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Success For All Component Meeting

Success For All Component Meeting. January 13, 2009. Cycle of Effective Instruction. Teamwork. TPS What do you think is the importance of Teamwork?. Teamwork . Consists of Partner Reading Team Discussion Class Discussion. Partner Reading. Is a student led activity.

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Success For All Component Meeting

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  1. Success For AllComponent Meeting January 13, 2009

  2. Cycle of Effective Instruction

  3. Teamwork TPS What do you think is the importance of Teamwork?

  4. Teamwork Consists of Partner Reading Team Discussion Class Discussion

  5. Partner Reading • Is a student led activity. • Students work with partners as teachers monitor and reinforce the procedures. • Good time to assign fluency score!

  6. Partner Reading • Students read and restate with partners and then read silently, while applying the comprehension strategies. If students finish reading ahead of other teammates, they take turns rereading the pages designated for fluency with their partners.

  7. Daily • Students begin by taking turns reading pages aloud; then they continue silently. • Partners learn the following procedures if they don’t understand a word (or part): 1.Try to figure it out using clarification strategies. 2.Ask you partner for help. 3.Put a sticky note in the margin next to the word (or part).

  8. Daily continued… • If one teammate finishes reading before the others, he or she should begin to reread the selection. • Alternatively, a teacher may want the students to review the selection, looking for answers to the Team Talk questions.

  9. During Partner Reading.. • Teacher reviews the procedures for strategy use, passes out a limited number of sticky notes to each student, and tells students to begin reading. • Teacher circulates to explain, model, prompt, and reinforce the students in their strategy use. • Teacher also monitors the time, helps students pace themselves, and ends the activity.

  10. Team Discussion TPS What do you think is the importance of team discussion?

  11. Team Discussion for Narrative Day 1 Prompt/Reinforce: Teacher randomly assigns Team leaders and review their responsibilities. Prompt/ Reinforce: Teacher explains or have Team leader review the student routines for using strategies in teams. Days 1-4

  12. Team Discussion for Expository Day 1 Prompt/Reinforce: Teacher randomly assigns Team leaders and review their responsibilities Prompt/ Reinforce: Teacher explains or have Team leader review the student routines for using strategies in teams Days 1-4

  13. Class Discussion TPS What do you think is the importance of the Class Discussion?

  14. Class Discussion Class discussion is a whole-class, teacher led discussion that serves as a follow-up to Team Discussion.

  15. Class Discussion The teacher reinforces and rewards effective thinking, discussion, and team cooperation at this time.

  16. Class Discussion After discussing the students’ strategy use and answer to Team Talk questions, the teacher extends the discussion with a though-provoking question known as the Team Talk Extender.

  17. Class DiscussionPurpose? Provides the teacher with additional opportunities to teach, model, prompt, and reinforce skills (i.e. CFU for mastery of skill).

  18. Class DiscussionPurpose? ..continued In the 4 day cycle, the teacher ends Class discussion by posing the Team Talk Extender to the class. This extends the students’ thinking about the passage that they read and discussed that day.

  19. Class DiscussionComponents • Announce the start of the activity

  20. Class DiscussionComponents • Use numbered heads to have individuals share: • Successful strategy use • Unsuccessful strategy use • Answer to Team Talk questions. If other teams have additional or different thought, ask them to raise their hands. Use Numbered Heads again to call on one of these individuals.

  21. Class DiscussionComponents • Extend class discussion of the text by asking the Team Talk Extender

  22. Team Practice TPS What do you think is the importance of Team Practice?

  23. Team Practice • Student led process • Students work with partners/teams • Teacher monitors & reinforces student work • Provides additional practice with vocabulary • Provides opportunity to practice fluency and give/get feedback • Approx. 10 minutes (9:45-9:55)

  24. Vocabulary Practice • Three formats (cloze, multiple choice, meaningful sentences) • Format stays the same across all four days, as well as on the test. • Activities and directions are in the Teacher Procedures/Student Routines pages.

  25. Cloze Practice Routine Individually: Number papers for the number of blanks in the activity, read the sentences, and pick the word that best completes each sentence. Teams: Take turns reading each sentence of the passage with the missing word filled in. Tell teammates a clue that helped you find the answer. If there is a disagreement, discuss it until every team member agrees. Partners: Quiz your partner on the meanings of the words that he/she missed.

  26. Vocabulary – Cloze Practice

  27. Multiple Choice Practice Individually: Number papers for the number of blanks in the activity, read the sentences, and pick the word that means the same or almost the same as the underlined word. Write answers in journal. Teams: Take turns reading each sentence of the passage. Tell the definition you picked, and a clue that helped you find the answer. If there is a disagreement, discuss it until every team member agrees. Partners: Quiz your partner on the meanings of the words that he/she missed.

  28. Multiple Choice Practice

  29. Meaningful Sentence Practice • Divide the vocabulary list evenly with your partner so each of you has your own list of words. You and your partner must have different words. • Chose a new vocabulary word from your list each day to use in a meaningful sentence. • Use an organizer to plan your M.S. and write a first draft. • Share draft with your partner, and provide feedback for his/her sentence. • Revise your sentence based on you partner’s feedback.

  30. Meaningful Sentence Practice 2nd grade example

  31. Fluency – Teacher Routine • Introduce and post fluency rubric. • Define each criterion (smoothness, accuracy, expression) • Demonstrate fluency with teacher read aloud. • Demonstrate a lack of fluency by rereading a passage several times without each criterion from the rubric (i.e. not smooth, not accurate, no expression) • Have students score teacher and justify the score using the criteria from the rubric.

  32. Fluency • Introduce the concept of rate for your grade level (appropriate speed), but students should know it is not a race. • Students tally or count on fingers the number of mistakes heard. • Total word read – errors =word correct per minute (wcpm) • Students will practice reading fluently to partners. After Day 1, they may also be asked to read to teacher. • Post page number on board, and time class for one minute. • Partners share feedback based on rubric and/or WCPM. • Partners switch roles, and repeat the process. Teacher

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