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Semelhante a Trinity luthern 2014
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Trinity luthern 2014
- 1. Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer#Untitled/Home
- 2. Today’s Objectives: Identify Strategies to Increase Comprehension (As is necessary with the increased rigor of the Common Core) Questioning Discussion Academic Vocabulary (Language Strand of CCSS)
- 5. Danielson – Instruction: • Domain 3: Instruction • • • • • 3a: Communicating with students 3b: Using questioning and discussion techniques 3c: Engaging students in learning 3d: Using assessment in instruction 3e: Demonstrating flexibility and responsiveness
- 6. Goal: Increase Comprehension • Strategy: Questioning – Ask Questions Throughout the Reading Process – Question – Answer – Relationship (QAR) (STARS) • Old Notch Example - Blooms - Socratic Circles
- 7. QAR – Question-Answer-Relationship Strategy • http://www.youtube.com/watch?v=wsud7AQ Wva8 Types of Questions: ight There (The answer is in the text, easy to find.) Think and Search (The answer is in the story, but you need to put together different story parts to find it.) On My Own (The answer is not in the story. You use your own experience to answer the question.)
- 8. Old Notch
- 9. Harcourt – Trophies Example • QAR: Read First paragraph of “Old Notch” – Ask: How long of a ride in the car would it be to go to the store? (one hour) – How do you know? (read it right there in the text) – Why do you think someone would want to live that far away from a store? – How do you know? (in my head) Two main places to find answers
- 10. Open Ended questions - Brainstorming • https://www.teachingchannel.org/videos/anal yzing-text-brainstorming • Blooms Flipchart – Handout
- 11. The use of questioning routines, such as QAR, questioning the author, or Bloom’s, is effective for developing textdependent questions. Regardless of the system used, the questions should be developed in advance of the lesson to ensure that the discussion regularly guides students back to the text. ( p 119 Text Complexity by Douglas Fisher)
- 12. Turn and Talk • How will you be able to use the Bloom’s flip chart with your students? • How will you use the flip chart to differentiate instruction?
- 13. “Students in classrooms with high academic demands and more emphasis on discussion-based approaches show higher end-of-year literacy performance.” (Applebee et al., 2003, p. 717)
- 14. What is a Socratic Circle? A constructivist strategy in which participants engage in a conversation to collectively seek a deeper understanding of complex ideas.
- 16. Talking Chips Activity 1. During the discussion, teammates place their chip in the center each time they talk. They cannot talk again until all team members have placed a chip in the middle. 2. All teammates pick up their chip and begin again. • Round 1: What format for discussions do you use in your classroom?
- 17. Teacher Debrief • With Talking Chips, where was the individual accountability? • Where was the equal participation? • How would the teacher set up the lesson to make sure of engagement and accountability? • What ideas of engagement will you take away? • How would this help your ELL Students? • Turn and Talk
- 18. Constructed Response • You’ve posed good questions. • Students have discussed the answers to the questions. • Now create a constructed response for students to do:
- 19. Talking Chips: • Provide examples of constructed response questions you could use with what you are teaching right now or what you have already taught.
- 20. Goal: Increase Comprehension • Strategy: Academic Vocabulary – Academic Vocabulary Weekly Lesson Plan Template – ELA Look-Fors
- 21. Estimated Cumulative Words Addressed to Child (In Millions) Language Experiences by Group Professional 45 Million Words Working-class 26 Million Words Welfare 13 Million Words 12 24 36 (Age Child in Months) 48 Meaningful Differences in the Everyday Experience of Young American Children by Betty Hart & Todd R. Risley. Paul H. Brookes Publishing Co. (1995).
- 25. Day 1: terrible 1. Choose word (tier II) 2. Explain Meaning 3. Repeat word several times Use illustrations or videos to visualize the word
- 26. Day 2: Fill in the Blank • Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible).
- 27. Day 2: Act it Out Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible.
- 28. Think – Pair - Share Day 2:
- 29. Read Aloud Day 3: • Engage students in a read aloud where students identify the vocabulary words as they are read.
- 30. Concept Wheel Day 4: terrible Select one term for the concept wheel – terrible Brainstorm what kids know about the word and its meaning. Write the word in the first quadrant. Think of three more key ideas about the word to add to the graphic organizer
- 31. Day 5: Exit Ticket Something new that I learned today is…
- 32. Modeled Lessons: • Math • Anita Archer • Hurricanes
- 33. Estimate
- 34. Distribute
- 35. Vocabulary Videos Grade 2 Vocabulary Video • https://www.teachingchannel.org/videos/imp roving-student-vocabulary?fd=1 • Dr. Anita Archer Podcasts • http://www.scoe.org/pub/htdocs/archervideos.html
- 36. What Did You Notice? • Turn and Talk: Look-Fors? What can be improved? What will you implement?
