Planning CLIP Aligned Lessons
District Learning DayMiddle Schools
September 18, 2015
Do Now Annotation
• Please read the text “Freedom Walkers” • As you read, circle up to three words that you
would teach as vocabulary words and write why.
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Annotation
• Underline the major points.
• Use a question mark (?) for keywords or phrases that are confusing or unknown to you or questions that you have during the reading. Be sure to write your question(s).
• Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention.
• Draw an arrow when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections.
• Circle specific words that are repeated several times.
AnnotationWhat is annotation?
• a note of explanation or comment added to a text or diagram.
• marking the pages with notes with comments
• interacting with the text• analyzing the text
Why annotate?• Helps to break down meaning of
the text• clearly identify where in the text
important ideas and information are located
• express the main ideas of a text • trace the development of
ideas/arguments throughout a text
• introduce a few of the reader’s thoughts and reactions
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Norms• Be present and engaged.• Be respectful of differences in perspective
while challenging each other productively and respectively.
• Monitor “air time.”• Make the most of the time we have.• Stay focused on students.
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ObjectivesKnow•The importance of fluency and vocabulary for adolescents•Establishing and implementing efficient systems and instructional routines will enable students to acquire the crucial skills needed to become proficient readers of literary and informational texts•Effective systems and routines support the implementation of the CLIP instructional design Understand•The research-based connection between fluency and comprehension•How to manage small group instruction
Be Able to Do•Implement fluency and vocabulary strategies in the CLIP instructional design.•Implement effective routines to support small group instruction
It’s time to
Play…
RulesHow do you get someone
to say curriculum?
Think fast, talk fast,
and don’t say the TABOO word!
Explore the power of
your language!
Curriculum
RulesDuring each game, Player 1 has their
back to the screen, while Player 2
guesses the TABOO word.
After 10 seconds, Players 1 and 2
switch roles.
12
Curriculum Timer
It’s time to
Play…
Game 1- Player 1
RIGOR
Game 1- Player 1
College and Career Readiness/
CCR
Game 1- Player 1
Objective
Game 1- Player 1
Close Read
It’s time to
Play…
Game 2- Player 1
Annotate
Game 2- Player 1
TNCore
Game 2- Player 1
Standards
Game 2- Player 2
Comprehensive Literacy
Improvement Plan/CLIP
Today’s Focus
XXXX
VISION BUILDINGWhat we know about effective instruction?
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Think Write Pair ShareStandards vs Objectives vs Skills• Think about the difference between a
standard, an objective, and a skill.• Write what you think is the difference
between the three.• Pair with a partner and share your
thoughts.
Standards vs Objectives vs Skills
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Academic standards provide a common set of expectations for what students will know and be able to do at the end of a grade or course. As such, they are designed to guide curriculum and instruction and help improve student achievement. The CCR Standards articulate and/or imply a set of skills required as an academic foundation in ELA/literacy or mathematics.
Learning objectives are brief statements written for the teacher and student stating what the student is expected to do as part of and following particular a lesson or unit. Standards and objectives, are not synonymous (though objectives should lead to and support standards learning) and should not be treated as such in lesson planning.
Standards with Aligned Objectives
TN DOE STANDARDS
• RL6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• W.9-10.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Standards-Aligned Objectives
• I can provide evidence to support what the text says and what I am thinking.
• I can write arguments to support claims using evidence from the text.
What we know about effective instruction
• We know that all learners need – purposeful instruction in reading skills and strategies, – motivation to read, – access to a wide variety of texts, and – authentic opportunities to read and write both inside
and outside of school (Farstrup & Samuels, 2002; Fink & Samuels, 2008).
– to develop their expertise in all aspects of reading and writing, including oral language, phonemic awareness, phonics, vocabulary, fluency, and comprehension (Frey & Fisher, 2006).
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• We know that – the skills of the teacher, and– how the teacher uses valuable instructional
time, matters. • We know that whole-class instruction alone
will not work to improve the literacy achievement of our children.
What we know about effective instruction
Areas of Effective Literacy InstructionEffective adolescent literacy instruction includes focused work in: • Word study• Fluency• Vocabulary• Comprehension• Writing• Motivation
(Boardman et al., 2008; Roberts et al., 2008)
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The Gradual Release of Responsibility
Teacher Responsibility
Student Responsibility
I do it.
We do it.
They do it (together).
You do it (independent of the teacher).
