planning clip aligned lessons district learning day middle schools september 18, 2015

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Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

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Page 1: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Planning CLIP Aligned Lessons

District Learning DayMiddle Schools

September 18, 2015

Page 2: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Do Now Annotation

• Please read the text “Freedom Walkers” • As you read, circle up to three words that you

would teach as vocabulary words and write why.

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Page 3: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Annotation

• Underline the major points.

• Use a question mark (?) for keywords or phrases that are confusing or unknown to you or questions that you have during the reading. Be sure to write your question(s).

• Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention.

• Draw an arrow when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections.

• Circle specific words that are repeated several times.

Page 4: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

AnnotationWhat is annotation?

• a note of explanation or comment added to a text or diagram.

• marking the pages with notes with comments

• interacting with the text• analyzing the text

Why annotate?• Helps to break down meaning of

the text• clearly identify where in the text

important ideas and information are located

• express the main ideas of a text • trace the development of

ideas/arguments throughout a text

• introduce a few of the reader’s thoughts and reactions

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Page 5: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Norms• Be present and engaged.• Be respectful of differences in perspective

while challenging each other productively and respectively.

• Monitor “air time.”• Make the most of the time we have.• Stay focused on students.

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Page 6: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

ObjectivesKnow•The importance of fluency and vocabulary for adolescents•Establishing and implementing efficient systems and instructional routines will enable students to acquire the crucial skills needed to become proficient readers of literary and informational texts•Effective systems and routines support the implementation of the CLIP instructional design Understand•The research-based connection between fluency and comprehension•How to manage small group instruction

Be Able to Do•Implement fluency and vocabulary strategies in the CLIP instructional design.•Implement effective routines to support small group instruction

Page 7: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

It’s time to

Play…

Page 8: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

RulesHow do you get someone

to say curriculum?

Think fast, talk fast,

and don’t say the TABOO word!

Explore the power of

your language!

Curriculum

Page 9: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

RulesDuring each game, Player 1 has their

back to the screen, while Player 2

guesses the TABOO word.

After 10 seconds, Players 1 and 2

switch roles.

12

Curriculum Timer

Page 10: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

It’s time to

Play…

Page 11: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Game 1- Player 1

RIGOR

Page 12: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Game 1- Player 1

College and Career Readiness/

CCR

Page 13: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Game 1- Player 1

Objective

Page 14: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Game 1- Player 1

Close Read

Page 15: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

It’s time to

Play…

Page 16: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Game 2- Player 1

Annotate

Page 17: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Game 2- Player 1

TNCore

Page 18: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Game 2- Player 1

Standards

Page 19: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Game 2- Player 2

Comprehensive Literacy

Improvement Plan/CLIP

Page 20: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Today’s Focus

XXXX

Page 21: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

VISION BUILDINGWhat we know about effective instruction?

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Page 22: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Think Write Pair ShareStandards vs Objectives vs Skills• Think about the difference between a

standard, an objective, and a skill.• Write what you think is the difference

between the three.• Pair with a partner and share your

thoughts.

Page 23: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Standards vs Objectives vs Skills

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Academic standards provide a common set of expectations for what students will know and be able to do at the end of a grade or course. As such, they are designed to guide curriculum and instruction and help improve student achievement. The CCR Standards articulate and/or imply a set of skills required as an academic foundation in ELA/literacy or mathematics.

Learning objectives are brief statements written for the teacher and student stating what the student is expected to do as part of and following particular a lesson or unit. Standards and objectives, are not synonymous (though objectives should lead to and support standards learning) and should not be treated as such in lesson planning.

Page 24: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Standards with Aligned Objectives

TN DOE STANDARDS

• RL6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• W.9-10.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Standards-Aligned Objectives

• I can provide evidence to support what the text says and what I am thinking.

• I can write arguments to support claims using evidence from the text.

