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Transcript of Ela look fors
Jennifer Evans
Assistant Director ELA
St. Clair County RESA
http://www.protopage.com/evans.jennifer#Untitled/Home
What Effective Instructional Leaders Do: Supporting School Improvement and Instructional Quality
This is what we do well; these are our challenges; and this is what we are doing to address our challenges.
Introduce ELA Look-
Fors
Using Observations
and Walk-Throughs
to Change the Face
of Instruction
Student
Task/Artifacts
Student
Behavior
Teacher
Behavior
Common Core
Danielson
Evaluation
Model
Marzano’s
Effective
Strategies
Best Practice
Strategies
Explicit
Instruction
Domain 3: Instruction
3a: Communicating with students
3b: Using questioning and discussion techniques
3c: Engaging students in learning
3d: Using assessment in instruction
3e: Demonstrating flexibility and responsiveness
Meaningful Differences in the Everyday Experience of Young American Children
by Betty Hart & Todd R. Risley. Paul H. Brookes Publishing Co. (1995).
12 24 36 48
(Age Child in Months)
Esti
mate
d C
um
ula
tive W
ord
s A
dd
ressed t
o C
hild
(In M
illions)
Working-class
26 Million Words
Welfare13 Million Words
Professional45 Million Words
Language Experiences by Group
Only 4% of the school day is spent engaging in student talk.
Only 2% of is spent discussing focal lesson content (but not necessarily using relevant academic language).◦ Arreaga-Mayer & Perdomo-Rivera, 1996
If routines and procedures are
not clearly established, that is
where you need to begin.
Once routines and
procedures are
established look at:
The task
What the
student is
doing
What the
teacher is
doing
Is interestingRequires
cognitive effort
Has real world
relevance
Creates
discussion
Relates to grade
level CCSS
Builds student
understanding
Leads student to
look back and
reflect on answer
Engages students
Balances
Informational and
Literary texts
Understanding how language functions in different contexts
when writing, speaking, reading, or listening.
Determining the meaning of unknown words and phrases.
Determining understanding of figurative language, word
relationships, and nuances in word meanings.
Using grade-appropriate words and phrases.
Accountability is evident.
1. During the discussion, teammates place their chip in the center each time they talk. They cannot talk again until all team members have placed a chip in the middle.
2. All teammates pick up their chip and begin again.
Round 1: How do you engage your students? Round 2: How do you define rigor? Round 3: What does engaging instruction look like?
1st Grade Talking Chips Video: http://vimeo.com/65843184
With Talking Chips, where was the individual accountability?
Where was the equal participation?
How would the teacher set up the lesson to make sure of engagement and accountability?
What ideas of engagement will you take away?
Turn and Talk
1. Intellectual
engagement
• engaging in
active
problem
solving, logic,
and meta-
cognitive
strategies
2. Emotional
engagement
•
interest, enjo
yment, and
choice
3. Behavioral
engagement
• behaviors,
habits and
rituals
4. Social
engagement
• attachment
to school and
community
Varied Authentic,
meaningful
tasks
Connected to
students’
culture, life
out of school
Involves
active
participation
&
collaboration
Experimentation,
simulation, debate,
role playing
Intellectually
challenging
Investigation,
problem
asking and
solving
Real World
Problems
Multiple
resources
Technology
Providing explicit
and precise
modeling.
Providing
students with
feedback that is
timely and
effective.
Providing
students with the
time to discuss
and determine
what they notice.
Providing a rich
literacy
environment.
Demonstrating
enthusiasm for
the content
subject area.
Using graphic
organizers, visual
aids, short video
clips/pictures, to
support teaching
term(s).
Using explicit
instruction or
Marzano’s 6-step
vocabulary model.
Incorporating
kinesthetic
movements with
vocabulary words
when possible.
Providing
opportunities for
students to
identify words in
reading.
Differentiating,
clarifying, and
providing
opportunities for
students to recall
information.
Ask:◦ What is the purpose of the task?
