Staff Development California OCE ABE III/ Pre-GED 1

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Staff Development

California OCEABE III/ Pre-GED

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Training Overview• Webb’s Depth of Knowledge• Core Skills• Lesson Components • Assessments• Differentiating Instruction

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• Look at the handout for the first 3 levels of Webb’s DOK (products, roles, activities) also on page xv iii in the Instructor Resource Binder

• Are there ways you might layer or scaffold your lesson to address several levels?

Handout: Webb’s Depth of Knowledge

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Core Skills and Practices21st Century Skills

Workplace and Technology Connections

• Open the Student text, Reading Module to page 14 (Lesson1.1)

• Note the listing of the Skills (Core Skill: Use Forms, Reading Skill: Draw Conclusions)

• Open your Instructor Resource Binder to page V.

• There is a listing of the Core Skills for each subject module.

• Flip to Reading, page 1 and skim through the suggestions for developing these skills.

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Lesson Plan Features- IRB

page 219

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We are going to go through the Lesson Plan for Common Core Basics- Reading:

Lesson 1.4 (Workplace Documents)

Have you encountered any documents in your workplace?

What types of documents? *

What do you think the purpose of these documents is? *

* Lesson plan from the Common Core Basics Instructor Resource Binder (page 7-8)

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Common Core Basics- Reading: Lesson 1.4 (Workplace Documents),

page 38Key ConceptWorkplace documents are written papers (print or digital) used in offices, factories, and other places where people work. They include instructions or forms.

Workplace communication (documents)

employee handbook

warranty

product invoice

Audience (recipients)

supplier

employee

customer

Match the above lists.

To understand a workplace document, you need to determine the author’s purpose and audience.

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Common Core Basics- Reading: Lesson 1.4 (Workplace Documents)

The sidebar on page 40 of the student text explains the Core Skill (Summarize Information).

This is CCR Reading Anchor 2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Recognizing the bold faced heading and bullet points are additional clues to the details that the author wants the reader to remember.

Think About Reading asks students to record their answers: The purpose of the document is to describe the job of an administrative assistant, including the skills needed for the job. The audience might be someone who has this job or someone who wants this job.

What other CCR Reading Anchor is addressed in this lesson?

12Handouts: 3 Categories of Assessment, Assessments

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Diagnostic Assessments: TABE, CASAS

Formative Example Solution

A few students seem to be failing all the quizzes.

Arrange for one-on-one tutoring.

All students are missing the same item types.

Refocus instruction.

Summative

Are used to Example

Determine what students learned

What grades should students receive for the course?

Determine if it is necessary to change instructional practice

Were the diagnostic and formative assessments adequate predictors of the results on the summative assessment?

Determine the next course of action for students

Which students should repeat the course and which students should move to the next level?

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Differentiating Instruction• Open-Ended Questions

• Choice Tasks/ Parallel Tasks

• Tiered Activities

• Different Levels of Questioning

• Anchor Activities

• Student -Centered Instruction (Inquiry-Based Lessons)

As we take a short break, consider whether you want to make some changes to your practice. Plan for that change, try it out, evaluate and refine to sustain the change.

Consider: Changes in your preferred or habitual teaching style Changes in your decisions concerning teaching strategies and

forms of assessment of student learning Students’ needs, interests, and goals in making these changes.

Handout: Differentiating Instruction

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Reading

• Evidence Based Reading Instruction• Vocabulary • Tier Words• Core Skills• Assessment Methods• Building a Lesson

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Pages xx-xxi in the IRB

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Alphab

eti

cs

Fluency

Vocabulary

Compr

ehen

sion

echo reading, repeated reading, marking phrase boundaries, recorded readings, chunk text

using academic vocabulary in context sentences, synonyms, antonyms, multiple-meaning words, context clues, use words in a variety of tasks / formats

phonics, word analysis (syllable division / patterns, prefixes, suffixes, base words, roots)

clarifying meaning, asking questions, making connections, rereading or reading more slowly, graphic organizers, answering questions, text structure, summarizing

Handout: How Tos

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At your job, you may have read and written many e-mails. Have you ever read job applications or instructions for how to do something? In the workplace, these types of documents are very common. It is important to understand the purpose of documents such as employee handbooks and agendas.

I’m going to read the introductory paragraph at the top of page 38. Track the text as I read.

Now reread it with me.


