聽is a powerful thinking routine when students encounter 鈥榩uzzles of truth.鈥� Students are provided with tools to navigate through editorials, biased news sources, and other informational outlets. By identifying key components of a story, whether found in the news or on the playground, students engage in conversations about where the truth could be misconstrued.
As always, when introducing a new thinking routine it is important to model for your students. As you are modeling marking up a text for students, make sure to verbalize your thinking in why you are marking zones red, yellow, or green (i.e. 鈥淗ere the author is making a sweeping generalization of all teenagers, I am going to mark this as yellow.鈥�)
This strategy translates well into a digital learning environment and could begin as an asynchronous activity. Students can use an online annotation tool, such as聽,, or聽, to mark up their texts. For younger students, consider grabbing a snippet of text and bringing it into聽聽as an image. The initial annotation of text could occur asynchronously, with students returning to synchronous learning to discuss.