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Checking for Understanding. Read each statement. Choose a symbol. Confer with your tablemates. Defend your answer. Wrote for 2 minutes
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1. ICC:Characteristics ofEffective Instruction in Literacy Session 2 / Adolescent Literacy
November 2009 MeMe
2. Checking for Understanding Pass out Checking for Understanding. In the webinar we asked you to compare and contrast Exit Slips with other Write to Learn strategies for example, RAFTs and Written conversation. For our opening activity, I have taken some of those ideas from the Venn diagrams, specifically around RAFTs, and made statements out of them (some true and some false). Your job is read each statement and each symbols description and place the appropriate symbol(s) in the column to the right of the statement. You will complete this initial read-through and labeling on your own. Let me share with you my thinking as I read the first statement and reflect on the appropriate symbol or symbols that are appropriate for me.
Think-aloud demonstration: I am going to look at the first statement. As I read that statement I notice a key word, always. I know that when dealing with true/false statements, finality words, such as always usually mean the statement is false. Lets see what I remember about Exit Slips. During the webinar, Becky mentioned that Exit slips are a way for me to check to see how well they understood the content. It is also a way for students to summarize or put the content into their own words. I want students to be Ok with taking a risk with those so I would say that this statement is False, since rarely would I grade an exit slip. But I have a question about RAFTsthey can be more elaborate, so should you grade a RAFT? I am going to put a ? in that box as wellmeaning that I still have a question about that statement.
You would then continue with each statement. Any questions on how to label each statement?
When finished labelingcheck your understanding with your tablemates. (if there are ones that you have questions about, make sure that your questions are answered or addressed) If you and your tablemates cant come to an agreement or cant come to a question, feel free to call in a third party (us). When you are satisfied with your answers, pick one statement and defend your answer. When you defend, you include evidence or examples to support your answers. (Your evidence or examples may be something that you read, in a handout, an observation, etc) You can craft your response on the back of the paper or directly onto the website. We will use this to review and formatively assess your understanding of RAFT and Exit Slips. Pass out Checking for Understanding. In the webinar we asked you to compare and contrast Exit Slips with other Write to Learn strategies for example, RAFTs and Written conversation. For our opening activity, I have taken some of those ideas from the Venn diagrams, specifically around RAFTs, and made statements out of them (some true and some false). Your job is read each statement and each symbols description and place the appropriate symbol(s) in the column to the right of the statement. You will complete this initial read-through and labeling on your own. Let me share with you my thinking as I read the first statement and reflect on the appropriate symbol or symbols that are appropriate for me.
Think-aloud demonstration: I am going to look at the first statement. As I read that statement I notice a key word, always. I know that when dealing with true/false statements, finality words, such as always usually mean the statement is false. Lets see what I remember about Exit Slips. During the webinar, Becky mentioned that Exit slips are a way for me to check to see how well they understood the content. It is also a way for students to summarize or put the content into their own words. I want students to be Ok with taking a risk with those so I would say that this statement is False, since rarely would I grade an exit slip. But I have a question about RAFTsthey can be more elaborate, so should you grade a RAFT? I am going to put a ? in that box as wellmeaning that I still have a question about that statement.
You would then continue with each statement. Any questions on how to label each statement?
When finished labelingcheck your understanding with your tablemates. (if there are ones that you have questions about, make sure that your questions are answered or addressed) If you and your tablemates cant come to an agreement or cant come to a question, feel free to call in a third party (us). When you are satisfied with your answers, pick one statement and defend your answer. When you defend, you include evidence or examples to support your answers. (Your evidence or examples may be something that you read, in a handout, an observation, etc) You can craft your response on the back of the paper or directly onto the website. We will use this to review and formatively assess your understanding of RAFT and Exit Slips.
3. Comments from the discussion boardany other thoughts or comments/ Comments from the discussion boardany other thoughts or comments/
4. Additional thoughts from the discussion board regarding written conversation. Any feedback or possible solutions to what this teacher was seeing? Additional thoughts from the discussion board regarding written conversation. Any feedback or possible solutions to what this teacher was seeing?
5. WhyUse of Time?? Read Doug Fishers response to our question about the use of timeand complete the It Says, I say and Sodiscuss with your table mates. When everyone is finished, we will address any questions or concerns that came up.
Read Doug Fishers response to our question about the use of timeand complete the It Says, I say and Sodiscuss with your table mates. When everyone is finished, we will address any questions or concerns that came up.
6. Baseline data What did you notice?
What can you say about your students?
