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This guided reading plan outlines the structure and components of a guided reading lesson for a specific grade, group, and text. It includes identifying the strategy focus, context, and supports/challenges of the text. It also details the roles of the teacher in the familiar read, introduction, children's reading, and conclusion sections of the lesson, which involve building background knowledge, linking to experiences, listening to reading, and assessing comprehension.
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compilation of data taken from various sources from the internet. i do not own some of the information here and neither do i claim 100% originality
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The document discusses instructional planning and delivery. It explains that instructional planning is the process where teachers use appropriate curricula, strategies, and resources to address student needs. It involves deciding what will be taught, how it will be organized, and how learning will be assessed. Instructional delivery is applying instructional strategies to communicate with and engage students around academic content. Effective delivery considers differentiating instruction, using variety, providing cognitive challenge, engaging students, recognizing learning patterns, and asking questions to stimulate thinking.
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C:\documents and settings\ma phi rose\desktop\tcp\instructional planning
C:\documents and settings\ma phi rose\desktop\tcp\instructional planning
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Strategic teaching summary (1)
This document provides an overview of strategic teaching practices designed to promote student engagement and learning. It describes strategic teaching as research-based best practices that can be used in all content areas to increase student achievement. The document outlines the 5 components of a strategic lesson, including daily outcomes, instructional practices, lesson structure, explicit instruction steps, and active literacy components. It then provides a step-by-step guide for developing a strategic lesson, including planning before, during, and after strategies to meet daily outcomes. Finally, it lists examples of literacy strategies that can be used for each lesson component.
Ed 54 crafting the curriculum teacher as a designer
This document discusses curriculum planning and development. It defines curriculum crafting as the process where teachers make decisions about the depth and content to teach at specific grade levels. The curriculum scope can be divided into chunks like units, sub-units and chapters. These chunks are guided by curriculum objectives and can be arranged thematically, linearly, or logically. Thematic curriculum promotes quality learning through engaging topics. Linear curriculum follows a step-by-step process starting with objectives. Logical curriculum sequences content simply to complex. Effective curriculum development involves teachers, is an ongoing process, and follows a systematic, comprehensive approach.
COMPONENTS OF LESSON PLAN
This document discusses the components and considerations for developing an effective lesson plan. It defines a lesson plan as a teacher's written guide to achieve intended learning outcomes. Key components include objectives, materials, procedures, and assessments. When developing a lesson plan, teachers should consider student factors like interests and abilities, as well as content and available materials. Common models for lesson plans include Gagne's nine events of instruction, Madeline Hunter's seven-step plan, and the 5E model. Finally, the document outlines some common problems in lesson planning like providing for individual differences and integrating learning experiences.
Skills and strategies
This document provides an overview of a presentation on a strategic approach to teaching reading comprehension. It discusses establishing an effective literacy environment, using a gradual release of responsibility model, explicitly teaching reading skills and strategies, and employing techniques like reciprocal teaching. The objectives are to review principles of teaching reading, describe a framework and components for comprehension instruction, clarify the differences between skills and strategies, and identify resources.
Instructional Design.pptx
The document discusses instructional design and different instructional design models. It defines instructional design as a systematic process involving teachers, learners, materials, and the learning environment to achieve learning goals. Two common instructional design models are presented - the ADDIE model and Gagne's Nine Events of Instruction. The ADDIE model involves five phases: analysis, design, development, implementation, and evaluation. Gagne's Nine Events include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer.
Catering for gifted students in unit planning
The document discusses the need to differentiate curriculum and instruction to meet the individual needs of diverse learners in the classroom. It defines curriculum differentiation and describes strategies such as modifying content, process, product, and learning environment based on a student's readiness, interests, and learning profile. The Maker Model provides a framework for differentiation across these four dimensions of curriculum to ensure students are appropriately challenged.
Class worksintroobjectivestransitions
The document discusses research-based instructional strategies for increasing student achievement, including the Essential Nine strategies from Marzano. It provides an instructional planning framework focusing on creating a positive learning environment, developing student understanding, and helping students apply knowledge. The document recommends setting specific, communicated learning objectives and involving students in setting personal objectives. It also discusses using technology to support these strategies and move toward more student-centered learning.
Non-Fiction Reading Strategies
This document outlines various reading strategies that can be used before, during, and after reading. Some pre-reading strategies discussed include brainstorming, anticipation guides, think-pair-share, and KWL charts to activate prior knowledge and set a purpose. During reading, strategies like making connections, reciprocal teaching, read-alouds, think-alouds, and word hunts help students comprehend the text. After reading, students can retell stories, summarize, complete exit slips, engage in reflections, and use story organizers to monitor comprehension and consolidate learning.
Facilitating learning-1
This document provides an overview of metacognition and learner-centered psychological principles. It begins by defining metacognition as "thinking about thinking" and awareness of one's own learning processes. It then describes three categories of metacognitive knowledge and strategies to develop metacognition in students. The document also outlines 14 learner-centered psychological principles divided into cognitive/metacognitive, motivational/affective, developmental/social, and individual differences factors that influence learning. Finally, it compares differences between novice and expert learners and their use of metacognitive strategies.
Similar to Gr template (20)
Ed 54 crafting the curriculum teacher as a designer
Ed 54 crafting the curriculum teacher as a designer
More from Susan Robertson
F and p flow chart sept2014
The document provides guidance for teachers on administering Fountas and Pinnell Benchmark Assessments. It outlines when and where to conduct assessments, how to record student reading behaviors and determine reading levels, and how to have comprehension conversations to evaluate student understanding. The goal is to identify students' highest instructional reading levels to guide instruction and identify students who may need intervention.
