Educational Epiphany Defining and Redefining Literacy ...d2y1pz2y630308.cloudfront.net/18267/documents/2019/9/Universal... · Defining and Redefining Literacy Development K-12 Literacy

Educational Epiphany Defining and Redefining Literacy Development K-12

Literacy Development Element #1:

Decoding Implications for Practice

Defined as: Other Important Ideas:

Implication 1: Implication 2: Implication 3:


Encoding Implications for Practice



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Educational Epiphany Defining and Redefining Literacy Development K-12


Creating Meaning Implications for Practice




Ascending the Pyramid of Cognitive Demand Implications for Practice



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Educational Epiphany Calibration Notes on Composing Performance-Based Objectives (K-12)

Practice #1: A performance-based objective (accessible to students, teachers and observers) linked to the content and a higher-order thinking skill/or worthwhile mathematical task.

Flawed

Content-Driven

Performance-Based

Notes on Composing Performance-Based Objectives

Practice Opportunity:



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Educational Epiphany Calibration Notes on Composing Performance-Based Objectives (K-12)

Practice #1: A performance-based objective (accessible to students, teachers and observers) linked to the content and a higher-order thinking skill/or worthwhile mathematical task.

Flawed

Content-Driven

Performance-Based

Composing Performance-Based Objectives

Posted: SWBAT determine the topic of a text. Possible Rewrite:

Posted: SWBAT distinguish between plant and animal cells. Rewrite:

Posted: SWBAT compare and contrast the antecedents of major wars. Possible Rewrite:

Posted: SWBAT identify primary and secondary colors. Possible Rewrite:

Posted: SWBAT calculate the area of geometric figures. Possible Rewrite:

Posted: SWBAT graph and discuss the relationship between the dependent and independent variable. Possible Rewrite:

Posted: SWBAT read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form IOT compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and <.



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Calibration Instructional Leadership Prompts for Performance-Based Objectives

Practice 1: A performance-based objective accessible to students, teachers and observers linked to the content and a higher order thinking opportunity.

ILP Calibrated Feedback

1. Was there a visible objective?

2. If so, was it flawed, content-driven, or performance-based? [Depending upon the group’s response to this question, respond to question 3 or 4 or 5.]

3. If it was flawed, how could it have been modified to meet the district-wide expectation for performance-based objectives?

4. If it was content-driven, how could it have been modified to meet the district-wide expectation for performance-based objectives?

5. If it was performance-based, what qualified the objective as performance-based?

6. Could students locate the performance-based objective in the classroom?

7. Was the size of the performance-based objective helpful to students?

8. Was the location of the performance-based objective helpful to students.

Notes on Instructional Leadership Prompts:



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Educational Epiphany Calibration Notes on Curriculum-Driven Opportunities for Students to Determine the Meaning of Tier I, Tier II, and Tier III Words (K-12)

Practice #2: Curriculum-driven opportunities to make sense of general and domain-specific academic language.

Determining the Meaning of Tier I, Tier II, and Tier III Words (Sight Word, General, and Domain-Specific)

Strategy #1: Point of Use Annotation of Performance-Based Objective (K-12)

Performance-Based Objective #1: Performance-Based Objective #1: Reflection Notes:



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Strategy #2: Universal Language of Literacy

1. Argument 2. Analyze 3. Author’s Purpose 4. Central Idea (Informational) 5. Central Idea (Literary) 6. Cite 7. Claim 8. Compare 9. Conclusion 10. Contrast 11. Delineate 12. Describe 13. Determine 14. Discuss 15. Distinguish 16. Evaluate 17. Explain 18. Format 19. Inference 20. Key Detail 21. Main Idea 22. Medium 23. Opinion 24. Paraphrase 25. Phrase 26. Point of View (Informational) 27. Point of View (Literary) 28. Summarize 29. Synthesize 30. Text Feature 31. Text Structure 32. Textual Evidence 33. Theme 34. Tone 35. Topic 36. Trace

Brainstorm and Reflection Notes:

Implications for all teachers core content areas and non-core



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Strategy #3: Word-and-Definition Word Walls


Strategy #4: Word Parts (30-30-30)


Implications for whole group, small group, and student directed centers

Strategy #5: Context Clues Definitional: Synonym: Antonym: Inferential: Brainstorm and Reflection Notes:



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Strategy #6: Point of Use Annotation of Texts (in Real Time)

Reflection Notes:

Strategy #7: Thirty-Seven Words Families





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Strategy #8: Sight Words

Dolch: Grades PreK-3 (315) Fry: Grades 3-9 (1,000) Brainstorm and Reflection Notes:


Strategy #9: Relationship between the 26 Letters, 44 Phonemes, and 144 Graphemes & Relationship Between Decoding and Creating Meaning





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Calibration Instructional Leadership Prompts for General and Domain-Specific Words

Practice 2: Curriculum-driven opportunities to determine the meaning of general and domain content/specific words and phrases [academic language] before and during reading.