Page 25: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

What we know about effective instruction

• We know that all learners need – purposeful instruction in reading skills and strategies, – motivation to read, – access to a wide variety of texts, and – authentic opportunities to read and write both inside

and outside of school (Farstrup & Samuels, 2002; Fink & Samuels, 2008).

– to develop their expertise in all aspects of reading and writing, including oral language, phonemic awareness, phonics, vocabulary, fluency, and comprehension (Frey & Fisher, 2006).

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Page 26: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

• We know that – the skills of the teacher, and– how the teacher uses valuable instructional

time, matters. • We know that whole-class instruction alone

will not work to improve the literacy achievement of our children.

What we know about effective instruction

Page 27: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Areas of Effective Literacy InstructionEffective adolescent literacy instruction includes focused work in: • Word study• Fluency• Vocabulary• Comprehension• Writing• Motivation

(Boardman et al., 2008; Roberts et al., 2008)

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Page 28: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

The Gradual Release of Responsibility

Teacher Responsibility

Student Responsibility

I do it.

We do it.

They do it (together).

You do it (independent of the teacher).

Guided

Collaborative

Independent

Modeled

Page 29: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

6-8 Differentiated Instructional Design

• Whole Group - 25 minutes

• Flexible Grouping – 20 minutes Teacher – ledSmall GroupInstruction Literacy

Stationsfor Independent

Practice • Whole Group –

5 minutes

Reading/ELA/WritingCore (Grade-Level Instruction for All Students)

Whole GroupI do – teacher modelsWe do - guided practiceTeach/model grade level standards, concepts, skills

Small Group

Teacher led•I do – teacher models and teaches•We do (guided practice)•Coach students with similar needs

Student led flexible groups/stations•They do - they collaborate•You do - independent practice•Differentiated content, process, products

Whole Group Closure •Wrap Up what you’ve learned.

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Page 30: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

ELA/Literacy CCR Shifts

1. Regular practice with complex text and its academic language

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational.

3. Building knowledge through content rich non-fiction.

Page 31: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

FOUNDATIONAL SKILLS

What are foundational skills? Why should secondary teachers teach foundational skills? How do I teach theses skills in the secondary classroom?

Page 32: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Foundational Skills

K-5• Phonological

Awareness• Phonics and Word

Recognition• Fluency

Secondary (ELA, SC, SS)• Word study• Fluency• Vocabulary

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Page 33: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Vocabulary instruction

• Word meaning is emphasized• Vocabulary learning consists of many different types of

learning– incidental learning, – explicit vocabulary instruction, and – self-directed vocabulary learning

• Students understand the words they read and have strategies to find the meanings of the words

Increased reading comprehension occurs when

Page 34: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Vocabulary instruction

Students have specific word and word-learning strategies.

Students have multiple opportunities to use a word in context.

Teachers prepare and plan word instruction based upon the text being

read.Instruction is explicit.

Teachers give students word learning strategies to build vocabulary

independently.

Increased reading comprehension occurs when

Page 35: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Three Tiers of Words

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Page 36: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Turn and Talk

• Earlier, you read a text and chose 3 words that you would teach.

• Now, based on the information you’ve read so far with an elbow partner or your group, categorize the chosen words into tiers.

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Page 37: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

How Do You Select the Words for Explicit Instruction?

• Is the word interesting? Useful? Will it be in other texts?

• Can you define the word using vocabulary the students will understand?

• How does the word relate to other words that students are learning. – e.g., submerge

• Will the word help with the major understanding of the selection?

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Page 38: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Steps to Consider When Choosing Tier Two Words

1. List all the words that are likely to be unfamiliar to students.

2. Analyze the word list:a. Which words can be categorized as Tier Two words? b. Which of the Tier Two words are most necessary for

comprehension? c. Are there other words needed for comprehension? Which

ones? 3. On the basis of your analysis, which words will you teach?

• Which will need only brief attention? • Which will you give more elaborate attention to?

