Welcome Reading CoachesNovember 12, 2010
• Collaborative Lesson Building and Discussion for Content Areas
Updating/Sharing• What is going on at your schools?• MS – Second SRI Testing window is open (October 18, - November 23, 2010)http://www.palmbeachschools.org/dli/scholastic/SRI.asp
• Celebrate Literacy Week (January 24 – 28, 2011)• FCAT 2.0 Sample Test Materials http://fcat.fldoe.org/fcat2/fcatitem.asp• What Works: Project CRISS – The Integration of
Research and Practice
Effectiveness Ratings for Adolescent Literacy: Reading Comprehension
InterventionsImprovement
Index Evidence Rating
Extent of Evidence
Project CRISS® 20 Medium to Large
SuccessMaker® 11 Medium to Large
FastForWord® 8 Medium to Large
Cooperative Integrated Reading and Composition©
7 Medium to Large
Read 180 4 Medium to Large
Accelerated Reader™ 3 Medium to Large
Reading Apprenticeship® 2 Small
Reading Mastery -7 Small
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Serves: ALL
Recipe for SuccessMetacognition (Main Course)
Season with: Background Knowledge Purpose Setting Active Learning
– Discussion & Writing OrganizationDirections: Explanation and Modeling Teaching for UnderstandingReflect:Taste and reflect on what could
make the recipe better
Here are some of the Ingredients
1. CRISSSM Strategic Learning Plan 2. Plan 3. Enduring Understanding
3. Assessment3. Content/Materials
2. Preparing for Understanding3. Engaging Students with
Active Persistence 2. Transferring Information
2. Reflection
1. Ingredients of Metacognition2. Prepare
3. Background Knowledge3. Purpose Setting
3. Author’s Craft2. Active Learning - Engage
4. Discussion4. Writing
4. Organization2. Explanation and Modeling2. Teaching for Understanding
2. Reflect
The Shoulds:• Teachers should teach for enduring
understanding.• Teachers should do instructional planning
using UbD.• Teachers should develop clear assessment
targets.• Teachers should scaffold instruction.
The Shoulds:• Teachers should help students build
connections between cognitive strategy instruction and complex subject-matter goals and purposes.
• Teachers should move from generic strategies to instruction embedded more specifically to content domains.
• Teachers should engage students with content.
; ;
Stephanie SefjackAmerican College of Education
Book Study
Building Background Knowledge for Academic Achievement by Robert J. Marzano
Cris Tovani, 2006
Many define reading as an act of engagement between the reader and the text.
What do I need to do in order to engage?• Strategies to think about text when reading words
alone doesn’t produce meaning.• Text that is accessible because text that is too hard
forces me to disengage immediately.• Relevancy and purpose because without a purpose, I
disengage.
Cris Tovani, 2006
Many define reading as an act of engagement between the reader and the text.
What do I need to do in order to engage?• Strategies to think about text when reading words
alone doesn’t produce meaning.• Text that is accessible because text that is too hard
forces me to disengage immediately.• Relevancy and purpose because without a purpose, I
disengage.
Cris Tovani, 2006– If a physics teacher defines reading as
“sounding out words,” it’s no big deal to
assign 25 pages from the textbook for
homework reading.– If an Algebra I teacher defines reading as
something done mostly with novels, then it
stands to reason he wouldn’t think that
students need strategies to read word problems.
Cris Tovani, 2006– If a social studies teacher thinks that kids
learned how to read in elementary school, then
why would she spend time teaching students how
to read a primary document?– If a teacher thinks it is someone else’s job to
teach students how to read his text, then of
course he won’t take time to show students how
to read.
Cris Tovani, 2006– Finally, if students think it is the teacher’s role to
make them “get” the words then no wonder they
don’t work to construct meaning.
Infusing Reading Benchmarks in the Content Area
18
Teachers’ Activities to Improve Instruction
Choose curriculum,write curriculum, align curriculum, write local standards
U.S. JAPAN
Plan lessons individually
Plan lessons collaboratively
Watch and discuss each other’s classroom lessons
How do you infuse
“Reading Benchmarks in other content areas?
