17. •Why does this matter?
17
"On the 2010 dropout report, Alabama
had 3,896 students drop out of school.“
Alabama State Dept. of Education
“About one out of three (32%) of
Alabama’s students who graduate and
enroll in a public college or university
requires remediation courses in reading.”
Alabama Commission on Higher Education
18. •Why Does This Matter?
“With one of the highest dropout rates, Alabama is not
providing a quality education for all its citizens when so many
of its youth are not participating. Also below national average,
only 75.3% of the population 25 years and older have a high
school diploma. This crisis in education threatens to impede
further growth in Alabama because it hinders the goal of
creating and maintaining a skilled, educated workforce, and
saddles the state with the costs often associated with high
school dropouts.”
Counties in Crisis
Assessing Quality of Life in Alabama
18
19. •Research
19
“Neglecting students’ literacy has serious
economic consequences for individuals and
states. Today, almost 40 percent of high school
graduates lack the reading and writing skills that
employers seek, and almost a third of high school
graduates who enroll in college require
remediation. Deficits in basic skills cost the
nation’s businesses, universities, and under-
prepared high school graduates as much as $16
billion annually in lost productivity and remedial
costs” (National Governor’s Association, 2005).
20. •Components of a strategic lesson agenda
Daily Outcome:
By the end of this lesson, you will be able to
identify the components of a strategic lesson.
Before: Anticipation Guide
During: Jot Notes
After: Anticipation Guide
20
23. •I do
• Jot Notes
• I do-Chunk One:
• Strategic Teaching is not the random use of
strategies. The purpose of strategic teaching is
to make learning visible.
23
24. •We do
• Jot Notes
• We do-Chunk Two:
• Focus on standards and outcomes
• Chunk the text and allow for student
discussion
• Include a Before, During, and After strategy
24
28. •Components of a strategic lesson agenda
Daily Outcome:
By the end of this lesson, you will be able to identify the
components of a strategic lesson.
Before: Anticipation Guide
Purposes: Set purpose for reading the text, Build Background
Knowledge
During: Jot Notes
Purpose: Engage with Text, Self-Monitor Comprehension
After: Anticipation Guide
Purposes: Reflect on the Content of the Lesson, Make
connections with the text
28
29. •Strategic Planning Agenda
Outcome: Participants will discover the steps of
planning strategic lessons.
Before: Table Talk
During: Margin Notes
After: Paired Summarizing
29
30. •
Before: Table talk
• Table Talk-Strategic Planning
• Take one minute to read the question,
reflect, and write and response.
• Take one minute to share your response
with a partner.
• Take three minutes to share your
responses with the table, chose one
response to share with the entire group.
30
31. •Table talk
• What must be determined prior to planning a
lesson? What is the first step in planning a
strategic lesson?
31
32. •During: Margin Notes
• Choose a partner.
• Read a chunk of text (each step is a chunk).
After reading the chunk, write notes in margin
about information that stands out to you.
• Share your notes with a partner.
32
34. •Examples of Margin notes for Chunk One
•Lesson planning starts with the
outcome-the outcome is what
you want the students to be able
to do.
•Outcomes should move students
to mastery of standards
34
35. •
Chunk 2: “We Do”
•Read chunk two.
•Write notes in the margins.
•Share your notes with your
partner.
35
36. •Chunk 3: “Y’all Do”
• Read chunk three.
• Write notes in the margins.
• Share your notes with your partner.
36
37. •Chunk 4 – “YOU DO”
•Read chunk four.
•Write notes in the margins.
•Share your notes with your
partner.
37
38. •After: Paired Summarizing
• Write a brief summary of the text.
• Trade papers with a partner. Read what
your partner wrote, then write a brief
summary of what they said.
38
39. •Strategic Planning agenda
Outcome: Participants will discover the steps of planning strategic lessons.
Before:
Table Talk
Purposes: activate prior knowledge; establish a purpose for reading; build
background knowledge
During:
Margin Notes
Purposes: engage with the text; enhance comprehension of written material
through short readings and oral discussions; self-monitor comprehension
After:
Paired Summarizing
Purposes: summarize text, monitor comprehension
39
42. •What is Strategic Teaching?
• It is a process of incorporating active
engagement and academic literacy into all
lessons planned.
• It requires explicit instruction.
• The main focus is student learning.
42
43. •Strategic Teaching
As educators, we are
ineffective when our
students are actively
engaged in a meaningless
task or passively involved
in a meaningful one.
43
44. •Coding The Text
As you read the lesson plan Mrs. Jones, identify the
components of a strategic lesson using the following codes:
• (1) Student-Friendly Outcome(s)
• (2) Examples of Chunking
• (3B) Before Strategy, (3D) During Strategy , (3A) After
Strategy
• (4) Explicit Instruction (Also identify which step: I Do, We
Do, Y’all Do, or You Do.)