Guided
Collaborative
Independent
Modeled
6-8 Differentiated Instructional Design
• Whole Group - 25 minutes
• Flexible Grouping – 20 minutes Teacher – ledSmall GroupInstruction Literacy
Stationsfor Independent
Practice • Whole Group –
5 minutes
Reading/ELA/WritingCore (Grade-Level Instruction for All Students)
Whole GroupI do – teacher modelsWe do - guided practiceTeach/model grade level standards, concepts, skills
Small Group
Teacher led•I do – teacher models and teaches•We do (guided practice)•Coach students with similar needs
Student led flexible groups/stations•They do - they collaborate•You do - independent practice•Differentiated content, process, products
Whole Group Closure •Wrap Up what you’ve learned.
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ELA/Literacy CCR Shifts
1. Regular practice with complex text and its academic language
2. Reading, writing, and speaking grounded in evidence from text, both literary and informational.
3. Building knowledge through content rich non-fiction.
FOUNDATIONAL SKILLS
What are foundational skills? Why should secondary teachers teach foundational skills? How do I teach theses skills in the secondary classroom?
Foundational Skills
K-5• Phonological
Awareness• Phonics and Word
Recognition• Fluency
Secondary (ELA, SC, SS)• Word study• Fluency• Vocabulary
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Vocabulary instruction
• Word meaning is emphasized• Vocabulary learning consists of many different types of
learning– incidental learning, – explicit vocabulary instruction, and – self-directed vocabulary learning
• Students understand the words they read and have strategies to find the meanings of the words
Increased reading comprehension occurs when
Vocabulary instruction
Students have specific word and word-learning strategies.
Students have multiple opportunities to use a word in context.
Teachers prepare and plan word instruction based upon the text being
read.Instruction is explicit.
Teachers give students word learning strategies to build vocabulary
independently.
Increased reading comprehension occurs when
Three Tiers of Words
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Turn and Talk
• Earlier, you read a text and chose 3 words that you would teach.
• Now, based on the information you’ve read so far with an elbow partner or your group, categorize the chosen words into tiers.
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How Do You Select the Words for Explicit Instruction?
• Is the word interesting? Useful? Will it be in other texts?
• Can you define the word using vocabulary the students will understand?
• How does the word relate to other words that students are learning. – e.g., submerge
• Will the word help with the major understanding of the selection?
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Steps to Consider When Choosing Tier Two Words
1. List all the words that are likely to be unfamiliar to students.
2. Analyze the word list:a. Which words can be categorized as Tier Two words? b. Which of the Tier Two words are most necessary for
comprehension? c. Are there other words needed for comprehension? Which
ones? 3. On the basis of your analysis, which words will you teach?
• Which will need only brief attention? • Which will you give more elaborate attention to?
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Word Study
• Emphasis on word parts– Affixes
• Latin and Greek roots, suffixes, and prefixes
• Instruction relies on word analysis and word-recognition skills
• The ability to decode and comprehend multipart words is crucial for understanding the meaning of most content-area texts (Archer, Gleason, and Vachon, 2003).
Decoding and Fluency• Reading is developmental—a continuum• Decoding is different than fluency
– Decoding is translating a printed word into a sound. – Fluency is defined as the ability to read with speed, accuracy, and
proper expression. (prosody and automaticity)
Word Study/ Vocabulary
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Why Fluency?• Students first learn to decode words, followed by learning to read
words fluently (automatically), with an ultimate focus on reading for meaning and reading to learn.
• Reading fluency– can be measured as reading words automatically or – reading texts with appropriate prosody or expression
• Reading fluency is an issue for a significant number of adolescent readers. – Several studies found significant correlations between reading fluency and
reading comprehension.
• Given these results, it seems logical that perhaps fluency instruction aimed at older students may be a key to their reading success.
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Fluency Activity
• After reading an article on fluency, content groups will – Choose one strategy they can begin using in their
classrooms this week. – Describe how they will use this strategy in their
classroom.– Prepare to share.
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WHAT ARE SYSTEMS AND ROUTINES, AND WHY ARE THEY IMPORTANT?