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Page 39: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Word Study

• Emphasis on word parts– Affixes

• Latin and Greek roots, suffixes, and prefixes

• Instruction relies on word analysis and word-recognition skills

• The ability to decode and comprehend multipart words is crucial for understanding the meaning of most content-area texts (Archer, Gleason, and Vachon, 2003).

Page 40: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Decoding and Fluency• Reading is developmental—a continuum• Decoding is different than fluency

– Decoding is translating a printed word into a sound. – Fluency is defined as the ability to read with speed, accuracy, and

proper expression. (prosody and automaticity)

Word Study/ Vocabulary

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Page 41: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Why Fluency?• Students first learn to decode words, followed by learning to read

words fluently (automatically), with an ultimate focus on reading for meaning and reading to learn.

• Reading fluency– can be measured as reading words automatically or – reading texts with appropriate prosody or expression

• Reading fluency is an issue for a significant number of adolescent readers. – Several studies found significant correlations between reading fluency and

reading comprehension.

• Given these results, it seems logical that perhaps fluency instruction aimed at older students may be a key to their reading success.

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Page 42: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Fluency Activity

• After reading an article on fluency, content groups will – Choose one strategy they can begin using in their

classrooms this week. – Describe how they will use this strategy in their

classroom.– Prepare to share.

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Page 43: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

WHAT ARE SYSTEMS AND ROUTINES, AND WHY ARE THEY IMPORTANT?

Systems and Routines

Page 44: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Systems and Routines

• the procedures performed daily in your classroom

• the actions that happen on a daily basis

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Page 45: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Essential Systems and Routines

• Lessons designed around clear, standards-aligned learning objectives

• Dedicated instructional times for ELA instruction

• Gradual release of responsibility model• Teacher modeling with student practice and

feedback

Page 46: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

What happens in whole group?• Bellwork/ Do Now (first 5 minutes)

– used to review skills– build critical thinking skills – build background knowledge

•ELA - reading, grammar, vocabulary, quick write, annotate

•SC- questions from labs or ACT, data collection, graph/chart trends, vocabulary, annotate

•SS – vocabulary, quotes, annotate, questions, maps/graphs /charts

• Discussion of homework• Explicit instruction on a new

skill or a review– Teacher models. (I do.)– Teacher could possibly provide

“guided practice.” (We do.)•Guided practice how?•Turn and Talk, Think Pair Share,

Elbow Partner, Table Top Discussion, Socratic Seminar etc.

• SC – Inquiry based exploration lesson (They do.)

Page 47: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

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It should cover no more than 30 minutes of a class period.

How does whole group look?

Page 48: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

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Think ... Pair ... Share

Page 49: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Flexible Groups 6-8• Teacher-led small group• Student-Led Small Groups

– Student Dyads, or Pairs•Partner, Think Pair Share, Elbow Partner, Dyads etc.

– Reciprocal teaching– Literature circles– Stations• Word Study/Vocabulary• Writing and Grammar• Comprehension• Fluency

Page 50: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Flexible Small group instruction should

be…

15-20 minutes

daily

1 rotation per day

Teacher-led small group

(guided reading, guided

writing)literacy stations1. Word Study/

Vocabulary2. Comprehension

3. Writing and Grammar4. Fluency

Student- led groups

reciprocal teaching, literature circles, socratic

seminar

Middle School Flexible Group Chart

Page 51: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Isn’t whole group instruction sufficient?

NO! Focusing on whole group instruction does not provide an opportunity for:– Teachers to differentiate instruction based upon the

instructional needs of the students– Students to complete tasks and use materials that

are at their levels– Targeting skills and utilizing strategies necessary for

ensuring that students master information– Teachers to work with small groups of students

Page 52: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

What happens during teacher-led small group time?

• Teacher models a skill (I do.) • Guided Practice (We do.)• Teacher guides student

working on a skill or skills in reading, writing, grammar, or vocabulary.– Teacher may be explicitly

teaching, reteaching, or reinforcing what’s been taught in whole group.

