11-4-14

•Review: Teaching Reading

•Finish ETC, Chapter 5

•ETC, Chapter 6 (Speaking/Listening)

Agenda:

Starter: Write ONE question that you want to be sure to address in class before the semester ends.

Teaching reading as a process:

BeforePurpose: Information? Answers? Entertainment?

Method: Skim? Annotate? Enjoy?

Format: Paper? Screen?

Stance: Literal? Figurative?Directions to follow?Place to read?

DuringConnect: to world to self to other texts

Evaluate: What’s vital? What’s “gravy”?

Monitor: Effectiveness of strategies Interest, fatigue, etc Progress toward goal

Write: annotate take notes ask questions

AfterAssess: completion of tasks understanding of key ideas

Solidfy: Talk or write to help keep ideas in memory

Reread: as needed, to clarify to check directions and goals

Reflect: consider effectiveness of practices

Burke’s “Principles and Practices” of Effective Reading Instruction

1. Teachers provide direct instruction throughout the reading process.

2. Teachers integrate instruction throughout the content of their courses.

3. Students read interesting or real-world texts for authentic reasons to increase engagement and motivation.

4. Students engage in regular, authentic discussions in class and online about a variety of texts.

5. Teachers provide targeted, strategic instruction to the whole class, specific groups of students, or individuals as needed.

6. Teachers select texts that grow progressively more complex.

7. Teachers have students write intensively and frequently about what they read.

8. Teachers assess students before, as, and after they read a text.

9. Teachers provide time in class and outside to support extensive reading of both assigned and self-selected texts.

10.Teachers use a variety of instructional strategies to support and enhance reading instruction.

Questions to ask about any text:

Burke 174

•What type of text is it?•Why choose this type over some other type?•What is the subject?•What does the author say about the subject?•What is the author’s apparent purpose?•What techniques work toward this purpose?•How is the text organized?•How well does the organization support the purpose?•How trustworthy is the author?

How can you “assess students before, as, and after they read a text”?

Before: review background knowledge review strategies practice with a similar passage

As: monitor some readalouds have them annotate or paraphrase select passages do oral Q&A checks

After: more oral Q&A have them summarize the text have them use the text to do something

Remember, the point of a given assignment is not so much to produce a good reading as to develop good readers.

That is, the focus should be more on the process; the product is simply evidence of how well the process worked.

Likewise, for writing assignments, although you want good papers, the goal should be on helping to creating good writers.

English Language Arts:•Reading•Writing•Speaking•Listening•Thinking

Notice that these are actions – skills, not content.(That’s not to say that ELA has no content, but rather that the focus should most often be on skills. Knowing the plot and characters in Hamlet or The Great Gatsby is easy to test, but knowing how to read and make sense of a challenging text is more important.)

Back to reading…

Students don’t/won’t/can’t read when they lack:

Commitment. (They aren’t engaged.)

Content. (They don’t have necessary knowledge.)

Competency. (They don’t have necessary skills.)

Capacity. (They have processing problems.)

Notice that these issues relate to any kind of text; teaching reading is not the same as teaching literature.

More support for a WIDE diet of reading…

https://www.youtube.com/watch?v=RiP-ijdxqEc

Look at Burke’s list of “Reading Assessments” on pp 194-5.

Keep in mind, when designing unit plans and lesson plans, the importance of using multiple kinds of assessments.

Triangulate!

Questions on chapter 5?

Chapter 6: Teaching Speaking & ListeningClassroom activities you can use:

Book talks (informal presentations)

Lit circles/book clubs (small-group)

Conversation pairs (informal)

Socratic seminar (full-class; structured discussion)

Readalouds (not limited “reading parts” for plays)

Reader’s theater (reading parts)

Formal debates (can be a team activity)

Informal presentations (such as vocab words)

Formal presentation (informative or persuasive)

In-character talk by literary or historical figureas preview or review activity (maybe in costume)

Make speaking a normal part of the classroom culture, not an unusual (and therefore high-pressure) activity. Have everyone do it regularly, so it’s no big deal, but just business as usual.Model good reading: read aloud the first paragraph or two of a passage, then have a student read the next couple of paragraphs.

Teach discussion skills: teach appropriate behaviors, practice them, and remind students to “follow the conventions” when they forget.

Teach the differences betweenDIALOG and DEBATE.

Use a “fishbowl” discussionfor practice and critique.

…and cultivate dialog in your classes.

Talking in class?

Call and Response Discussion/Dialog

Such as you can,control the environment

White Board or Screen

teacher

For lecture, students face the board

White Board or Screen

teacher

For discussion, students face center

White Board or Screen

Teacher’s Desk

Teach students “the moves” to use in dialog.

Listen to other speakersAcknowledge what was saidRespond to what was said:

Ask for an example or for other clarificationGive an example to confirm understandingOffer an alternative perspective or explanationAgree or disagree, and explain why

Offer “comment starters” (as on p 224)

Make dialogs “count”

Have students take notes on class dialogs:•Take up notes as comprehension check.•Create study guides from dialog notes.•Give + or – credit for accurate notes.