Evidence-based Reading Support: Fluency using Echo Reading

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Common Core Basics- Reading: Lesson 1.4 (Workplace Documents)-

page 38Vocabulary is listed as Tier 2 words, Tier 3 words and Test words in the Instructor Resource Binder, along with a suggestion for Pre-teaching.

Tier 1- basic words that require little or no attention during instruction

Tier 2- high-frequency words found across disciplines Tier 3- used least frequently, generally restricted to specific

disciplinesTier 2 Words: Tier 3 Words:Test Word:alternative agendasummarizedesign employeedocuments handbookidentifystructure Synonyms are words that have the same or similar meanings. Can

you think of a synonym for each of these words? (IRG page 7)

Handout: HSE Basics Vocabulary List

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Word

Definition

Examples Non-Examples

Make use of the Graphic Organizers (back of IRB)

Vocabulary Map

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Determine Author’s PurposeThe first step to understanding a workplace document is to identify its purpose. The three main purposes for writing are to entertain, to inform or explain, or to persuade.

Look at the email and agenda on page 39 of the student book.

Identifying the author of the document and the type of information included are the first steps to determining the author’s purpose (what does the author want me to do after reading the document).

How would you tackle the compare and contrast question?

The possible answer to the question under Technology Connection (potential differences between reading on paper and reading on a computer screen) would be that paper may help focus on details; while online may lead to quicker reading or scanning for main details.

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Reading AssessmentsFormative assessments- • Involve student in choosing the criteria and evaluation

(miscue analysis- the student reads aloud and the instructor marks a copy of a reading selection with a check when a miscue happens- allow the student to review the marks and suggest corrections)

• Open-ended questions (What do you think happens next? How does xxxx feel?)

• Use real-life materials and tasks

• Portfolios

• Journals

• Projects

• Check lists (student generated)

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The Learning Goal: a description of what students will be able to do at the end of the course or grade; SMART approach:

Specific: The learning goal is focused, for example, by content standards; by learners’ needs.

Measurable: An appropriate instrument/measure is selected to assess the learning goal .

Appropriate: The learning goal is within the teacher’s control to effect change and is a worthwhile focus for the students’ academic year.

Realistic: The learning goal is feasible for the teacher.

Time limited: The learning goal is contained within a single school year or appropriate unit of time.

Now you try it.

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Use this form as a template to align a lesson from either the Reading, Science or Social Studies text to your “revised” way of teaching.

Please use and expand the suggested lesson plan from the Teacher Resources to include your specific classroom and student population.

You may work individually or in a small group. Sharing is the key to improving our adult education classrooms.

Handout: Lesson Plan

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Writing

• UDL and the Writing Process• Effective Practices• Graphic Organizers• Assessment Methods• A look at a lesson

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UDL (options) and WritingUniversal Design for Learning (UDL) is all about how to provide options when representing concepts, to allow for expression of those concepts, and to engage students. (see UDL Guidelines- Educator Worksheet)*

The process of idea generation and planning• Video Music Collage and montage• Art Stories Nature walks/time outdoors• Models of writing

The physical act of writing• Handwriting Word prediction Word processing• Typing Voice recognition Editing with highlighters• Separating and pasting revisions with paper

The process of getting ideas into words• Vocabulary lists Internet searches Paper or digital outlines• Online dictionaries &thesauruses Index cards, poster paper,

slides• Magazines, e-zines, online searches

Allow for a wide variety of presentations of the text• Handwritten text Slide presentation• Typed text Animation, digital story, or web page

*visit: www.udlcenter.org/implementation/examplesHandout: UDL Guidelines

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Tommy gave Jill a present, and Jill repaid him with a kiss. Sue is evidently mad. She has 2 choices, to get up and leave or let Tommy know how she feels. With which choice should she go ?

