6910 6911 seminar 4 (fall 2014)

Welcome back to

LCRT 6910 & 6911

SEMINAR #4

Seminar #4: Oct. 27th

AGENDA

What is quality core instruction?

RTI, the READ ACT, & quality instruction

Lesson Report & Analysis and your plan

Coaching & Learning Conversations

Choice Book group interactions

Looking ahead to November & December

What is the purpose of

quality core instruction?

To build students’ competence and independence as

learners.

‘Independence’ does not mean a reliance on worksheets (‘shut-up sheets’) !

(According to Fisher & Frey, 2010)

What does quality core

instruction look like?

In YOUR

opinion?

Components of Quality Core

Instruction (According to Fisher & Frey, 2010)

1. Establish a Purpose

a) What is the purpose behind

the lesson?

b) How did you determine the

need for this lesson?

c) Are there assessment data

indicating a need for this

lesson?

Quality Core Instruction (Fisher & Frey)

1. Establish a purpose

d) What do you want students

to do with the content?

e) What content, skills,

strategies do you want them

to use? To master?

Quality Core Instruction

What’s missing?


Additionally……

Establishing a Purpose

includes:

Content goals ..AND..

Language goals


REVISITING…..To

establish a purpose

d) What content AND language

do you want students to

use? To master?

e) What do you want students

to do with the content AND

language?

Is this a new way of

thinking for you?

Or, do you already plan for language goals?

THINKING ABOUT LANGUAGE….

Content and Language

Integrated Planning Framework(Gibbons, 2002; Fisher & Frey, 2010, p. 33)

Content Questions Learning Experiences

LanguageFunctions

Language

Structures

Vocab


Integrated Planning Framework(Gibbons, 2002)

What considerations do you

give to content AND language

objectives?

How do you plan for both?

Give the framework a try!


Integrated Planning Framework(Gibbons, 2002; Fisher & Frey, 2010, p. 33)

Content Questions Learning

Experiences

Language

Functions

Language

Structures

Vocab

SAMPLE:

Study of

the moon,

sun, earth

relation-

ships

Standards:

What

causes day

& night?

What are

the phases

of the

moon?

Ss tracked the

sun’s

progression

across the sky…

Ss created a

sun, earth, and

moon model out

of paper plates..

Ss used Oreo

cookies to

model the

phases of the

moon.

Generate

questions;

Explain &

Inform;

Summariz

e

Build on

students’

previous

use of

forming

questions

and writing

expository

paragraphs

Use

sequencing

words:

First, next,

then, last

Phases,

full, half,

new,

quarter…


Instruction (According to Fisher & Frey, 2010)

1. Establish a purpose

2. Teacher modeling

a) Provide students with a model for thinking and the language required to do a task before they engage in the work independently.

b) Think aloud about what happens in their own minds.


Instruction 2. Teacher modeling

c) Model the processes readers use to ensure

understanding, such as, questioning, inferring,

making connections, summarizing,

predicting…..ALSO, figuring out unknown

words to solve words.

d) Address the linking of text structures that

align with types of texts, like narratives or

expository texts…… using text features like

tables, illustrations, captions, bolded words

and headings to their advantage.


Instruction 1. Establish a purpose

2. Teacher modeling

3. Guided Instruction

a) Provide guided instruction for students with the learning &/or task are new.

b) Engage students in thinking with support; scaffold students

understanding before they complete a task independently.



2. Teacher modeling


4. Productive Group Work

a) Time for students to collaborate by applying new information in productive ways with their peers.

b) Collaborative peer groups encourage students to talk about their understanding of the content & are shown to help Ss retain information.



2. Teacher modeling


4. Productive Group Work

5. Independent Learning

a) Before turning task over to student to do independently, make sure #1-4 have been applied!

b) Independent tasks should build students’ confidence.

c) The chance of students successfully completing an unfamiliar task alone & away from collaboration in class, is SLIM!

In a ‘nutshell’….. The elements used

to launch quality core instruction:

Gradual release of

responsibility

Establishing purpose;

Focused modeling;

Guided instruction (explicit or implicit);

Guided practice (productive group work);

Independent practice.

I do;

We do;

You do it

collaboratively;

You do it alone in a supportive environment;

Give it a try on your

own!

What does quality core

instruction look like?

In YOUR day-to-day

instructional practice?

What do you WANT it to

look like?

COLORADO

READ ACT

COLORADO READ ACT Focused on:

Early literacy development for all students, especially for students at risk for not achieving third grade reading proficiency.

K-3rd grad literacy development, assessment, and individual READ plans for students identified with significant reading deficiency.

Requirements for parent communication.

Funding to support intervention.

Funding:

The program provides about $16 million in per-pupil funding ($700 per student) to districts working with students who have significant reading deficiencies.

The law also includes $5 million in funding to be used for CDE administration costs ($1 million) and for professional development grants to districts ($4 million).

Total funding for the first-year is about $21 million.

FOR: 24,0000 students

About ¼ of 3rd graders in CO do not read at grade level)

In what ways do RTI and the

READ ACT link to

quality core instruction?