Have a payoff for good note-taking: •Use notes to write one-paragraph summary.•Give “open note” tests.

General principles for teaching speaking skills:

•Safe, inviting classroom

•Culture of learning

•Culture of practice and “it’s OK to mess up”

•Lots of low-stakes practice

•Lots of modeling

•Adequate rehearsal time

•Clear expectations

•Respect, attention, applause for everyone

Create a safe and welcoming culture

This is a materials shelf, from which students can pick up any materials they might need for class (left center shelves). The previous image was a reading area. The point is that each classroom is student-friendly.

Unit Plan due after Thanksgiving

Unit: •coherent series of lessons•usually one to several weeks in length•focused on a single topic or skill•with several specific objectives (skills/knowledge)

Additionally…•Should use several strategies for each objective•Should allow for various learning styles•Should identify measurable, observable outcomes•Should include multiple assessments•Should allow teacher to “monitor & adjust” based on assessment results along the way

I Learning GoalsSC ELA Content Standard(s): Benchmark(s):  Indicator(s): What will your students know and be able to do at the end of this lesson? II Student Background Knowledge and ExperienceWhat prior knowledge and skills do students need in order to be successful in reaching the goals of this lesson?How do you know if students have the knowledge and skills they need to be successful?How will you use or accommodate the diverse experiences that your students bring to class (considering gender, race/ethnicity, English language proficiency, economic status, exceptionalities, skill level, and learning styles)? III Instructional ProceduresContent summary, including concepts and essential understandings: Teaching methods: Student grouping: Reading strategies for selected print and nonprint texts:Interdisciplinary strategies: IV Resources and MaterialsWritten Texts: Oral Media: Visual Media: Instructional technologies: V Instructional ActivitiesLesson sequence, including important questions to ask students Time AllottedOpening: Main activities: Closing: VI Assessment/EvaluationHow will you know if each student has met the learning goals? Will students be asked for a personal response? If so, how will you use these responses? Attach assessments and assessment criteria.  VII AdaptationsModifications: Note if lesson objective or significant content needs to be changed.Accommodations: Note if other components of the lesson need to be changed.

Should include… …reading …writing …speaking …assessment

Appropriate Unit: Unit fulfills the requirements for the content area and grade level and is aligned to state standards.  Appropriate Objectives for the grade level and content area.  Observable Objectives are stated in the learner outcomes and can be easily measured and evaluated. Student Involvement Objectives require students to be actively involved in the learning process.  Matched to Skills: All objectives have been accurately matched with the required skills to master the objective.

Unit objectives facilitate student achievement of academic standards and long-range learning and developmental goals.

APS 2

Instructional plans include content, strategies, materials and resources appropriate for the students.

Appropriate/ Accurate Content for the instructional area and grade level is evident.Content is aligned to state standards.  Matching Materials Each lesson plan contains a comprehensive materials/ resource list.  Logically sequenced strategies including at least 2 instructional strategies per objective   Logically sequenced strategies provide opportunities for students to reflect on their learning process. Students communicate in some form about what they learned, how they learned it, and how they plan to use the information.

Triangulate.

Logically sequenced strategies promote an understanding of the purpose and use of content information and/or language.  Strategies promote active engagement of students through problem solving/ creativity. Strategies for collaboration/ independent learning/ varying group sizes. Instructional strategies provide opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.

Incorporation of Technology. Unit plans demonstrate the use of technology in an effective manner to promote learning.

Connections to other content areas and career pathways. Unit and lesson plans integrate other subject area standards and career pathways into the instructional unit.

APS 2

Student performance data is used to guide short-range planning of instruction.

Strategies focus on student learning. Lesson plans focus on the needs of students and incorporate strategies for extra practice, challenges, choices for different intelligences and learning modes.

Strategies accommodate for specific learning differences among the studentsLesson plans document modifications for specific learning differences among individual students.

APS 2

A variety of appropriate assessments are developed/selected and administered.

Varied Assessments that provide opportunities for students to use a variety of intelligences and learning modes to demonstrate their knowledge.

Appropriate for Students including for the grade level and take into account learning differences within the class.

Appropriate for Objectives. The assessments demonstrate mastery of stated objectives.

Appropriate for Content. Development and use of assessments in the content area is comprehensive and aligned with state standards.

Appropriate for Strategies. Development and use of assessments demonstrates a direct correlation to the varied instructional strategies used. Appropriate Criteria. All of the criteria used to assess a unit are appropriate and measurable.

APS 3

At appropriate intervals, student performance data is gathered and accurately analyzed to guide instructional planning.

Assessment data used to determine grades that accurately reflect student progress and achievement.

Analysis of Assessments Results. Teacher candidate regularly analyzes and uses assessment results to monitor, modify and/or enhance learning throughout the unit.

Record Keeping System. Teacher candidate consistently utilizes a formal, clearly defined record keeping system for assessment.

APS 3

So what do all these criteria look like in practice?