1. Was each unfamiliar tier II (general) and tier III (content specific) word defined? If not, which words should have been defined for students?

2. Were the definitions accurate?

3. When asked by observers to demonstrate conceptual understanding of the academic language of the objective, were students conversant?

4. Did students use the 30-30-30 to determine the meaning academic language (in the text or in the objective)?

5. Did students make use of context clues to determine the meaning of academic language (in the text or in the objective)?

6. Did the teacher use point of use annotation to help students to make sense of academic language in the text or in the objective?

7. Were students aware that the performance-based objective is a resource to them for understanding the academic language?

8. Is there a word-and-definition wall in the classroom or a traditional word wall?




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Educational Epiphany

Calibration Notes on Gradual Release of Responsibility English/Language Arts, Social Studies, Mathematics, and Technical Subjects (K-12)

Practice #3: Lessons characterized by gradual release of responsibility (from teacher dependence to student independence).

Gradual Release Phases Brainstorm and Reflection Notes

I Model – You Observe: To present students with a ‘perfect’ model of the skill to be demonstrated by the close of the lesson/series of lessons. Key Question: What instructional materials have you selected to facilitate the I Model - You Observe?

Teacher-Think-Out-Loud to Student-Think-Out-Loud Ratio: __% to __%.

I Facilitate – You Think Aloud in Whole Group: To allow the teacher an opportunity to formatively assess students’ developing understanding of the content and/or process (as many students as possible/every student is the goal) Key Question: What instructional materials have you selected to conduct the I Facilitate – You Think Aloud in Whole Group? How do you plan to assess each student during this phase? What is your plan for students who complete the task before others?

Teacher-Talk to Student-Talk Ratio: ___% to ___%.



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I Assess and Assist – You Think Aloud in Pairs: (1) To allow peer coaching; (2) to provide the teacher an opportunity to formatively assess students’ developing understanding of the content and/or process; (3) to provide students with tailored assistance; (4) to provide students with feedback and positive reinforcement. Key Question: What instructional materials have you selected to conduct the I Assess and Assist -You Think Aloud in Pairs? How do you plan to assess each student during this phase? What did you consider when placing students into pairs? What is your plan for students who complete the task before others?


I Observe – You Demonstrate Knowledge and Ability Alone: To assess individual students’ ability to demonstrate mastery of the content/process and capacity to transfer that new ability to another learning opportunity and/or discipline with automaticity Key Question: What instructional materials have you selected to conduct the I Observe -You Demonstrate Knowledge and Ability? What is your plan for students who complete the task before others?




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Educational Epiphany Calibration Notes on Gradual Release of Responsibility

English/Language Arts, Social Studies, Mathematics, and Technical Subjects (K-12)




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Educational Epiphany

Calibration Notes on Gradual Release of Responsibility English/Language Arts, Social Studies, Mathematics, and Technical Subjects (K-12)




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Educational Epiphany Calibration Notes on Gradual Release of Responsibility

Science ONLY (K-12)

5 E Phases and Purposes Notes

Engage: Each lesson progression should begin with a real-world hook that mentally

engages students (an activity or question)

The engagement activity or question is designed to: (1) capture student interest; (2)

provide an opportunity for students to express what they know about the concept or

skill being developed; and (3) facilitate connections between what students already

know and the new concept under study/skill to be developed

Explore: This phase is designed to provide students with an opportunity to carry out

and hands-on activity through which they can explore the concept or skill being

developed

Students should be a permitted to grapple with a content-related problem or

phenomenon and describe it in their own words…This phase also allows students an

opportunity to acquire a common set of experiences that they can use to aid

themselves and assist their peers with making sense of the new concept or skill being

developed

Explain: After students have had an opportunity to explore the concept or skill being

developed, the teacher should provide an explanation of the concept or

phenomenon under study and/or an expert-level demonstration of the skill being

developed to using the content-specific terms and/or students should be required to

provide the teacher with an explanation off the concept or phenomenon under study

and/or a developing-level understanding of the skills being developed using the

content-specific terms…The significant aspect of this phase is that explanation follows

