Instructional Strategies in an Effective Classroom (ELA-UI 2011 Knight)
ELA Instructional Leadership Cadre Session 2 October 19 th & 21 st 1.
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Transcript of ELA Instructional Leadership Cadre Session 2 October 19 th & 21 st 1.
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ELA Instructional Leadership Cadre
Session 2October 19th & 21st
1
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Session 2 – Scaffolding InstructionGraphic OrganizersMentor TextsSentence/Paragraph FramesInstructional StrategiesScope & Sequence
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1 Quick Motion StrategyTo get us motivated and thinking about writing strategies
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Super Sentences
1. Brainstorming2. Oral Sentences3. Sentence Writing4. Proof & Correct
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That witch did fly.
describing
(adjective)
who or what
(noun)
did what?(verb)
where? when?
That witch did fly
1. Brainstorming2. Oral Sentences3. Sentence Writing4. Proof & Correct
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Connections from Year 1
Implementation Guide Shift Two (Extract & Employ Evidence)
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Text Type
Definition
Model, Model, Model Mentor Texts
Teacher Samples Picture Books, etc.. Student Writing Samples
Graphic Organizers/Frames
Strategies
Definition
Model, Model, Model Mentor Texts
Teacher Samples Picture Books, etc.. Student Writing Samples
Graphic Organizers/Frames
Strategies
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Graphic Organizers
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Graphic OrganizersSentence/Paragraph Frames
Graphic Organizers are a helpful way to organize information. They help students understand how things go together, remember things better, make it easier to write a draft (in a student’s own
words).
Resource: www.ilwritingmatters.org
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Thinking Maps
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Think & Share Thinking MapsHow might you use
thinking maps in your classroom?
How will you explain how to use thinking
maps to your colleagues?
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Text Type
Definition
Model, Model, Model Mentor Texts
Teacher Samples Picture Books, etc.. Student Writing Samples
Graphic Organizers/Frames
Strategies
Definition
Model, Model, Model Mentor Texts
Teacher Samples Picture Books, etc.. Student Writing Samples
Graphic Organizers/Frames
Strategies
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Models: Using Mentor Texts10 Things Every Writer Needs to Know
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“All language endeavors – from speaking to reading to writing – are built upon a process of exposure to and the study of models over time.”
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Mentor Texts
Model pieces of writing
Offer examples of every type of imaginable writingAt any level of sophistication
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Specific Sequence of Experiences
writers use their eyes and ears to try on what other writers do
Read AnalyzeEmulate
Why?How?
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Making MODELS WorkUse the scientific method to study models:Notice - - - - observe Interact - - - - questionName - - - - hypothesisExperiment - - - - testReflect - - - - conclude
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“Nobody is born with a style or a voice. We don’t come out of the womb knowing who we
are. In the beginning, we learn by pretending to be our heroes. We learn by copying.We’re talking about practice here, not
plagiarism – plagiarism is trying to pass someone else’s work off as your own. Copying is about reverse-engineering. It’s like a mechanic
taking apart a car to see how it works.”
~ Steal Like an Artist by Austin Kleon
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The Scientific Method of Learning to Write from Models
Writing Next: Study of Models
The Scientific Method
The Scientific Method for Studying Models
Read Observe Notice
AnalyzeQuestions Interact
Hypothesis Name
EmulateTest Experiment
Conclude Reflect
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Questions Writers ask when ReadingWhat do writers do?What patterns of success do we see across
texts?What’s working well? What’s not working?How is this like or different from other texts
we’ve read?What techniques can we try in our own writing?
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Notice
What did the writer do?
Look closer at what was readDiscuss and analyze how writers
achieved what we noticed
Active processing
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Active Processing Need time to process information actively
“If we go too long at anything without an opportunity to react in writing or with talk, then the students’ attention drifts. Getting on to the next objective may mean you’ve covered more,
but have you taught?”
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Interact
Process the modeltalking & writing reactions encourages deeper
thinking
Focus on effectZero in on words and phrases
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Name
knowing what the author did and translating it into a strategy we can repeat
in our own writing
Power in seeing principles (strategies) applied across various texts
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ExperimentBut 1st….model the processWriting in front of students has the
biggest benefitWriting and thinking aloudStudents try when they have a plan for
success
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ReflectDid we achieve the style we were looking
for?How did it feel to try the strategy?What worked and what didn’t?Is there anything we should revise to
strengthen our writing?
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Write – Pair - ShareAccording to Jeff Anderson there are 5 steps to using Models to support writing. List those steps in a Flow
Map.
Share your Flow Map and explain the steps of using
Models.
