1. EATS LessonEileen Castle Debbie Edmiston

2. Quick Review using Toolbox Quick review KUD Know, Understand, Do SLM Student Learning Map student friendly andlinear Launch Activity a fun, engaging activity to reelyour students into the content through previewingand activating prior knowledge Holocaust example 3. Essential QuestionWhat do teachers need toknow about an EATS Lesson in order to plan and implement effectiveEATS Lessons? 4. What is an EATS Lesson (bespecific)? Use a Three-Step Interview to findout what your partner & team think:1. Partner A interviews Partner B.2. Partner B interviews Partner A.3. Report back.1 Minute 5. What is an EATS Lesson? A research-based lesson format thatpromotes a gradual release of responsibility. An instructional delivery model thatincludes explicit instruction, modeledinstruction, guided practice, independent practice,and lesson assessment. Begin with the end in mind. How do you 6. What should be emphasized? How do you want students tothink? What is the readingcomprehension skill? Are there signal words that go withthe reading comprehension skill? What graphic organizer fits thereading comprehension skill? Does the Essential Question orcontent suggest a particular 7. What are the Steps of An EATS Lesson?1. Identify Essential Questions (Content & FCAT Stems/HOT)2. Activate Background for Content3. Teach: Vocabulary related to content Signal Vocabulary for FCATBenchmark/HOT Background for content Reading for a Purpose & Silent Reading:(Use FCAT Stems/HOT)4. Summarize/Assess: (Use FCAT 8. Why use an EATS Lesson?[from the teachers & students perspectives] Rally Table Teacher poses a problem. Working in pairs students contribute taking turns writing. Teacher randomly selects student to share.1 Minute 9. Why use an EATS Lesson? [from the teachers perspective]1. Teachers role in the classroom changes from a presenter and judge to a leader who helps all students learn successfully.2. Provides a predictable framework for learning for teachers to use when theyre developing lesson 10. Why use an EATS Lesson? [ from the students perspective]1.Students know what to expect,the lesson format is predictable.2.Increases student learning.3.Both struggling and proficientstudents learn more.4.Since students are more successfulacademically, they have morepositive attitudes toward the subject 11. EATS Foldable 12. Why useEssential Questions? 13. Why UseEssential Questions?Gives focus to the lessonContains the key vocabulary and concept of the lessonServes as an anchor for the lessonUsed to determine whether 14. What do students have toknow in order to answer the EQ? They have to be taught thethinking or reading comprehensionskill. They must periodicallydemonstrate understanding of theskill orally and in writing.(Assessment Prompts) They must be able to use the 15. Identify/Review the FCATStems/HOT that are reflective of the EQ Take 1 minute to list as many of the FCATReading Benchmarksas possible: 1 Minute 16. FCAT Reading Benchmarks: Vocabulary Compare/Contrast Authors Purpose Main Idea Plot Development Sequence Cause/Effect Patterns of Organization Validity and Accuracy of Information Organization, Interpretation, and Synthesis ofInformation Research and Reference 17. What is the most efficient way to maximize students academic achievement? 18. Curriculum Maps & Essential Questions: Reword the essential question usingstudent-friendly terms. Narrow down the EQs to specific content you will teach. Use FCAT Stems/HOT 19. Why and How toActivate Background for Content? 20. Why Activate Background forContent? Get your students dendritesfiring so they will be attentivewhen you start building thebackground for your content. Get your students receptive towhat youre about to teach, bymaking them aware of whatthey already know about thecontent youre about to teach. 21. Activating Background: Connect to students previous learning students life the world Students brainstorm what they already know: Using cooperative learning Using graphic organizer 22. STOP! This is where we are going to stop for today. Please work on the following from now until we meet again: Begin writing an EATS lesson plan for your first LEQ (remember each LEQ requires a separate EATS lesson plan) Include: The LEQ Assessment Prompts An activating strategy 23. Why Teach Vocabulary? 24. Why Teach Vocabulary?Strong relationship between vocabulary knowledge and background knowledge.research strongly suggests that teaching vocabulary is synonymous with teaching background knowledge. 25. Why Teach Vocabulary?Vocabulary knowledge is an indicator of Background knowledge: Words are labels for knowledgepackets the more labels we have, themore knowledge packets the more knowledge packets, 26. How to Teach Vocabulary? 27. Teaching Vocabulary: Teacherprovides Student restates Studentsconstruct Engagestudents Studentsdiscuss 28. Why and How shouldTeachers Teach Vocabulary? 