6 12 day 3
TRANSCRIPT
Welcome Back
Day 3
Agenda
● 7:45-8:00 Social Time● Share Out● Reviewing the “Look-Fors”● Socratic Circles● Literature Groups/Book Clubs● Exit Slip● Work Time (HS Parent Compacts)
Look Fors
Gradual Release of Responsibility
Focused Instruction
This Looks Like…● Designing a purpose (or learning target LT) will
lead to the desired results or mastery (also aligned to the CCSS)
● LTs/Purpose written in student friendly language● Teacher referring back to the purpose or LT
frequently● Students being able to explain the purpose of the
lesson to someone who walks in the room and asks
● Modeling using “I statements”
Establishing Classroom Procedures & Structures For
Workshop/GRR
This Looks Like…
● Providing time for conferencing with students● Providing time for in class interventions (RTI
requirement)● Providing “training” and teaching students
how to work together collaboratively● Providing “training” and teaching students
how to work independently
Working Toward Creating an Environment that is inviting and focused on all aspects of literacy
This Looks Like…● Allowing time for independent reading● “Controlled Choice” Book/Literature Discussions ● Creating/Building a diverse classroom library● Encouraging students to read for pleasure● Investing time in keeping up with YA literature● Providing students time to read, write, and speak
authentically in class every day● Collecting a variety of text formats to use within
your daily lessons that align to themes● Implementing Close Readings
Becoming familiar with your grade level standards and Using
Formative Assessments to Drive Your Instruction
This Looks Like…● Planning the Summative Assessments first or
planning entire unit from beginning to end before implementing
● Knowing which standards you are covering● Creating your daily learning targets and your
formative assessments and using them to drive your instruction (exit tickets, observe trends/patterns)
● Did my students meet the learning target and how do I know?
Reflecting on our practice
This Looks Like…● Reflecting in your notebooks or somewhere
that is comfortable for you● Using those reflections in coaching sessions● Asking questions:
Am I doing what is best for ALL of my students?
What do I need help with?
What do I need to talk to my coach about?
What resources or ideas do I still need?
Day to Day Instruction/InterventionUniversal Support
● GRR● Focused Instruction
Mini-Lesson
Purpose
Modeling/Think Alouds
● Small Groups/Guided Groups
● Collaboration (Student Talk)
● Word Walls● Anchor Charts● Reading, Writing and
Speaking every day● Bookmarks● Graphic Organizers● Text Frames (summary
frames)● Argument Frames● Models/Mentor Texts
Top Ten Skills of Good Readers
1. Make Meaning2. Use Strategies to
Comprehend3. Infer Text4. Use Prior
Knowledge5. Monitor
Understanding
Top Ten Skills of Good Readers
6. Question Author’s Purpose, POV, Perspective
7. Aware of Text Features
8. Evaluate Engagement & Enjoyment
9. Use Context Clues
10.Vary Rate to Purpose & Text Level-Beers, K. (2003). When Kids Can’t Read. Portsmouth, NH: Heinemann.
Are They Ready for Hard Texts?CCSS-Anchor Standard #10
for Reading
Students should “read and comprehend complex literary and informational texts independently and proficiently.” (CCSS, 2010)
What’s Trending in Reading Instruction?
#noticeandnote
#engchat
#titletalk
@kylenebeers
@bobprobst
Notice and Note
Strategies for
Close Reading
Identified 6 Features
Contrasts and Contradictions
Aha Moments
Tough Questions
Words of the Wise
Again & Again
Memory Moment
Taking Close Reading to Another Level
Students also have to learn and be taught to create deeper questions
Book Clubs Merging with Literacy Discussions
Talk to Me Video ClipConferring with Small Group
Book Clubs
Socratic Circles/Seminar
Academic Language in Secondary Classroom
Literacy 2.0: Finding, Using, Creating, and Sharing Information
Socratic Circle Expectations
* Actively participate.*Ask “deep” questions.*Follow-up other’s questions with insight.*Make connections.*Don’t interrupt.*Refer to specific words and lines from the article.
Reflect and Write
What am I doing to create a collaborative environment within my classroom?
What do I still need to do?
“Book clubs are not structured with specific questions to answer or predetermined roles for the members- students come to discuss their thinking.” (Blauman (2011), Comprehension Going Forward )
Creating Book Club NormsAn Evolving Anchor Chart
How do we want book clubs to operate?
● Practice/live by the rules of good conversations
● Come ready to discuss- Hold your thinking
● Everyone discuss (flexible)- go deeper- piggyback (no one hogs conversation, though)
● Organized calendars● Pace of reading
Themes and Guided Text ChoiceWhat essential questions do we want
to anchor students to learning?
Middle School
● 6th-Teens Time and Place
● 7th-Human Rights● 8th-Science and
Ethics
High School9th-*Lessons from Adversity*Empathy and Perspectives*Identity and Choices*Voices from History
10th
*Impact of Technology*Growth and Conflict*Finding Your Voice *Morals and Ethics
11th- *Duality of Nature, Good vs. Evil*American Dream
How are people advancing or destroying nature, society, and themselves with technology?
Example from Impact of Technology
Using “the Classics” as Mentor Textsor for Close Reading
● Atticus’ closing argument from To Kill a Mockingbird
● Soliloquies from Hamlet● Types of narrative leads
-Thought leads
Catcher in the Rye
● “ Student-driven literature conversations are the be-all-end-all. So much of the literacy work students have done together is unfurled, like a big, color, flag in these conversations. And students love them…” (The Inside Guide to the Reading-Writing Classroom Strategies for Extraordinary Teaching.)
Book Clubs Grouping and Controlled Choice:
● Centered around the themes and essential questions
● Variety of levels/genres● Heterogeneous or
homogenous skill leveled groups
● Various book titles even within groups
● Five in a group maximum
Individual Conferencing
“As students became increasingly familiar with and adept at strategy use, we
enhanced their conditional knowledge of how to orchestrate cognitive strategies
by focusing on metacognition.” Olson and Land (2007)
http://www.nwp.org/cs/public/download/nwp_file/8538/Booth_Olson,_Carol,_et_al.pdf?x-r=pcfile_d
Author’s”Teachable Moments”
While watching this video, jot down observations of what you learn as an observer about the reader.
Examples of Individual Conferencing Topics
What are you thinking about?● Listening to them read aloud (running record)
noting strengths and weaknesses● Silent Reading Observations● Teacher and Student Goal Setting● Analyze data from MAP, Explore, Plan, and
WKCE (Progress Monitoring/Interventions)● Build background knowledge● Vocabulary Strategies● Fix Up Strategies
Talk to Me- Writer’s Conference
Writer’s Conference
● What are you thinking about?● Individualized Self-Editing Record● Writing Observations● Interventions or accommodations needed● What does the author do?
Workshop Allows for Interventions
Questions to ask:
1. How are the students performing as a result of universal instruction?
2. Who needs interventions?
3. Which interventions are needed to meet students’ needs?
4. How am I going to provide the interventions?
Exit Ticket