QUALITY CORE

INSTRUCTION,

YOUR LITERACY

INSTRUCTION

AND….

The Lesson Report &

Analysis (LRA)

LRA: What’s the purpose?

Performance-based assessment:

apply your knowledge & skills to develop an

effective literacy lesson grounded in current

assessment data (formative, summative or both);

address learners' current needs as you

implement & adjust the lesson during

delivery;

conduct a detailed analysis of the lesson

delivery with respect to the instruction &

learners’ evidence of learning;

consider next steps & potential changes.

Keep in mind….

For the LRA….

The literacy instruction can be geared for

one learner, a small group of learners, or

an entire class.

The lesson used for the LRA does not have

to be one of the lessons that is observed

or video-taped.

The reporting & analyzing of the

lesson should provide:

A description of the assessment data

that ground instructional decisions;

A detailed description of the

implementation of the lesson,

A reporting of and an analysis of the

instruction to determine if and to what

extent the literacy instructional goals

were met.

Lesson Report & Analysis

LENGTH:

The literacy instruction should fit within

a 30-60 minute teaching segment that is

a ‘stand alone’ lesson or part of a longer

unit. The literacy instruction can focus

on content curriculum, but must address

some aspect of literacy.

Sharing your 1-

page description

of the LRA lesson

What lesson will you/did you use?

What assessment data ground the

need for this lesson? How did these

data help you justify this lesson?

How will you make this professional

learning experience meaningful for

yourself?

CHANGE

Partner with someone

different & share your 1-

page description of the

LRA lesson

What lesson will you/did you use?

What assessment data ground the

need for this lesson? How did these

data help you justify this lesson?

How will you make this professional

learning experience meaningful for

yourself?

Lesson Report & Analysis

Your questions?

Face-to-face

observation-coaching

sessions

Time to touch base with your peer coach

Talk with your coaching

partner(s) about:

What focus have you asked the

observer/coach to take in your class? Did the

focus fit within Knight’s BIG 4? If so, explain.

Insights gained from coaching? From being

coached?

How are you using these insights? What

changes are you putting into place?

In what ways are you advancing the 3 literacy

goals? Have you refined these goals?

CHECKING IN ABOUT

the observation-

coaching sessions

What is the status of your face-to-face observations?

Completed templates?

Submit outstanding paper work & written reflections

Digital observation for Seminar #5!

LOCATION CHANGE

For Seminar #5

Meet in Lawrence Street Center,

Room 700

For Digital Observation-Coaching Session

Digital Observation

Prepare for Seminar #5:

digitally-recorded clip of literacy instruction that you deliver in your classroom (Secure whatever privacy/permission is needed to do this).

prep form (on Canvas); Bring 3 paper copies to seminar; 1 for the peer coach, 1 for you, 1 to submit.

As you record, focus the camera on yourself & your teaching with audio set to pick up teacher & students.

In Seminar #5, peer-coaches will be provided literacy coaching guidelines using similar structures to those used in the face-to-face classroom observations.

NOTE: The video-taped lesson does not have to be the lesson you used for the LRA and it should not be a lesson that was already observed by a peer or faculty coach.

Choice

Book

Groups

Meet

Choice Book Groups

What ideas/suggestions have your tried out in your classroom? Outcomes? Samples of student work?

What concepts from the book have influenced your thinking & your work?

In what ways has the book content provided support for the 3 literacy goals you identified? Or not?

Make a plan: Finish the

book by Seminar 5 & decide

what ideas you will try out

between now & then.

November ONLINE

Session: Structures an

online planning session with

Book Group members.

Looking ahead

ONLINE Session: November 3rd to 10th

Read & React to Fisher & Frey’s ch. 4

SEMINAR #5, Nov. 10:

Bring video clip & paper copies of prep form for digital observation & coaching session (meet in Lawrence, 700)

Before you leave tonight, submit:

Reader Response form (F & F, ch. 3)

Completed Observation/Coaching Templates – if you have been observed/coached

REMINDER

For Seminar #5, you are expected to

have completed a digital recording or

yourself teaching a literacy lesson in

your classroom.

Bring this 30 minute clip to Seminar 5.

You and your peer coach will view each

other’s digital lesson in seminar 5 and

interact in an observation/coaching

session.

Digital Observation-Coaching

Session

Take about 45 minutes per classroom teacher.

PRE-VIEW: Take time with each digital observation to allow the classroom teacher about 5 minutes to overview the lesson.

Bring completed “Digital Observation-Coaching Prep Form.”

VIEW EACH VIDEO TOGETHER: Sit together and view each video clip together, pausing to discuss as needed, and preparing to follow the viewing with the coaching conversation.

COACHING CONVERSATION: After viewing each video clip, engage in the coaching conversation.

BREAK: After 1 classroom teacher has presented, take a 5 minute break. Return and finish.

CONTINUE WITH VIEWING AND COACHING CONVERSATIONS.

ON YOUR OWN: Complete & submit post-observation forms (1 for teacher & 1 for coach).

Your

individual

questions

6910 6911 seminar 4 (fall 2014)

Education

Transcript of 6910 6911 seminar 4 (fall 2014)