◦ What is the purpose of a grade?
◦ What is the purpose for assessment?
Weekly Template
Use illustrations or
videos to visualize the
word
1. Choose word (tier II)2. Explain Meaning3. Repeat word several times
Day 1:
Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible).
Day 2:
Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible.
Day 2:
Day 2:
Engage students in a read aloud where students identify the vocabulary words as they are read.
Day 3:
terrible
Select one term for the concept wheel –terribleBrainstorm what kids know about the word and its meaning.Write the word in the first quadrant.Think of three more key ideas about the word to add to the graphic organizer
Day 4:
Anchor Charts or Posters - Have students created their own anchor charts based on the academic vocabulary learned during the week.
Examples vs. Non-examples
Questioning – Have students answer questions such as ―Would you prefer to have terrible day or an ordinary day?‖ or have students create examples from a question such as ―What is something terrible that someone might do?‖
Real Life Experiences – Have students experience real life examples of the terms and respond accordingly in writing. For example, if you are studying ―more than‖ and ―less than‖ in math, set up a center with student weight items on a scale and respond, ―_______________ weighs more than _________________.‖ Etc.
Pantomime – Have students show how the vocabulary terms would be acted out such as ―How an eagle soars.‖
Storytelling – have students tell stories including the vocabulary terms.
Synonyms and Antonyms – Have students find synonyms and antonyms for the academic vocabulary terms they are studying.
Illustration – Have students illustrate the academic vocabulary terms.
Word Search – Have students look through books to find the terms.
Substitution – Have students find places in their own writing or in other literature where they could substitute the new term for one that is already there.
Hands-on Activities – provide opportunities for students to discover new understandings with hands-on activities.
Real World – Have students find real world examples of the terms.
Problem Solving – Provide students with a real world problem involving the academic vocabulary term, and have them work with a partner to solve it.
Transfer/Multiple Meanings – Provide students with opportunities for them to transfer their learning of the new word so they understand what the same term may mean in math, science, social studies, reading or writing.
Commercial – Have students create a commercial or a pamphlet of the term.
Technology – Have students use technology to create a visual representation of the vocabulary terms.
Day 4:
Something new that I learned
today is…
Day 5:
Grade 2 Vocabulary Video
https://www.teachingchannel.org/videos/improving-student-vocabulary?fd=1
Dr. Anita Archer Podcasts
http://www.scoe.org/pub/htdocs/archer-videos.html
Turn and Talk:
Look-Fors?What can be
improved?
What will you
implement?
Turn and Talk◦ How can your peers help?
◦ How can I help?
◦ How can your coaches help?
◦ How can your administration help?
When I walk into a classroom, of course I care about what the teacher is doing, but in some ways I care even more about what the students are doing. What's the nature of the task? Are students being invited, or even required, to think? Naturally, that has implications for what the teacher is doing and what the teacher has already done. That is, has the teacher designed learning experiences for kids that engage them in thinking or formulating and testing hypothesizes or challenging one another respectfully or developing an understanding of a concept? You really only know what a teacher is doing when you look at what the students are doing. I also listen carefully to how teachers question students—if they ask kids to explain their thinking, for instance. That's very different from just saying that's the right or wrong answer. It's a very different mindset about wanting to understand the students' thinking and their degree and level of understanding.
Today: Introduce ELA Look-Fors
Day 2: Co-Model Vocabulary Lesson
Day 3: Classroom Walk-Throughs and Support
Day 4: Classroom Walk-Throughs and Support
1. Select a
reading passage
to be used next
week.
2. Select 3 tier II
words to teach
explicitly.
3. Open the
PowerPoint
Template, and
insert pictures to
go with the
words selected.
4. Create
dialogue for
your students to
fill in the blanks
on day 2.
5. Plan how your
students could
act out the
words.
6. Develop a
concept wheel
master for the
vocabulary word.
7. Determine if
you will provide
an additional
―Menu‖ center
for the words.
8. Plan
additional units.