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Modeling Mentor TextsThe Day the Crayons Came HomeDrew Daywalt & Oliver Jeffers
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Mentor Texts & Text TypesMentor Text ExamplesSentence/Paragraph FramesInstructional Strategies
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Text Type
Definition
Model, Model, Model Mentor Texts
Teacher Samples Picture Books, etc.. Student Writing Samples
Graphic Organizers/Frames
Strategies
Definition
Model, Model, Model Mentor Texts
Teacher Samples Picture Books, etc.. Student Writing Samples
Graphic Organizers/Frames
Strategies
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Standard #1Opinion & Argument Writing
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Mentor Texts for Opinion Writing
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Mentor Texts for Argument WritingStuden
t Sample
s on Illinois Writing Matter
s
• TEDTalks• Former State of Union
Speeches• Seminal Documents
6-12 and Content
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Record and Post Opinion Language from Mentor Texts
Introductory Phrases“In my opinion…”“I believe…”“From my point of view…”“It seems to be…”
Concluding Phrases“For the reasons above…”“As you can see…”“Obviously…”“Summarizing…”
K-5 Opinion
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Opinion StrategiesWhich Silverware (K-2)Color-coding an Opinion (3-5)
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Should Animals be Used for Scientific Testing?
Yes No• check the safety of
products destined for human use
• has enabled the development of many life-saving treatments for both humans and animals
• there is no alternative method for researching a complete living organism
• strict regulations prevent the mistreatment of animals in laboratories.
• cruel and inhumane to experiment on animals
• alternative methods available to researchers can replace animal testing
• animals are so different from human beings that research on animals often yields irrelevant results.
6-12 and Content
www.procon.org
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Annotating/Coding Writing Samples
Introductory Paragraph Attention grabber – Claim stated clearly – Statement of the counterclaim –
Body Evidence to support the claim –
Conclusion Concluding statement or section-
6-12 and ContentBefore students write…
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Argument Writing Sample
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Argument StrategiesSpar (6-8)Modeling an Argument (6-12)
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Standard #2Informative & Expository Writing
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Sample Paragraph Frame“Mother box turtles prepare for their babies in a very interesting way. First, _____________________________. Next, ____________________________________________________________. After this, ________________________________. Finally, _________________________.”
1. Model2. Provide students with a simpler frame to complete on their own.3. After enough practice, students will not need a frame, but be able to write this structure on their own.
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Also use mentor texts to model…Pictures/photos with labels or captions
Sideboxes for defining domain-specific vocabulary
Hyperlinks to website addresses, videos or photos
Charts, tables, graphs and diagrams with labels
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Mentor Texts for Informative/ExplanatoryExploding Ants: Amazing Facts About How Animals Adapt, by Joanne Settel (adding supporting details)
Feathers for Lunch, by Lois Ehlert (labeling a picture)
The Great Fire, by Jim Murphy(writing a caption)
Fish Faces, by Norbert Wu(using repetition for emphasis)
K-5
Student Samples
on Illinois Writing Matter
s
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User Manuals (Evaluate the format and ease of use)
6-12 & Content
Mentor Texts for Informative/Explanatory
Literary Analysis(Evaluate the literature for images)
Scientific Report(Interpret the structure of the report)
Encyclopedia Website(Analyze the content for historical significance or relationship to event studying)
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Informative Writing StrategiesSketch to Stretch (K-2)Brainstorming BME (3-5)SDQR (6-8)Split Screen Notes (9-12)
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Standard #3Narrative Writing
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Narrative Mentor Texts
Waiting for Wings(sequencing)
The Seasons of Arnold’s Apple Tree(sequencing)
Fireflies (beginning, middle and end)
Wilma Unlimited(Writing a lead)
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Narrative Mentor TextsHarriet and the Promised Land by
Jacob Lawrence(Biography)
Milkweed by Jerry Spinelli(Memoir)
Bronx Masquerade by Nikki Grimes(Poetry)
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Narrative Writing StrategiesStart to Finish (K-2)Postcard (3-5)Using Mentor Texts (6-12)Write Alouds (6-12)
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Student Modelson Thoughtful Learning
https://k12.thoughtfullearning.com/resources/studentmodels
From the Reading & Writing Project (K-5)
http://readingandwritingproject.org/resources/student-work/student-writing
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Think & Share Mentor TextsHow might you use mentor texts in your
classroom?
How do you explain how to use mentor texts to
your colleagues?
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Additional Strategies for Mentor Texts
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Quick WritesChoose a section of the text that inspires you
to write using that technique (i.e. author’s writing style, use of language, or sentence structure).
Borrow any line or word from the text that inspires you to write.
Look at the last sentence, write 4 more sentences.
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Sentence Structure ExampleMentor Text: The Whales’ Song by Dyan Sheldon
There, enormous in the ocean, were the whales.They leapt and jumped and spun across the moon.
Example:There, tiny in the next were the baby robins.
They screeched and squirmed and opened their beaks wide for dinner