Nov 16 Prinicpal Presentation Treasures 715

8/3/2019 Nov 16 Prinicpal Presentation Treasures 715

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November16,2011

ElementaryPrincipalsMeeting

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EstablishinganInstruc0onalFocusWehavevariousformsofdataregardinginstruction

(CST,CELDT,periodic,weeklyandunitassessments,observation)

Observationisoneofthemosteffectivewaystocollectandreflectontheevidenceofinstruction.

Itgivesanimmediatepictureofstudentprogress,teacherpractice,andhowwelltheschoolsinstructionalfocusisimplemented.

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HavingaFocusSchoolSiteExperience

Now50daysintotheschoolyear TwounitsofobservedinstructionVarietyofweekly,unit,DIBELSandotherassessments Upcomingperiodicassessmentresults.

LocalDistrictProfessionalDevelopment

Schoolsiteconversations InrelationshiptoReadingLanguageArtswhathaveyoudefinedasyourareaoffocus?Whyhasthatbecomeyourfocus?

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Instruc0onalCoreTheInstructionalCoreiscomposedoftheteacher

andthestudentinthepresenceofcontent.

Itistherelationshipbetweentheteacher,thestudent,

andthecontentnotthequalitiesofanyoneofthembythemselvesthatdeterminesthenatureofthe

instructionalpracticeCohenandBall

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Instruc0onalCore


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DomainsofLiteracy-

Framework Reading

WordAnalysis,Fluency,andSystematicVocabularyDevelopment

ReadingComprehension

LiteraryResponseandAnalysis Writing-

WritingStrategies WrittenApplications(Genresandtheir

Characteristics) WrittenandOralEnglish-Language

Conventions ListeningandSpeaking

ListeningandSpeakingstrategies SpeakingApplications(Genresandtheir

Characteristics)

KIND

ERGAR

TEN

FIRSTGRAD

E

SECO

ND

G

RADE

THIR

DGRADE

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WeeklyFlowChartsK,1,23-6

Treasures

Whole Group DAILY/WEEKLY FLOW Kindergarten

!Day 1

! Oral Language! Share Big Book! HFW! Phonemic Awareness! Phonics! Oral Grammar! Writing

Day 2

! Oral Language! Re-read Big Book! Vocabulary! Phonemic Awareness! Phonics! Decodable Reader! Writing

Day 3

! Oral Language! Informational text! HFW! Phonemic Awareness! Phonics! Oral Grammar! Writing

Day 4

! Oral Language! Interactive real aloud! Vocabulary! Phonemic Awareness! Phonics! Decodable Reader! Writing

Day 5 Review and Assess

! Oral Language! Comprehension! Vocabulary! Phonemic Awareness! Phonics! Decodable Reader! Writin

Treasures

Whole Group DAILY/WEEKLY FLOW Grade 2

!Day 1 TALK ABOUT IT, READ ABOUT IT

PHONICS /VOCABULARY

! Build Background Build Writing Fluency! Unit Theme (Talk About It)! Oral Language Build vocabulary! Phonemic Awareness! Phonics (Fluency)! Phonics/ Spelling! Decodable Reader! Vocabulary! Rad About It! Grammar! Writing

Day 2 READ ABOUT IT

COMPREHENSION

! Oral Language vocabulary, writeabout it

! Phonemic Awareness! Phonics (Build Fluency)! Phonics / Spelling! Vocabulary! Comprehension (Main Selection)! Critical Thinking! Grammar! Writing

Day 3 READ ABOUT IT (Cont. from Day 2)

FLUENCY

! Oral Language (Wonders)! Phonemic Awareness! Phonics (Fluency)! Phonics/Spelling! Decodable Reader! Vocabulary! Fluency! Comprehension (Main Selection)! Critical Thinking! Research & Study Skills! Grammar! Writing

Day 4 READ ABOUT IT, WRITE ABOUT IT

SPELLING

! Oral Language Listeningcomprehension

! Phonemic Awareness! Phonics (Fluency)! Phonics/Spelling! Vocabulary! Paired Selection! Write About it! Grammar! Writing

Day 5 REVIEW AND ASSESS

*Oral Language *Comprehension

*Fluency *Grammar

*Phonemic Awareness *Writing

*Phonics

*Phonics/Spelling

*Vocabulary

Treasures

Whole Group DAILY/WEEKLY FLOW Grad es 3-6

!Day 1

TALK ABOUT IT READ ABOUT ITVOCABULARY / COMPREHENSION

! Read aloud! Fluency! Talk about it /Write on Demand #1! Daily writing prompt (Weekly Planner)! Vocabulary (Prepare section, 5 day

vocabulary)! Read about it! Grammar! Spelling! Writing

Day 2

READ ABOUT ITCOMPREHENSION

! Phonics! Vocabulary (read about it, 5 day)! Read About It (Main selection)! Daily writing Prompt (weekly planner)! Fluency! Grammar! Spelling! Writing