What do the data indicate your students need to work?
8. A Model for Evaluating Student Responses Review the Qualities of Academic Writing rubric with suggestions for intervention.
Read through student samples noting the prompt and context.
I will model my thinking of evaluating student samples. Use "Data to Inform Instruction" form.
Practice with your own samples.
9. Explain that we are going to be reading some alarming statistics regarding writing in the United States.
In order to read this information, Id like you to work with a partner.
Distribute modified copies of Cause for Alarm handouts, 1 per partnership.
Explain Written Conversation variation:
Directions:
Looking on the same paper, take a couple of minutes to read through the handout.
Then, without talking, begin to comment on what you have read. You may draw arrows, underline or highlight, ask questions, .
(This variation of Written Conversation could be done using a map, diagram, piece of art, political cartoon, quotation, etc)
Share out some highlights from your comments on the paper.
Explain that we are going to be reading some alarming statistics regarding writing in the United States.
In order to read this information, Id like you to work with a partner.
Distribute modified copies of Cause for Alarm handouts, 1 per partnership.
Explain Written Conversation variation:
Directions:
Looking on the same paper, take a couple of minutes to read through the handout.
Then, without talking, begin to comment on what you have read. You may draw arrows, underline or highlight, ask questions, .
(This variation of Written Conversation could be done using a map, diagram, piece of art, political cartoon, quotation, etc)
Share out some highlights from your comments on the paper.
10. Research Says Writing Next: Effective Strategies to Improve Writing of Adolescents
in Middle and High Schools
This data that is so alarming came from Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools by the Alliance for Excellent Education. The good news is that in addition to the startling statistics, research-based recommendations are also presented.This data that is so alarming came from Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools by the Alliance for Excellent Education. The good news is that in addition to the startling statistics, research-based recommendations are also presented.
11. Writing Next Recommends
Effective Elements of Writing Instruction
These elements:
Help students learn to write well
Use writing as a tool for learning
Are supported by rigorous research
Do not constitute a full writing curriculum Help adolescent students learn to write well
Do not constitute a full writing curriculum, even when all elements are presentHelp adolescent students learn to write well
Do not constitute a full writing curriculum, even when all elements are present
12. These are the 11 elements of effective writing instruction offered in Writing Next. Notice the last element is Writing for Content Learningthis includes your Write to Learn strategies.
In your handouts you have very brief summaries of these elements. Please find that now.
These are the 11 elements of effective writing instruction offered in Writing Next. Notice the last element is Writing for Content Learningthis includes your Write to Learn strategies.
In your handouts you have very brief summaries of these elements. Please find that now.
13. Take Ten Read these summaries.
2. Respond in your journals:
Which of these are you already familiar with?
Which of these surprised you- Why?
Which of these would you like to learn more about?
Find a partner
Share your ideas
Read the summaries.
Respond. You may choose from these journal prompts. (3 minutes)
Find a partner.
Share your ideas with your partner.Read the summaries.
Respond. You may choose from these journal prompts. (3 minutes)
Find a partner.
Share your ideas with your partner.
14. Writing Now:A Policy Research Brief from NCTE Now were going to look at a document called Writing Now It is a relatively short research brief that was put out by NCTE in 2008.
At this website, a number of reports are available. Its worth taking a look at if you get a chance!
Please find the Writing Now document in your handouts. Now were going to look at a document called Writing Now It is a relatively short research brief that was put out by NCTE in 2008.
At this website, a number of reports are available. Its worth taking a look at if you get a chance!
Please find the Writing Now document in your handouts.
15. Everyone reads:
Writing in a Changing World to Common Myths about School-Based Writing [pg. 1 - 2]
Research Based Recommendations for Effective Writing Instruction & Assessment [pg. 6]
Individuals read:
1s: Common Myths to Understanding Writing Now
[pg. 2 - 3]
2s: Understanding Writing Now to Writing is Authentic [pg. 3 - 4]
3s: Writing is Authentic to Writing is Varied
[pg. 4-5]
4s: Writing is Varied to Further Resources Online
[pg. 5 - 6]
Divide up into groups of 4.
Decide who in each group will be a 1, 2, 3, and 4.
Spend a few minutes reading your assigned pieces.Divide up into groups of 4.
Decide who in each group will be a 1, 2, 3, and 4.
Spend a few minutes reading your assigned pieces.
16. Using what youve gleaned from Writing Now
Now take a few moments to discuss the information everyone read, and also share the highlights of your individual sections.Now take a few moments to discuss the information everyone read, and also share the highlights of your individual sections.
