CHUNKING FOR MASTERYPresented by: Adria F. Merritt

adria.merritt@nn.k12.va.us

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. Merrittadria.merritt@nn.k12.va.us