Day 3

READ ABOUT IT (DAY 2 CONT.)FLUENCY

! Vocabulary (5 Day)! Read About It

(Main selection-critical thinking)! Daily writing prompt! Fluency! Grammar! Spelling! Writing

Day 4

READ ABOUT IT/WRITE ABOUT ITVOCABULARY

! Vocabulary! Paired selection! Daily writing prompt! Fluency! Spelling! Grammar! Writing

Wonders Social Studies/Science

Day 5 ASSESSMENT DAY

! Vocabulary (Post-test/connect to writing)! Paired Selection Critical Thinking)! Spelling (Test)! Grammar (Assess)! Writing (Conferences)

During Assessment, others will do self selected reading, fluency, daily writing prompt

Treasures

Whole Group DAILY/WEEKLY FLOW Grade 1

!Day 1 TALK ABOUT IT, READ ABOUT IT

PHONICS /VOCABULARY

! Build Background! Write on Demand (Build Writing Fluency)! Unit Theme (Big Idea) Foldable! Oral Language Share Big Book ,

listening comprehension! Phonemic Awareness! Phonics/Spelling! Decodable Reader! Grammar! Shared Writing (Daily Prompt)

Day 2 READ ABOUT IT

HFW

! Oral Language vocabulary, listeningcomprehension, model fluency

! Phonemic Awareness! Phonics (Build Fluency)! Phonics / Spelling! HFW! Get Ready Story! Build Writing Fluency! Grammar! Interactive Writing

Day 3 READ ABOUT IT (Cont. from Day 2)

FLUENCY

! Oral Language (Wonders Big Book)! Phonemic Awareness! Phonics (Fluency)! Phonics/Spelling! Decodable Reader! Vocabulary! Comprehension (Main Selection)! Meet the _______ (author/illustrator)! Retell! Critical Thinking- Personal Response! Grammar! Independent Writing

Day 4 READ ABOUT IT, WRITE ABOUT IT

SPELLING

! Oral Language Listeningcomprehension, model fluency, build

vocabulary! Phonemic Awareness! Phonics (Fluency)! Phonics/Spelling! HFW! Paired Selection Critical Thinking,

Research / Inquiry! Write About it! Grammar! Writing

Day 5 REVIEW AND ASSESS

*Build Vocabulary *Comprehension

*Fluency *Grammar

*Phonemic Awareness *Writing

*Phonics

*Phonics/Spelling*HFW

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Lookingatour

Instruc0onin

Treasures

WhatmethodsofteachingaretargetedinournewlanguageartsprogramTreasures?Howdoesthisprogramsupportexistingteacherpractice?

WhatmethodsofteachinghavebeeneffectiveinLanguageArtsinstruction?Why?Whyisitimportanttounderstandthemethodof

instruction?

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FramingourGuidingPrinciples

AroundthisTraining

TofocusontheinstructionTodeepenourunderstandingoftheteaching

methodsusedwithineachlesson

Planningforourfutureinstructionalobservations

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California

Treasures

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ThemeProjectResearchandInquiry

ThroughouttheUnit

When:Introducedatthebeginningoftheunitandattheendoftheunit(project).

Purpose/Rationale:Researchatopicandpresentfindingsinanoralpresentation.

Syntax/Method:Studentsuseavarietyofresourcestoresearchaaselfselectedtopicbasedontheunittheme.Studentsaregivenachecklistontheprocessandthepresentation.Attheendoftheunitstudentsusenotecardsandvisualstopresenttheirfindingstotheirpeers.

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BigQues0onBoard-Presenta0onof

FindingsandBuildingPerspec0veWhen:Thebeginningoftheunit,developed

throughouteachselectionandreviewedattheendoftheweek,andintheunitWrap-Upattheendoftheunit.

Purpose/Rationale:Studentspresentfindingsandcollaborateintheirunderstandingthroughdiscourse.

Syntax/Method:Eachweekthereisafocusquestion.Studentsusearecordingdevice(Foldables): Torecordlearning Tokeeptrackofideas

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ReadAloudListeningForaPurpose

When:DayOneoftheWeeks1-5Purpose/Rational:BuildingListeningStaminaSyntax/Method:

Establishfocusonwhatyouareattendingtoasyoulisten

Modelexamplesfromthetext Studentsidentifyexamplesofwhattheyheardfromthe

text GuideandIndependentlyPractice

Observeifstudentscanapplythelearningfocustosimilartexts.

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Phonics/WordStudy-Enabling

StudentstoQuicklyAccessTextWhen:

Day2Explicitlystudywordpatterns Constantlyapplythesewordstudyskillsfortheremainderofthe

week Purpose/Rational:Selfdirectedstudyofwordpatternsand

meaningexpandsvocabularyknowledgeandenrichesbothoralandwrittenexpression.

