Success For AllComponent Meeting

January 13, 2009

Cycle of Effective Instruction

TeamworkTPS

What do you think is the importance of Teamwork?

Teamwork Consists of•Partner Reading•Team Discussion•Class Discussion

Partner ReadingIs a student led activity.Students work with partners as

teachers monitor and reinforce the procedures.

Good time to assign fluency score!

Partner ReadingStudents read and restate with partners and

then read silently, while applying the comprehension strategies. If students finish reading ahead of other teammates, they take turns rereading the pages designated for fluency with their partners.

DailyStudents begin by taking turns reading pages aloud; then they

continue silently.Partners learn the following procedures if they don’t understand a

word (or part):

1.Try to figure it out using clarification strategies.

2.Ask you partner for help.

3.Put a sticky note in the margin next to the word (or part).

Daily continued…If one teammate finishes reading before the others, he

or she should begin to reread the selection. Alternatively, a teacher may want the students to

review the selection, looking for answers to the Team Talk questions.

During Partner Reading..Teacher reviews the procedures for

strategy use, passes out a limited number of sticky notes to each student, and tells students to begin reading.

Teacher circulates to explain, model, prompt, and reinforce the students in their strategy use.

Teacher also monitors the time, helps students pace themselves, and ends the activity.

Team DiscussionTPS

What do you think is the importance of team

discussion?

Team Discussion for NarrativeDay 1

Prompt/Reinforce: Teacher randomly assigns Team leaders and review their responsibilities.

Prompt/ Reinforce: Teacher explains or have Team leader review the student routines for using strategies in teams.

Days 1-4What teacher does What the Students Do•Monitor the teams as they discuss their strategy use and team talk questions•Guide their thinking with additional questions or comments•Assign cooperation points as merited

• The students discuss strategy use •Review their answers for the Team Talk questions and write answers where indicated

Team Discussion for ExpositoryDay 1

Prompt/Reinforce: Teacher randomly assigns Team leaders and review their responsibilities

Prompt/ Reinforce: Teacher explains or have Team leader review the student routines for using strategies in teams

Days 1-4

What teacher does What the Students Do•Monitor the teams as they discuss information for Idea tree, their strategy use and team talk questions•Guide their thinking with additional questions or comments•Assign cooperation points as merited

• Students discuss the main idea and supporting details they write in their journals•The students discuss strategy use •Review their answers for the Team Talk questions and write answers where indicated

Class DiscussionTPS

What do you think is the importance of the Class

Discussion?

Class Discussion

Class discussion is a whole-class, teacher led

discussion that serves as a follow-up to Team

Discussion.

Class Discussion

The teacher reinforces and rewards effective thinking,

discussion, and team cooperation at this time.

Class Discussion

After discussing the students’ strategy use and answer to Team

Talk questions, the teacher extends the discussion with a

though-provoking question known as the Team Talk Extender.

Class DiscussionPurpose?

Provides the teacher with additional opportunities to teach, model, prompt, and reinforce skills (i.e. CFU for

mastery of skill).

Class DiscussionPurpose? ..continued

In the 4 day cycle, the teacher ends Class discussion by posing the Team Talk Extender to the

class. This extends the students’ thinking about the passage that

they read and discussed that day.

Class DiscussionComponents

Announce the start of the activity

Class DiscussionComponents

Use numbered heads to have individuals share:• Successful strategy use• Unsuccessful strategy use• Answer to Team Talk questions. If other

teams have additional or different thought, ask them to raise their hands. Use Numbered Heads again to call on one of these individuals.

Class DiscussionComponents

• Extend class discussion of the text by asking the Team Talk Extender

Team PracticeTPS

What do you think is the importance of Team Practice?

Team PracticeStudent led processStudents work with partners/teamsTeacher monitors & reinforces student workProvides additional practice with vocabularyProvides opportunity to practice fluency and give/get

feedbackApprox. 10 minutes (9:45-9:55)

Vocabulary PracticeThree formats (cloze, multiple choice, meaningful

sentences)

Format stays the same across all four days, as well as on the test.

Activities and directions are in the Teacher Procedures/Student Routines pages.

Cloze Practice RoutineIndividually: Number papers for the number

of blanks in the activity, read the sentences, and pick the word that best completes each sentence.

Teams: Take turns reading each sentence of the passage with the missing word filled in. Tell teammates a clue that helped you find the answer. If there is a disagreement, discuss it until every team member agrees.

Partners: Quiz your partner on the meanings of the words that he/she missed.

Vocabulary – Cloze Practice

Multiple Choice PracticeIndividually: Number papers for the number

of blanks in the activity, read the sentences, and pick the word that means the same or almost the same as the underlined word. Write answers in journal.

Teams: Take turns reading each sentence of the passage. Tell the definition you picked, and a clue that helped you find the answer. If there is a disagreement, discuss it until every team member agrees.

Partners: Quiz your partner on the meanings of the words that he/she missed.

Multiple Choice Practice

Meaningful Sentence PracticeDivide the vocabulary list evenly with your

partner so each of you has your own list of words. You and your partner must have different words.

Chose a new vocabulary word from your list each day to use in a meaningful sentence.

Use an organizer to plan your M.S. and write a first draft.

Share draft with your partner, and provide feedback for his/her sentence.

Revise your sentence based on you partner’s feedback.

Meaningful Sentence Practice

2nd grade example

Fluency – Teacher RoutineIntroduce and post fluency rubric.Define each criterion (smoothness, accuracy,

expression)Demonstrate fluency with teacher read aloud.Demonstrate a lack of fluency by rereading a

passage several times without each criterion from the rubric (i.e. not smooth, not accurate, no expression)

Have students score teacher and justify the score using the criteria from the rubric.

Fluency Introduce the concept of rate for your grade

level (appropriate speed), but students should know it is not a race.

Students tally or count on fingers the number of mistakes heard.

Total word read – errors =word correct per minute (wcpm)

Students will practice reading fluently to partners. After Day 1, they may also be asked to read to teacher.

Post page number on board, and time class for one minute.

Partners share feedback based on rubric and/or WCPM.

Partners switch roles, and repeat the process.

Teacher

Word Errors-Skips a word

-Mispronounces a word

-Has word read by listener