World Lit (9th grade)

Unit 1: Shakespeare (play) 5 weeks (Aug 4 – Sept 5)Julius Caesar

Unit 2: Latin and Central America (novel) 6 weeks (Sept 8 – Oct 24)One Hundred Years of Solitude (includes fall break)

Unit 3: Asia (novel, poetry) 5 weeks ( Oct 27 – Dec 5)After Dark, selected poems

Semester Review & Exams 2 weeks (Dec 8 – 29)

Unit 4: Africa & The Middle East (novels) 6 weeks (Jan 5 – Feb 13)Things Fall Apart & My Name is Red 6 weeks (Feb 16 – Apr 3)

(includes spring break)

Unit 5: Russia (novel) 7 weeks (Apr 4 – May 22)Crime and Punishment (includes semester exam)

Julius Caesar

Unit Vision: Students will engage with Shakespeare, Roman history and politics, and Julius Caesar both in the contexts of the work (play and source works) and through their own 21st century lenses. They will truly understand how to read Shakespeare’s language, appreciate its poeticism, and use that understanding to deepen their own knowledge of Standard English today. Students will begin to appreciate that literary works contain themes of human existence, and they will learn that literature can inform their opinions of the world around them. Students will discover the methods for writing a successful informative academic paper, and they will produce such a successful paper.

What students will know and be able to do: Write an informative paperIdentify and discuss the themes of Julius CaesarInitiate and engage in a variety of discussionsBuild knowledge of Standard English grammar

Indicators:Mastery of paper: scoring 90% (detailed on rubric)Mastery of themes: scoring 90% answering questions in multiple formatsMastery of discussion: 80% of students participate in a academic mannerMastery of grammar: 90% correct usage in papers and formal presentations

Julius CaesarMajor Assessments:

Explanatory paper using claims and counterclaimsUnit test (multiple choice, short answer, essay items)

Other Assessments: SWYKQ at least every other FridayDo Now &b Exit Ticket dailyGuided reading questionsMisc. worksheets on various skills

Learning Activities:Reading informational texts about time period of work & connecting to the cultural representations

in work throughout reading Responding to writing prompts; short answers in study guide/guided reading questions; assignment

at the end of unit; written output on unit test Guided practice with pulling textual evidence; Using textual evidence in short answers (oral and

written); using textual evidence in papersGuided practice with pulling textual evidence; Using textual evidence in short answers (oral and

written); using textual evidence in papersGuided practice and lessons on themes; constant discussion of themeStudying, reading, and analyzing Plutarch along with reading Direct instruction and guided practice with academic discussion; Socratic seminar; daily discussions Grammar lessons; expectation of proper grammar usage (as it pertains to this standard) in any

written work Direct instruction on figurative language; guided practice discovering & unpacking figurative

language Direct instruction on claims/ counterclaims; guided practice; explanatory paper using claims/

counterclaims

Julius Caesar

Unit Plan

At one end of the planning spectrum, your long-range plan (APS 1) lays out the whole course; at the other end of the spectrum, your lesson plans (APS 4-9) each cover a single class meeting. A unit plan (APS 3-4) consists of a logical series of lesson plans designed to teach and assess a coherent piece of the long-range plan. As an essay is made up of paragraphs, which in turn are made up of sentences, so a long-range plan is made up of units, which in turn are made up of daily lessons.

If your long-range plan provides a survey of British Lit, a unit might address a single work (e.g., Beowulf,Canterbury Tales, Macbeth), a period (e.g., the Renaissance, the Romantic period), an author or group of authors (e.g., Milton, the Cavalier poets), or even a genre (e.g., sonnets, satire). The long-range plan might include writing instruction as part of each unit, or it might include separate units -- perhaps as a break between literary units -- on analytical writing, persuasive writing, writing in-class essays, and such. Likewise, speaking skills could be included as part of a unit or could be taught in a stand-alone unit.

For our purposes, your unit should require at least 6 class sessions, but no more than 15. (Hint: 8-10 sessions is a good target.) It should include at least three different kinds of assessments, at least one of which is a quiz or test, and at least one of which requires students to demonstrate their learning through writing. (You might have students simply write a paper to meet this requirement, but you could also assign a project--such as creating a newspaper, writing a screenplay for a scene, or writing a "missing chapter"--that requires students to demonstrate their learning through writing.)

Unit Plan

Choose a unit topic and main text to teach.

Using CCSS (for now), decide on major objectives for the unit.

List different ways to measure those objectives (i.e., indicators of achievement).

Using Burke and Gallagher, list various strategies/activities that align with the indicators (realizing that you can work both directions with strategies and indicators):

*Reading *Writing *Speaking/Listening

Choose at least two different strategies to accomplish each objective

Choose at least three different kinds of assessment (major/minor, formal, informal)

Consider knowledge/skills necessary for each activity and how to check readiness

Create a calendar (assuming 90-minute classes)

Fill in daily lesson plans (at least one in detail & others in outline form)

Create necessary materials: ppts, study guides, quizzes, other assessments)

Looking ahead

11/11: Response Journal #4 due (3 pts)

11/18: Response Journal #5 due (4 pts)

11/25: Thanksgiving Break; no classes

12/02: Unit Plan due (25 pts)

12/09: final issues; Final Exam due (20 pts)

For next week, read and respond to ETC, ch. 7.