17. Respond in Your Journals: 5 minutes to respond Feel free to look back into the documents and/or refer to your characteristics of effective instruction handouts.5 minutes to respond Feel free to look back into the documents and/or refer to your characteristics of effective instruction handouts.
19. Todays Strategies: Quick Write Strategies
1. The Most Important Thing About
2. Writing Break
Creative Write to Learn Strategies
3. Biopoem
4. I Am Poem
5. Diamante Today we are going to introduce 5 strategies to you. Some may be new, some may not!
List strategies
Kay will be introducing our first quick write strategyThe Most Important Thing AboutToday we are going to introduce 5 strategies to you. Some may be new, some may not!
List strategies
Kay will be introducing our first quick write strategyThe Most Important Thing About
20. A Write to Learn (Quick Write) Asks students to synthesize and determine what is important.
Can be the beginnings of a formal/published piece of writing.
First timeread portions of the book, the most important thing about by Margaret Wise Brown
Model an example, make one together, collaboratively and then individually.
A Write to Learn (Quick Write) Asks students to synthesize and determine what is important.
Can be the beginnings of a formal/published piece of writing.
First timeread portions of the book, the most important thing about by Margaret Wise Brown
Model an example, make one together, collaboratively and then individually.
21. Strategy #2
Writing Breaks
Writing breaks are another quick write strategy
Writing breaks are an instructional strategy that allows students to take a moment to process new information, write about it, and share it with a classmate.
The hope is that they will not result in broken pencils. InsteadWriting breaks are another quick write strategy
Writing breaks are an instructional strategy that allows students to take a moment to process new information, write about it, and share it with a classmate.
The hope is that they will not result in broken pencils. Instead
22. The Steps Organize students into pairs
Pause and give prompts
Write
Read partners paper
Teacher moves about the room
Partners talk
Large group sharing
Teacher addresses confusions 1. Organize students into pairs prior to the lesson. (They need to be sitting near their partners.)
2. Pause (at pre-planned spots)this should not be spontaneous
3. Write for a brief period (usually __________ minutes) They should understand that this exercise depends upon clear & legible handwriting.
Students trade papers and read silently.
Teacher moves about the room looking at student work. Use what is seen formatively.
Partners talk briefly.
7. Conclude with brief large group sharing. (Call on two or three pairs for a quick summary of their comments. ***Creates accountability since no one knows who will be asked to share!)
8. Before moving on, address any misinformation or confusion.
Possible
1. Organize students into pairs prior to the lesson. (They need to be sitting near their partners.)
2. Pause (at pre-planned spots)this should not be spontaneous
3. Write for a brief period (usually __________ minutes) They should understand that this exercise depends upon clear & legible handwriting.
Students trade papers and read silently.
Teacher moves about the room looking at student work. Use what is seen formatively.
Partners talk briefly.
7. Conclude with brief large group sharing. (Call on two or three pairs for a quick summary of their comments. ***Creates accountability since no one knows who will be asked to share!)
8. Before moving on, address any misinformation or confusion.
Possible
23. Why Writing Breaks?
Writing Breaks
Enhance retention
Express and deepen learning
Can act as a formative assessment
Enhance retention:
Remember, kids recall 10% 30% of what they read, hear, and see
By incorporating writing breaks at regular intervals, [about every ten to twenty minutes], retention increases because writing and then talking about it moves the sticking rate into the 70% 90% range!
Express and deepen learning:
Can act as a formative assessment:
Enhance retention:
Remember, kids recall 10% 30% of what they read, hear, and see
By incorporating writing breaks at regular intervals, [about every ten to twenty minutes], retention increases because writing and then talking about it moves the sticking rate into the 70% 90% range!
Express and deepen learning:
Can act as a formative assessment:
24. When to use Writing Breaks During
Presentations
Reading
Discussions Presentations might include films, lectures, slide shows, speeches, demonstrations, etc.
Presentations might include films, lectures, slide shows, speeches, demonstrations, etc.
25. How Often?
During
Lectures: Every 10-12 minutes
Large Group Discussion: Every 10-12 minutes
Films: Every 15-20 minutes
In-Class Reading: Every 10-20 minutes
Incorporate
After studying a graph, diagram, chart, or picture
By using natural breaks! It is recommended to stop and write at certain intervals, depending on the activity.
