2. Session Norms
■ Be present in the work (actively engaged)
■ Monitor equity of voice (engage in purposeful talk, monitor air
time)
■ Practice consideration of colleagues (e.g., limit sidebars)
■ Take care of yourself (ask questions, give feedback, make yourself
comfortable)
■ Have fun!
2
3. What do you see?
• Independently brainstorm 3
reasons why these students
might seem disengaged. (1
minute)
• As a group, share your ideas.
• Find three common reasons
and record on chart paper
provided.
• Be prepared to share out
whole group.
4. Student engagement is affected when…
• Students do not understand what is being presented
(comprehensible input).
You’re not teaching me!
• Students are not interested in what is being
presented (personalization).
You’re not reaching me!
5. Objectives
CONTENT OBJECTIVE LANGUAGE OBJECTIVE
5
• Teachers will become familiar
with the Turn the Light On and
Do I Really Get It? literacy
routines.
• Teachers will infuse the
literacy routines into a model
lesson.
• Teachers will clarify their
understanding of the Turn the
Light On and Do I Really Get It?
literacy routines by:
Participating in a funnel activity.
Viewing exemplar videos.
Participating in a Pictionary and
a Silent Vote activity.
Revising a lesson plan using the
newly learned routines.
6. Funnel Protocol
Turn the Light On Do I Really
Most
important
sentence
Most
important
word
Get It?
• Read the “Why it Works”
paragraph on both coaching guides.
• Select a sentence from each guide that
resonates with you.
• Choose one word that seems most
important from each sentence.
Leave the tip of the funnel
blank for now.
Most
important
sentence
Most
important
word
Connection
Shoulder
Partner
4
7. Turn the Light On
As a table group, find one word that connects all three images together.
7
8. As teachers…
•Our goal is to help make content
comprehensible and minimize any
confusion that students may have.
•We must find innovative ways to ‘hook’
the students’ interests and capitalize on
the MAQ factors that influence Second
Language Acquisition. (Motivation,
Access to Language and Quality of
Instruction).
9. Coaching Guide
• Skim the back page of the coaching
guide to familiarize yourselves with the
elements of the routine.
http://houstonisdpsd.org/literacy-routines/
turn-the-light-on
9
5
10. Turn the Light On Model Video
You will also watch the video through three different
lenses and debrief your experience using the following
stems:
1. “As a student, I felt…”
2. “As a teacher, I felt that the lesson…”
3. “As an administrator, I felt that the lesson…”
Table
Group
10
6
11. Turn the Light On Pictionary
8
Play
Pictionary
• Independently, read the coaching
guide.
• As you read the second page,
draw/sketch/doodle an image that
represents each of the components
on separate index cards. (6 minutes)
• DO NOT SHARE your images!
Draw
• Let’s play: (4 minutes)
Shuffle your index cards.
Participant A, show your visual to
participant B.
Participant B try to guess the
component represented.
Participant A may provide clues.
Switch and repeat!
12. Coaching Guide
• Skim the back page of the coaching
guide to familiarize yourselves with the
elements of the routine.
http://houstonisdpsd.org/literacy-routines/
do-i-really-get-it
12
5
13. Do I Really Get It? Model Video
You will also watch the video through three different
lenses and debrief your experience using the following
stems:
Table
Group
13
6
1. “As a student, I felt…”
2. “As a teacher, I felt that the lesson…”
3. “As an administrator, I felt that the lesson…”
14. Do I Really Get It? Speed Dating
9
• Revisit the coaching guide and
annotate using the following
symbols: (2 minutes)
! I currently do this in my
classroom
+ I want to do more of this in
my classroom
? I have questions or am
unclear about this
• We are going to ask you to create
two lines facing each other.
• Please make sure you are facing
another participant.
• You will each have 30 seconds to
share to one “!”. Wait for my signal
to move.
• You will now share one “+”.
• Finally, share one “?”.
15. Do I Really Get It?
1. Most of my questions and checkpoints should be planned in
advance.
TRUE
2. It is important to check for understanding of both the
content and the directions.
TRUE
3. Monitoring Teacher Talk is one of the elements of this routine.
FALSE
4. When you are monitoring students, you should stand in the
front of the room to get a better view of the whole class.
FALSE
5. The “Stretch It” technique is a way to extend superficial
responses.
TRUE
10
16. Now Let’s Practice
• Each table group has a brown
envelope with a sample lesson.
• As a group you will identify one
key opportunity to embed Turn
the Light On, and one key
opportunity to embed Do I
Really Get it?.
• You will have roughly 5 minutes
to complete this exercise.
• Take 30 seconds and select a
representative.
• Representatives, please be ready
to:
State the two moments
selected
Why your group felt that those
were the most appropriate
places to insert the routines
17. Reflection
• Now, revisit your group’s list from the warm up activity.
• Think about the model/exemplar videos we viewed, and the
activities we engaged in.
• Quickly turn and talk to the person on your left about how these two
routines can remedy the reasons on your list.
13
18. Exit Ticket & Survey
• Independently, complete the funnel that you started earlier in the
session. Please post your response on the padlet using the following
sentence frame:
“Turn the Light On connects to Do I Really Get It? by____________.”
• You can access the padlet by scanning the QR code on your
participant’s guide or via the link below:
• Lastly, there is a short survey attached to your participant’s guide.
Please complete before leaving.