• Groups are based on data pulled from TCAP, Istation, weekly assessments, common assessments, and teacher observations.

• Teacher chooses a location where she can still see the entire class.

Page 53: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Teacher-led Small Group Instruction

15-20 minutes after whole group at the same time as the stations.

Page 54: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Small Group Instruction -Teacher Role

• Lead a group• Use instructional

materials that meet the needs of the students in your group

• Vary instructional materials and strategies

• Leave the group to work alone

• Hold a small group with children on different levels

• Do all the talking

“Do” “Does NOT”

Page 55: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

USING DATA TO GROUP STUDENTS

• Curriculum Assessments• Beginning of the Year

Assessments• Teacher Observation• Teacher Assessments• Textbook Assessments

Page 56: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Teacher led Small Group InstructionPlan to meet

with ALL students.

Meet with

groups of same

instructional level or need.

Use instructional

materials that meet

the needs of the

students.

Vary instructional

materials and

strategies.

Page 57: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Student-led Groups

Page 58: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

What happens during the student led flexible group time?

• Student Dyads or Pairs– Think Pair Share, Elbow Partner etc.

• Collaborative Groups– Reciprocal teaching– Literature circles

• Stations– Word Study/Vocabulary – Fluency – Writing and Grammar – Comprehension/Independent

Reading

• Students do not have to move. • Stations do not have to be

stationary.

• Gradual release of They do (collaborate) and You do (individual/independent work)

• “They do” – Students are working together to complete a group task.

• “You do” – Students are working on independent work.

• Start small to build confidence. (maybe 2 groups a day)

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Page 59: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Why Small Groups?

• Research shows that beginning and struggling readers benefit most from being taught explicit skills during intensive small group instruction.

• Instruction = Need of learners• Plan stations for small groups that offer ample

practice opportunities.• Provide access to high-quality interaction with

a teacher.

Page 60: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

60

OBSERVED BEHAVIORS

Teacher Student

I do itModeled Instruction

• Provides direct instruction• Establishes goals and purpose• Models the expectation• Think aloud

• Actively listens• Takes notes• Asks for clarification

We do itGuided Instruction /

Guided Practice

• Interactive instruction• Works with students• Checks, prompts, clues• Provides additional modeling• Meets with needs-based groups

• Asks and responds to questions• Works with teacher and classmates• Completes process alongside others

They do it together

Collaborative Practice

• Provides feedback• Moves among groups• Clarifies confusion• Provides support

• Works with classmates, shares outcome• Collaborates on authentic task• Consolidates learning• Completes process in small group • Looks to peers for clarification

You do itIndependently

Independent Practice

• Provides feedback• Evaluates progress toward the learning expectation

• Works alone• Relies on notes, activities, classroom learning to complete assignment• Takes full responsibility for outcome

fbb_9.7.15.

Page 61: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Whole Group Closure and Reflection

Why?• To allow students to

share understandings and provide the teacher with a quick assessment of the extent of students’ mastery of the lesson’s objectives;

• To bring synthesis and closure to the lesson

When?• At the conclusion of the

blockHow?• Exit tickets• Written summary• Reflections• Significance/Gist

Statements

Page 62: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

VIDEO DEMONSTRATION

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Page 63: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Lights, Camera, Action!ELA Grade 8 Classroom

As you watch this video, •Use the CLIP “look fors” as a guide to take notes and cite evidence about your noticings and wonderings.

– http://www.lipscomb.edu/ayers/investTo view the videos, you must create an account. It's

free.

Page 64: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

• With a partner, discuss what you saw in light of the CLIP look-fors.– What routines has Ms. Utterback established with her

students? – How did Ms. Utterback build background knowledge (frame

the lesson)? – What is the purpose of using the “Teen Bullying” video as a

thinking device? Do you think it was aligned to the objectives? What other way could she have used to frame the lesson?