Systems and Routines
Systems and Routines
• the procedures performed daily in your classroom
• the actions that happen on a daily basis
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Essential Systems and Routines
• Lessons designed around clear, standards-aligned learning objectives
• Dedicated instructional times for ELA instruction
• Gradual release of responsibility model• Teacher modeling with student practice and
feedback
What happens in whole group?• Bellwork/ Do Now (first 5 minutes)
– used to review skills– build critical thinking skills – build background knowledge
•ELA - reading, grammar, vocabulary, quick write, annotate
•SC- questions from labs or ACT, data collection, graph/chart trends, vocabulary, annotate
•SS – vocabulary, quotes, annotate, questions, maps/graphs /charts
• Discussion of homework• Explicit instruction on a new
skill or a review– Teacher models. (I do.)– Teacher could possibly provide
“guided practice.” (We do.)•Guided practice how?•Turn and Talk, Think Pair Share,
Elbow Partner, Table Top Discussion, Socratic Seminar etc.
• SC – Inquiry based exploration lesson (They do.)
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It should cover no more than 30 minutes of a class period.
How does whole group look?
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Think ... Pair ... Share
Flexible Groups 6-8• Teacher-led small group• Student-Led Small Groups
– Student Dyads, or Pairs•Partner, Think Pair Share, Elbow Partner, Dyads etc.
– Reciprocal teaching– Literature circles– Stations• Word Study/Vocabulary• Writing and Grammar• Comprehension• Fluency
Flexible Small group instruction should
be…
15-20 minutes
daily
1 rotation per day
Teacher-led small group
(guided reading, guided
writing)literacy stations1. Word Study/
Vocabulary2. Comprehension
3. Writing and Grammar4. Fluency
Student- led groups
reciprocal teaching, literature circles, socratic
seminar
Middle School Flexible Group Chart
Isn’t whole group instruction sufficient?
NO! Focusing on whole group instruction does not provide an opportunity for:– Teachers to differentiate instruction based upon the
instructional needs of the students– Students to complete tasks and use materials that
are at their levels– Targeting skills and utilizing strategies necessary for
ensuring that students master information– Teachers to work with small groups of students
What happens during teacher-led small group time?
• Teacher models a skill (I do.) • Guided Practice (We do.)• Teacher guides student
working on a skill or skills in reading, writing, grammar, or vocabulary.– Teacher may be explicitly
teaching, reteaching, or reinforcing what’s been taught in whole group.
• Groups are based on data pulled from TCAP, Istation, weekly assessments, common assessments, and teacher observations.
• Teacher chooses a location where she can still see the entire class.
Teacher-led Small Group Instruction
15-20 minutes after whole group at the same time as the stations.
Small Group Instruction -Teacher Role
• Lead a group• Use instructional
materials that meet the needs of the students in your group
• Vary instructional materials and strategies
• Leave the group to work alone
• Hold a small group with children on different levels
• Do all the talking
“Do” “Does NOT”
USING DATA TO GROUP STUDENTS
• Curriculum Assessments• Beginning of the Year
Assessments• Teacher Observation• Teacher Assessments• Textbook Assessments
Teacher led Small Group InstructionPlan to meet
with ALL students.
Meet with
groups of same
instructional level or need.
Use instructional
materials that meet
the needs of the
students.
Vary instructional
materials and
strategies.
Student-led Groups
What happens during the student led flexible group time?
• Student Dyads or Pairs– Think Pair Share, Elbow Partner etc.
• Collaborative Groups– Reciprocal teaching– Literature circles
• Stations– Word Study/Vocabulary – Fluency – Writing and Grammar – Comprehension/Independent
Reading
• Students do not have to move. • Stations do not have to be
stationary.
• Gradual release of They do (collaborate) and You do (individual/independent work)
• “They do” – Students are working together to complete a group task.
• “You do” – Students are working on independent work.
• Start small to build confidence. (maybe 2 groups a day)
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Why Small Groups?
• Research shows that beginning and struggling readers benefit most from being taught explicit skills during intensive small group instruction.
• Instruction = Need of learners• Plan stations for small groups that offer ample
practice opportunities.• Provide access to high-quality interaction with
a teacher.
60
OBSERVED BEHAVIORS
Teacher Student
I do itModeled Instruction
• Provides direct instruction• Establishes goals and purpose• Models the expectation• Think aloud
• Actively listens• Takes notes• Asks for clarification
We do itGuided Instruction /
Guided Practice
• Interactive instruction• Works with students• Checks, prompts, clues• Provides additional modeling• Meets with needs-based groups
• Asks and responds to questions• Works with teacher and classmates• Completes process alongside others
They do it together
Collaborative Practice
• Provides feedback• Moves among groups• Clarifies confusion• Provides support
• Works with classmates, shares outcome• Collaborates on authentic task• Consolidates learning• Completes process in small group • Looks to peers for clarification
You do itIndependently
Independent Practice
• Provides feedback• Evaluates progress toward the learning expectation
• Works alone• Relies on notes, activities, classroom learning to complete assignment• Takes full responsibility for outcome
fbb_9.7.15.