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Effective Practices

• Self-regulated strategy instruction: identify why one should learn the skill and the effort needed to invest, model each step, student duplicates, guided practice

• Summarizing: engage in active comprehension strategies, identify the main idea, sum up the supporting details, write in own words, peer review (for accuracy, conciseness, own words)

• Collaborative writing

• Setting / monitoring specific product goals

• Word processing / technology support

• Sentence combining: simple sentences, frequent use of “and”, repeated sentence types, run-on, overly complex

• Prewriting activities: problem posing, group dialogue

• Process writing

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Graphic Organizers and Writing

Cause/effect Venn diagram

Concept web

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Assessment Methods

• Respond to first drafts, respond to a single section

• Constructive feedback- focus on meaning and expression with the student making a written list of next steps

• Student centered responsibility for revision:1. Put checks at the end of a line, one per error and hand back to

student2. Student identifies error(s)3. Student determines how to fix it 4. Student revises5. Student creates own proof reading check list

• 2 stars and a wish: Students trade work before handing it in Each student describes 2 positive features of the work (2 stars)

and one feature that merits further attention (wish)

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Lesson 8.1- ArgumentsWriting Student text- pp. 240-249IRB pp. 85- 86

Complexity: solid example of an argument

Knowledge: Think About Writing- continue the outline of an argument assignment

Evidence: Core Skill- Provide a Conclusion- asks to evaluate a sample conclusion

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Mathematics

• Numeracy• Math Anxiety• Math Vocabulary• Examples and Non-examples• Encourage Divergent Thinking

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Numeracy is the ability to access, use, interpret and communicate mathematical information and ideas in order to engage and manage the mathematical demands of a range of situations in adult life.

To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content represented in multiple ways.*

*Programme for the International Assessment of Adult Competencies, (Organization for Economic Cooperation and Development)

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Math Anxiety

Lack of basic number sense “They know some of the steps to solve a problem but then get confused. It reveals that they, at some point, learned a procedure/formula, but don’t really understand how the numbers relate to each other and why that formula/procedure works.“ (https://community.lincs.ed.gov/discussion/piaac-have-we-reached-numeracy-crisis-us)

Students need:• Foundational understanding of operations• An understanding of how concepts connect• The ability to approach problems and apply appropriate procedures

and tools to solve accurately and efficiently• The ability to justify their answers and their approaches (as well as

those of others)• Concrete examples• Build on students’ knowledge• Use graphics

Communicate: Ask students to describe difficulties they have had with math concepts and procedures in the past.Handouts: Computation is a Tool, Strategic Competence

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Write 2 sentences that use two or more of these strand-specific vocabulary words.

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SlopeSlope-intercept form: y = m x + b

Y coordinate of a point

Slope of the line

X coordinate of a point

Y- Intercept

Get the Y by itself 3y=12x-6 y=4x-2

X Y

0 -2

1 2

½ 0

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Try Muscle Memory

Y = X Y = - X

X Y

0 0

2 2

-3 -3

X Y

0 0

2 -2

-3 +3

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Y = X + 1 Y = 2X

X Y

0 1

2 3

-3 -2

X Y

0 0

2 4

-1 -2

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D- slope is negative and the Y-intercept is positive

Slope: y = mx + b

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8 + 4(4 + 2) + (4 + 2)

(4 x 2) + (2 x 2)

How many tiles?

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Write an expression that indicates the number of red tiles in the arrangement of tiles below.

Now you try it..

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Write an expression that indicates the number of red tiles in the arrangement of tiles below.

A. 8 + 4 + 4 + 8

B. (8 x 4) – (4 x 2)

C. [(6 x 4) – (4 x 2)] + 4 x 2

D. [2 x (8 x 1)] + [(2 x 8) – (4 x

2)]

E. All of the above

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A. 8 + 4 + 4 + 8

8 84

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How many red tiles?

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How many red tiles?

B. (8 x 4) – (4 x 2)

8

4

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How many red tiles?

C. [(6 x 4) – (4 x 2)] + 2 x 4

4 x 2

6

4

2

4

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How many red tiles?

81

4 x 2

D. [2 x (8 x 1)] + [(8 x 2) – (4 x 2)]

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Write an expression that indicates the number of red tiles in the arrangement of

tiles below.

How many red tiles?

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Lesson 1.7- Problem SolvingMath Student text-pp. 40-45IRB-pp. 103-104

Math Practice: Build lines of reasoning (problem solving techniques)

Progression: from identifying needed information to solution of a measurement problem and Math Link hint

Procedure practice: Think About Math

Application: 21st Century- locate reliable internet sites for math

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Next Steps

Begin to use your books by creating lesson plans.

When you have a particular wonderful lesson plan, please submit to your supervisor to forward to OCE.

We will begin a collection of lesson plans and place them on a SharePoint for Teachers to be shared by all.

Reference http://www.OTAN.us as a resource to find current lesson plans and to create lesson plans using the lesson plan builder.