– Is this instruction aligned to the Gradual Release Model? If so, how?

• Be prepared to discuss with the whole group.

Turn and Talk

Page 65: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

VIDEO DEMONSTRATION

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Page 66: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

• With a partner, discuss what you saw in light of the CLIP look-fors.

– What other routines did you notice in this section of the video? Is there anything that you would change?

– What was the teacher’s role in the close reading?– In what other way could the close reading have been

conducted? How did she ask text dependent questions?

• Prepare to discuss with the whole group.

Turn and Talk

Page 67: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Progression of Text-dependent Questions

Opinions, Arguments, Intertextual Connections

Inferences

Author’s Purpose

Vocab & Text Structure

Key Details

General Understandings

Part

Sentence

Paragraph

Entire text

Across texts

Word

Whole

Segments

8 & 9

3 & 7

6

4 & 5

2

1

Standards

Source: Fisher & Frey, http://fisherandfrey.com/resources/

Page 68: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

CLIP Aligns to TEM

TEACH 1

TEACH 2 TEACH 3 TEACH 4 TEACH 5 TEACH 6 TEACH 7

Objective ‐

Driven Lessons

Explain Content

Appropriately

Challenging Work

Content Engageme

nt

Higher ‐Level

Thinking Skills

Check for Understand

ing

Instructional

Time

Engage students

in objective

driven ‐lessons

based on content standard

s

Explain content clearly

accurately

Engage students at all learning

levels inappropriatel

y challenging

work

Provide students multiple ways to engage

with content

Use strategies

that develop higher ‐

level thinking

skills

Check for understandi

ng and respond

appropriately during

the lesson

Maximize instructional time

Teacher Effectiveness Measure (TEM) Rubric Domains

Reflection: Where in the CLIP instructional design and/or video demonstration lesson

do you find evidence of TEM-aligned instructional practice?

Page 69: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

HOW DO I MANAGE SMALL GROUP INSTRUCTION?

Small Group Instruction

Page 70: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Managing Transitions

• Ring a bell/chime• Use a timer• Use hand gestures• Call students by table/row• Use a clap or counting pattern• Play music• Others?

Page 71: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Teaching Transitions

• Model (I do)• Collaborative practice (we do)• Groups practice (they do)• Independent practice (put it in action)

Page 72: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Components of a Management System

• Station names/signs (optional)• Objectives and directions for each station• Transitional cues• Rotation schedule with student names• Visual (such as a management board)• Others?

Page 73: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Literacy Station Management

Page 74: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Culminating Activity

In your group,• Create a management system for small group

instruction/workstations.• Explain how your management system works.• How would you introduce this system to your

students?

*Prepare to share

Page 75: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Feedback

• What resonated with you during this activity?

• How comfortable are you now with designing a management system?

• What else do you need to know?

Page 76: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Next StepsBy the end of the first nine weeks:• Using the SCS curriculum map and CLIP-aligned systems and

instructional routines to support student literacy learning, design a lesson/module with instruction focused on fluency and vocabulary strategies.

• Develop a system for data analysis and grouping of students.• Create and implement (or refine) a management system for small

group instruction.• Implement all stations as directed in your classroom.• Content Teachers will share how instruction will focus on fluency

and vocabulary, and they will share how they will use the Gradual Release of Responsibility

Model.

Page 77: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

QUESTIONS

Page 78: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

Reflection: One minute paper on post-it

• Jot down your “Take-Aways” • Consider what you need to know and be able to

do to successfully implement what you have learned in this session.– What is still unclear?– What professional development or additional

resources do you need?

Page 79: Planning CLIP Aligned Lessons District Learning Day Middle Schools September 18, 2015

District Contact

LaTisha BryantLiteracy Instructional

AdvisorMiddle School

[email protected]

Visit us on our weeblywww. scsliteracy.weebly.com

password: readandwrite

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