Synta/Methodx: Studytheaffixesandbasewordforfamiliarspellingpatternsandthe

sixsyllablespellingpatterns.

Soundoutandblendtogetherthewordparts Saythewordpartsquickly,adjustyourpronunciationasneeded,and

makeanyconnectionsyoucantoyourpriorvocabularyknowledge.

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BuildingBackgroundandUnit

Theme

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ProtocolforDiggingIn Countoffatyourtableintogroupsofthree. Eachofthe3memberstakesoneofthethreeinstructional

methodspresented. Example

ThefirstpersontakesReadAloudslide13ThesecondpersontakesPhonicsslide14ThethirdpersontakesBuildingBackgroundslide15

Eachpersonreviewsthatsamecomponentinweeks1-6ofUnit3(Wesuggestedweeksixtoseehowitisassessed)

After10minutesshareyourfindingsaddressingthefollowingquestions: Howisthecomponentsimilareachweek? Howisitdifferent? Isthepurposeandrationalconsistent?

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Ini0alRead-FocusonKeyVocabulary

When:Day1InitialTwoPageselectioninanthology. Purpose/Rationale:Practiceestablishedvocabulary

strategieswhileIdentifyingkeycontentvocabularyincontext. ContextCluesDeterminingthemeaningofwordsfromthe

surroundingtext. Appositionprovidesadefinitionofaunfamiliartermusually

betweencommas WordStructureTheuseofwordtraits,patterns,morphology

toderivetherelationshipsanddefinitionofwords.

Vocabularymethod DefineVocabularyusinglanguagefamiliartostudents Provideexamplesofthevocabularyinsentences Askforanexample

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VocabularyRou0neBuildingourOralVocabulary

When:Whenevercontentrelatedvocabularyisintroduced,practicedorappliedPurpose/Rational:BuildingVocabularybyExamples

andRelevance

Syntax/Method: Definetheterminstudentlanguage IdentifyExamplesfromthetextorfamiliar

experiences

Askquestionsthatrequireapplicationofthewordby 1.givinganexampleorexplanation 2.identifyingasynonymorantonym

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RereadIni0alSelec0on-Focuson

ComprehensionWhen:Day1rereadtheinitialselectionPurpose/Rational:Explicitlypracticeaspecific

comprehensionstrategySyntax/Method:

Demonstratestrategyfortheweek Explainwhythestrategyishelpful Modeltheuseofthestrategyusingathinkaloud Implementopportunitiesforstudentinteractionsusing

thegraphicorganizertodemonstrateunderstandingofthetextusingthestrategy.

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SpellingBridgebetweenOralVocabularyand

Wri0ngAbilityWhen:Introduced,explicitlyinstructedandpracticed

everyday. Purpose/Rational:Spellingenablesthewritertowriteto

theirownpersonaloralvocabularycompetence.

Syntax/Method: Practicethecorrectpronunciationoftheword. Listenandidentifythedistinctsounds,blends,digraphs

referencingSoundSpellingCards RecognizespellingpatternsandtheirspellingoptionsWriteoutthesounds,syllables,words

Checkforaccuracy

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Grammaristhesound,structure,andmeaning

systemoftheEnglishLanguage When:

Introduceandidentifyinsamplesentencesthegrammarskillonday1 Directlyinstructthegrammarfromday1onday2 Reviewpreviouslyinstructedskillsonday3 ReviewandApplyday3skillinproofreading Assessandre-teachgrammartaughtonday1&2

Purpose/Rational:Explicitlyinstructsintheproperoralandwrittensound,structureandmeaningsystemofacademiclanguage.

Routine: Definethegrammaticalskill Explaintheskillsimportance Modeltheskill Provideexamplesofthecorrectform Providenon-examplesforcorrection. Seekapplicationintheoralandwrittenlanguage

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ThefirstpersontakesVocabularyslides17-18ThesecondpersontakesRereadInitialSelectionslide19ThethirdpersontakesSpellingandGrammarslides20-21



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ListofComprehensionStrategies EvaluatingConsidertheauthorspurposeandyourownjudgmentin

criticallyevaluatingthetext InferringEnablesthereadertoincludedetailsandperspectivesnotexplicitly

statedinthetext. Monitor,Clarify,RereadAsyouread,monitoryourownunderstanding,

whenconfusedclarifywhatmayhavecausedanyconfusionandrereadthetext.

PredictingBasedonthetextstructure,makelogicalguessesaboutwhatistooccurlaterinthetext.

