Thinking Through Your Lesson Plan Assignment

Objectives

11-11:15 Three book talks11:15-11:20 Review where think-aloud modeling and metacognitive framework fits into the structure of good teaching11:20-11:40 Sum up big ideas about Guided Reading (and ask questions) 11:40-12:00 Link to lesson plan assignment12:00-12:10 Writing objectives 12:10-12:15 Introduce Hollis Woods

Linking to Our Last Class

Metacognitive Teaching FrameworkWhere is think-aloud in the process?

Kelly & Clausen-Grace, 2007

THINK-ALOUD SCRIPT

part of…

#1 Think Aloud– Introduce, Explain, and Define Strategy

Components– Notice and apply strategy components– Clarify strategy purpose

#2 Refine (small and whole group practice)#3 Let Strategy Use Gel (apply in literature circles and content area studies) #4 Self-assessment/goal setting

Reflect, monitor, and increase use of strategies

LESSON PLAN

Model, think-aloud, and SCAFFOLD your strategy support

Promote Independence by Gradually releasing Responsibility

I DOYOU WATCH

I DOYOU HELP I HELP

YOU DO

I WATCHYOU DO

Model, think-aloud, and SCAFFOLD your strategy support

Promote Independence by Gradually releasing Responsibility

I DO - YOU WATCH

THINK-ALOUD

I DO - YOU HELP

REFINE Small group

guided practice I HELP - YOU DOLET STRATEGY USE GEL

Apply with peers (lit circles, center activities)

I WATCH - YOU DOSELF-ASSESS & SET GOALS

What Is Guided Reading?

Small group time when teachers show children how to read and support them as they read “independently” The heart of a balanced literacy program– Opportunity for students to participate in socially

supported activity while constructing meaning– Opportunity to practice/develop reading strategies

and tackle books at their “instructional level”– Opportunity for teachers to observe and support

individual needs

Where does Guided Reading fit into a balanced literacy program?Reading Aloud: experience literary work they cannot yet read (e.g., decode) Shared Reading: participate in reading and learn how print works (MODELING)GUIDED READING (Modeling > Practice)Indep. Reading: Response Journals/Literature Circles: Revisit & Think more deeply about text and co-construct new understandingWhat does the classroom look like??

Guided Reading Across the Grade Levels

K-1: Concepts of print; early phonics (letter-sound relationships); intro to genresGrades 2-3: Integrating reading comprehension and vocabulary strategies across multiple genresGrade 4-6: Deeper understanding of story elements (plot, characters, theme) & informational texts (key ideas and supporting details)

A guided reading lesson

Pre-reading (activate background knowledge, introduce challenging concepts, set purpose)During reading (read at instructional level for a purpose with support; silent/oral reading combined with individualized support) Post-reading (respond to text and apply strategies more independently – with partners or alone)

What happens during guide reading? TEACHER’s role

Before: Select appropriate text; introduce (activate background knowledge & introduce challenging vocab, ideas, themes); Set a purpose for readingDuring: Listens in; observes strategy use; interacts when having difficulty; teaches a min-lesson that addresses challenge; makes notes

After: Invites personal response/discussion, assesses understanding of what they read

What happens during guide reading? STUDENT’s role

Before: Engage in conversation about text; ask questions; build expectations; notice info in textDuring: read the whole text or a certain section for a certain purpose (silently or softly when younger); NOT ROUND ROBIN! monitor understanding & apply strategies/request help when problem solving

After: Talk about text; revisit the text; engage in extending and responding to the text (reading and writing)

Fitting Into A Balanced Literacy Program

Reading aloudShared readingGuided readingPartner readingIndep. reading

Shared writingInteractive writingGuided writingPartner writingIndep. writing

Link through themes; Involve familyDocument progress & adapt support

Pre-reading:Develop background knowledgeEngage with book’s themeSet purpose for reading (link to objectives)

During reading:Modeling strategyGuided reading questions(content & strategy use)

Post reading: (CENTERS)Response activities Indep Strategy ApplicationAssessment

Lesson Plan Assignment

Let’s look at Sample Lesson Plan Lesson Plan Assignment HandoutLesson Plan TemplateQuestions??

Writing Learning Objectives for your Lesson Plans

Three Criteria for a Learning Objective

Clear – Usually just one sentence

Precise– Precise verbs that reflect the thinking your students

will be doing – Set a context (Given…; After…; Before…)

Measurable – How will you measure the “quality” (%age or criteria

met)– Start with the top level and work backwards through

average and below average

Writing Learning Objectives

Given _____, students will _____ (verb and specifics) with (measurable) ____% accuracy or to a certain level Reading Process: What strategy will students apply as they interact with this text? Response: How will students respond to the deeper meaning within the text? (theme, character development)

Examples

Students will use a three-column “prediction journal” to make and revise at least two meaningful predictions in chapters 43 & 44 and state the clues they used to make those predictions.

Students will use a “Character Summary” worksheet to describe the personality and physical attributes of an assigned character as well as his/her relationship with Maniac Magee and his/her feelings toward racial segregation.

Reading strategy objectivesThe student will– Predict and confirm– Summarize the key issues– Monitor their understanding– Ask questions/reflect– Show the relationship between concepts– Make inferences and support with evidence – Draw conclusions– Make connections between – Visualize

Use your strategy textbook for examples and ideas

Reading Response Objectives

Discuss change/growth in characterRespond to/reflect on “big ideas” or optimistic messageRespond by connecting to… Noticing author’s craft (plot, language, etc.)Extend with interdisciplinary connections (art, poetry, drama, Internet workshop, journaling)See p. 421 & 432 for other response ideas!

Use your literature genres textbook for examples and ideas

Homework

Thursday: Video Reflections Due Thursday: Hollis Woods Chapters 1-5 (Summary Notes due for Ch. 1-5) Hollis Woods’ search for a family is a perpetual journey, as she moves from one foster home to another until she meets the Regan family and two rather quirky elderly women who teach her a lot about love, friendship, & belonging