Transcript Day 6 Structuring Content Area Lesson

Structuring a Content Area
Reading/Thinking Lesson
EDC448
Dr. Julie Coiro
Today’s Learning Objectives
Check in: Diverse Text Assignment?? Text
with controversial issue?
Connect the main components of a good
content literacy lesson (before, during, and
after) to your lesson plan assignment
Begin planning your lesson using Backwards
Design principles
Craft a learning objective about reading in
your content area that is clear, precise, and
measurable
Understanding the Main
Components of Your Lesson
Plan Assignment
(Do you have a topic, text, and
lesson objective in mind??)
Key Reading Strategies
(M&M DAVIS)
SUMMARIZE
INFER
PREDICT
MAKE
CONNECTIONS
MONITOR
AND
CLARIFY
VISUALIZE
DETERMINE
IMPORTANT
IDEAS
ASK QUESTIONS
Promote Strategy Use and Independence by
Gradually Releasing Responsibility
Model, think-aloud, and SCAFFOLD your strategy support;
note Beuhl’s three phases of instruction in Ch. 2
Elements of Your Content Literacy
Lesson Plan Assignment
Context of the Lesson
Objectives and Standards
Opportunities to Learn
Instructional Procedures (pre, during, and
post)
Assessment
Reflection
Connect these pieces to the Three-Part Learning Framework
(remember Inspiration outline?) and Buehl’s three parts =
(1) Frontloading learning, (2) guiding comprehension, and
(3) consolidating learning
Lesson Plan Pieces to Hand In
(Refer to this slide!)
Typed plan in lesson plan template (download from
the wikispace)
Hard copy of your 2 texts with relevant think-aloud
notes on text or stickies (mark up your text; explicit
commentary of your thoughts about the strategy you
are modeling)
Graphic organizer with title & directions
Assessment task with finished example
Your completed points sheet with questions
Your final reflection (after taught)
Working Backwards…
to design a good lesson
Designing An Educational
Trip to France
OBJECTIVE: (poorly written) Students will learn
more about culture, geography, history, and
language by visiting Paris for 2 weeks.
Groups 1: List the educational activities you will
plan for students.
Groups 2: List what you hope students will
understand when they return from their trip.
Learning Objectives for
Paris Trip
Educational Activities
What will students understand?
Why Backwards Design?
(Wiggins & McTighe, 2005)
“Twin-sins” of traditional lesson design
– “Hands-on without being minds-on”:
engaging experiences that lead only
accidentally, if at all, to insight & achievement
– “Coverage”: marching through the text
and/or curriculum to cover as many facts as
possible
Understanding by Design
To understand:
– To wisely and effectively USE (transfer) what we
know in a certain context
– To APPLY knowledge & skill effectively
What are your desired results?
– Start your lesson design with these results…not
with your instructional methods and activities
Communicate your desired results with clear
purposes and explicit performance goals
Understanding by Design
1. Identify desired results
– What should students know, understand, and be able
to do? How does this connect with your standards?
2. Determine acceptable evidence
– How will you know if students have achieved the
desired results? What will you accept as evidence of
proficiency?
3. Plan learning experiences and instruction
– What are the most appropriate instructional activities
that students will need to equip them with the needed
knowledge and skills?
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
Content: What will students learn?
Reading Process: How will students
think/interact/engage with this content
material?
– (see RI Reading and/or Writing GLE’s)
Link reading/thinking strategy
objectives to your content…
The student will
–
–
–
–
–
–
–
–
–
–
Set a purpose for reading …
Predict and confirm…
Summarize the key words…
Monitor their understanding of…
Ask questions/reflect …
Show the relationship between concepts …
Make inferences and support with evidence…
Draw conclusions…
Make connections between…
Visualize…
Some examples - English
CONTENT: Given a set of quotes, students
will write a dialogue poem with high-level
descriptive verbs to relate to the main
character in Speak.
READING/THINKING: Given a graphic
organizer, students will make inferences and
connections from their quote set to examine
the advantages and disadvantages of being
an outcast in society.
Example - Math
CONTENT: Students will solve for a single
variable involving two-step equations to
85% accuracy.
READING/THINKING PROCESS Students
will recognize key phrases that correspond
to an equation and formulate the correct
equation from a given word problem involving
a two-step equation to 85% accuracy.
Example - History
CONTENT: Students will summarize the main
points to two sides of the argument about
whether or not Japanese American internment
camps were necessary.
READING/THINKING: Students will write an
essay that compares and contrasts the
prisoners’ views and the government’s views of
the internment camps.
Example - Science
CONTENT: Given a graphic organizer, students will
identify three differences between human and marine
animal sound reception and three structures used by
marine animals for sound reception with 80% accuracy.
READING/THINKING: Given graphic organizers and a
guided note outline, students will organize main
concepts on sound reception in Ch. 6, while identifying
supporting ideas and identifying relationships between
different anatomical sound receptors in marine animals
with 80% accuracy.
Example: Foreign Language
CONTENT: Students will work collaboratively to
create a French menu that shows their understanding
of the French culture, new vocabulary, and creativity.
READING/THINKING: Given a sample restaurant
dialogue in a French restaurant, students will interpret
the meaning of key vocabulary in context and
categorize the term as either food, verbs you would
use in a restaurant, or items you would find in a
restaurant.
Today’s Learning Objectives
Review the lesson planning resources in your
Strategy Guides text
Connect the main components of a good
content literacy lesson to your lesson plan
assignment
Begin planning your lesson using Backwards
Design principles
Craft a learning objective about reading in
your content area that is clear, precise, and
measurable
Homework: SKIM, note, &
organize key ideas
Short & Fitzsimmons (2007). Double the Work: Challenges and Solutions