the exploration/ experience

Elaborate: This phase is designed to provide students with potentially multiple

opportunities to apply what they have learned to new situations and by doing so,

develop a deeper understanding of the concept/phenomenon or greater use of the

skill being developed…It is important for students to be granted opportunities to discuss

and compare their ideas with their peers during this phase…Flexible groups should be

as small as possible/appropriate

This phase is the final opportunity for the teacher to formatively assess student

acquisition of new knowledge and skills prior to the final phase of instruction (the

evaluation/independent practice phase)…The teacher should therefore, use this

phase to circulate the room assessing and assisting as many students as possible with

special attention to struggling learners

Evaluate: The final phase is designed to provide an opportunity for students to: (1)

demonstrate mastery; and (2) review and reflect on their own learning and new

understanding and skills…Students should be required to provide evidence for

changes to their understanding, skills, and beliefs (where appropriate)



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Calibration Instructional Leadership Prompts for Instructional Planning and Delivery Models

Practice 3: Lessons characterized by gradual release of responsibility (moving students from teacher dependence to student independence) for

ELA, Social Studies, Mathematics, or Technical Subjects.


1. During the I MODEL – YOU OBSERVE, did the teacher model and think-aloud through each portion of the performance-based objective without permitting students to help?

2. Were students writing or taking notes during the model [remember only select student should be writing at this point based on unique learning needs/preferences]?

3. Were students aware of their responsibility during the teacher model?

4. Did the teacher prompt students to adhere to their responsibility to observe only, unless otherwise instructed?

5. During the I FACILITATE – YOU THINK ALOUD IN WHOLE GROUP, did the teacher release the responsibility for thinking to the students? Or did the teacher continue to do most of the thinking for students?

6. Did the teacher use a strategy(ies) for calling upon as many students as possible to demonstrate developing understanding of the performance-based objective?

7. Were students placed strategically in I ASSESS AND ASSIST – YOU THINK ALOUD IN PAIRS for the purpose of demonstrating developing knowledge of the performance-based objective?

8. Did the teacher circulate the classroom to assess and assist students where appropriate?

9. Did students grapple evenly?

10. Did the teacher informally collect data during this phase of gradual release in order to make an informed instructional decision?

11. Were students ready for the I OBSERVE – YOU DEMONSTRATE KNOWLEDGE AND ABILITY ALONE? How did the teacher know?

12. Was the activity during this phase consistent with the demands of the performance-based objective?

13. Did the teacher provide any assistance to students during this phase of gradual release?




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Calibration Instructional Leadership Prompts for Instructional Planning and Delivery Models

Practice 3: Lesson characterized by the 5Es of Inquiry-Based Science Instruction.


1. Did the teacher present students with a quick engagement activity or question?

2. Did the teacher present students with an opportunity to explore the scientific concept(s) or phenomenon/phenomena understudy in a tangible manner prior to explaining or lecturing?

3. Did the teacher present students with an opportunity to read about the scientific concept(s) or phenomenon/phenomena understudy or did students only learn about the scientific concept(s) or phenomenon/phenomena from teacher lecture/explanation only?

4. Did the teacher present students with an opportunity to elaborate/apply what they have learned to new situations and by doing so, develop a deeper understanding of the scientific concept(s) or phenomenon/phenomena under study?

5. Did the teacher present students with opportunities to discuss and compare their ideas with their peers during the evaluate phase?

6. Did the teacher present students with an opportunity for students to demonstrate individual mastery of the scientific concept(s) or phenomenon/phenomena under study?

7. Did the teacher present students with an opportunity to review and reflect on their own learning, new understanding, and skills?

8. Were students presented with an opportunity to provide evidence of changes regarding their understanding, skills, and beliefs (where appropriate) related to the scientific concept(s) or phenomenon/phenomena under study?




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Educational Epiphany Calibration Notes on Curriculum-Driven Opportunities to Produce Original Texts from Sources

English/Language Arts, Social Studies, Science, and Technical Subjects (K-12)

Practice #4: Curriculum-driven produce original informational texts characterized by an emphasis on the use of evidence from sources to inform (K-12), explain (K-12), express an opinion (K-5) and/or construct a viable argument (6-12) with a counter argument (7-12).

