Welcome Reading Coaches

1. Welcome Reading Coaches November 12, 2010

2. Collaborative Lesson Building and Discussion for Content Areas

3. Updating/Sharing • What is going on at your schools? • MS – Second SRI Testing window is open (October 18, - November 23, 2010) http://www.palmbeachschools.org/dli/scholastic/SRI.asp • Celebrate Literacy Week (January 24 – 28, 2011) • FCAT 2.0 Sample Test Materials http://fcat.fldoe.org/fcat2/fcatitem.asp • What Works: Project CRISS – The Integration of Research and Practice

4. Effectiveness Ratings for Adolescent Literacy: Reading Comprehension + + + + + 0 + 0

5. Metacognition(Main Course) Season with: Background Knowledge Purpose Setting Active Learning Discussion & Writing Organization Directions: Explanation and Modeling Teaching for Understanding Reflect: Taste and reflect on what could make the recipe better Here are some of the Ingredients Recipe for Success Serves: ALL

6. 1.FrameworkofTeaching • CRISSSM Strategic Learning Plan • 2. Plan • 3. Enduring Understanding • 3. Assessment • 3. Content/Materials • 2. Preparing for Understanding • 3. Engaging Students with • Active Persistence • 2. Transferring Information • 2. Reflection

7. 2. Framework of Learning 1.Ingredients of Metacognition 2. Prepare 3. Background Knowledge 3. Purpose Setting 3. Author’s Craft 2. Active Learning - Engage 4. Discussion 4. Writing 4. Organization 2. Explanation and Modeling 2. Teaching for Understanding 2. Reflect

8. The Shoulds: • Teachers should teach for enduring understanding. • Teachers should do instructional planning using UbD. • Teachers should develop clear assessment targets. • Teachers should scaffold instruction.

9. The Shoulds: • Teachers should help students build connections between cognitive strategy instruction and complex subject-matter goals and purposes. • Teachers should move from generic strategies to instruction embedded more specifically to content domains. • Teachers should engage students with content. ; ;

10. Stephanie Sefjack American College of Education

11. Book Study Building Background Knowledge for Academic Achievement by Robert J. Marzano

12. Cris Tovani, 2006 Many define reading as an act of engagement between the reader and the text. What do I need to do in order to engage? • Strategies to think about text when reading words alone doesn’t produce meaning. • Text that is accessible because text that is too hard forces me to disengage immediately. • Relevancy and purpose because without a purpose, I disengage.

13. Cris Tovani, 2006 Many define reading as an act of engagement between the reader and the text. What do I need to do in order to engage? • Strategies to think about text when reading words alone doesn’t produce meaning. • Text that is accessible because text that is too hard forces me to disengage immediately. • Relevancy and purpose because without a purpose, I disengage.

14. Cris Tovani, 2006 • If a physics teacher defines reading as “sounding out words,” it’s no big deal to assign 25 pages from the textbook for homework reading. • If an Algebra I teacher defines reading as something done mostly with novels, then it stands to reason he wouldn’t think that students need strategies to read word problems.

15. CrisTovani, 2006 • If a social studies teacher thinks that kids learned how to read in elementary school, then why would she spend time teaching students how to read a primary document? • If a teacher thinks it is someone else’s job to teach students how to read his text, then of course he won’t take time to show students how to read.

16. Cris Tovani, 2006 • Finally, if students think it is the teacher’s role to make them “get” the words then no wonder they don’t work to construct meaning.

17. Infusing Reading Benchmarks in the Content Area

18. Teachers’ Activities to Improve Instruction Choose curriculum, write curriculum, align curriculum, write local standards Plan lessons individually Plan lessons collaboratively Watch and discuss each other’s classroom lessons U.S. JAPAN

19. How do you infuse “ReadingBenchmarks in other content areas?

20. It is a collaborative process to produce excellent standards-based lessons Teams Formulate Goals & Sketch out a Unit Plan &Teach a “Research Lesson” Revise & Teach in another class Feedback from Student Work Feedback from Team Members

21. Unit Template Student Learning Goals Prompts Acceptable Evidence Prompts Learning Experiences Prompts Follow a Uniform Template • A tool for organizing the Plan Effectively • Prompts guide you through the 5-step process

22. Collaborative Lesson Building Process Plan Design Identify Goals Analysis of Student Work Rough out a Unit Design a “research” lesson Revise Design Peer Review Review & Improve Feedback Student feedback Try Out Lesson(s) Team Observations ABC

23. There is no “I” in School Lesson Collaborationis a Team Process…

24. Benefits of Lesson Collaboration • Increased knowledge of subject matter • Increased knowledge of instruction • Increased ability to observe students • Stronger collegial networks • Stronger connection of daily practice to long-term goals • Stronger motivation and sense of efficacy • Improved quality of available lessons

25. Asking the Right Questions Coaching/Mentoring

26. Best Practices Vocabulary Research

27. Vocabulary Instruction • List questions you have about teaching vocabulary. • List questions you have about teaching vocabulary to students with special needs or to ELLs. • What do you see as the greatest challenges in teacher vocabulary at your school? SN

28. Research-Based Practices • Develop word awareness and love of words through word play • Deliver explicit, rich instruction to develop important vocabulary • Build strategies for independence • Engage students actively with wide range of books

29. STAR • Select • Teach • Activate • Revisit

30. Best Practices Word Combining • Reinforces and expands vocabulary knowledge through writing. • Combine vocabulary words or key concepts into a sentence or paragraph. • Can be used for summarizing.

31. Best Practices Word Combining Combine the following words into a sentence(s) about the woodchuck. burrow tunnel chamber The burrow or home of the woodchuck consists of an elaborate set of tunnels, some of which branch to additional exits and others which serve as chambers for sleeping.

32. Best Practices Word Combining • Combine the following words into a sentence(s) about conducting a lesson study. • plan • review • improve • teach • feedback • Together a group of teachers will plan a lesson and tweak it through reviewing to improve it for teaching. They will observe it taught and provide both student and teacher feedback.

33. Vocabulary Triangle resilient She was a resilient woman who demonstrated a sincere compassion for her students. The boy was extremely resilient and viewed each challenge as a simple diversion. He has a true compassionfor others and a resilient personality, but he needs to find a healthy diversion from his daily stress. compassion The promotion provided a needed diversion, but she never lost compassionfor the poor. . diversion

34. Vocabulary Triangle Improper fraction To change an improperfraction to a mixedfraction, first divide the numerator by the denominator. Proper or improper fraction values can also be expressed in decimal form. To change an improper fractionto a mixed number, divide the numerator by the denominator and express the answer in whole numbers and decimals. mixed numbers A mixed number is expressed in whole numbers and decimals. decimal

35. Vocabulary Triangle fantastic gaudy vitality

36. Websites for Online Word Games • Hangman Game: www.vocabulary.co.il/ • Word Safari: http://home.earthlink.net/~ruthpett/safari/index.htm

37. Wrap-Up Next Meeting is December 3, 2010 in Thurber A & B Bring an example of a collaborative lesson or vocabulary Bring an ornament for an ornament swap Happy Thanksgiving!!