AFTER DISCUSSION -------------- INDIVIDUALWRITTEN REFLECTION & RESPONSE
Establishing PURPOSE Teacher MODELING GUIDED instruction Productive GROUP WORK (guided practice) INDEPENDENT learning (What is the) RESPONSE TO LEARNING ??
POSTER: Elementary (K-5) School & District Middle (6-8) School & District High (9-12) School & District
– See F & F p. 32-33
SHERRY: Share some examples of goals from previous years…… previous students…..
BOOK PREFERENCES: Use choice book list – add your name and number top 3 title preferences then include 1 sentence rationale on the back INDEX CARD: Draft idea for the goals/challenges you face regarding literacy instruction, literacy curriculum & literacy assessment
6910 11 seminar 4 (fall 2012) - 2
Welcome toLCRT 6910 & 6911 SEMINAR #4
Seminar #4: Oct. 29AGENDACoaching & Learning Conversations: What focus will you ask or have you asked the observer/coaches to take in your class? Insights gained from being coached & coaching.RTI: Quality core instruction and supplemental interventionsLRA assignment: What lesson will you use or have you used?Choice Book group interactionsDUE: Completed Reader Response form (Fisher & Frey ch 3-4, pp. 29-74)
The observing/coaching experience What specific focus have you asked the observer/coaches to take in your class? Insights gained from being coached & coaching? How are you using these insights? What changes or fine-tuning are you putting into place?
Lesson Report & AnalysisWhat lesson will you use? How will you plan for quality core instruction? How will youmake this professional learning experience meaningful for yourself?
LRA assignmentWhat is the background of the lesson? Where does the lesson“fit” in the curriculum & for the needs of the learner? Who are the learnersinvolved in the lesson? (e.g., grade level; number of students in lesson;current reading, writing or language needs, etc.);What is the assessment data & rationale for this lesson?Provide meaningful reasons for learning – from the student’s viewpoint &ways to make learning authentic and engaging for students.What are the goals? Link the goals to students’ needs as identified fromthe assessment data; Clarify what learners will learn; What evidence will youwill use to determine the learner’s success at meeting the goals?List materials & resources: (1) used by the teacher for lesson &resources that ground teacher’s rationale; (2) used by students during thelesson with attention to learner interests & cultural backgrounds & technologyexposure. Include citations in text and in reference list.
LRA: What happened? Describe the decisions related to instructional planning: In what ways did the assessment data influence your decision to teach this lesson? Why did you select this particular literacy focus? Why this content focus? Why these students? How will you know learning occurred? Describe the actual implementation of the lesson: How did you introduce the lesson? What background knowledge did you augment? What did you say? How did students react? What did they say & ask? Analyze your decisions & observations regarding student learning: Explain what decisions you made during the lesson & why you made them. Reflect on your own role as teacher as well as student learning. Discuss if & to what extent the learning goals were met. What evidence did you gather of students’ meeting the learning goals? What might you do differently if you were to teach this lesson again? Is there 1 “meaty” decision you might revise in the future relevant to students’ literacy and/or language learning.
RTI: What spoke to YOU? “Johnson describes approaches to RTI in terms of their primary emphasis on either measurement or responsiveness.” (Lipson et al, p. 4, 3rd paragraph) “Proponents of a measurement approach [to RTI] favor standard intervention packages, preferably scripted, to increase the standardization. This type of approach implies that an intervention effective on average in one setting will be effective with each new student in any new setting if implemented with fidelity & increasing intensity. If the intervention is not successful, the student is the likely source of the problem…” (Lipson et al, p. 4-5, last & 1st paragraph) “RTI is not a model to be imposed on schools but rather a framework to help schools identify & support students before the difficulties they encounter with language & literacy become more serious.” (Lipson et al, p. 6)
RTI: What spoke to you? Quality core instruction“The first principle [instruction as #1 of the IRA6 principles]…stresses that a successful RTIprocess begins with the highest qualityclassroom core instruction, that is instructionthat encompasses language & literacy as partof a coherent curriculum…” (Lipson et al, p. 13, 1st paragraph)
Quality core instruction: What’sinvolved? What is the purpose: What arethe reasons behind the lesson?GoalsWhat are the content goals? Teacher pinpoints these with a grounding in the curriculumWhat are the language goals? How do YOU address them? vocabulary language structures common to the content or text language functions such as posing Qs or summarizing or justifying…
Quality core instruction: What’sinvolved? What is the purpose: What arethe reasons behind the lesson?Teacher Modeling “how to” & “when to use”…. Comprehension strategies Word solving: Figuring out word meanings); Text structures: Narratives use story grammar [setting, plot, character, etc.]; Text structures: Informational texts [internal structures such as problem/solution, compare-contrast, descriptive, etc.]; Text features such as, tables/figures, bold print, captions, headings, etc.