Informational Text Structures

Notes

Descriptive

Compare/Contrast

Sequential

Chronological

Cause/Effect

Problem/Solution

Type of Informational Writing Notes

Informative (K-12)

Explanatory (K-12)

Opinion (K-5)

Argumentative (6-12) Claim

Counter Claim

Reasons

Evidence

*Narrative (K-12)



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Informational Writing Instructional Leadership Prompts

Brainstorm and Reflection Notes

1. What is your plan to ensure that students have deep conceptual understanding of citations, their purpose, and the process for citing textual evidence? [K-12]

2. What is your plan to ensure that students are knowledgeable of the 6 text structures used by authors to compose informational text? [3-12]

3. What is your plan to ensure that students are able to distinguish between fact and opinion? [K-5]

4. What is your plan to ensure that students are aware of the components of an argument and counter-argument (i.e., claims, points, reasons, relevance and validity of evidence)? [6-12]

5. What is your plan to ensure that students have access to multiple sources of information when composing informative, explanatory, opinion pieces, and/or arguments?

6. What is your plan to ensure that students have access to standards-driven writing opportunities and an anchor response? [K-12]



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Grade In-Class Reading Opportunity

Prompt Type of Text

Possible Text Structure

K Students read three informational texts on polar bears.

Describe a polar bear to a friend who has never seen read about polar bears.

Informative Descriptive

3 Read two articles written by middle school students in favor of going to school all year long without a summer break.

What is your opinion on year-round schooling? How is it similar to or different from the authors of each article?

Opinion Compare/Contrast

5 Students read a text relating the major events that led up to the American Revolution; several timelines to corroborate events composed by historians.

Integrate information from each source to compose a chronology of the events that led up to the war between the Thirteen Colonies and Great Britain. Be sure to use key dates to structure the information.

Informative Chronological

7 Students read several texts written by legislative experts on how a bill becomes a law.

Explain the process of how a bill becomes a law.

Explanatory Sequential

9/10 Students examine a natural resource map of the United States of American and read several texts on the impact of the California fires on the natural resources of the state.

The state of California recently experienced devastating fires. Examine the natural resources of the state and describe the extent to which those resources were impacted by vast fires.

Informative Cause/Effect



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Calibration Instructional Leadership Prompts for Writing from Sources

Practice 4: Curriculum-driven opportunities for students to compose original informational texts from sources (i.e., inform [K-12], explain [K-12], opinion [K-5], argumentative [K-12]) and/or

Curriculum-driven opportunities to compose original narratives [K-12].


1. Were K-12 students presented with a standards-driven opportunity to compose an original informative text informed by multiple sources with adherence to one or more of the following informational text structures: descriptive, compare/contrast, sequential, chronological, cause/effect, and/or problem/solution?

2. Were K-12 students presented with a standards-driven opportunity to compose an original explanatory text with adherence to one or more of the following informational text structures: descriptive, compare/contrast, sequential, chronological, cause/effect, and/or problem/solution?

3. Were K-5 students presented with a standards-driven opportunity to compose an original informative text with adherence to one or more of the following opinion text structures: descriptive, compare/contrast, sequential, chronological, cause/effect, and/or problem/solution?

4. Were 6-12 students presented with a standards-driven opportunity to compose an original argumentative text, complete with: (A) an acknowledgment of the counterclaim; and (B) valid/relevant claim(s), reasons, and evidence with adherence to one or more of the following informational text structures: descriptive, compare/contrast, sequential, chronological, cause/effect, and/or problem/solution?

5. [Reading/English ONLY] Were K-12 students presented with an opportunity to compose an original narrative complete with an exposition (introduction to the characters, setting, and conflict), rising action, climax, falling action, and resolution?




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Mathematics ONLY

Practice #4: Curriculum-driven opportunities to use manipulatives to teach/assess students’ conceptual understanding of abstract mathematical concepts.

Mathematical Concept to be Taught to Mastery Manipulative(s)



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Calibration Instructional Leadership Prompts for Curriculum-Driven Opportunities to Use Manipulative to Teach and Assess Abstract Mathematical Concepts

Practice 4: Curriculum-driven opportunities for students to use manipulative to

understand abstract mathematical concepts.


1. Were students presented with an opportunity to develop their understanding of the mathematical concept(s) under study through contact with tangible manipulatives selected by the teacher?

2. Did the teacher effectively model the use of the manipulative?

3. Did the teacher allow for adequate time for students to understand how to use the manipulative to understand the abstract mathematical concept?

4. Are students able to associate academic language with the use of the manipulative?



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Educational Epiphany Defining and Redefining Literacy ...d2y1pz2y630308.cloudfront.net/18267/documents/2019/9/Universal... · Defining and Redefining Literacy Development K-12 Literacy