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ENGAGE:
The “Depth and Complexity Thinking Tools” provide a powerful way for students to interact with the text as subject-matter experts. The 11 tools and their corresponding icons provide readers with both a visual cue and a road map for critical engagement with a text. Be mindful that the language connected to each of the icons is more important for students to understand than the icon itself. For example, when students mark the text with the “Across Disciplines” icon, it is crucial that they see how the information crosses into another discipline and can answer the thinking prompts: “What common theme connects the topics?” or “How is one topic like the others?”
PREPARATION:
Select a rigorous text that allows for deep inquiry and rich conversation.
Review the tools in Student Resource: Depth and Complexity Thinking Tools, identifying one or two that allow for meaningful interaction with the text.
Identify examples within the text that can be used to model where an icon would go and how the thinking prompt connected to the icon could be answered.
Using the “Depth and Complexity” icons, determine the categories for the 3-2-1 Summary. An example might include three examples of vocabulary used within the text, two unanswered questions, and one pattern that emerged.
STEPS:
Students read the text initially for key terms and main ideas.
Have students chunk the text in pairs or groups before the second read.
Distribute Student Resource: Depth and Complexity Thinking Tools to students, and before the second read-through, inform students that they will be using the depth and complexity icons and their corresponding thinking prompts in the resource to obtain a deeper and richer understanding of the text.
Identify one or two icons that students must use as they interact with the text a second time and have students draw the icons at the top of their paper.
Inform students that they will need to apply at least one icon for each chunk of text and they will write a short description of why they used that icon, using the thinking prompt connected to the icon to guide their description.
Model the use of one icon with the class on the first chunk of text, marking where in the text the icon belongs and using the associated prompt in a Think-Aloud.
After finishing their second interaction with the text, students will create a 3-2-1 Summary using the Depth and Complexity Thinking Tools for their information.
VARIATIONS:
Use a Frayer Model to identify key points in a text to help students construct a summary paragraph.
Have student groups select one or two depth and complexity tools that they will identify in the next reading. After this first read-through, use a quick Whip-Around of the room to hear what icons the groups selected and how they answered the thinking prompt associated with the icon. Then, proceed with second read-throughs and the creation of a 3-2-1 Summary based on the group discussion and Whip-Around.
EXTENSIONS:
Cross
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