The Teacher Toolbox Project: Model Lessons : The Teacher Toolbox Project: Model Lessons
Welcome
Slide2 :
The Teacher Toolbox Project: Model Lessons
The Teacher Tools Initiative : The Teacher Tools Initiative HISD Portal Teacher Toolbox Laptops Teacher Tools
The Teacher Toolbox : The Teacher Toolbox Project CLEAR
Syllabi/Syllabuses
PASSLink
Model Lessons
Why Model Lessons? : Why Model Lessons? To provide a baseline standard of the written, taught, and tested.
To provide a model of pacing and Project CLEAR implementation.
To provide a “floor” to ensure student achievement.
The Model Lesson Coordinator : The Model Lesson Coordinator Participate in the Project CLEAR Summer Institute and ongoing Model Lesson professional development sessions.
Teach the Model Lessons.
Disseminate Model Lessons and accompanying professional development to campus colleagues.
Facilitate implementation at the campus level.
Model Lesson Training : Model Lesson Training Periodic roll-out
MLC Training Campus Training and Dissemination Classroom Implementation Debrief/Reflect
Slide8 : Model Lessons:
Project CLEAR
Curriculum Background
Strands, Goals, Objectives Project CLEAR: Language Arts : Strands, Goals, Objectives Project CLEAR: Language Arts In language arts, it is commonly accepted that there are six strands, or overarching behavioral categories. They are:
listening
speaking
reading
writing
viewing
representing
Slide10 : Receptive Behaviors
Reading
Listening Viewing Speaking Representing
Writing
Expressive Behaviors Literacy
Thinking
Communication
Project CLEAR Four Strands = Twenty four goals : Project CLEAR Four Strands = Twenty four goals
Slide12 : Objectives ROCS Clarifications
Slide13 : ROCS HISD TEA TEA TEA/ Objectives TEKS SE’s HISD Assessments
Slide14 :
Content
Specifications
Connections
to Other
Objectives
and Content Areas Assessment
Considerations Prerequisites
and
Instructional
Considerations
The English Language Arts Continuum of Mastery provides you with information to better gauge expected levels of student performance and instruction at the appropriate level. Each “Content Specification” includes an icon to show you the ideal level of mastery students should achieve at the grade level under examination. : The English Language Arts Continuum of Mastery provides you with information to better gauge expected levels of student performance and instruction at the appropriate level. Each “Content Specification” includes an icon to show you the ideal level of mastery students should achieve at the grade level under examination. introductory level - background knowledge, explicit instruction should be provided to the student
increasing accuracy and/or acquisition - guided and independent practice should be provided to the student. Re-teaching and review is often a necessary component of instruction.
mastery - continued instructional support should be provided for the student
accomplished - enrichment and application opportunities should be provided for the student
Slide16 : Literature Circles Integrating Reading, Writing, Listening, and Speaking
What are literature circles? : What are literature circles? Student-led discussion groups of three to six children who select and read a common text
Students... : Students... Read a wide variety of genres
Prepare for discussions by keeping a response log, jotting ideas on Post-it notes, or filling out role sheets
Meet regularly
Try Out a Literature Circle : Try Out a Literature Circle Read “Eleven” silently. You may wish to make notes for discussion.
Hold an open-ended discussion with four or five others.
Share a sample of your conversation.
Reflect on your discussion : Reflect on your discussion What were the social skills used to make this discussion work?
What were the thinking skills used to comprehend and talk about the story?
How did you learn these skills?
Discussion : Discussion What were your general impressions of the literature circles?
What social and thinking skills were evident?
Literature Circles in Your Classroom : Literature Circles in Your Classroom Has anyone here already tried some form of literature circles? What is going well? What needs work?
What problems do you foresee coming up among your own students? How can they be resolved?
Focus Lessons : Focus Lessons Literature Circle Procedures
Reading Strategies
Writing and Response Strategies
Literature Circle Procedures : Literature Circle Procedures How to choose a book
How to start discussion quickly
How to listen attentively
How to keep the conversation going
The role of a discussion group member
What to write in your response journal What to do when you don’t understand
What to do when your group finishes
How to mediate conflicts
How to spice up a lagging discussion
How to tie extension projects back to the book
Reading Strategies : Reading Strategies Predicting
Reading on to see if predictions make sense
Self-correcting when reading doesn’t make sense Thinking about what would make sense
Using what you already know (background knowledge)
Finding evidence to support a point
Reading Strategies : Reading Strategies Building vocabulary through reading
Creating pictures in your head
Comparing/contrasting
Identifying important information
Using flexible strategies to identify unknown words
Previewing
Asking yourself (or the text) questions
Reading what you don’t know slowly and what you do know quickly
Analyzing, interpreting, inferring
Writing and Response Strategies : Writing and Response Strategies
Provide journal prompts
I liked…
I noticed…
I wonder…
I felt ________ because…
I think…
This story makes me think of…
I wish…
If I were __________, I would…
When I…
I was surprised by...