• (5) Active Literacy (Also identify which component: Talking,
Writing, Investigating, Reading, Listening
• (FA) Formative Assessment
44
45. •Coding The Text
As you read the lesson plan Mr. Smith, identify the
components of a strategic lesson using the following codes:
• (1) Student-Friendly Outcome(s)
• (2) Examples of Chunking
• (3B) Before Strategy, (3D) During Strategy , (3A) After
Strategy
• (4) Explicit Instruction (Also identify which step: I Do, We
Do, Y’all Do, or You Do.)
• (5) Active Literacy (Also identify which component: Talking,
Writing, Investigating, Reading, Listening
• (FA) Formative Assessment
45
48. •Parking Lot Postings
Reflect on the learning from the day:
• Questions
• Concerns
• Comments
The purpose is to let the facilitators see
whether or not learning has taken place.
48
Editor's Notes
Show motivational PowerPoint that illustrates what it is like to be a student.
Alabama’s Action Plan for Literacy – p. 13One Alabama school had as many as 88% of its graduates in remediation classes. This data illustrates the need for more rigorous literacy instruction through high school.
Have participants read the quote.Take a post-it and jot down one key point that stands out to you.Whip around.
Go over the outcome.Each part of our day today will follow this structure (Before, During and After). Some of our lessons will be designed for adults and we’ll have a lesson this afternoon designed for students. But in all lessons we will use a strategic lesson format which will help you identify and analyze the components of a strategic lesson. All of the strategies that we use could be applied to your content and they are listed on the bottom of your agenda.
Ask for a volunteer to read aloud to the group as the sentences come up.
State outcome. Think how we did that.Click.For the before we participated in a Think Aloud with the John Passage.Click.The purpose……ClickFor the during…..ClickThe purpose…..ClickFor the after….ClickThe purpose was….
Key points concerning the strategies:Two other instructional practices that are used in this lesson:Equity sticks (or equity cards) will be used to solicit responses from participants. The purpose for this strategy is to randomly select students for responses and participation. These strategies were selected with the purpose in mind. These strategies are the tools to help students reach the outcome(s).
Read the directions on the slide.Have participants respond on their own (2 minutes). Ask participants to meet with their left-brain partner to share their predictions (two minutes).Bring participants back together and ask participants to share whole group. Use Equity Sticks for selecting responses (two minutes).
Facilitator reads Chunk 1. “We will be discussing the term ‘adolescent’, and it is important to understand that children between the ages of 10-18 are considered adolescents.”As I read aloud, follow along, highlighting important facts or ideas. Then, record your student notes. Be sure to add a connection to your notes.Share your student notes with a partner.After the discussion, show the teacher notes on the next slide.
“These are possible notes . Notice that I used phrases that depicted my thoughts. An actual life example was made as a connection from the text to the real world.”Allow time for participants to add the teacher notes.Key lecture points:“Adolescents are developing the parts of the brain responsible for thoughtful, reflective reasoning and judgment; 7 to 10% of the brain is being pruned away. During this period they give little thought to their actions, they seek instant gratification and can’t see the importance of future consequences.This is the time when high stakes tests (Stanford -10, ARMT, and AHSGE) are given. Students place little value on these tests. Therefore, teachers are challenged to teach the standards using methods that will engage students in learning that is comprehensive and active.”
Follow instructions on the slide.Read chunk two. Then, record your student notes. Be sure to add a connection to your notes.Share your student notes with a partner.After the discussion, show the teacher notes on the next slide.
Read chunk three. Then, record your student notes. Be sure to add a connection to your notes.Share your student notes with a partner.After the discussion, show the teacher notes on the next slide.
Ask participants to revisit the anticipation guide.Follow the instructions on the slide.The teacher should walk around the room and check for understanding.Clear up any questions or misunderstandings during this time.After 2 minutes, bring the group back together.Discuss the answers and expound on the justifications.
Review the strategic teaching lesson.“You have just completed a strategic lesson on the Brain Research.”Now, let’s ‘back step’ the lesson. Was the outcome met? If so, what evidence do we have? 2) Do you recall our before strategy? Click. What was our purpose? Click. 3) Do you recall our during strategy? Click. What was our purpose? Click. 4) Do you recall our after strategy? Click. What was our purpose? Click. 5) Were all the strategies connected? If so, give some examples of those connections. 6) Were all students engaged? If so, what did the engagement look like? 7) Throughout the lesson, did you read? Write? Talk? Listen? Investigate? 8) Were opportunities to assess learning built in throughout the lesson? 9) Were you ever asked to leave the content to focus on reading skills? 10) At the end of the lesson, do both the teacher and the students have evidence of whether or not learning has occurred?
Break
Discuss the terms Strategic Teaching/Content Literacy.Content Literacy is what we hope to accomplish using the strategic teaching framework.Show the next 5 slides, and invite participants to make comments after each one.
Ask participants to reflect on the day by jotting questions, concerns, and/or comments on sticky notes and placing them on the Parking Lot.Explain that the facilitators will use these to assess the learning for the day, and they will be addressed in the morning.
