English strategic teaching

Strategic Teaching framework

Reflection

1) What are 3 teaching techniques/strategiesthat you or someone you know use(s) in theclassroom?1.2.3.

2) What teaching strategy do you use most often? _____________________Explain:

3) What are three factors should teachers consider when deciding what strategy to use?Justify each response— explain WHY.1.2.3.

4) What might happen if teachers expanded the number of teaching strategies that they used in their classrooms?

Objectives

o Introduction to learning style model: the Strategic Teaching framework

o The effective use of research‐based teaching strategies can raise achievement, increase motivation, and help students develop the skills that they need to succeed on state assessment tests and in the world outside of the classroom.

o Class planning using Strategic Teaching methods.

WHAT IS A STRATEGY? WHY DO WE NEED STRATEGIES IN THE CLASSROOM?

Research Observations:(Learning, 2005) • Classrooms in which students were either writing or using

rubrics: 0 % • Classrooms in which there was evidence of higher‐order thinking:

3% • Classrooms in which high‐yield strategies were being used: 0.2% • Classrooms in which there was evidence of a clear learning

objective: 4 % • Classrooms in which fewer than one‐half of students were paying

attention: 85 % • Classrooms in which students were using worksheets (a bad

sign): 52% • Classrooms in which non‐instructional activities were occurring:

35%

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The research findings that were summarized make it clear that the ‘teach, test, and hope for the best’ approach is not working. In order to fix the problems that plague our classrooms, teachers need strategies—strategies that they can use to promote higher‐order thinking, spark student interest, clarify learning objectives, incorporate writing and assessment tasks, and actively involve students in the learning process.

What Is Strategic Teaching?

Strategic Teaching IS: best practices designed to increase student

achievement in ALL content classes. for all students regardless of their reading

abilities. part of every lesson, every day. based on scientific research about adolescent

learning.

5 Components of a Strategic Lesson

1. One or more daily outcome(s) based on state standards

2. Two everyday instructional practices: chunking (breaking text, lectures, video, etc. into small, manageable pieces) and student discussion of concepts

3. Three parts to a purposeful lesson structure: using connected BEFORE, DURING, and AFTER literacy strategies

4. Four steps to explicit instruction: “I Do”, “We Do”, “Y’all Do”, and “You Do”

5. Five components of active literacy: read, write, talk, listen, and investigate.

Strategic Teaching Defined…

o Strategic teaching is the process of using a variety of literacy strategies.

It maximizes the understanding and retention of content material.

It incorporates before, during, and after reading strategies.

It incorporates a variety of vocabulary development and writing strategies.

The strategies a teacher chooses will depend on the purpose of the lesson and the nature of the material being studied.

Why is Strategic Teaching Necessary?

• The student performance drops off in the middle

school and high school years (International Reading

Association and National Middle School Association, 2002).

• Research has shown that many children who read

at grade level in grade 3 will not automatically become

proficient comprehenders in later grades. Therefore,

teachers must teach comprehension explicitly, beginning in

the primary grades and continuing through high school

(RAND Reading Study Group, 2002).

It benefits ALL of our students.

Struggling Readers

Striving Readers

Expanding Readers

The Strategic Teacher

The strategic teacher plans lessons with the outcome in mind. The outcomes of strategic lessons move the students toward mastery of content standards.

The strategic teacher plans and facilitates engaging lessons. Students in strategic classrooms have the opportunity to talk, listen, read, write, and investigate everyday while actively involved in the learning process.

The strategic teacher builds assessment into every lesson. The lesson contains elements that allow the teacher to know which students have and have not met the stated outcome(s).

Connection to Comprehension

The following six strategies appear to have a firm scientific basis for improving text comprehension. These findings are from Put Reading First: The Research Building Blocks for Teaching Children to Read, 2001.

Monitoring comprehension Using graphic and semantic organizers Answering questions Generating questions Recognizing text structure Summarizing

The following strategies have received some support from the research.

Making use of prior knowledge Using mental imagery

Before Reading Strategies

• activate background knowledge

• establish a purpose for reading

• generate questions

• make predictions about text

• encounter new vocabulary

• connect writing to reading

During Reading Strategies

engage with the text

use cognitive process

verify and reformulate predictions

integrate new information with prior knowledge

self-monitor comprehension

construct graphic organizers

summarize text

After Reading Strategies

• reflect on what they read

• evaluate predictions

• examine questions that guided reading

• respond to text through discussion

• respond to text through writing

• retell or summarize

Strategic Teaching Involves Purposeful Planning- Make before, during, and after

literacy connections by choosing strategies depending on the purpose of the lesson, student’s needs, and the nature of the material being studied.

Multiple Strategies - Incorporate strategies that support various learning styles and preferences.

Connected Strategies – Incorporate before, during, and after reading strategies that include a variety of vocabulary development and writing strategies.

Explicit Instruction – Maximize the understanding and retention of content material through direct explanation, modeling, guided practice, and independent application. (I do, we do, you do.)

Strategic Teaching Should Include…

The Five Literacy's in Every Lesson

Reading

Writing

Talking

Listening

Investigating

Strategic Lesson ExampleTopic: Survival Course of Study

Objectives: N/ALesson Objectives: to use comprehension skills

Before ReadingOutcome: activate prior knowledge and build vocabulary.Strategy: Interview and response

Teacher Activity: Teacher will model the interview and response strategy .