QAR-Analyzetext,itrelationshiptoothertextandourownexperiences QuestioningBefore,duringandafter-enablereadertofocusonwhatis

mostimportant SummarizingAshortstatementofwhatismostimportanttothereader VisualizingMakeamentalpictureofwhatisread

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StrategiesReflec0veMethodsto

UnderstandTextWhen:WhenreadingtheAnthology,ContentorLeveled

readingselections

Purpose/RationalOncelearned,thevariousstrategiesenablethereadertoproactivelysearchformeaningusingtextcuesandtheirbackgroundknowledgeincombinationtomonitorthemeaningoftheselection.

Syntax/Method Explainwhythestrategyisimportant Modelthestrategyinathinkaloud Guidethestudentspracticeofthestrategy Providecorrectivefeedback Continuallyapplythestrategytoavarietyoftext 24


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ListofComprehensionSkillsAuthorsPurpose Character Setting

Plot Problem/Solution Sequence DrawConclusion MainIdeaandDetails Theme MakeJudgments Description CompareandContrast

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ComprehensionSkillsIden0fyingitin

thetextwereadandinourwri0ngWhenWhenreadingtheAnthology,ContentorLeveled

readingselections

Purpose/RationalIdentifythosetextfeaturesthatassistinunderstandingandconstructingmeaningfultext.

Syntax/Method Introducedandmodeled,usingagraphicorganizer,inthe

rereadofthetwopageinitialselection.

Modeled,guidedandpracticedreadingthemainselection,usingthesamegraphicorganizer

Providemultipleopportunitiesforcorrectivefeedbackbycontinuallyapplyingthestrategytoavarietyoftext

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PairedSelec0onApplyingSimilar

SkillstootherGenreWhenDay4ofweeks1,2,4and5 Purpose/Rational:Increasegenreexposure,practice

establishedskillwithanewtext,anddemonstratecritical

thinkingskillsets. Syntax/Method:

Introducegenrefeatures Explainthevalueoftheirtextfeaturesincommunicatingideas

toanaudience

PracticecitingexamplesofthetextfeatureApplytheweekscomprehensionstrategyandskills Respondtosomecriticalthinkingquestionsusingtheselection

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ThefirstpersontakesComprehensionStrategiesslides23-24ThesecondpersontakesComprehensionSkillsslides25-26ThethirdpersontakesPairedSelectionslide27



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Wri0ngUnitWri0ngGrades3-6When:Daily Purpose/Rationale:Writingmulti-paragraphcompositions. Process

Week1WritingStrongSentences Week2StrongParagraphs Week3GuidedWriting(5dayprocesswithminilessons) Week4StrongSentences Week5StrongParagraphs Week6IndependentWriting(5dayprocesswithminilessons)

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Wri0ngDailyPromptsWhen-DailyPurpose/Rationale:

Openendedprompt

ConnectstoconceptdevelopmentinselectionSyntax/Method:Meantasaquickwrite(onlyfoundin

theweeklyplanner)

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Wri0ngWriteonDemandWhen:Day1BuildWritingFluency(DuringtheTalkAboutIt),endoftheweekassessment,andendoftheunit

Purpose/Rationale:Tobuildwritingfluency,writingstamina,connectstothetheme Process

WriteinWritersNotebook Useofrubricforspecificwritings Studentswriteasmuchastheycanaswellastheycan Studentswritefor8minuteswithoutstopping Teachergivesfeedbackduringwritingconference

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Wri0ng-DailyJournalPromptsWhen:CanbedonedailyPurpose/Rationale:Writingtolearncontent

Connectstothemini-lesson/skilllessonwithinthecontextoftheunit

Syntax/Method: Givestudentsoneofthepromptslistedorother

promptsforindependentjournalwriting Studentsapplytheskillsfromthemini-lesson/skill

lessonsintheirwriting

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Wri0ngAboutReadingWhen:DuringmainselectionreadPurpose/Rationale:Givesopportunitiesforstudents

torespondtoliteratureandtoapplycriticalthinkingintheirwriting

Syntax/Method:Afterreadingapartortheentireselectionstudents

respondtoaquestionorprompt Studentshavetheopportunitytosharetheirwritingwithother

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ThefirstpersontakesUnitWritingslide29ThesecondpersontakesDailyPromptsandWriteonDemandThethirdpersontakesDailyJournalPromptsandAboutReading



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Revisi0ngourGuidingPrinciples

aroundthistraining

TofocusontheinstructionTodeepenourunderstandingoftheteaching

methodsusedwithineachlesson

Planningforourfutureinstructionalobservations

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AddressingYourInstruc0onal

FocusAtthebeginningofoursession,youidentifiedforyour

schoolsiteareaoffocusinReadingLanguageArts?

Reviewandchoosethosemethodsrelatedtoyourfocus.WithDecemberandJanuaryinmind.Plantoobserve:

Whenyourfocusisinstructed? Howclearwasthepurposeandrationalpresented?Whatevidencedoyouhavethatyourstudentscandemonstrateproficiency?

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Nov 16 Prinicpal Presentation Treasures 715