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Content Content Literacy Literacy

Practices Practices 20112011

Session OneSession One

OUTCOME:

Improve Student

Achievement

Quick Write

Complete the following sentence.

I know Johnny is learning when…

FiveEssential Elements

Five Essential Elements

What Is Strategic Teaching All About?

• Strategic teaching IS NOT just for reading and language arts classes.

• Strategic teaching IS best practices designed to increase student achievement in ALL content classes.

• Strategic Teaching IS NOT just for struggling readers.

• Strategic Teaching IS for all students regardless of their reading abilities.

• Strategic Teaching IS NOT something that you do once a week or on every other Thursday.

• Strategic Teaching IS part of every lesson, every day.

• Strategic Teaching IS NOT something your principal came up with to torture you.

• Strategic Teaching IS based on scientific research about adolescent learning.

BRAIN RESEARCH

AN INCREDIBLE JOURNEY

Brain Research Lesson PlanOutcomes: Participants will discover characteristics of the

adolescent brain.Participants will make connections between the developing brain and

adolescent learning.

Before: Anticipation GuidePurposes: activate prior knowledge; establish a purpose for reading;

make predictionsDuring: Jot NotesPurposes: organize information; summarize and practice note taking;

make connections After: Anticipation GuidePurposes: reflect and correct predictions; integrate new information

with prior knowledge

Left-Brain/Right-Brain Partners

• Select two partners by signing up with a left-brain and a right-brain partner (make two clock appointments basically).

• When directed, meet and discuss a given topic.

Before: Anticipation Guide

• Read each statement.• Mark in the left-hand column

whether you agree or disagree with the statement.

• When directed, locate your left-brain partner and discuss your predictions.

• Prepare to share whole group.

During: Jot Notes

“Jot” notes (or marginal notes) are based on key points, concepts, or ideas as the text is read.

Use single words and/or phrases to keep notes brief and to the point.

This may include:• brief notes about the important points in the text;• sketches of images constructed as the text is read;• connections to the text; • questions about the text; and• first reactions to the text.

Brain Research: An Incredible Journey

Chunk 1: “We Do”

Examples of Jot Notes

• 7 to 10 percent of brain is pruning away• lacks reasoning and judgment• hormones are not completely responsible• acts childishly• physical appearances deceiving

Connection: Adolescent students look mature, but act

childishly.

Chunk 2: “Y’all Do”

• Read the text. • Write jot notes that are short

and to the point.• Sketching is encouraged.• Share notes with a partner.• Share notes with the whole

group.

Chunk 3: “Y’all Do”

• Read Chunk 3 with a partner.• Take jot notes.

Chunk 4: “You Do”

• Read text.• Reflect individually.• Take jot notes.• Meet with your right-brain

partner and reflect on your jot notes.

After: Anticipation Guide

• Reread the statements from the beginning of the lesson.

• Mark new responses in the right-hand “After” column.

• Justify any corrections made after reading.

• Write justifications under the appropriate statements.

Parking Lot Postings

Reflect on the learning from Session 1:

• Questions• Concerns• Comments

The questions, concerns, and comments will be addressed at our next meeting.