c hunking for m astery presented by: adria f. merritt [email protected]
TRANSCRIPT
CHUNKING FOR MASTERYPresented by: Adria F. Merritt
LEARNING TARGETS
I can create lessons that organize instruction into meaningful chunks; gradually release students to help ensure
mastery; purposefully connect reading and writing; anchor reading, analysis, and discussion to a
guiding question; provide multiple opportunities for students to
practice essential skills; use graphic organizers as a tool for students to
make inferences and draw conclusions using relevant evidence from the text as support;
utilize meaningful student dialogue as a means to frequently check for understanding.
INSTRUCTIONAL PRACTICES THAT WORK1. Gradual Release
I Do (Model) We Do (Guided Practice with a small group or partner,
with teacher feedback in the moment) You Do (Independent Practice to check for strengths
and needs)
2. Lesson Chunks Infuse 10-15 minutes of direct instruction with
frequent formative assessments
3. Graphic Organizers Use the language of Curriculum Framework Require relevant, specific supporting details Analyze to determine the writer’s intent
DO NOW
List grammar skills you are responsible for teaching.
…JUST COMMAS
Commas in a series Commas in a compound sentence Commas to separate adjectives that are
interchangeable Commas to separate the dialogue from the tag Commas with dates and addresses Commas with interrupters
Parentheticals Appositives Introductory phrases and words Direct address Nonessential words, phrases
LET’S GET STARTED
Consider text(s) What essential reading skill does your text lend
itself to explicitly exploring? What guiding question does the text allow
students to consider? Consider questions that spark debate
Questions that prompt students to look for text support
What writing skill does your text lend itself to explicitly exploring? Consider writer’s craft: the skills you can SHOW
students that expert writers use
CHUNKING YOUR LESSON
ON YOUR WHITEBOARD
Have a BRIEF dialogue with your neighbor. Write the conversation on your whiteboard.
GRAMMAR INSTRUCTION CYCLE
Assign a quick write. Conduct Direct Instruction ( I do, we do, you
do) to teach a skill Apply the skill to the quick write. Take students to text currently reading to see
obvious evidence of the skill. Apply the skill to authentic writing, their most
recent essay or other product. Practice the skill in Do Nows, TEIs, SOL
format.
LET’S GET STARTED
Consider text(s) What essential reading skill does your text lend
itself to explicitly exploring? What guiding question does the text allow
students to consider? Consider questions that spark debate
Questions that prompt students to look for text support
What writing skill does your text lend itself to explicitly exploring? Consider writer’s craft: the skills you can SHOW
students that expert writers use
GUIDING QUESTION
Does our society accept women and men as equals?
Silently read the short story “Girls Can’t Play”. Consider the following guiding question:
Does our society accept women and men as equals?
DOES OUR SOCIETY ACCEPT WOMEN AND MEN AS EQUALS?
“Text support” “Text support”
YES NO
THE APPROACH Use the language of the Curriculum Framework Require relevant, specific supporting details Analyze to determine the writer’s intent
MODEL It! Show the students HOW to deconstruct the text.
Give students some independent think time to address the text.
Allow students to practice in pairs. The meaningful dialogue is purposeful.
Keep your model available as a visual scaffold. Require independent practice.
Use with a variety of texts and skills
What is conflict?
The problem or struggle in the story.
CONFLICT: ESSENTIAL KNOWLEDGE
Example: A struggle with another classmate or the computer crashing while you are writing a paper
Types of External Conflict individual vs. individual individual vs. nature individual vs. society individual vs. supernatural individual vs. technology
Example: A struggle to make a decision or overcome a feeling
Type of Internal Conflict Individual vs. self
External Conflict: Takes place between a character and someone or something else
Internal Conflict: Takes place in a character’s mind
IS IT INTERNAL OR EXTERNAL?
Internal or External Type
1.
2.
3.
IS IT INTERNAL OR EXTERNAL?
Internal or External
Type Conflict
1. Although your friends think you are attractive, you think the opposite. You are overly critical about physical appearance.
2. For the past month at school you have been bullied by older students. The students typically call you names and even poke at you. Finally, one day you get fed up and scream, “Don’t ever touch me again!”
3. Your school has a state level hockey team- for boys. When you and a group of girlfriends want to start a girl’s hockey program, you are told, although it is a nice idea, there is no money in the athletic budget.