It is a collaborative process to produce excellent
standards-based lessonsTeams Formulate
Goals & Sketch out a Unit
Plan &Teach a “Research Lesson”
Feedback from Team Members
Feedback from Student Work
Revise & Teach in
another class
Follow a Uniform Template
–A tool for organizing the Plan Effectively
–Prompts guide you through the 5-step process
Student Learning Goals
Learning Experiences
Acceptable Evidence
Prompts
Prompts
Prompts
Collaborative Lesson Building ProcessCollaborative Lesson Building Process
Plan DesignPlan Design
Try OutLesson(s)Try Out
Lesson(s)TeamObservations
Student feedback
Analysis of Student Work
Review &ImproveReview &Improve
Peer Review
Design a “research” lesson
Identify Goals
Rough out a Unit
FeedbackFeedback
Revise Design
ABC
23
There is no “I” in School
Lesson Collaboration is a Team Process…
Benefits of Lesson Collaboration• Increased knowledge of subject matter• Increased knowledge of instruction• Increased ability to observe students• Stronger collegial networks• Stronger connection of daily practice to long-term goals
• Stronger motivation and sense of efficacy
• Improved quality of available lessons
Asking the Right QuestionsCoaching/Mentoring
Best PracticesVocabulary Research
Vocabulary Instruction
1. List questions you have about teaching vocabulary.
2. List questions you have about teaching vocabulary to students with special needs or to ELLs.
3. What do you see as the greatest challenges in teacher vocabulary at your school?
SN
Research-Based Practices• Develop word awareness and love of words
through word play• Deliver explicit, rich instruction to develop
important vocabulary• Build strategies for independence• Engage students actively with wide range of
books
STAR
• Select• Teach• Activate• Revisit
Best Practices
Word Combining– Reinforces and expands vocabulary knowledge
through writing.
– Combine vocabulary words or key concepts into a sentence or paragraph.
– Can be used for summarizing.
Best Practices
Word Combining– Combine the following words into a sentence(s)
about the woodchuck.• burrow• tunnel• chamber
– The burrow or home of the woodchuck consists of an elaborate set of tunnels, some of which branch to additional exits and others which serve as chambers for sleeping.
Best Practices
Word Combining– Combine the following words into a sentence(s)
about conducting a lesson study.• plan• review• improve• teach• feedback
– Together a group of teachers will plan a lesson and tweak it through reviewing to improve it for teaching. They will observe it taught and provide both student and teacher feedback.
Vocabulary Triangleresilient
compassion diversion
She
was
a re
silie
nt w
oman
who
dem
onst
rate
d
a si
ncer
e co
mpa
ssio
n fo
r her
stu
dent
s.
The boy was extrem
ely resilient and viewed
each challenge as a simple diversion.
The promotion provided a needed diversion, but she never lost compassion for the poor. .
He has a true compassion for others and a resilient personality, but he needs to find a healthy diversion from his daily stress.
Vocabulary TriangleImproper fraction
mixed numbers
decimal
To c
hang
e an
impr
oper
frac
tion
to a
mix
ed
frac
tion,
firs
t div
ide
the
num
erat
or b
y th
e
deno
min
ator
.
Proper or improper fraction values can also be
expressed in decimal form
.
A mixed number is expressed in whole numbers and decimals.
To change an improper fraction to a mixed number, divide the numerator by the denominator and express the answer in whole numbers and decimals.
Vocabulary Trianglefantastic
gaudy vitality
Websites for Online Word Games• Hangman Game: www.vocabulary.co.il/• Word Safari:
http://home.earthlink.net/~ruthpett/safari/index.htm
Wrap-Up• Next Meeting is December 3, 2010
in Thurber A & B• Bring an example of a collaborative lesson
or vocabulary• Bring an ornament for an ornament
swap
Happy Thanksgiving!!
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