RTI: Quality core instruction & supplemental interventionsTeacher Modeling “how to” & “when to use”….Guided instruction: GRR & facilitating student thinking using cues, comprehension checks, questions, etc…… gradually handing over responsibility to learner for learning;Group learning experiences: In path of GRR, students collaborate with classmates in learning process & provides peer support;Independent learning: Are your students ready or is this handed to them prematurely? Independent learning experiences should support the learner toward success & building confidence.What is the learners’ response to the instruction?
Quality core instruction & the LRAConsider “quality core instruction” aspresented by Fisher & Frey and the LessonReport & Analysis assignment.What common-ground do you observebetween these two frameworks for viewinginstruction?
SUPPLEMENTAL INSTRUCTION and INTERVENTIONS “Supplemental instruction is much like themedication that doctors order; The prescription comes only after a careful analysis of the symptoms and the patient’s history” (Fisher & Frey, p. 51).
SUPPLEMENTAL INSTRUCTION & INTERVENTIONS What are ways to provide supplemental instruction? What are ways to provide supplemental interventions (Tier 2)? What do you observe being used at the school where you teach to provide (a) supplemental instruction; and (b) supplemental interventions?Peruse pp. 53-73 & note the suggested supplementalinterventions AND those interventions used in your context.
Tier 2 Interventions: What might these look like? How might these vary? Time accommodations Varying Group size Size accommodations (differentiate amount of items Increasing intensity to be completed) through time Input accommodations Increasing intensity (differentiate delivery or through assessment format) Output accommodations Increasing intensity (differentiate demonstration of through teacher- learning) student time (expertise) Level of support (L1 support while learning L2) Tutorials
2 books, shared themes… Mechanically inclined Choice Book Groups The daily 5Michael S. (PK-2)Jennifer W. (PK-2) Laura D. (7th grade) Nicole P. (8th to about 10th grade) Lynn S. (9th & 12th grade)Kim M. (PK-2)The Continuum of Literacy Learning:Katie C. (Kindergarten)2 books; shared themes & goals…… Content Area Strategies at Work The daily 5. April L. (middle school)Kerri V. (3rd grade) Joey M. (8th grade social studies)Interactive think-aloud lessonsHillary T. (3rd grade)A resource for teaching ELLs, K-5. 2 books; shared themes…. Meredith M. (primary & intermediate) Marvelous minilessons (Intermediate)Kristin W. (2nd grade) Lyndsey D. (4th grade)Kelley L. (K-1) Rachel B. Mona Q. (5th grade)2 books; shared themes…. Marvelous minilessons (K-2)What really matters in vocabulary: Katie Corson (Kindergarten)Kara W. (5th grade) Kristin Mah (Pre-K) Creating strategic readers:Becky H. (3rd grade)When Readers Struggle:Elizabeth R. (3rd grade)
Choice Book Groups Meet What concepts presented in the book have influenced your thinking & your work? In what ways has the book content provided support for the 3 literacy goals you identified? What ideas/suggestions have your tried out in your classroom? Outcomes? Student response? Make a plan: What pages will the group have read & tried out by Seminar 5 on Nov. 12th? Notetaker: Send book title, member names & informal responses to bulleted prompts to Sherry via email by Nov. 5th
Looking aheadWeek of Nov. 12th SEMINAR 4 Between now & then, continue observations/coachings, your plans to video-tape lesson to share in Nov. 12th Seminar 5. Starting Mon, Nov. 5th, look for coaching form” & complete for Seminar 5 (Nov. 12th) for small coaching group (coaching form available on ecollege in Tab “Seminar 5”)Before you leave tonight: Submit Reader Response form & Obs/Coaching Template – if you have been observed/coached
What is due when? Nov. 12th DUE: Ten (10) minute video clip of an excerpt from a literacy-based lesson you have implemented in your classroom context- and - coaching form” for small coaching group (coaching form available on ecollege in Tab “Seminar 5”) Nov. 25th DUE: Submit an email message to with 3 preferences of Choice Book titles you would like to learn more about during Seminar 6. NOV. 26th DUE: Choice Book group’s overview & one-page handout (23 copies of handout) – AND - Paper copy of completed Lesson Report & Analysis (LRA)