Whole Group Closure and Reflection
Why?• To allow students to
share understandings and provide the teacher with a quick assessment of the extent of students’ mastery of the lesson’s objectives;
• To bring synthesis and closure to the lesson
When?• At the conclusion of the
blockHow?• Exit tickets• Written summary• Reflections• Significance/Gist
Statements
VIDEO DEMONSTRATION
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Lights, Camera, Action!ELA Grade 8 Classroom
As you watch this video, •Use the CLIP “look fors” as a guide to take notes and cite evidence about your noticings and wonderings.
– http://www.lipscomb.edu/ayers/investTo view the videos, you must create an account. It's
free.
• With a partner, discuss what you saw in light of the CLIP look-fors.– What routines has Ms. Utterback established with her
students? – How did Ms. Utterback build background knowledge (frame
the lesson)? – What is the purpose of using the “Teen Bullying” video as a
thinking device? Do you think it was aligned to the objectives? What other way could she have used to frame the lesson?
– Is this instruction aligned to the Gradual Release Model? If so, how?
• Be prepared to discuss with the whole group.
Turn and Talk
VIDEO DEMONSTRATION
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• With a partner, discuss what you saw in light of the CLIP look-fors.
– What other routines did you notice in this section of the video? Is there anything that you would change?
– What was the teacher’s role in the close reading?– In what other way could the close reading have been
conducted? How did she ask text dependent questions?
• Prepare to discuss with the whole group.
Turn and Talk
Progression of Text-dependent Questions
Opinions, Arguments, Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General Understandings
Part
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
8 & 9
3 & 7
6
4 & 5
2
1
Standards
Source: Fisher & Frey, http://fisherandfrey.com/resources/
CLIP Aligns to TEM
TEACH 1
TEACH 2 TEACH 3 TEACH 4 TEACH 5 TEACH 6 TEACH 7
Objective ‐
Driven Lessons
Explain Content
Appropriately
Challenging Work
Content Engageme
nt
Higher ‐Level
Thinking Skills
Check for Understand
ing
Instructional
Time
Engage students
in objective
driven ‐lessons
based on content standard
s
Explain content clearly
accurately
Engage students at all learning
levels inappropriatel
y challenging
work
Provide students multiple ways to engage
with content
Use strategies
that develop higher ‐
level thinking
skills
Check for understandi
ng and respond
appropriately during
the lesson
Maximize instructional time
Teacher Effectiveness Measure (TEM) Rubric Domains
Reflection: Where in the CLIP instructional design and/or video demonstration lesson
do you find evidence of TEM-aligned instructional practice?
HOW DO I MANAGE SMALL GROUP INSTRUCTION?
Small Group Instruction
Managing Transitions
• Ring a bell/chime• Use a timer• Use hand gestures• Call students by table/row• Use a clap or counting pattern• Play music• Others?
Teaching Transitions
• Model (I do)• Collaborative practice (we do)• Groups practice (they do)• Independent practice (put it in action)
Components of a Management System
• Station names/signs (optional)• Objectives and directions for each station• Transitional cues• Rotation schedule with student names• Visual (such as a management board)• Others?
Literacy Station Management
Culminating Activity
In your group,• Create a management system for small group
instruction/workstations.• Explain how your management system works.• How would you introduce this system to your
students?
*Prepare to share
Feedback
• What resonated with you during this activity?
• How comfortable are you now with designing a management system?
• What else do you need to know?
Next StepsBy the end of the first nine weeks:• Using the SCS curriculum map and CLIP-aligned systems and
instructional routines to support student literacy learning, design a lesson/module with instruction focused on fluency and vocabulary strategies.
• Develop a system for data analysis and grouping of students.• Create and implement (or refine) a management system for small
group instruction.• Implement all stations as directed in your classroom.• Content Teachers will share how instruction will focus on fluency
and vocabulary, and they will share how they will use the Gradual Release of Responsibility
Model.
QUESTIONS
Reflection: One minute paper on post-it
• Jot down your “Take-Aways” • Consider what you need to know and be able to
do to successfully implement what you have learned in this session.– What is still unclear?– What professional development or additional
resources do you need?
District Contact
LaTisha BryantLiteracy Instructional
AdvisorMiddle School
Visit us on our weeblywww. scsliteracy.weebly.com
password: readandwrite
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