After studying for a minute
Natural breaks: after key scenes, at the end of each page, at designated headings, etc.It is recommended to stop and write at certain intervals, depending on the activity.
After studying for a minute
Natural breaks: after key scenes, at the end of each page, at designated headings, etc.
26. Prompts for Writing Breaks
Whats coming up in your classroom?
Discuss with your partner a prompt you may be able to incorporate in the near future.
Consider a lesson, a film, a demonstration, etc. thats coming up soon in your classroom.
PROMPT HANDOUT: See prompt handout for ideas. (General/Content-Specific)
Discuss w/ a partner!
Consider a lesson, a film, a demonstration, etc. thats coming up soon in your classroom.
PROMPT HANDOUT: See prompt handout for ideas. (General/Content-Specific)
Discuss w/ a partner!
27. Writing Break Variation Test Preparation Tool
Writing breaks can also be used as a test prep. tool!
Have students reread writing breaks from the unit.
After reading, ask them to list and discuss everything else they remember.
Pay attention to what doesnt get mentioned much. Focus review on that information.
Avoid spending a lot of time reviewing the information they already know.Writing breaks can also be used as a test prep. tool!
Have students reread writing breaks from the unit.
After reading, ask them to list and discuss everything else they remember.
Pay attention to what doesnt get mentioned much. Focus review on that information.
Avoid spending a lot of time reviewing the information they already know.
28. Creative Write to Learn Strategies 1. Bio poem
2. I Am poem
3. Diamante
In session #1, we introduced the RAFTS strategy. It involved creativity and thinking, so the element of time would not be as big of an issue with this kind of write to learn strategy. Today Im going to introduce three additional creative write to learn strategies. Were going to spend a moment looking at the biopoem, the I am poem, and the diamante. Its possible youve seen these template-based strategies before; if thats the case, hopefully the applications we offer will be new. In session #1, we introduced the RAFTS strategy. It involved creativity and thinking, so the element of time would not be as big of an issue with this kind of write to learn strategy. Today Im going to introduce three additional creative write to learn strategies. Were going to spend a moment looking at the biopoem, the I am poem, and the diamante. Its possible youve seen these template-based strategies before; if thats the case, hopefully the applications we offer will be new.
29. The Bio PoemA portrait in words Gives students the opportunity to reflect on material within a poetic form.
Traditionally, when teachers hear bio poem, they think of a poem about someones life. Today, as we use bio poems as a write to learn strategy they can be applied in so many different contexts.
2. Allows writers to synthesize what they have learned about a person (self, character), a place
(The Lincoln Memorial the day of the I Have a Dream speech, A school in Japan), A Thing (nutritious meal, a tennis racket), Concepts (time), Event (9-11)
Gives students the opportunity to reflect on material within a poetic form.
Traditionally, when teachers hear bio poem, they think of a poem about someones life. Today, as we use bio poems as a write to learn strategy they can be applied in so many different contexts.
2. Allows writers to synthesize what they have learned about a person (self, character), a place
(The Lincoln Memorial the day of the I Have a Dream speech, A school in Japan), A Thing (nutritious meal, a tennis racket), Concepts (time), Event (9-11)
30. Bio Poem Template Line 1. First Name
Line 2. Four traits that describe character
Line 3. Relative (brother, sister, daughter, etc.) of ____________
Line 4. Lover of ____________ (list three things or people)
Line 5. Who feels ____________ (three items)
Line 6. Who needs ____________ (three items)
Line 7. Who fears ____________ (three items)
Line 8. Who gives ____________(three items)
Line 9. Who would like to see ____________ (three items)
Line 10. Resident of ____________
Line 10. Last name
This is the suggested template for the bio poem. This template may be modified as needed for various applications. You have a copy of this template, along with some examples, in your handouts. This is the suggested template for the bio poem. This template may be modified as needed for various applications. You have a copy of this template, along with some examples, in your handouts.
31. Have template in front of you!
Talk through each linehow the template is followed, etc.
Have template in front of you!
Talk through each linehow the template is followed, etc.
32. Heres a physical education example of a bio poem a student might write about basketball. (Just read it)Heres a physical education example of a bio poem a student might write about basketball. (Just read it)
33. Application of Bio PoemWriting Break
Prompt:
Consider what youll be teaching soon in your content area. On your writing break handout, brainstorm a list of people, places, things, concepts, and events that could potentially be the subject of a bio poem assignment. You have 3 minutes or so to brainstorm.
Please trade papers with a partner sitting next to you, and read each others brainstorming lists.
