07 01 trng Day 1 2

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, ObjectivesProject 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 CLEARFour 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 Masteryprovides 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.

TheTeacher 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 StrategiesFiction: 

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