Teach History as well as Science - (link to article) - why?
Science Studio –
Next Gen:
- It creates storytelling that is engaging to more students.
- It puts a context around many facts. What we s/he trying to solve? What questions were being asked? What else was going on during this time period? How have the findings been used? (ideal or perverse?)
Science Studio –
Next Gen:
- Brie's Live Binder about Engineering Standards (much Next Gen standards as well)
Protocols
Used:
· 1. Real / Ideal Protocol (how accurately can we predict
the effectiveness of our instruction?)
· 2. L@SW
– Can, Verge, Far From à Link to instruction à Implication for future instruction
o
Goal: get more specific and descriptive about our
instruction and student achievement
o
Goal: link student achievement to our instruction –
nothing is by accident
· 3. Reflection
on Instruction: How was ____
supported? Who was not supported? Who was over-supported?
· 4. If
we have a question, pose theories.
Explore one…
Next
Steps:
·
Clear
Learning Targets and Success Criteria that are repeated throughout the lesson
·
Scaffolds/Supports
that are intentional
·
Talk
to figure something out…
·
Read
to learn content
·
Revisit
complex text
·
Use
Close Read process with text dependent questions generated by teacher and
students
·
Cite
evidence (B) - C: Amy’s lesson
·
Be
intentional about grouping: homogeneous,
heterogenous
·
Create
accountability to group:
o
Model,
teach, breakdown: how to talk about
inaccurate answers
o
Model,
teach, breakdown: how to answer hard
questions; how to get it “out of our heads”
Content / New Learning:
Opening:
- · In one year we cut the achievement gap by 44%.
- · We have what it takes to leave no child behind.
- · Because education/teaching is sophisticated and difficult, it required collaboration.
- · Leaders must be instructional leaders.
- · We are looking for dissonance.
Text
Complexity:
·
Quantitative
– lexile
·
Qualitative
– rubric
·
Reader
and Task – What kind of reading is required?
What kind of supports?
o
If
we predict all the possible ways to support the reading and task, we create
anticipation and our observations are more specific.
·
Goals:
·
Create
a habit of thinking/planning about text complexity
·
Each
day, 100% of students should be able to work independently and be successful.
·
No
matter the complexity, how do we make sure 100% of students can read and work
independently with grade level texts proficiently at the end of the year?
Supports: technical and affective supports:
1.
Types of TECHNICAL Supports:
·
Lesson design
o
Learning
Target is a support – students know what they are about to learn
o
Active
Engagement is a support – students know what to do
o
The
right balanced literacy approach at the right time…shared reading, independent
reading, etc..
·
Diagrams
/ picture
·
Cross
out sentences that are not necessary
·
Pre-mark
(science / not science or CD / CM)
·
Define/synonyms
words (tier 1-3)
·
Pre-teach
bonding (BrainPop)
·
Underline
PK or provide connections
·
Preview
the text
·
Rereading
text
2.
AFFECTIVE Supports:
·
Ensure
success for all students – especially those who have not been successful
before.
·
Teach
students skills to get interested in topics they are not interested in.
·
Create
/ Engineer motivation in 3 ways:
o
Topic
/ Subject (Learning Target )
o
Success
/ Efficacy (I will support you in this
way today…)
o
Choice
Talk:
·
Academic
Contributions
o
What
if a contribution doesn’t make sense?
o
What
if a contribution is wrong? Not accurate?
o
Why
don’t thy write a question?
o
They
will answer easy questions or questions they know the answer to, but what would
get them to grapple with more difficult questions?
·
What
does it take to figure something out together?
Reflection: What did you figure
out together? Are students using talk
for the purpose of figuring something out?
Close Read:
·
This
is a process - not a strategy.
·
What
are we asking students to figure out by reading closely?
·
Text
Dependent questions are important (teacher or student generated)
·
Shared
Read – Reread for a purpose – Talk – Reread for new purpose -- Summary
Reading Instruction:
·
Read
Aloud –
o
teacher
reads text,
o
sometimes
teacher thinks aloud,
o
students
listen and enjoy
o
goal: enjoyment, story structure, hear the content)
·
Interactive
Read Aloud –
o
teacher
reads text,
o
invites
students into thinking work,
o
students
listen, enjoy, participate a bit
o
goal: the actual text or thinking work
·
Shared
Reading –
o
teacher
reads the text,
o
students
have a copy of the text so “all eyes on text” is possible,
o
teacher
is doing more of the work,
o
Goal: there is a specific teaching point/reason for
using the text.
o
Text: above grade level, shared, complex
·
Guided
Reading –
o
Students
read the text
o
Thinking
work is guided by the teacher
o
Goal: there is a specific teaching point/reason for
using the text.
o
Text: at a level chosen for a specific purpose
·
Independent
Reading –
o
Teacher
monitors and supports
o
Students
does all the reading and thinking work
o
Goal: transfer lessons from shared reading
experiences into independent work
o
Text: at student’s independent reading level
Understanding about Reading:
Understanding about Reading:
- Readers' Stance
- Preview and Predicting - how does it help?
- Visual Listeracy and/or Functional Text - what are they? how are they the same and different? How do good readers use them?
- Vocabulary - how do we focus on it AUTHENTICALLY and meaningfully so that our vocabularies grow?
- Strategy: Examples --> generalization. Why are examples a part of the text?
- Skill: appositive, context clues that help with vocabulary terms and oncepts
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