After reading, please talk to each other about the contents of the lists. Does anything stand out? Do you have questions?
2-3 groups share out a few good ideas.
You have 3 minutes or so to brainstorm.
Please trade papers with a partner sitting next to you, and read each others brainstorming lists.
After reading, please talk to each other about the contents of the lists. Does anything stand out? Do you have questions?
2-3 groups share out a few good ideas.
34. The I AM Poem The purpose is the same as with the biopoem for reflection and synthesizing information.The purpose is the same as with the biopoem for reflection and synthesizing information.
35. Please find the suggested template for the I am poem in your handouts.
(3 stanzas, stems) However, as with the bio poem, this template may be modified as needed for various applications.
Please find the suggested template for the I am poem in your handouts.
(3 stanzas, stems) However, as with the bio poem, this template may be modified as needed for various applications.
36. I am Poem Example [Stanza 1] I am a Characteristic of Effective Instruction
I wonder no more about what my
learning target is
I hear students self-assessing and
experiencing success
I see adjustments being made to
teaching and learning
I want to meet every students needs
I am a Characteristic of Effective Instruction Here is an example of the first stanza of an I Am Poem. As I share it with you, read it as a riddle. What CoEI am I writing about?
(Assessment for Learning)
Im not going to take the time to read them, but complete examples are available in your handouts.
Here is an example of the first stanza of an I Am Poem. As I share it with you, read it as a riddle. What CoEI am I writing about?
(Assessment for Learning)
Im not going to take the time to read them, but complete examples are available in your handouts.
37. Diamante Bullet 2: Template-based!! Once again, modifying that template is OK!! Bullet 2: Template-based!! Once again, modifying that template is OK!!
38. Diamante Template[Same topic] Line 1: Your beginning topic
Line 2: Two adjectives describing your topic
Line 3: Three ing words about your topic
Line 4: Four nouns describing your topic
Line 5: Three ing words about your topic
Line 6: Two adjectives about your topic
Line 7: Repeat line 1 Template for ONE topic!Template for ONE topic!
39. Diamante Example Conflict
Overwrought, Interesting
Motivating, Troubling, Advancing
Person, Self, Society, Nature
Resolving, Exciting, Culminating
Tense, Stressful
Problem
This is an example of a diamante that carries the topic of conflict throughout.
READThis is an example of a diamante that carries the topic of conflict throughout.
READ
40. Diamante Template[contrasting topics] Line 1: Your beginning topic
Line 2: Two adjectives describing your topic
Line 3: Three ing words about your topic
Line 4: Two nouns describing your first topic, then two nouns describing your ending topic
Line 5: Three ing words about your ending topic
Line 6: Two adjectives about your ending topic
Line 7: Your ending topic
online template available at http://www.readwritethink.org/materials/diamante/
Template for CONTRASTING topics!
Point out where in the poem the topic changes
Online template!Website is also listed in your handouts on the examples pageTemplate for CONTRASTING topics!
Point out where in the poem the topic changes
Online template!Website is also listed in your handouts on the examples page
41. Diamante Example Multiplication
Repeated, Duplicated
Thinking, Counting, Arranging
Patterns, Product, Quotient, Inverse,
Shrinking, Reducing, Partitioning
Quotative, Remaining
Division
An example with contrasting topics (Readpoint out where topic changes)An example with contrasting topics (Readpoint out where topic changes)
43. See What You Can Do Choose
1. Create a Poem:
A Biopoem
I Am Poem
Diamante
Remember, model!
2. Plan Upcoming Implementations
3. Learn to Record Student Data Online Option 1:
Create your own example of a biopoem, I am poem, or diamante.
Refer back to your Writing Break for ideas.
It would be great if you could produce a sample poem that you could use to model the assignment for your students before turning them loose to try it on their own. (It would be OK for them to develop their first poem with a partner as well.)
Plan
Learn to enter student data online In the lab w/ Kay!Option 1:
Create your own example of a biopoem, I am poem, or diamante.
Refer back to your Writing Break for ideas.
It would be great if you could produce a sample poem that you could use to model the assignment for your students before turning them loose to try it on their own. (It would be OK for them to develop their first poem with a partner as well.)
Plan
Learn to enter student data online In the lab w/ Kay!
44. Expectations- Reminders for next time 2nd data collection (within one week)
Discussion board (6 times by Dec. 15th)
Implementation of strategies (min of 8) by Jan. 15th and record online by Jan. 15th
Collection of student samples (3-5) from a strategy implemented