Writing and Response Strategies : Writing and Response Strategies Choosing a topic or focus
Supporting ideas with information from the text
Elaborating using details
Writing with a purpose and for an audience
Using figurative, descriptive language Using sketches and illustrations to spark or extend ideas
Developing criteria for effective writing
Incorporating ideas from Post-it notes into a written response
Incorporating ideas raised during discussion into a written response
Possible Roles : Possible Roles Discussion leader: develops questions, talking points; keeps discussion on track
Literary leader: locates passages beautiful in craftsmanship to read aloud
Illustrator: creates a visual representation of the passage (sketch, diagram, flow chart, etc.)
Possible Roles : Possible Roles Connector: makes connections between text and outside world, other texts, and self
Summarizer: prepares a brief summary
Vocabulary enricher: selects a few special words from the passage (unknown, frequently used, etc.)
Investigator: locates background information on a topic related to the book
The Literature Circle: : The Literature Circle: A powerful structure to integrate reading, writing, listening, and speaking through collaborative learning
Slide32 : Think Alouds:
Making Strategies Explicit
Why Think-Alouds? : Why Think-Alouds? Make the implicit explicit.
Emphasize strategy instruction.
Move students from decoding to comprehension.
Help students learn to make meaning (learn to read).
Negotiate various texts/genres.
Provide metacognative support for students.
What Can a Think-Aloud Do? : What Can a Think-Aloud Do? Model general strategies used for reading comprehension instruction.
Model specific elements of text.
Literary elements
Text-specific structures and characteristics
Who Can Do A Think-Aloud? : Who Can Do A Think-Aloud? Teacher presents/students listen.
Teacher presents/students assist.
Students present/others assist.
Students present/teacher monitors.
In an oral and/or written form.
Thinking Through a Think-Aloud : Thinking Through a Think-Aloud What is the purpose of reading this text?
How can students be helped to access necessary background information that must be brought to the text?
How can students be helped to put the content they are reading into a mental structure?
How can students be helped to articulate the meaning of the text?
How can students be helped to name the structure of the text and determine how the structure helps communicate meaning?
The Steps of a Think-Aloud Jeffrey Wilhelm Improving Comprehension with Think-Aloud Strategies : The Steps of a Think-Aloud Jeffrey Wilhelm Improving Comprehension with Think-Aloud Strategies Choose a short section of text or a short text (such as a picture book).
Provide each student a copy of the text
Retype or photocopy and provide margins for note taking.
The Steps of a Think-Aloud : The Steps of a Think-Aloud Decide on the strategy or strategies you will highlight.
Activating Background Knowledge
Decoding
Determining Word Meanings
Setting Purpose(s) for Reading
Monitoring & Repairing Comprehension
Prediction Visualizing
Questioning Summarizing
Paraphrasing Reflecting
Inferring Synthesizing
The Steps of a Think-Aloud : The Steps of a Think-Aloud State your purposes.
Watch out for sensory overload.
Select your focus strategy/ies. It is better to work on one thoroughly than diffuse your effort and energy.
Use the think-aloud to reinforce attentive and active listening.
Expect students to be prepared to explain what you model and where in the text you use the strategy/ies.
The Steps of a Think-Aloud : The Steps of a Think-Aloud Read the text aloud; concurrently think aloud.
Target your focus strategy.
Be natural. Use “normal” routines, but stay focused.
Notice text features that are relevant to the genre.
Use age-appropriate language and anecdotes to help students understand the strategy.
The Steps of a Think-Aloud : The Steps of a Think-Aloud Have the students underline the words, phrases, or sections of text where you use the strategy.
Have students underline in the provided text after you model.
Incorporate prediction as a natural strategic outgrowth of the think-aloud.
The Steps of a Think-Aloud : The Steps of a Think-Aloud Discuss the cues in the text that lend themselves to the use of the selected strategy.
The Steps of a Think-Aloud : The Steps of a Think-Aloud Connect the think-aloud to other reading situations and real life situations.