19. Beatrice Akala, Secondary ELA/ESL Teacher Development Specialist
bakala@houstonisd.org
Lois Barker, Secondary ELA/ESL Teacher Development Specialist
lbarker3@housotnisd.org
Donna Johnston, Secondary ELA/ESL Teacher Development Specialist
djohnst1@houstonisd.org
Sharmia Jones, Secondary ELA/ESL Teacher Development Specialist
sjones34@houstonisd.org
Georgina Castilleja, Secondary ELA/ESL TDS Team Lead
gcastil1@houstonisd.org
Editor's Notes
(Slide 1) 1 minute.
Welcome participants and introduce presenters.
(Slide 2) 1 minute.
(CLICK)
Have participants skim.
Say: This PD is also available via the Hub. The course name is Excellence Routines 3, and the enrollment/registration key is success. Instructions can also be found in your participant’s guide.
(Slide 3) 8 minutes.
Say: Before we dive into the learning, let’s take a few minutes to prep our brains.
(CLICK)
Say: Take one minute and examine the photo.
(CLICK)
Say: Independently brainstorm 3 reasons why these students seem disengaged. (CLICK)
Say: READ THE REST OF THE SLIDE. You will have 5 minutes to complete this activity.
(Slide 4) 1 minute.
Say: We have just explored reasons why our students are disengaged in class. These reason fall under two categories.
(CLICK)
Say: The first category is comprehensible input. (CLICK) Meaning, you are not teaching me.
(CLICK)
Say: The second category is personalization. (CLICK) Meaning, you are not reaching me.
Say: In today’s session, we will explore two routines that will help us reach our students through finding creative ways to hook them, and teach them by ensuring that we are effectively checking for understanding.
(Slide 5) 1 minute
(CLICK)
Say: READ SLIDE or ask for volunteers. (Facilitator’s discretion)
(Slide 6) 5 minutes.
(CLICK 2X)
Say: You will need your funnel organizer to complete this activity. It is on the second page in the participant’s guide.
Say: Take 2 minutes to read the “why it works” paragraph on both guides. As you read, highlight the sentence from each guide that resonates most with you.
(CLICK)
Say: Now, revisit the each sentence and funnel down to the most important word from that sentence. Take 1 minute to turn to your partner on your right to share your word.
(CLICK)
Say: We will leave the tip blank for now. We will make our connections towards the end of the session.
(Slide 7) 4 minutes.
(CLICK)
Say: Take a close look at the three images. As a group, find one word that connects all three images together. You will have 2 minutes for this activity.
(Call on the table groups and chart their responses on in front of the room.)
Say: The first routine we will explore in our session is Turn the Light On. This routine explores ways to capture our students during instruction.
(Slide 9) 1 minute.
(CLICK)
Say: We will be viewing a model or exemplar video that highlights this routine. However, many other elements of the Excellence routines should be present as well. To get a sense of what you will be viewing, please skim the back page of the coaching guide to familiarize yourselves with the element of the routine. We will look at these sections in depth later.
(Slide 10) 15 minutes.
(CLICK)
Say: As you view the video, you will watch through 3 different lenses and debrief your experience as a
student, a teacher, and as an administrator.
Say: As you debrief use the following stems: (READ SLIDE).
(Slide 11) 10 minutes.
(CLICK)
Say: Take 6 minutes to silently read the coaching guide. As you read the second page, draw or sketch one image for each component of the Turn the Light On routine.
(CLICK)
Say: READ SLIDE.
After the game… Say: This activity is one way to teach it three ways. We’ve read it, sketched it, and discussed it.
(Slide 12) 1 minute.
(CLICK)
Say: Now we will transition into our second literacy routine, Do I Really Get It? Again, we will view a model or exemplar video that highlights the routine. You also see elements of the Excellence routines present in the lesson. To get a sense of what you will be viewing, please skim the back page of the coaching guide.
(Slide 13) 12 minutes.
(CLICK)
Say: We will follow the same protocol from our first routine. You will watch through your assigned lens. Again, we are not viewing to appraise, but to find elements of the Do I Really Get It? routine.
Say: As you debrief use the following stems: (READ SLIDE).
(Slide 14) 7 minutes.
(CLICK)
Say: Revisit the back of the Do I Really Get It?, and annotate using the following symbols READ THE REST OF THE SLIDE. You will have 2 minutes to complete this activity.
(CLICK)
Say: Now we are going to Speed Date! This will be very fast pace 5 minute activity.
(CLICK)
Say: Now quickly create to parallel lines. Make sure you are facing another participant.
(CLICK)
Say: Now you will have one minute to share one thing you currently do in your classroom with your first date. In other words, each participant will have 30 seconds to share.
Say: Now take 3 steps to your right. Again, each person will have 30 seconds to share. This time you will share one thing you want to do more off in your classroom.
(CLICK)
Say: Okay, thank your date. Now take one step to your left. The time limit is the same. Finally, you will share one thing you have a question about.
Say: Thank your date and quickly return to your seats.
(Slide 15) 5 minutes.
Say: Now, to make sure we truly understand this second routine, we will play “Stand Up / Sit Down” which is a sort of “silent vote” or response signal activity that allows you check for understanding.
Say: I will read a statement. You will stand up if you think it is TRUE. If you think the statement is FALSE, you remain seated.
**NOTE: CLICK ONCE, READ. CLICK ONCE, REVEAL… repeat and rinse **
(Slide 16) 6 minutes.
(CLICK)
Say: Each table group has a large brown envelope in the middle. Distribute the sample lesson. Take 6 minutes as a group to find one moment for each routine to enhance this lesson.
Inform participants when they have 1 minute left.
(CLICK)
Say: Quickly select a representative. I will randomly call on two groups to share out the two moments they selected and why.