Student Activity: Students will interview three people with the question: What does survival mean to you? Write responses on note card. Then turn note card over and write a statement that includes interviews as well as personal response.

During ReadingOutcome: Students focus on skills needed as one reads.Strategy: Grand Conversations

Teacher Activity:The teacher reads aloud article (Hiker Resorts to Self-Amputation) encouraging students to use cards.

Student Activity: Respond to the reading with Wonder, Notice, Prior Knowledge, or Spark card.

After ReadingOutcome: To reflect on article and respond to the reading through writing. Strategy: Reflection Circle

Teacher Activity:Model the use of the reflection circle graphic organizer (Venn diagram)

Student Activity: Respond to each phase of the circle about how this man’s survival affected him, his family, his community, and other hikers.

Wonder, Notice, Prior Knowledge, or Spark card

oGrand Conversations Strategy

Grand conversations are discussions held by the entire class community. This strategy allows for dialogue among students that is student directed and each one has the opportunity to critique, debate and extend upon each other’s ideas.

oObjectives -To provide a skillful strategy to students that helps them focus on comprehending and thinking as they read. To develop deeper understanding.


Procedure:

1. Hand out the think aloud cards to students and a reading passage such as an article, a text or a novel.

2. The teacher or a fluent reader from the class reads aloud. As the reading takes place, the students are directed to use the cards as follows:

W – “I Wonder” card- use when you have a question about what is being read or “wonder” about the information.

N – “I Notice” card – use when you notice something interesting about the text or pictures, any connections or incongruence’s.

P – “Prior Knowledge” card – use when you have any prior knowledge to share about the topic.

S – “Spark” card – use when someone else says something that makes you think of something else related to the text. This can only be used during a discussion.


3. As each student uses a card, the card is turned over. All students must use their cards before starting over.

4. When all students have used their cards, turn them back to front and start the process over.


N S

WP


Venn Diagram

Literacy Strategies to Promote Students Engagement

Quick Write

Purposes: (1) introduce a concept and connect this concept with prior knowledge or experiences and (2) allow students to discuss and learn from each other

Procedure:1. Introduce a single word or phrase to the class.

2. Students copy the concept on index cards.

3. Students are given two minutes to write whatever comes to their minds relative to the concept. They may write freely using single words, phrases, sentences, etc.

4. After time is called, students may volunteer to share their thoughts on the subject.

Exit SlipsPurpose: (1) reflect on content of lessonThe exit-slip strategy requires students to write responses to questions you pose at the end of class. Exit slips help students reflect on what they have learned and express what or how they are thinking about the new information. Exit slips easily incorporate writing into your content area classroom and require students to think critically.(Fisher & Frey, 2004)


Say SomethingPurposes: (1) make connections with texts during reading and (2) enhance comprehension of written material through short readings and oral discussions

Procedure:1. Choose a text for the students to read and have them work in pairs.

2. Designate a stopping point for reading.

3. Have students read to the stopping point and then “say something” about the text to their partners.

4. Repeat steps 2 and 3 until they finish reading the text.


Purposes: (1) activate prior knowledge about a major topic and (2) allow students to build background knowledge about a topic through discussion with other students Procedure: 1. Present the topic of the brainstorm to the students. 2. Students list all the letters of the alphabet down a sheet of paper, leaving room beside each letter to write out the rest of a word or phrase. 3. Students work individually thinking of as many words as they can that are associated with the topic and write the words beside the appropriate letters. 4. After a few minutes, let the students pair up or work in small groups to fill in blank letters they have not yet completed. 5. Allow students to share with the entire class possible terms for the different letters of the alphabet.


ABC Brainstorm


Carousel Brainstorm Purposes: This strategy can fit almost any purpose developed

Procedure:

1. Teacher determines what topics will be placed on chart paper.

2. Chart paper is placed on walls around the room.

3. Teacher places students into groups of four.

4. Students begin at a designated chart.

5. They read the prompt, discuss with group, and respond directly on the chart.

6. After an allotted amount of time, students rotate to next chart.

7. Students read next prompt and previous recordings, and then record any new discoveries or discussion points.

8. Continue until each group has responded to each prompt.

9. Teacher shares information from charts and conversations heard while responding.


Anticipation Guide

Purposes: (1) set purposes for reading texts, (2) activate prior knowledge, and (3) help make connections with the text

Procedure:

1. Analyze material to be read. Select major ideas with which students will interact.

2. Write the ideas in short, clear declarative statements with some of the statements being true and some of the statements being false.

3. Put statements in a format that will elicit anticipation and prediction.

4. Discuss students’ anticipations and predictions before they read the text.

5. Students read the text to confirm or disconfirm their original responses. After reading, students revisit their predictions and modify, if necessary


Five Word Prediction

Purposes: (1) encourage students to make predictions about text, (2) activate prior knowledge, (3) set purposes for reading, and (4) introduce new vocabulary

Procedure:

1. Select five key vocabulary words from the text that students are about to read.

2. List the words in order on the chalkboard.

3. Clarify the meaning of any unfamiliar words.

4. Ask students to write a paragraph predicting the theme of the lesson using all of the words in the paragraph.

5. Allow volunteers to share their predictions.

6. After completing the lesson, ask the students to use the same words to write a summary paragraph.

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English strategic teaching