1. FunctionalText Laine Ferguson 4th Grade Class Literacy Facilitator: Susan Huntington Frank Tillery Elementary Rogers, AR January 19, 2012

2. GANAG is a lesson structure that allows teachers to plan for student use of research based instructional strategies. G= goal A= access prior knowledge N= new information A= application G= generalize the goal

3. Creating the Plan Topic: Functional/Practical Text Framework: R. 10.4.18-Read a variety of functional/practical text, including brochures, newspapers, and magazine articles. Learning Objective: SWBAT use functional text in everyday situations to gain new information/knowledge. Language Objective: SWBAT read and discuss functional text with group members using realia, and begin writing and analyzing information independently using text cards.  Common Core Standard RI.4.7 : Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. G-Goal Setting for the Learners Students will fill in the first section of the “goal setting” sheet, scoring themselves on their ability to use functional text in everyday situations to gain new information. ______________________________________________________________________________ A-Access Prior Knowledge Students will begin thinking about functional text by discussing the questions: “What do we know about functional text?” and “What can we learn from functional text that helps us in our everyday lives?” Select students will then share their thoughts aloud with the class. ______________________________________________________________________________ N-Acquire New Knowledge Students will be introduced to the four categories of functional text: -We read to follow directions. -We read to gain information. -We read to use references. -We read to fill in forms. *Students will fill in notes as each type of functional text is introduced. Students will then be given different types of realia in small groups and will talk about each type of realia, discussing which category their realia falls into. Students will also choose one piece of realia and will write down 3 “cool facts” they learned by reading the text found on the realia. Students will choose one spokesperson to share their “cool facts” with the class. ______________________________________________________________________________ A-Apply Knowledge Students will be given a practical text card depicting various forms of functional text and will answer comprehension questions about their functional text. Some students will work independently while others work with a partner (based on ability level). ______________________________________________________________________________ G-Revisit the Goal At the end of the lesson, students will re-score themselves based on their ability to use functional text to gain new information. Students will also name one thing that they learned during the lesson.

4. Purpose of the GANAG Structure • To give students the opportunity to actively use the nine high-yield strategies: (2) Identifying Similarities and Differences (7) Cooperative Learning (8) Setting Objectives and Providing Feedback (3) Summarizing and Note Taking (4) Reinforcing Effort and Providing Recognition (9) Generating and Testing Hypotheses (5) Homework and Practice (10) Cues, Questions and Advance Organizers (6) Nonlinguistic Representations

5. Setting the Objective

6. G- Goal I can use functional text in everyday situations to gain new information. Students were asked to score themselves on the lesson objective. (8) Setting Objectives and Providing Feedback

7. A-Access Prior Knowledge • “What do we know about functional text?” • “What can we learn from functional text that helps us in our everyday lives?” (10) Cues, Questions and Advance Organizers

8. N-New Information Students took notes over the 4 types of functional text and discussed examples in cooperative learning groups . One representative was chosen from each group to share their examples with the class. (3) Summarizing and Note Taking (7) Cooperative Learning

9. N-New Information In cooperative groups, students were given various types of realia and were asked to choose six items and identify the category of functional text each piece represented. (6) Nonlinguistic Representations (7) Cooperative Learning (3) Summarizing and Note Taking

10. N-New Information Students were then asked to choose one product of interest as a group, write three interesting facts they learned from the document, and have a representative share those facts with the class. (4) Reinforcing Effort and Providing Recognition (2) Identifying Similarities and Differences

11. A- Application Students were asked to apply critical thinking skills and complete comprehension questions using text cards. Students worked in pairs or independently to complete the task. (5) Homework and Practice (7) Cooperative Learning

12. G- Generalize the Goal Based on new information and application, students revisited the goal and scored themselves on their ability to use functional text in everyday situations. Students stated one fact they learned from the lesson. (8) Setting Objectives and Providing Feedback

13. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervisionand Curriculum Development. Pollock, J. E. (2007). Improving student learning one teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development. Pollock, J. E., & Ford, Sharon M. (2009). Improving student learning one principal at a time. Alexandria, VA: Association for Supervision and Curriculum Development.