THE APPROACH Use the language of the Curriculum Framework Require relevant, specific supporting details Analyze to determine the writer’s intent
MODEL It! Show the students HOW to deconstruct the text.
Give students some independent think time to address the text.
Allow students to practice in pairs. The meaningful dialogue is purposeful.
Keep your model available as a visual scaffold. Require independent practice.
Use with a variety of texts and skills
GRAMMAR INSTRUCTION CYCLE
Assign a quick write. Conduct Direct Instruction ( I do, we do, you
do) to teach a skill Apply the skill to the quick write. Take students to text currently reading to see
obvious evidence of the skill. Apply the skill to authentic writing, their most
recent essay or other product. Practice the skill in Do Nows, TEIs, SOL
format.
THE STORY CONTINUES
“Girls Can’t Play”
How will Hazel’s game with Timmy and his friends play out? Stay true to the story (character traits,
point of view); Must have at least six exchanges between ; DIALOGUE must be punctuated correctly; Include narration (Be mindful of the
narrator’s point of view).
PUNCTUATE THE FOLLOWING CONVERSATION CORRECTLY.
Need an outfielder? I called over. Timmy shaded his eyes and scowled. You mean… you?Why not? I crossed my arms, hugging the mitt to my chest. I’m a darned good catcher.Nah. Girls can’t play baseball one of Timmy’s friends said with a laugh.
PUNCTUATE THE FOLLOWING CONVERSATION CORRECTLY.
Need an outfielder? I called over. Timmy shaded his eyes and scowled. You mean… you?Why not? I crossed my arms, hugging the mitt to my chest. I’m a darned good catcher.Nah. Girls can’t play baseball one of Timmy’s friends said with a laugh.
Turn to the bottom of page 27 and top of page 28 to check your work.
PUNCTUATE THE FOLLOWING CONVERSATION CORRECTLY.
“Need an outfielder?” I called over. Timmy shaded his eyes and scowled.
“You mean… you?”“Why not?” I crossed my arms, hugging
the mitt to my chest. “I’m a darned good catcher.”
“Nah. Girls can’t play baseball,” one of Timmy’s friends said with a laugh.
THE STORY CONTINUES
“Girls Can’t Play”
How will Hazel’s game with Timmy and his friends play out? Stay true to the story (character trait,
point of view); Must have at least six exchanges between ; DIALOGUE must be punctuated correctly; Include narration (Be mindful of the
narrator’s point of view).
CONNECT THE SKILL TO THE STATE ASSESSMENT
SOL Practice Items – Virginia Department of Education
http://www.doe.virginia.gov/testing/sol/practice_items/
LET’S GET STARTED
Consider text(s) What essential reading skill does your text lend
itself to explicitly exploring? What guiding question does the text allow
students to consider? Consider questions that spark debate
Questions that prompt students to look for text support
What writing skill does your text lend itself to explicitly exploring? Consider writer’s craft: the skills you can SHOW
students that expert writers use
INSTRUCTIONAL PRACTICES THAT WORK1. Gradual Release
I Do (Model) We Do (Guided Practice with a small group or partner,
with teacher feedback in the moment) You Do (Independent Practice to check for strengths
and needs)
2. Lesson Chunks Infuse 10-15 minutes of direct instruction with
frequent formative assessments
3. Graphic Organizers Use the language of Curriculum Framework Require relevant, specific supporting details Analyze to determine the writer’s intent
LEARNING TARGETS
I can create lessons that organize instruction into meaningful chunks; gradually release students to help ensure
mastery; purposefully connect reading and writing; anchor reading, analysis, and discussion to a
guiding question; provide multiple opportunities for students to
practice essential skills; use graphic organizers as a tool for students to
make inferences and draw conclusions using relevant evidence from the text as support;
utilize meaningful student dialogue as a means to frequently check for understanding.
RESOURCES
Behrens, Rebecca. “Girl’s Can’t Play.” Scope January 2015: 26-30.
Newport News Public Schools. (21012). Anchor Lessons for Grammar [Middle School English Curriculum. Retrieved from http://sbo.nn.k12.va.us/curriculum/
Newport News Public Schools. (2013). Instruction Cycle for Grammar and Revision. [Middle School English Curriculum]. Retrieved from http://sbo.nn.k12.va.us/curriculum/
Schmoker, Michael. (2011). Focus: elevating the basics to radically improve student learning. Alexandria, VA: ASCD.
Disclaimer
Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or
favoring by the Virginia Department of Education.
Adria F. [email protected]