6 12 day 3

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6 12 day 3

  1. 1. Welcome Back Day 3
  2. 2. Agenda ● ● ● ● ● ● ● 7:45-8:00 Social Time Share Out Reviewing the “Look-Fors” Socratic Circles Literature Groups/Book Clubs Exit Slip Work Time (HS Parent Compacts)
  3. 3. Look Fors
  4. 4. Gradual Release of Responsibility
  5. 5. Focused Instruction
  6. 6. This Looks Like… ● Designing a purpose (or learning target LT) will lead to the desired results or mastery (also aligned to the CCSS) ● LTs/Purpose written in student friendly language ● Teacher referring back to the purpose or LT frequently ● Students being able to explain the purpose of the lesson to someone who walks in the room and asks ● Modeling using “I statements”
  7. 7. Establishing Classroom Procedures & Structures For Workshop/GRR
  8. 8. This Looks Like… ● ● ● ● Providing time for conferencing with students Providing time for in class interventions (RTI requirement) Providing “training” and teaching students how to work together collaboratively Providing “training” and teaching students how to work independently
  9. 9. Working Toward Creating an Environment that is inviting and focused on all aspects of literacy
  10. 10. This Looks Like… ● ● ● ● ● ● ● ● Allowing time for independent reading “Controlled Choice” Book/Literature Discussions Creating/Building a diverse classroom library Encouraging students to read for pleasure Investing time in keeping up with YA literature Providing students time to read, write, and speak authentically in class every day Collecting a variety of text formats to use within your daily lessons that align to themes Implementing Close Readings
  11. 11. Becoming familiar with your grade level standards and Using Formative Assessments to Drive Your Instruction
  12. 12. This Looks Like… ● ● ● ● Planning the Summative Assessments first or planning entire unit from beginning to end before implementing Knowing which standards you are covering Creating your daily learning targets and your formative assessments and using them to drive your instruction (exit tickets, observe trends/patterns) Did my students meet the learning target and how do I know?
  13. 13. Reflecting on our practice
  14. 14. This Looks Like… Reflecting in your notebooks or somewhere that is comfortable for you ● Using those reflections in coaching sessions ● Asking questions: Am I doing what is best for ALL of my students? What do I need help with? What do I need to talk to my coach about? What resources or ideas do I still need? ●
  15. 15. Day to Day Instruction/Intervention Universal Support ● ● ● ● GRR Focused Instruction Mini-Lesson Purpose Modeling/Think Alouds Small Groups/Guided Groups Collaboration (Student Talk) ● ● ● ● ● ● ● ● Word Walls Anchor Charts Reading, Writing and Speaking every day Bookmarks Graphic Organizers Text Frames (summary frames) Argument Frames Models/Mentor Texts
  16. 16. Top Ten Skills of Good Readers 1. Make Meaning 2. Use Strategies to Comprehend 3. Infer Text 4. Use Prior Knowledge 5. Monitor Understanding
  17. 17. Top Ten Skills of Good Readers 6. Question Author’s Purpose, POV, Perspective 7. Aware of Text Features 8. Evaluate Engagement & Enjoyment 9. Use Context Clues 10.Vary Rate to Purpose & Text Level -Beers, K. (2003). When Kids Can’t Read. Portsmouth, NH: Heinemann.
  18. 18. Are They Ready for Hard Texts? CCSS-Anchor Standard #10 for Reading Students should “read and comprehend complex literary and informational texts independently and proficiently.” (CCSS, 2010)
  19. 19. What’s Trending in Reading Instruction? #noticeandnote #engchat #titletalk @kylenebeers @bobprobst
  20. 20. Notice and Note Strategies for Close Reading
  21. 21. Identified 6 Features Contrasts and Contradictions Aha Moments Tough Questions Words of the Wise Again & Again Memory Moment
  22. 22. Notice and Note Strategies
  23. 23. Taking Close Reading to Another Level Students also have to learn and be taught to create deeper questions
  24. 24. Book Clubs Merging with Literacy Discussions
  25. 25. Talk to Me Video Clip Conferring with Small Group Book Clubs
  26. 26. Socratic Circles/Seminar Academic Language in Secondary Classroom Literacy 2.0: Finding, Using, Creating, and Sharing Information
  27. 27. Socratic Circle Expectations * Actively participate. *Ask “deep” questions. *Follow-up other’s questions with insight. *Make connections. *Don’t interrupt. *Refer to specific words and lines from the article.
  28. 28. Reflect and Write What am I doing to create a collaborative environment within my classroom? What do I still need to do?
  29. 29. “Book clubs are not structured with specific questions to answer or predetermined roles for the members- students come to discuss their thinking.” (Blauman (2011), Comprehension Going Forward )
  30. 30. Creating Book Club Norms An Evolving Anchor Chart How do we want book clubs to operate? ● Practice/live by the rules of good conversations ● Come ready to discuss- Hold your thinking ● Everyone discuss (flexible)- go deeper- piggyback (no one hogs conversation, though) ● Organized calendars ● Pace of reading
  31. 31. Themes and Guided Text Choice What essential questions do we want to anchor students to learning? Middle School ● 6th-Teens Time and Place ● 7th-Human Rights ● 8th-Science and Ethics
  32. 32. High School 9th*Lessons from Adversity *Empathy and Perspectives *Identity and Choices *Voices from History 10th *Impact of Technology *Growth and Conflict *Finding Your Voice *Morals and Ethics 11th*Duality of Nature, Good vs. Evil *American Dream
  33. 33. Example from Impact of Technology How are people advancing or destroying nature, society, and themselves with technology?
  34. 34. Using “the Classics” as Mentor Texts or for Close Reading ● ● ● Atticus’ closing argument from To Kill a Mockingbird Soliloquies from Hamlet Types of narrative leads -Thought leads Catcher in the Rye
  35. 35. ● “ Student-driven literature conversations are the be-all-end-all. So much of the literacy work students have done together is unfurled, like a big, color, flag in these conversations. And students love them…” (The Inside Guide to the Reading-Writing Classroom Strategies for Extraordinary Teaching.)
  36. 36. Book Clubs Grouping and Controlled Choice: ● ● ● ● ● Centered around the themes and essential questions Variety of levels/genres Heterogeneous or homogenous skill leveled groups Various book titles even within groups Five in a group maximum
  37. 37. Individual Conferencing “As students became increasingly familiar with and adept at strategy use, we enhanced their conditional knowledge of how to orchestrate cognitive strategies by focusing on metacognition.” Olson and Land (2007) http://www.nwp.org/cs/public/download/nwp_file/8538/Booth_Olson,_Carol,_et_al.pdf?x-r=pcfile_d
  38. 38. Author’s”Teachable Moments” While watching this video, jot down observations of what you learn as an observer about the reader.
  39. 39. Examples of Individual Conferencing Topics What are you thinking about? ● ● ● ● ● ● ● Listening to them read aloud (running record) noting strengths and weaknesses Silent Reading Observations Teacher and Student Goal Setting Analyze data from MAP, Explore, Plan, and WKCE (Progress Monitoring/Interventions) Build background knowledge Vocabulary Strategies Fix Up Strategies
  40. 40. Talk to Me- Writer’s Conference
  41. 41. Writer’s Conference ● ● ● ● ● What are you thinking about? Individualized Self-Editing Record Writing Observations Interventions or accommodations needed What does the author do?
  42. 42. Workshop Allows for Interventions Questions to ask: 1. How are the students performing as a result of universal instruction? 2. Who needs interventions? 3. Which interventions are needed to meet students’ needs? 4. How am I going to provide the interventions?
  43. 43. Exit Ticket

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