- 38. Planning: Questioning 1. Look at your next story 3. Create at least 3 questions, at various levels, you would like the students to answer. Select one open ended question for students to discuss. (Socratic) 4. Plan when to implement the lesson. 5. Create a constructed response question for students to respond to after the discussion.
- 39. Planning: Academic Vocabulary Select a reading passage to be used next week. 2. Select 3 tier II words to teach explicitly. 3. Open the PowerPoint Template, and insert pictures to go with the words selected. 8. Plan additional units. 7. Determine if you will provide an additional “Menu” center for the words. 6. Develop a concept wheel master for the vocabulary word. 1. 4. Create dialogue for your students to fill in the blanks on day 2. 5. Plan how your students could act out the words.
- 40. Why Look-Fors? • What Effective Instructional Leaders Do: Supporting School Improvement and Instructional Quality • This is what we do well; these are our challenges; and this is what we are doing to address our challenges.
- 41. Resources Used to Create the ELA Look-Fors: Common Core Danielson Evaluation Model Best Practice Strategies Marzano’s Effective Strategies Explicit Instruction
- 43. Use ELA Look-Fors as a Tool
- 44. Questions?
Notas do Editor
- Stop early -5th grade
- Brewer – 5th grade
- Strategies of SIOP model
- Adults – set up; see WriteWell for more examples
- Academic Vocabulary is Building Background of SIOP model
- 2 vs. 8 words a day between professional homes and welfare
- Pronounce the word – terrible -- kids repeat the word with you several timesExplain the meaning: Terrible means something unpleasant or very bad. For example, a bad storm that destroys many trees and homes is terrible. A rotten fish smells terrible. When we have a lot of snow and cold weather during the winter, some people say that the winter was terrible. Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible). Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible. Ask a question using the word and have students share their responses: What is an example of something that is terrible? Turn and tell a partner or share out loud.
- Select one term for the concept wheel – disasterBrainstorm what kids know about the word and its meaning (cart on paper)Write the word in the first quadrant – disasterThink of three more key ideas about the word to add to the graphic organizer
- Kids write one thing they learned today.Additional Resources: http://www.weatherwizkids.com/
- Pronounce the word: Estimate –have students repeat the word with you several times.Explain the Meaning: Estimate means an educated guess or a judgment. For example, I would estimate that the book weighs two pounds. The boy estimates that there are 320 gumballs in the jar. I estimate the grocery bill will be around $50.00 I estimate we will arrive at grandma’s house in an hour. The mechanic estimated that the car would be repaired in two hours. The sports announcer estimated that the Lions would win the game by a touchdown.Cloze Procedure: Students fill in the blank using the term: When I’m trying to guess how much my book weighs, I would __________ (estimate) that the book weighs two pounds. When the boy is trying to guess how many gumballs are in the jar, he ___________ (estimates) how many gumballs there are. When I am grocery shopping, I try to ______________(estimate) the total bill so I make sure I have enough money. When my kids ask me, “How much longer?” I ______________ (estimate) for them the time we will need to travel to get to grandma’s house. When I took my car to be fixed, the mechanic gave me an _______________(estimate). The sports announcer gave the audience his ________________ (estimate) of who was going to win the game.Students act out the term: Have students make a thinking face that would show me you are thinking of an estimate to something.Think – Pair – Share: Have students think of a time they would estimate something. Have them tell a partner. Select a few to share with the class.
- Pronounce the word: Distribute – Have students repeat the word with you several times.Explain the meaning: Distribute means to pass something out. For example, a student may wish to distribute his birthday treat. The mailman distributes the mail. People distribute Halloween candy. The card dealer distributes the cards. The teacher told the students to distribute themselves around the room because she wanted them to spread out. Sally’s mom distributed the cake by cutting it into equal pieces and then handing it out. In math we sometimes distribute the numbers.Cloze procedure: Students fill in the blanks with the term: Nathan was asked to _____________ (distribute) his birthday treat. The mailman’s job is to ______________ (distribute) the mail. When I was playing a game of cards, we took turns being the dealer so we could each ______________ (distribute) the cards to each other. The teacher wanted the students to spread out around the room, so she asked them to ____________________(distribute) themselves around the room. At my birthday party, my mom ______________________ (distributed) the cake by cutting it into equal pieces and then handing it out. When we are working with numbers in math, sometimes we _________________ (distribute) them.Act it out: Have students show how they would look if they were distributing something.Think – Pair – Share: Have students think of an example of something they might distribute. Have them turn and tell their partner. Select a few to share with the class.