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Ela look fors


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Ela look fors

  1. 1. Jennifer Evans Assistant Director ELA St. Clair County RESA
  2. 2.   What Effective Instructional Leaders Do: Supporting School Improvement and Instructional Quality This is what we do well; these are our challenges; and this is what we are doing to address our challenges.
  3. 3. Introduce ELA LookFors Using Observations and Walk-Throughs to Change the Face of Instruction
  4. 4. Student Task/Artifacts Teacher Behavior Student Behavior
  5. 5. Common Core Danielson Evaluation Model Best Practice Strategies Marzano’s Effective Strategies Explicit Instruction
  6. 6.       Domain 3: Instruction 3a: Communicating with students 3b: Using questioning and discussion techniques 3c: Engaging students in learning 3d: Using assessment in instruction 3e: Demonstrating flexibility and responsiveness
  7. 7. Professional 45 Million Words (In Millions) Estimated Cumulative Words Addressed to Child Language Experiences by Group Workingclass 26 Million Words Welfare 13 Million Words 12 48 24 36 (Age Child in Months) Meaningful Differences in the Everyday Experience of Young American Children by Betty Hart & Todd R. Risley. Paul H. Brookes Publishing Co. (1995).
  8. 8.   Only 4% of the school day is spent engaging in student talk. Only 2% of is spent discussing focal lesson content (but not necessarily using relevant academic language). ◦ Arreaga-Mayer & Perdomo-Rivera, 1996
  9. 9. If routines and procedures are not clearly established, that is where you need to begin. Once routines and procedures are established look at: The task What the student is doing What the teacher is doing
  10. 10.  roving-teacher-practice
  11. 11. Is interesting Requires cognitive effort Has real world relevance Creates discussion Relates to grade level CCSS Builds student understanding Engages students Balances Informational and Literary texts Leads student to look back and reflect on answer
  12. 12. Understanding how language functions in different contexts when writing, speaking, reading, or listening. Determining the meaning of unknown words and phrases. Determining understanding of figurative language, word relationships, and nuances in word meanings. Using grade-appropriate words and phrases. Accountability is evident.
  13. 13. 1. 2.     During the discussion, teammates place their chip in the center each time they talk. They cannot talk again until all team members have placed a chip in the middle. All teammates pick up their chip and begin again. Round 1: How do you engage your students? Round 2: How do you define rigor? Round 3: What does engaging instruction look like? 1st Grade Talking Chips Video:
  14. 14.      With Talking Chips, where was the individual accountability? Where was the equal participation? How would the teacher set up the lesson to make sure of engagement and accountability? What ideas of engagement will you take away? Turn and Talk
  15. 15. 1. Intellectual engagement • engaging in active problem solving, logic, an d meta-cognitive strategies 2. Emotional engagement • interest, enjoyment, and choice 3. Behavioral engagement •behaviors, habits and rituals 4. Social engagement • attachment to school and community
  16. 16. Varied Authentic, meaningful tasks Connected to students’ culture, life out of school Involves active participation & collaboration Intellectually challenging Investigation, problem asking and solving Experimentation, s imulation, debate, role playing Real World Problems Multiple resources Technology
  17. 17. Providing explicit and precise modeling. Using graphic organizers, visual aids, short video clips/pictures, to support teaching term(s). Providing students with feedback that is timely and effective. Providing students with the time to discuss and determine what they notice. Providing a rich literacy environment. Demonstrating enthusiasm for the content subject area. Using explicit instruction or Marzano’s 6-step vocabulary model. Incorporating kinesthetic movements with vocabulary words when possible. Providing opportunities for students to identify words in reading. Differentiating, clarifying, and providing opportunities for students to recall information.
  18. 18.  Ask: ◦ What is the purpose of the task? ◦ What is the purpose of a grade? ◦ What is the purpose for assessment?
  19. 19. Weekly Template
  20. 20. Day 1: 1. Choose word (tier II) 2. Explain Meaning 3. Repeat word several times Use illustrations or videos to visualize the word
  21. 21. Day 2:  Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible).
  22. 22. Day 2: Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible.
  23. 23. Day 2:
  24. 24. Day 3:  Engage students in a read aloud where students identify the vocabulary words as they are read.
  25. 25. Day 4: terrible Select one term for the concept wheel – terrible Brainstorm what kids know about the word and its meaning. Write the word in the first quadrant. Think of three more key ideas about the word to add to the graphic organizer
  26. 26. Day 4:     Anchor Charts or Posters - Have students created their own anchor charts based on the academic vocabulary learned during the week. Examples vs. Non-examples Questioning – Have students answer questions such as ―Would you prefer to have terrible day or an ordinary day?‖ or have students create examples from a question such as ―What is something terrible that someone might do?‖ Real Life Experiences – Have students experience real life examples of the terms and respond accordingly in writing. For example, if you are studying ―more than‖ and ―less than‖ in math, set up a center with student weight items on a scale and respond, ―_______________ weighs more than _________________.‖ Etc.  Pantomime – Have students show how the vocabulary terms would be acted out such as ―How an eagle soars.‖  Storytelling – have students tell stories including the vocabulary terms.  Synonyms and Antonyms – Have students find synonyms and antonyms for the academic vocabulary terms they are studying.  Illustration – Have students illustrate the academic vocabulary terms.  Word Search – Have students look through books to find the terms.      Substitution – Have students find places in their own writing or in other literature where they could substitute the new term for one that is already there. Hands-on Activities – provide opportunities for students to discover new understandings with hands-on activities. Real World – Have students find real world examples of the terms. Problem Solving – Provide students with a real world problem involving the academic vocabulary term, and have them work with a partner to solve it. Transfer/Multiple Meanings – Provide students with opportunities for them to transfer their learning of the new word so they understand what the same term may mean in math, science, social studies, reading or writing.  Commercial – Have students create a commercial or a pamphlet of the term.  Technology – Have students use technology to create a visual representation of the vocabulary terms.
  27. 27. Day 5: Something new that I learned today is…
  28. 28. Grade 2 Vocabulary Video  roving-student-vocabulary?fd=1   Dr. Anita Archer Podcasts
  29. 29.  Turn and Talk: Look-Fors? What was done well? What can be improved? What will you implement?
  30. 30.  Turn and Talk ◦ ◦ ◦ ◦ How How How How can can can can your peers help? I help? your coaches help? your administration help?
  31. 31.  When I walk into a classroom, of course I care about what the teacher is doing, but in some ways I care even more about what the students are doing. What's the nature of the task? Are students being invited, or even required, to think? Naturally, that has implications for what the teacher is doing and what the teacher has already done. That is, has the teacher designed learning experiences for kids that engage them in thinking or formulating and testing hypothesizes or challenging one another respectfully or developing an understanding of a concept? You really only know what a teacher is doing when you look at what the students are doing. I also listen carefully to how teachers question students—if they ask kids to explain their thinking, for instance. That's very different from just saying that's the right or wrong answer. It's a very different mindset about wanting to understand the students' thinking and their degree and level of understanding.
  32. 32.     Today: Introduce ELA Look-fors Day 2: Co-Model Vocabulary Lesson Day 3: Classroom Walkthroughs and Support Day 4: Classroom Walkthroughs and Support
  33. 33. Select a reading passage to be used next week. 2. Select 3 tier II words to teach explicitly. 3. Open the PowerPoint Template, and insert pictures to go with the words selected. 8. Plan additional units. 7. Determine if you will provide an additional ―Menu‖ center for the words. 6. Develop a concept wheel master for the vocabulary word. 1. 4. Create dialogue for your students to fill in the blanks on day 2. 5. Plan how your students could act out the words.