Tpm update march 2014
This document provides instructions for teachers on accessing and using the TPM (Teachers' Professional Management) system. It explains how to log in to TPM using your username, which is your last name and first initial. It then provides directions for sorting students by grade, adding new students, and entering and finalizing literacy data for each student. The document also includes troubleshooting tips for accessing finalized records, making changes to locked records, and deleting records.
Advanced search directions
Using the Advanced Search feature in TPM allows teachers to organize and sort Fountas & Pinnell Benchmark data by instructional level, fluency, and comprehension in order to guide instruction, develop student goals, and inform flexible groupings. Teachers can complete an advanced search by selecting the Fountas & Pinnell option, choosing filters like grade level or teacher name, and sorting the results to analyze the class's literacy performance.
Grade 1 letter (sept 2013)
Grade 1 teachers are asked to complete 3 required early literacy assessments by September 30th, 2013 related to letter recognition, early literacy behaviors, and phonological awareness. The document lists the optional readiness assessments of reading high frequency words at levels of 25, 50, and 100 words as well as assessments of blending words, segmenting words, and rhyming. Teachers are asked to use the assessment forms from the Benchmark Assessment System resource box and to note the different page numbers between the 1st and 2nd editions. The document requests that last year's list of Grade 1 resources be forwarded if still available and offers assistance from the author in unpacking and getting to know new teacher resources.
Assitive techpowerpoint
The document discusses assistive technology (AT) and its use to support student independence and access to the curriculum. It defines AT and outlines a developmental continuum for implementing AT in schools. The presentation covers universal, targeted, and individual technologies and provides examples of low, mid, and high-tech options. It emphasizes the importance of division-wide planning that considers training, toolkits of technologies, and assessing individual student needs through a collaborative team process. The goal is to move from a reactive to a proactive approach in preparing all students to succeed through access to the regular curriculum.
Gssd assistive technology agenda march 6th
The document outlines an agenda for a meeting to plan for assistive technology in the Good Spirit School Division. It will include a review of the Ministry of Education's assistive technology project and priorities for the division. As a team, they will brainstorm currently used and potential assistive technologies, and categorize them as low, mid, or high-tech options. They will prioritize what should be universally available, available to targeted groups, or provided individually. This will inform planning for infrastructure, licensing, hardware needs, and training/support requirements to implement assistive technologies.
Lli power point december 2011
LLI is a small-group intervention program designed to help struggling readers and writers in grades K-6. It provides daily 30-minute supplemental lessons in groups of no more than 3 students. Lessons focus on developing skills in reading, writing, word study, fluency, and comprehension. The program is designed to bring students up to grade level within 18-24 weeks through a structured, fast-paced curriculum with leveled texts, ongoing assessment, and connections to classroom instruction. Teachers receive training and support through materials such as DVDs, manuals, and ongoing professional development.
Questioning tally sheet[1]
This document is a tally sheet for tracking the types of questions asked about a text. It lists 11 categories of questions, including those to clarify details, understand vocabulary, find specific information, connect to ideas or characters, visualize elements of the text, understand author choices, analyze text structure, summarize content, extend beyond the text, understand characters or objects, and make predictions. The tally sheet is intended to help assess reading comprehension strategies used when analyzing a text.
Summarizing rubric[1]
This rubric evaluates student summaries based on completeness, correctness, and quality of writing. It has four levels: Intervention, Instructional, Independent, and Advanced. The Intervention level includes 1-2 facts with extra details. The Instructional level has a partial summary with some key ideas and facts but may have extra information. The Independent level adequately summarizes most important ideas, details, and facts. The Advanced level provides an adept summary with the most essential ideas, details, facts, and vocabulary.
Summarizing templatesnotes
This document provides descriptions and suggested uses for four templates and tools for teaching students how to summarize texts:
1. A summarizing tally sheet to track key details for students and teachers to fill out together while reading.
2. A summarizing rubric to help students assess, revise, and write their own summaries.
3. A chunking and rereading think sheet to guide students in breaking texts into chunks and writing summaries.
4. A self-assessment summary sheet for students to reflect on summarizing strategies and set goals.
The templates are intended to scaffold students' summarizing skills and can be used in various reading activities and across subject areas. Teachers should model their use before having
Lesson plan template
This lesson plan outlines the context, outcomes, focus, and activities for a unit. It includes assessing student understanding before teaching, engaging introduction activities, exploring development activities during the lesson, consolidating and extending activities after, and assessing student learning. The plan provides the structure and sequence for a unit but does not include the specific context, outcomes, focus, or activity details.
More from Susan Robertson (20)
Gr template
- 1. Guided Reading Plan Date: ___________ Grade: _____ Group: ________ Text: __________________ Level: _________ Strategy Focus: Context: Supports: Challenges: Teacher Does Familiar Read: Introduction: • Build Background Knowledge • Link to children’s experiences • Point out supports and challenges Children Reading: Purpose: • Set comprehension purpose • Set activity for early finishers • Teacher listens to children read and records observations • Prompt Conclusion: • Engage students in a discussion about the text revisiting the purpose for reading and the strategy focus • Mention strategies used • Assess comprehension • Encourage reflection Follow up Activities: (when appropriate)