29. Three Step Interview1. Partner A interviews Partner B2. Partner B Interviews Partner A3. Team Round Robin is done with information 1 Minute 30. WhyTeach Background for Content? 31. Why Teach Background for Content? What students already knowabout the content is one of the strongest indicators of how wellstudents will learn new informationrelated to the content. 32. Why Teach Background for Content? Given the relationship betweenacademic backgroundknowledge and academic achievement, building academic backgroundknowledge should be at the TOP of any interventions intended to enhance studentachievement. 33. How do youTeach Background related to newContent? 34. Teaching Background: ReadingGenerates virtual experiencesIs a magic carpet to new places.Increases students storehouse of experiences.The research on SSR supports the positive impact reading has on background knowledge. 35. Teaching Background: Teaching vocabulary is synonymous with teachingbackground knowledge. Talking/listening to others generates virtualexperiences. The more students talk and listen to each other,the more virtual experiences they have. Use Cooperative Learning. ALWAYS build background both linguistically andthrough the senses. Use Graphic Organizers. Educational media can generate virtualexperiences Use United Streaming. 36. Why and How shouldTeachers TeachBackground Knowledge? 37. Three Step Interview1. Partner A interviews Partner B2. Partner B Interviews Partner A3. Team Round Robin is done with information 1 Minute 38. Why and how should teachers teach students to read for a purpose &assign silent reading? 39. Why Set a Purpose for Reading?Increases the % of your students who actually read, because they know they will have to answer a question after they read.Increases your students comprehension because the purpose question focuses the students reading.Proficient readers ask/answer 40. Setting Purpose forReading:Set purpose for reading in all content areas.Be specific.The purpose for reading helps answer the Essential Question.Use FCAT Reading Stems for your purpose questions. 41. Why Silent Read?Increases the time students read on their own.Gives students the time to practice reading.Builds the students background for your content. 42. Why and how should teachers teach students to read for a purpose &assign silent reading? 43. Three Step Interview1. Partner A interviews Partner B2. Partner B Interviews Partner A3. Team Round Robin is done with information 1 Minute 44. Why and How to Summarize via discussion? 45. Why Summarize via discussion? via discussion? Discussion is an oral rehearsal of whatthe students comprehended duringreading. Improves comprehension for diverselearners, because collaborationteaches crucial social skills. People are social beings, andcollaboration elicits thinking superior toindividual thinking. Discussion facilitates students learninghow to agree and disagree, state 46. Facilitating summarizing via discussion Have students work incooperative pairs or teamsusing cooperative structures. Have students answer thePurpose for Reading questions. Have students answer FCATReading stems related to theReading Benchmark for the 47. Summarizing Orally Use cooperative structures for students to summarize with their partner throughout the EATS: Summarize the Essential Question Summarize Vocabulary definitions Summarize the Background information Summarize answers to the purposequestions for SSR Summarize answers to the FCATReading Stems 48. Why and How to Summarize via discussion? 49. Three Step Interview1. Partner A interviews Partner B2. Partner B Interviews Partner A3. Team Round Robin is done with information 1 Minute 50. Why and How to Summarize to Assess? 51. Why Summarize to Assess? Summarizing is the second mosteffective instructional strategyteachers can use! Summarizing is one of the generalprocesses of reading. Summarizing is one of the proficientreader behaviors. Summarizing is a learning strategynot a teaching strategy. 52. Summarizing for Assessment Teach students the rule based summary strategy: Delete trivial & redundant material. Substitute a more general name for the categoriesinvolved. Select or make up a topic sentence. Teach students to use summary frames, which areseries of questions for specific types of text. Teach students to summarize: by bringing meaning forward throughout thereading determining what is important continually synthesizing it with what has been read 53. Summarizing in Writing Students use graphic organizers toorganize their thinking before theysummarize in writing. Students write to summarize throughoutthe EATS: Summarize the Essential Question Summarize Vocabulary definitions Summarize the Background information Summarize answers to purpose questions 54. Why and How to Summarize to Assess? 55. Three Step Interview1. Partner A interviews Partner B2. Partner B Interviews Partner A3. Team Round Robin is done with information 56. Essential QuestionWhat do teachers need to know about an EATS Lesson inorder to plan and implement effective EATS Lessons?