T.H.I.N.K

**T.H.I.N.K**

**Content** The Writing Process This strategy can be used with students while they are completing the writing process. The T.H.I.N.K strategy allows students to write about higher-level thinking questions in a less-demanding way.

**Grade Level** With proper grade level appropriate modifications, this strategy can be used for students in grades 3-12. In order to modify for different grade levels, the teacher can increase or decrease the amount of T.H.I.N.K questions given to the students. This strategy could also be modified by the questions chosen to implement with each grade level. The teacher could also determine if the same question will be given to each student or if they will be allowed to chose the question they prefer to write about.

**Curriculum Standards** For eighth grade students, this strategy uses the following CSO's:
 * RLA.O.8.2.5 - from a prompt use the five-step writing process to develop a focused composition that contains specific, relevant details, and vivid precise words
 * RLA.O.8.2.4 - use the five-step writing process (pre-writing, drafting, revising, editing, publishing) to develop a creative or reflective composition (e.g., reflect on an experience or time in the past, draw upon imagination) and identify areas for further research by making personal connections to self, to texts, and to the world to demonstrate that written communication is affected by choices writers make in language, tone, and voice
 * RLA.O.8.2.3 - use pre-writing, editing and revision techniques (e.g., read, draft aloud, peer feedback or a provided rubric) to vary sentence length, change sentence order, eliminate organizational errors, and use vivid and concise words to create a personal style or voice while clarifying and enhancing the central idea

**Description of Practices** This writing strategy allows students to participate in higher order thinking and allows them to be creative. The steps for implementing this strategy with both elementary and secondary students are:
 * 1) Pose a question from each of the T.H.I.N.K categories once a day (this can be modified) and instruct your students to conduct a written response to answer the question. These questions could be used as warm-up exercises, journaling, bell ringers, during transition times, etc.
 * 2) When completed, students will share their responses with whole group, small group, or partners. These could also be written in a book and have the teacher read over them at a later time. Further, these responses could be saved and later turned into writing pieces. Teachers could also instruct their students to return back to their written responses at a later time and add/edit their initial written response to the posed question.
 * 3) Students could also create their own T.H.I.N.K questions for their peers to create written responses to.

**Implementation Considerations** This strategy could be used in all classroom settings. The teacher could work one-on-one with students when implementing a T.H.I.N.K question with a student. After the student completes their written response, the teacher could work with the student in order to go over their writing. Another way teachers can implement this strategy would be to have the students complete a written response and later return back to their response to edit it. In order to do so, the students can work with partners or small groups who can help with the editing process before the student added to their initial response. This could also be done independently where the students would revise their own response and further add and make changes themselves.

**Example** Below is an example on how to implement T.H.I.N.K in a 6th grade English class:
 * The students will arrive in the classroom after the bell rings.
 * The teacher poses the following question and asks the students to create a written response: How come giraffes have spots but kangaroos don't?
 * Before the students begin writing, the teacher explains that they have 5 minutes to complete their response and that they must keep their pencil moving at all times until time has expired.
 * After the students complete their responses, the teacher separates the students into small groups of 4. Once in their small groups, the students will be instructed to share their responses with their group mates.
 * Students will discuss written responses as well as any further thoughts they may have after sharing with one another.
 * Students will be instructed to return back to their seats and edit their written response into a three paragraph essay.

**Citation**

Hollas, Betty (2005). //Differentiating instruction in a whole-group setting.// New Hampshire: Crystal Springs Books.