Summarize information… Infer character...
Make judgements... Predict future actions...
Cite evidence... Reflect on ...
The Steps of a Think-Aloud : The Steps of a Think-Aloud Provide practice.
Provide more modeling.
Have students participate in “Think-Alongs.” (Identify the strategies)
Provide strategy reference lists.
Have students write about the strategy…
Logs/Journals
Thought Bubbles
Use Post-its.
Practicing a Think-Along : Practicing a Think-Along Follow a “Think-Aloud” preparation and delivery pattern.
Have students actively participate:
Identify strategies
Add information
Debrief and provide practice opportunities
Practice a Think-Aloud : Practice a Think-Aloud Choose a text.
Determine a focus strategy.
Develop your think-aloud.
Deliver your think-aloud.
State your purpose.
Target your strategy or strategies
Discuss the cues in the text.
Connect the strategy.
Think through practice opportunities and discuss. Model
Slide47 : Model Lesson Overview
Components/Terminology
How to Use the Plans
Model Lesson Components : Model Lesson Components Overview
Lesson Plans
Appendix
Blackline Masters
Resources and Routines
Overview (General) : Overview (General) Unit Summary
Key Concepts
Key Terms and Vocabulary
Lesson Summary
Unit Assessment Plan
Objectives
Resources
Lesson Plans (Specific) : Lesson Plans (Specific) Objectives
Content Specification-level
Summarized
Often repeated in multiple lessons
Explicitly taught
Lesson Plans (Specific) : Lesson Plans (Specific) Lesson Cycle
Introduction
Concept Development
Student Practice
Assessment
Closure
Lesson Plans (Specific) : Lesson Plans (Specific) Because English Language Arts skills are not always developed in a linear format, there may be several concepts developed in one lesson.
Student practice and assessment may be developed for each concept or consolidated into one activity or assessment.
Check the whole lesson cycle before you make instructional decisions.
Supplementary Materials : Supplementary Materials Appendix A1 A __
Background Information
Lengthier explanations of concept development phase, student practice activity, or assessment instructions
Teacher Tips/Notes
Options
Blackline Masters B1 B __
Resources and Routines R __
How to Use the Plans Suggestions/Recommendations : How to Use the Plans Suggestions/Recommendations Read the Unit Overview. Focus on the:
summary concepts vocabulary
lesson summary assessment
Glance through the Appendix - note especially unit background, strategies, and instructional methods.
Glance through the Blacklines - the first one or two generally include a unit overview or timeline for students.
How to Use the Plans Suggestions/Recommendations : How to Use the Plans Suggestions/Recommendations Read lesson-by-lesson.
Prepare lesson-by-lesson. Note resources and use the blacklines.
Homework... : Homework... Read over the first two units you receive today.
Return, with your questions, and be ready to practice some key activities necessary for the unit implementation.
The Teacher Toolbox Project: Model Lessons : The Teacher Toolbox Project: Model Lessons Day Two
Welcome
Model Lesson Scheduling : Model Lesson Scheduling Time Allotments
Daily Routines
Time Allotments--Grade 7 : Time Allotments--Grade 7 72 planned lessons
90 minute lessons
adjust to various block schedules
extra days
Units : Units 9 units, genre based
Integrates strands (listening, speaking, reading, writing, viewing and representing)
Frontloaded (gradual release)
Explicit instruction (instruction rather than instructions)
Modified methods (literature circles, writing workshop, notebooks)
Routines : Routines Vocabulary Development
Janet Allen, Words, Words, Words
DOL
“Error-free sentences”
Independent Reading
SSR (teacher read along) A2
Silent Reading : Silent Reading The Relationship Between Word Identification and Sustained Silent Reading
Percentile Rank Minutes/Day of Reading
20 0.7
30 1.9
40 3.3
50 4.6
60 6.4
70 9.5
80 14.2
90 21.3
98 65.0
Unit One--Overview : Unit One--Overview Comparing Narrative Texts:
Short Story
Major Concepts : Major Concepts Narrative structures
Compare/contrast
Reading strategies
Oral presentation
Narrative writing
Literary analysis
Products / Assessments : Products / Assessments Anecdote, written
Anecdote, oral
Independent Short
Story Assignment
Compare/contrast essay
Quiz
Test
Materials : Materials Overhead projector
Transparencies
Vis-à-vis pen
Blackboard or
Other projection device
Thesauruses and Dictionaries
Blackline masters, copied
