Transcript 10 Lesson Plan Description 2010

Thinking Through Your
Lesson Plan Assignment
Objectives
11-11:15 Three book talks
11:15-11:20 Review where think-aloud
modeling and metacognitive framework fits
into the structure of good teaching
11:20-11:40 Sum up big ideas about Guided
Reading (and ask questions)
11:40-12:00 Link to lesson plan assignment
12:00-12:10 Writing objectives
12:10-12:15 Introduce Hollis Woods
Linking to Our Last Class
Metacognitive Teaching Framework
Where is think-aloud in the process?
#1 Think Aloud
– Introduce, Explain, and Define Strategy THINK-ALOUD
Components
SCRIPT
part of…
– Notice and apply strategy components
– Clarify strategy purpose
#2 Refine (small and whole group practice)
#3 Let Strategy Use Gel (apply in literature
circles and content area studies)
LESSON PLAN
#4 Self-assessment/goal setting
– Reflect, monitor, and increase use of strategies
Kelly & Clausen-Grace, 2007
Promote Independence by
Gradually releasing Responsibility
I DO
YOU WATCH
I DO
YOU HELP
I HELP
YOU DO
I WATCH
YOU DO
Model, think-aloud, and SCAFFOLD your strategy support
Promote Independence by
Gradually releasing Responsibility
I DO - YOU WATCH
THINK-ALOUD
I DO - YOU HELP
REFINE
Small group
guided practice
I HELP - YOU DO
LET STRATEGY USE GEL
Apply with peers
(lit circles, center activities)
I WATCH - YOU DO
SELF-ASSESS & SET GOALS
Model, think-aloud, and SCAFFOLD your strategy support
What Is Guided Reading?
Small group time when teachers show children
how to read and support them as they read
“independently”
The heart of a balanced literacy program
– Opportunity for students to participate in socially
supported activity while constructing meaning
– Opportunity to practice/develop reading strategies
and tackle books at their “instructional level”
– Opportunity for teachers to observe and support
individual needs
Where does Guided Reading fit
into a balanced literacy program?
Reading Aloud: experience literary work they
cannot yet read (e.g., decode)
Shared Reading: participate in reading and
learn how print works (MODELING)
GUIDED READING (Modeling > Practice)
Indep. Reading: Response Journals/Literature
Circles: Revisit & Think more deeply about text and coconstruct new understanding
What does the classroom look like??
Guided Reading Across the
Grade Levels
K-1: Concepts of print; early phonics (lettersound relationships); intro to genres
Grades 2-3: Integrating reading
comprehension and vocabulary strategies
across multiple genres
Grade 4-6: Deeper understanding of story
elements (plot, characters, theme) &
informational texts (key ideas and supporting
details)
A guided reading lesson
Pre-reading (activate background knowledge,
introduce challenging concepts, set purpose)
During reading (read at instructional level for
a purpose with support; silent/oral reading
combined with individualized support)
Post-reading (respond to text and apply
strategies more independently – with partners
or alone)
What happens during guide
reading? TEACHER’s role
Before: Select appropriate text; introduce (activate
background knowledge & introduce challenging
vocab, ideas, themes); Set a purpose for reading
During: Listens in; observes strategy use;
interacts when having difficulty; teaches a minlesson that addresses challenge; makes notes
After: Invites personal response/discussion,
assesses understanding of what they read
What happens during guide
reading? STUDENT’s role
Before: Engage in conversation about text; ask
questions; build expectations; notice info in text
During: read the whole text or a certain section for
a certain purpose (silently or softly when younger);
NOT ROUND ROBIN! monitor understanding &
apply strategies/request help when problem solving
After: Talk about text; revisit the text; engage in
extending and responding to the text (reading and
writing)
Fitting Into A Balanced
Literacy Program
Reading aloud
Shared reading
Guided reading
Partner reading
Indep. reading
Shared writing
Interactive writing
Guided writing
Partner writing
Indep. writing
Link through themes; Involve family
Document progress & adapt support
Pre-reading:
Develop background knowledge
Engage with book’s theme
Set purpose for reading (link to objectives)
During reading:
Modeling strategy
Guided reading questions
(content & strategy use)
Post reading: (CENTERS)
Response activities
Indep Strategy Application
Assessment
Lesson Plan Assignment
Let’s look at Sample Lesson Plan
Lesson Plan Assignment Handout
Lesson Plan Template
Questions??
Writing Learning Objectives
for your Lesson Plans
Three Criteria for a
Learning Objective
Clear
– Usually just one sentence
Precise
– Precise verbs that reflect the thinking your
students will be doing
– Set a context (Given…; After…; Before…)
Measurable
– How will you measure the “quality” (%age or
criteria met)
– Start with the top level and work backwards
through average and below average
Writing Learning Objectives
Given _____, students will _____ (verb and
specifics) with (measurable) ____
% accuracy or to a certain level
Reading Process: What strategy will
students apply as they interact with this text?
Response: How will students respond to the
deeper meaning within the text? (theme,
character development)
Examples
Students will use a three-column “prediction journal” to
make and revise at least two meaningful predictions in
chapters 43 & 44 and state the clues they used to make
those predictions.
Students will use a “Character Summary” worksheet to
describe the personality and physical attributes of an
assigned character as well as his/her relationship with
Maniac Magee and his/her feelings toward racial
segregation.
Reading strategy objectives
The student will
–
–
–
–
–
–
–
–
–
Predict and confirm
Summarize the key issues
Monitor their understanding
Ask questions/reflect
Show the relationship between concepts
Make inferences and support with evidence
Draw conclusions
Make connections between
Visualize
Use your strategy textbook for examples and ideas
Reading Response Objectives
Discuss change/growth in character
Respond to/reflect on “big ideas” or optimistic
message
Respond by connecting to…
Noticing author’s craft (plot, language, etc.)
Extend with interdisciplinary connections (art,
poetry, drama, Internet workshop, journaling)
See p. 421 & 432 for other response ideas!
Use your literature genres textbook for examples and ideas
Homework
Thursday: Video Reflections Due
Thursday: Hollis Woods Chapters 1-5
(Summary Notes due for Ch. 1-5)
Hollis Woods’ search for a family is a
perpetual journey, as she moves from one
foster home to another until she meets the
Regan family and two rather quirky elderly
women who teach her a lot about love,
friendship, & belonging