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Trinity luthern 2014

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Trinity luthern 2014

  1. 1. Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer#Untitled/Home
  2. 2. Today’s Objectives: Identify Strategies to Increase Comprehension (As is necessary with the increased rigor of the Common Core) Questioning Discussion Academic Vocabulary (Language Strand of CCSS)
  3. 3. Agenda Questioning strategies Blooms Constructed Responses Discussions ELA LookFors
  4. 4. Danielson – Instruction: • 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
  5. 5. Goal: Increase Comprehension • Strategy: Questioning – Ask Questions Throughout the Reading Process – Question – Answer – Relationship (QAR) (STARS) • Old Notch Example - Blooms - Socratic Circles
  6. 6. QAR – Question-Answer-Relationship Strategy • http://www.youtube.com/watch?v=wsud7AQ Wva8 Types of Questions: ight There (The answer is in the text, easy to find.) Think and Search (The answer is in the story, but you need to put together different story parts to find it.) On My Own (The answer is not in the story. You use your own experience to answer the question.)
  7. 7. Old Notch
  8. 8. Harcourt – Trophies Example • QAR: Read First paragraph of “Old Notch” – Ask: How long of a ride in the car would it be to go to the store? (one hour) – How do you know? (read it right there in the text) – Why do you think someone would want to live that far away from a store? – How do you know? (in my head) Two main places to find answers
  9. 9. Open Ended questions - Brainstorming • https://www.teachingchannel.org/videos/anal yzing-text-brainstorming • Blooms Flipchart – Handout
  10. 10. The use of questioning routines, such as QAR, questioning the author, or Bloom’s, is effective for developing textdependent questions. Regardless of the system used, the questions should be developed in advance of the lesson to ensure that the discussion regularly guides students back to the text. ( p 119 Text Complexity by Douglas Fisher)
  11. 11. Turn and Talk • How will you be able to use the Bloom’s flip chart with your students? • How will you use the flip chart to differentiate instruction?
  12. 12. “Students in classrooms with high academic demands and more emphasis on discussion-based approaches show higher end-of-year literacy performance.” (Applebee et al., 2003, p. 717)
  13. 13. What is a Socratic Circle? A constructivist strategy in which participants engage in a conversation to collectively seek a deeper understanding of complex ideas.
  14. 14. Socratic Circle • http://www.youtube.com/watch?v=YDP75I1b 5Do
  15. 15. Talking Chips Activity 1. 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. 2. All teammates pick up their chip and begin again. • Round 1: What format for discussions do you use in your classroom?
  16. 16. Teacher Debrief • 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? • How would this help your ELL Students? • Turn and Talk
  17. 17. Constructed Response • You’ve posed good questions. • Students have discussed the answers to the questions. • Now create a constructed response for students to do:
  18. 18. Talking Chips: • Provide examples of constructed response questions you could use with what you are teaching right now or what you have already taught.
  19. 19. Goal: Increase Comprehension • Strategy: Academic Vocabulary – Academic Vocabulary Weekly Lesson Plan Template – ELA Look-Fors
  20. 20. Estimated Cumulative Words Addressed to Child (In Millions) Language Experiences by Group Professional 45 Million Words Working-class 26 Million Words Welfare 13 Million Words 12 24 36 (Age Child in Months) 48 Meaningful Differences in the Everyday Experience of Young American Children by Betty Hart & Todd R. Risley. Paul H. Brookes Publishing Co. (1995).
  21. 21. Day 1: terrible 1. Choose word (tier II) 2. Explain Meaning 3. Repeat word several times Use illustrations or videos to visualize the word
  22. 22. Day 2: Fill in the Blank • 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).
  23. 23. Day 2: Act it Out 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.
  24. 24. Think – Pair - Share Day 2:
  25. 25. Read Aloud Day 3: • Engage students in a read aloud where students identify the vocabulary words as they are read.
  26. 26. Concept Wheel 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
  27. 27. Day 5: Exit Ticket Something new that I learned today is…
  28. 28. Modeled Lessons: • Math • Anita Archer • Hurricanes
  29. 29. Estimate
  30. 30. Distribute
  31. 31. Vocabulary Videos Grade 2 Vocabulary Video • https://www.teachingchannel.org/videos/imp roving-student-vocabulary?fd=1 • Dr. Anita Archer Podcasts • http://www.scoe.org/pub/htdocs/archervideos.html
  32. 32. What Did You Notice? • Turn and Talk: Look-Fors? What can be improved? What will you implement?
  33. 33. Hurricanes Example Handout
  34. 34. Planning: Questioning 1. Look at your next story 3. Create at least 3 questions, at various levels, you would like the students to answer. Select one open ended question for students to discuss. (Socratic) 4. Plan when to implement the lesson. 5. Create a constructed response question for students to respond to after the discussion.
  35. 35. Planning: Academic Vocabulary 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.
  36. 36. Why Look-Fors? • 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.
  37. 37. Resources Used to Create the ELA Look-Fors: Common Core Danielson Evaluation Model Best Practice Strategies Marzano’s Effective Strategies Explicit Instruction
  38. 38. Three Things Observed Student Task/Artifacts Teacher Behavior Student Behavior
  39. 39. Use ELA Look-Fors as a Tool
  40. 40. Questions?

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