The Language of Literature (LOL) : The Language of Literature (LOL) Glossary
Reading Strategies
“Seventh Grade”
“The Richer, the Poorer”
“The War of the Wall”
“The Golden Kite, the Silver Wind”
“After 20 Years”
Storytelling
Literature in Performance Video
Houghton Mifflin English (HME) : Houghton Mifflin English (HME) Writing Process
Verbs
Combining sentences
Complete sentences
Handbook B2, A11
Strategies : Strategies Think-aloud
Literature circles
Modeling
Writing conferences A7, A8
Anecdote : Anecdote A brief account of a specific person or event
Often firsthand
Can be part of a larger narrative
Anecdote models : Anecdote models Personal model
Professional model Gary Soto’s “Seventh Grade”*
Telling stories : Telling stories Sharing in groups*
Writing an anecdote*
Revising an anecdote : Revising an anecdote Identify verbs
Revise for active verbs (word choice)
Circulate and monitor B5*
Oral Presentation : Oral Presentation Listening and Speaking objectives
Project CLEAR B1, A4
Evaluating Oral Presentation : Evaluating Oral Presentation Rubrics
Criteria
Self evaluation
Peer evaluation
Teacher Evaluation B11, B12, B13
Using Rubrics : Using Rubrics Points
Scaled Score B11, B12, B13
Scaled Score: Determining a Grade : Scaled Score: Determining a Grade Teacher Total 17
Peer Assessment (avg) 20
Self Assessment 3
TOTAL 40
GRADE C=85 B11 Grade Distribution
65 /
60 /// A
55 /
50 /// B
45 /////
40 // C
35 ////
30 /// D
25
20 /
15 / F
Reading Strategies Fiction : Reading Strategies Fiction Predict
Connect
Visualize
A8 Question
Clarify
Evaluate
Applying Reading Strategies : Applying Reading Strategies Think aloud*
Reader Response*
Literature Circles Gary Soto, “Seventh Grade”* A8
Writing Process : Writing Process Prewriting Editing
Drafting Publishing
Revising A3, A9
Prewriting and Drafting : Prewriting and Drafting Graphic organizer
Venn diagram
Drafting
Rubrics A6, A9, A10, A12, B10, B14
A3
Revising and Editing : Revising and Editing Model
Overhead
Checklists and rubrics
Specific skills
B7,* B8,* B9, B15
Strategies : Strategies Peer Review
Monitoring the Steps of the Process
GUMS and CUPS : GUMS and CUPS Mini-lessons
Target objectives
Skills in context
Reinforce and individualize in writing conferences
Assessment : Assessment Or, what about grades?
Purpose of Classroom Assessment : Purpose of Classroom Assessment To provide information about what students know and are able to do
This information is important to: : Teachers
Administrators
Students
Families
The Public This information is important to:
Teachers use assessment to: : Teachers use assessment to: Plan future instruction to meet the needs of their students
Share information with students about their progress Collect information to assign grades
Evaluate the effectiveness of instructional strategies and curricula Put to the Test by Therese M. Kuhs, Robert L. Johnson et al.
Types of Assessment : Types of Assessment Observation
anecdotal records
checklists
Performance
essay
oral retell
Selected-response items
multiple choice
short answer
Unit Assessments : Unit Assessments Observation should be ongoing.
Major assignments can be formally assessed.
Essays
Oral retells
Unit tests
Rubrics are provided for essays and retells.
Other Opportunities for Assessment : Other Opportunities for Assessment Writing at various stages of the writing process (draft, revised draft)
Selected activities, such as story maps, organizing grids, note-taking skills, response logs, etc.
Portfolios : Portfolios Pieces can include essays with drafts, class assignments such as story maps, sample journal entries, tests, drawings, self-evaluations, and any other documentation of student performance. Students should collect their work in a working portfolio to track progress.
Portfolios : Portfolios Portfolios should be reviewed regularly for students to critique their own work, write reflections, and set goals.
Additional training on portfolios will be provided.
Avoid the GOTCHA. : Avoid the GOTCHA. Share your expectations and rubrics with students.
Avoid the GOTCHA. : Avoid the GOTCHA. Grades should not be given on work done during Concept Development when students are still learning a concept or skill. Grades should be given when students apply a concept or skill, such as in Student Practice.
During Concept Development, use diagnostic assessment. Determine individual needs and plan for future instruction.
Points to Remember : Model, model, model
Share expectations ahead of time
Circulate and monitor progress
Adapt lesson/assignment to your students Points to Remember