 Analyze the information to generalize its effect in another situation, such as yourself or your community Generalize about universal themes, human nature, cultural or historical perspectives, etc., from reading multiple texts. Provide a response to text that expresses an insight (e.g., author’s perspective, the nature of conflict) or use text-based information to solve a problem not identified in the text (e.g., use information in an article to solve a problem or issue or reflect on its effects on yourself or your community). Writing Skills TAP = F (Topic, Audience, Purpose determines Format) 2.1 — Adapts writing for a variety of audiences. 2.2 — Writes for different purposes. Plan, Develop, Organize, Stylize, Edit 3.2 — Uses appropriate style. 3.2.1 Writes in appropriate and consistent voice in narrative, informational, and persuasive writing (e.g., humorous, informal, and knowledgeable voice). 3.2.2 Selects and uses precise language to persuade or inform. Selects and uses specialized vocabulary relevant to specific content area. Uses persuasive techniques (e.g., direct audience appeal, rhetorical questions). Uses literary devices (e.g., simile, metaphor, personification). 3.2.3 Writes a variety of sentence lengths for effect (e.g., "Up in her bedroom, behind her closed door, the girl stamped her foot in rage, wishing she could go to the picnic. Grounded!"). Writes a variety of sentence structures (e.g., uses appositive phrases: "The 7th grade teacher, the busiest woman on the staff, still had time for all of her students."). Own:--commit to your topic and evaluate your process and product? How did you consider the issues to create your final project and communicate your results? What is it within the process and product that makes this idea and this piece truly yours? Are you proud of your work? What do you need to be successful? What are your strengths and weaknesses? Does your project explain what you learned about your topic.? How did you complete the project so you would be proud of your work?Reading Skills RE 4.1.2 Evaluate reading progress and apply strategies to set goals. Writing Skills: Reflect, Evaluate, Set goals 4.1 — Analyzes and evaluate others’ and own writing. Identifies aspects of the author's craft (e.g., point of view, purpose, bias). Identifies persuasive elements in a peer's writing and critiques the effectiveness (e.g., audience appeal, concession and rebuttal, call to action). Explains accuracy of content and vocabulary for specific curricular areas (e.g., description of scientific procedure during a class lab) 4.2 — Sets goals for improvement. Writes reflection about growth in writing and creates an improvement plan (e.g., "In my next persuasive piece, I will include a personal anecdote." "I will organize my prewrite into a logical plan before drafting."). Monitors progress and adjusts goals (e.g., "I have three expository essays in my portfolio. I need to include a persuasive piece next trimester."). Maintains a written log of long-term goals (e.g., “I will use more logical evidence to persuade; I will elaborate with personal narrative; I will write to a government official or public personality.") and a portfolio of work. As you choose projects, gather evidence, draft ideas, plan presentations, and offer your reflection on the process and product, what did you learn? If you consider your refinement, inventiveness, connections, and ownership, your learning of how and what will be clear. Think of the RICO questions, and refer to the reading and writing skills and to the rubric to help you reflect on your learning. What have you learned, what are you learning, and what do you still need to learn? . RICO Rubric
Overall Evaluation:
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