Teach Tanks

Julia McMains

Courtney Morawski

Unlock Learning, 2013

Why is this important?

http://youtu.be/dY2mRM4i6tY

Please list the important issues addressed in this video? Compile a group list.

OverviewFor students on grade level or aboveCurriculum Based

Figure 19 Grade Level SE’s Problem Solving

Spiral Review of SE’s already taught

Used during Intervention Time onlyModel Teach Tanks whole group during

Weeks 1 and 2Monitor and Guide students in Teach

Tanks during Week 3Intervention will begin Week 4

Students should be able to complete Teach Tanks independently at this time

How many do I make?• 6 to 12 tubs per six weeks• Students can complete in 2 to 4 days• Length depends on the “meat” of the tank

Examples•https://docs.google.com/file/d/0B7VUxjN_opw1ckpfTm9xUW1acm8/edit?usp=sharing

•https://docs.google.com/file/d/0B7VUxjN_opw1TXlKUENhTGluZWM/edit?usp=sharing

•https://docs.google.com/file/d/0B7VUxjN_opw1d2cwUTg4RFlHSGc/edit?usp=sharing

•https://docs.google.com/file/d/0B7VUxjN_opw1b2FZRVB4MzM1YVE/edit?usp=sharing

ALL tubs are LA based due to reading and writing component Use fiction book then the whole tub will

be considered LA Use non-fiction book then tub will be a

Math, Science or Social Studies tank

We will show you a MATH variation later!

Planning

Guide

ComponentsREAD- Figure 19C

Use leveled readers, Reading A to Z, and trade books

Students must be engaged in reading Unlock strategies o Use “Activate Reading” Checklisto Variations of graphic organizer

ActivateReading Checklist

Graphic Organizers

• These should be filled out WHILE the students read.• Metacognitive Activity

Unlock Reading Graphic Organizer - Kinder

Unlock Reading Graphic

Organizer 1st - 2nd

Unlock ReadingGraphic

Organizer 3rd – 4th

SUMMARIZE- Figure 19E

Written Summary K-2nd begin with BME illustrations then

move to written summary

3rd-4th use Project Read graphic organizer to write summary

INFERENCE- Figure 19D and content area SE

”Meat” of tub Activity needs to follow content area SE

EXTENSION- Figure 19F

Needs to be higher cognitive level of thinking

Making Connections Relate: • Self to Self • Self to Text • Self to World

ManagementPocket Chart (teacher choice)Tic Tac Toe (self-choice)Poster board with Clothespins Other Ideas?

Use Fridays for kids to finish any uncompleted work. This is also a great time for Intervention kids to get a chance to do the tubs.

AccountabilityTeacher Responsibilities

Check student work before Friday

Reassign tubs to students that did not perform to the standards required. Students will redo work on Fridays.

Be aware of areas of weakness

Grading

NO formal grading

Use as informal assessment

GREAT documentation for RtI

Student Directions Book Unlock Reading Documents

Activate Reading Checklist Grade level appropriate graphic organizer

Materials to complete activities

Each Teach Tank Includes:

Purposeful Talk

• In your group, review the Intervention Log.

• Discuss questions or revisions that you would need to make to fit your team.

Samples and Examples

• Take some time and explore the samples.

• What questions do you have?

Homework• Gather reading material to be able to make at least two

Teach Tanks.

• Bring curriculum that you need to make your Tanks.

• Take a look at the Math Alternative, bring questions with you tomorrow.

Examples•https://docs.google.com/file/d/0B7VUxjN_opw1ckpfTm9xUW1acm8/edit?usp=sharing

•https://docs.google.com/file/d/0B7VUxjN_opw1TXlKUENhTGluZWM/edit?usp=sharing

•https://docs.google.com/file/d/0B7VUxjN_opw1d2cwUTg4RFlHSGc/edit?usp=sharing

•https://docs.google.com/file/d/0B7VUxjN_opw1b2FZRVB4MzM1YVE/edit?usp=sharing

Now, it’s your turn…

• Pick a book• Decide the content area focus• Use the planning guide• Create Student Directions

TIPS:• Remember Focus on Curriculum!• Have fun!