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HOW DO TEACHERS ORGANIZE FOR INSTRUCTION?

• Literature focus units• Literature circles• Reading and writing workshops• Thematic Units

You must combine direct

instruction, small groups, and

independent activities into your

plans.

WRITING WORKSHOP

Action: the main character does something interesting.

Dialogue: main character says something interesting.

Thought or question: main character

Shares something that he or she is

thinking

A sound: author begins with an interesting sound related to the story.

LITERATURE FOCUS UNITS

As a class or in small groups, the students and the teacher respond to one text together. Teachers choose the texts that are high quality literature selection. After reading the texts, students explore the text and apply their learning by creating projects.

Examples: Bud not Buddy, The Westing Game , Hatchet , Molly’s Pilgrim, and Stone Fox

Strengths: Student exploration with vocabulary and language. Student developed projects. Teachers develop units and select books.

Limitations: No student choice in literature

COMPONENTS OF LITERATURE FOCUS UNITSReading: read together as a class

Responding: Students record their initial impressions about the selection to develop their comprehension.

Teaching mini-lessons: Teachers teach minilessons on language arts procedures, concepts, and connect their instruction to the featured selection.

Mini-lessons must: 1) INTRODUCE THE TOPIC, 2) SHARE EXAMPLES, 3) PROVIDE INFORMATION, 4) SUPERVISE PRACTICE, AND 5) ASSESS LEARNING.

Creating projects

LITERATURE FOCUS UNITS-GROUP DISCUSSIONIn a small group or with a partner, discuss the following:

1. Do you believe it is an effective strategy for students to write the quote on the left side and the response on the right side? Why or why not?

2. If you were to teach a mini-lesson on root words and affixes, what type of activities would you plan? Write a short lesson plan with a partner.

3. Using the graphic organizers and characterization dolls/organizers provided, which organizers would you have used for this lesson? Why or why not?

4. Do you have any other suggestions for projects?

LITERATURE CIRCLES

Teachers choose five or six books and collect multiple copies of each one. Students choose the book they want to read and form book clubs. Students develop their own schedules; teachers participates in some of the discussions.

Strengths: Student motivation is high due to student selection of books and materials. Student directed activities. Authentic literacy experiences.

Limitations: No teacher control. Students must be responsible, task oriented, and good time keepers to be successful.

ROLES STUDENTS PLAY IN LITERATURE CIRCLES

Discussion director

Passage master

Word wizard

Connector

Summarizer

Illustrator

Investigator

LITERATURE CIRCLES –GROUP DISCUSSIONS1. Pretend that your literature circle is reading The Outsider.

How would you introduce the book to the class?

READING AND WRITING WORKSHOP

Students choose books and read and respond to them independently during reading workshop and write books on self selected topics during writing workshop. Teachers monitor students through conferences. Students share the books they read and the books they write with classmates during a sharing period.

Strengths: Students read books that are appropriate for their reading levels. Students have high motivation to read the books that they have chosen. Teachers teach mini-lessons on reading strategies and skills. Activities are student directed and students work at their own pace.

Limitations: Teachers may feel as they have lost control of students. Students have to be task oriented.

COMPONENTS OF READING WORKSHOP

Reading and responding

Sharing

Teaching mini-lessons

COMPONENTS OF WRITING WORKSHOP

Writing

Sharing

Teaching mini-lessons

Writing workshop is usually 60-90 minute period per day.

GROUP DISCUSSION ON READING AND WRITING WORKSHOP

1. What types of questions would you ask students during a reading conference?

2. What type of writing prompts would you provide for students if your class, for example, was reading Charlotte’s Web?

3. Create a mini-lesson about : 1) using quotation marks, 2) identifying nouns, or 3) your choice.

THEMATIC UNITS

Students study social studies or science topics. They use the 6 language arts as they participate in activities and demonstrate learning. Students also identify topics that they want to study.

Strengths: Students write in learning logs. Teachers and students create clusters and other charts to organize information. Teachers scaffold instruction as students work independently, small groups or together in class. Students use technology to enhance learning. Students create projects.

Limitations: Teachers must design thematic units and locate materials and resources. Thematic units are time consuming.

ACTIVITIES WITHIN THEMATIC UNITS

Reading

Keeping learning logs

Making visual representation

Creating projects

Websites:

http://thematicunits.theteacherscorner.net/

http://www.thematic-units.com/

http://kiddyhouse.com/Themes/

http://www.ncwiseowl.org/

GROUP DISCUSSIONS ABOUT THEMATIC UNITS1. What suggestions would you offer to improve a student’s

spelling and/or writing?

2. Discuss your plan to assist ESL learners.

3. Websites:

http://www.everythingesl.net/

http://www.eslcafe.com/search/Lesson_Plans/

http://www.usingenglish.com/teachers/lesson-plans/

http://www.esl-lounge.com/

http://www.internet4classrooms.com/esl.htm

www.brainpopesl.com

WHAT ABOUT TEACHING?

Direct instruction: teach mini-lessons, provide opportunities for supervised practice, and have students apply what they have learned through reading and writing activities.

Indirect instruction: usually occurs during conferences or working with small groups.

Teacher roles during language arts instruction include the following: organizer, facilitator, participant, instructor, model, manager, diagnostician, evaluator, coordinator, and communicator.

Differentiating instruction by: offering choices, using small groups, setting up centers, incorporating projects, and integrating all six language arts.

MEETING THE NEEDS OF ESL LEARNERS

Use SIOP model

Classroom environment

Grouping patterns

Mini-lessons

Visuals

Background knowledge

Oral language

Centers

Monitor students

SIOP

Websites:

http://www.siopinstitute.net/

http://www.cal.org/siop/about/index.html

http://eldstrategies.com/siopmodel.html

ASSESSING STUDENTS’ LEARNING

Assessment has five purposes: 1) document milestones’ in students’ language and literacy development, 2) identify students’ strengths in order to plan instruction, 3) to document students’ language arts activities and projects, 4) to determine grades, and 5) to help teachers learn more about how students become strategic readers and writers.

Assessments include classroom observations, anecdotal notes, conferences, portfolios, rubrics, and checklists.

What are the benefits of using a portfolio?

What is the difference between an assessment and an evaluation?

With a partner, design an assessment for an elementary language arts class.

SUGGESTED WEBSITES

Literature Circles:

http://litcircles.org/

http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.html

http://www.abcteach.com/directory/basics/reading/literature_circles

/

http://www.funlessonplans.com/reading_lesson_plans/literature.htm

http://www.lessonplanet.com/search?keywords=literature+circle&media=lesson

http://www.lessoncorner.com/English/Literature/

Other:

http://www.webenglishteacher.com/gardiner.html

MORE AND MORE WEBSITES

Hatchet:

http://www.mce.k12tn.net/survival/hatchet/hatchet.htm

Stone Fox: http://www.mce.k12tn.net/dogs/fox/stone_fox.htm, http://www.teachervision.fen.com/fiction/lesson-plan/7.html, http://library.thinkquest.org/CR0211900/fox/stone_fox_vocabulary.htm

Charlotte’s Web: http://www.gamequarium.com/charlottesweb.html, http://teachnet.com/lessonplans/language-arts/charlottes-web-activites/, http://www.cape.k12.mo.us/Blanchard/hicks/Reading%20Pages/Charlotte's%20Web/Charlottes_Web.htm, http://www.scholastic.com/charlottesweb/

Roll of Thunder, Hear my Cry: http://www.webenglishteacher.com/mtaylor.html, http://www.bookpunch.com/book_detail.php?book=Roll_of_Thunder,_Hear_My_Cry, http://ethemes.missouri.edu/themes/733