Structuring a Content Area Reading/Thinking Lesson

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Structuring a Content Area Reading/Thinking Lesson

• EDC448
• Dr. Julie Coiro

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Take one of each handout and complete Entrance
Ticket (5 mins)

• Two ineffective ways to introduce challenging
  texts/concepts to students
• Two effective instructional techniques to
  introduce challenging texts/concepts to students
  
• ON BACK What is the topic of your lesson plan? A
  possible text??

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Objectives from Last Class

• Observe a think-aloud discussion about
  challenging text (modeling and gradually
  releasing responsibility to students)
• Practice modeling how you think (the
  assumptions you have, the automatic things you
  do) while solving challenging reading tasks in
  your discipline
• Homework View, integrate, reflect, and apply
  your thoughts across multiple sources focused on
  the value of text discussions for fostering
  content area learning

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Todays Learning Objectives

• Check in Work expectationsDiverse Text
  Assignment?? (10/21) Text for anticipation guide
  (an issue/hard concepts) (9/28)
• Connect the main components of a good content
  literacy lesson (before, during, and after) to
  your lesson plan assignment
• Begin planning your lesson using Backwards Design
  principles
• Identify the differences between knowing,
  understanding and doing as learning objectives

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Frontloading Key to Comprehension Success (Buehl
Ch. 2)

• Review Entrance Tickets
• Note Beuhls chart on p. 20 (great instructional
  ideas for your lesson plans dont reinvent the
  wheel!)
• Frontloading (before reading)
• Guiding Comprehension (during reading)
• Consolidating Understanding (after reading)
• Note connections to Three-Part Learning Framework
  Graphic Organizer in Handout

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Understanding the Main Components of Your Lesson
Plan Assignment(Do you have a topic, text, and
lesson objective in mind??)STOP AND JOT!
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Consider content AND thinking processes involved
in understanding that topic/objective
MAKE CONNECTIONS
SUMMARIZE
DETERMINE IMPORTANT IDEAS
MONITOR AND CLARIFY
INFER PREDICT
ASK QUESTIONS
VISUALIZE
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Promote Strategy Use and Independence by
Gradually Releasing Responsibility
Model, think-aloud, and SCAFFOLD your strategy
support note Beuhls three phases of instruction
in Ch. 2
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Elements of Your Content Literacy Lesson Plan
Assignment

• Context of the Lesson
• Objectives and Standards
• Opportunities to Learn
• Instructional Procedures (pre, during, and post)
• Assessment
• Reflection

Connect these pieces to the Three-Part Learning
Framework (remember Inspiration outline?) and
Buehls three parts (1) Frontloading learning,
(2) guiding comprehension, and (3) consolidating
learning
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(No Transcript)
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Lesson Plan Pieces to Hand In (Refer to your
checklist!)

• Typed plan in lesson plan template (download from
  the wikispace)
• Hard copy of your 2 texts with relevant
  think-aloud notes on text or stickies (mark up
  your text explicit commentary of your thoughts
  about the strategy you are modeling)
• Graphic organizer with title directions
• Assessment task with finished example
• Your completed points sheet with questions
• Your final reflection (after taught)

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Working Backwardsto design a good lesson
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Designing An Educational Trip to France

• Grant opportunity for students to learn more
  about culture, geography, history, and language
  by visiting Paris for 2 weeks.
• Group 1 List the educational activities you will
  plan for students.
• Group 2 List what you hope students will
  understand and be able to do when they return
  from their trip.

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Learning Objectives for Paris Trip

• Educational Activities
• What will students understand/be able to do?

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Why Backwards Design? (Wiggins McTighe, 2005)

• Start with the end in mind
• Twin-sins of traditional lesson design
• Coverage marching through the text and/or
  curriculum to cover as many facts as possible
  related to your learning objective(s) without
  understanding how the facts fit together
• Hands-on without being minds-on engaging
  experiences that lead only accidentally, if at
  all, to understanding achievement (Sowhy are
  you doing that??)

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What does it mean to UNDERSTAND?
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Understanding by Design

• To understand
• To wisely and effectively USE what we know in a
  certain context
• To APPLY knowledge skill effectively in a new
  context (near and far transfer)
• What are your desired results?
• Start your lesson design with these resultsnot
  with your instructional methods and activities
• Communicate your desired results as explicit
  performance goals (objectives TSWBAT)

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Understanding by Design(Backwardsstart with
desired results)

• 1. Identify desired results
• What should students know, understand, and be
  able to do? How does this connect with your
  standards?
• 2. Determine acceptable evidence
• How will you know if students have achieved the
  desired results? What will you accept as
  evidence of proficiency?
• 3. Plan learning experiences and instruction
• What are the most appropriate instructional
  activities that students will need to equip them
  with the needed knowledge and skills?

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Understanding by Design(Backwardsstart with
desired results)

• 1. Identify desired results
• What should students know, understand, and be
  able to do?
• How does this connect with your standards?
• Write your learning objectives in terms of
• What you want students to KNOW
• What you want them to UNDERSTAND
• What should they be able to DO
• by the end of your lesson
• Whats the difference????

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Know, Understand, and Do

• Know (facts, dates, definitions, rules, people,
  places)
• Understand (big ideas, principles,
  generalizations, rules, the point of the
  discipline or topic)
• Be Able to Do (a verb think, plan, monitor,
  describe, explain, summarize, show, infer,
  compare, analyze, reflect, apply, visualize)

UNDERSTAND
KNOW
BE ABLE TO DO
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Writing Learning Objectives for your Lesson
Plans
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Three Criteria for a Learning Objective

• Clear
• Usually just one sentence
• Precise
• Precise verbs that reflect the thinking your
  students will be DOING
• Set a context (Given After Before)
• Measurable
• How will you measure the quality (age or
  criteria met)
• Start with the top level and work backwards
  through average and below average

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Writing Learning Objectives

• Given _____, students will _____ (verb and
  specifics) with (measurable) ____ accuracy or
  to a certain level
• Content What will students know or understand
  and how will they do that?
• Reading Process How will students
  think/interact/engage with this content material?
  
• (see RI Reading and/or Writing GLEs)

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Link DOING (reading/thinking) objectives to the
content you want your students to KNOW

• The student will be able to DO
• Set a purpose for reading
• Predict and confirm
• Summarize the key words
• Monitor their understanding of
• Ask questions/reflect
• Show the relationship between concepts
• Make inferences and support with evidence
• Draw conclusions
• Make connections between
• Visualize

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Some examples - English

• CONTENT Given a set of quotes, students will
  write a dialogue poem with high-level descriptive
  verbs to relate to the main character in Speak.
• READING/THINKING Given a graphic organizer,
  students will make inferences and connections
  from their quote set to examine the advantages
  and disadvantages of being an outcast in society.
  

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Example - Math

• CONTENT Students will solve for a single
  variable involving two-step equations to 85
  accuracy.
• READING/THINKING PROCESS Students will recognize
  key phrases that correspond to an equation and
  formulate the correct equation from a given word
  problem involving a two-step equation to 85
  accuracy.

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Example - History

• CONTENT Students will summarize the main points
  to two sides of the argument about whether or not
  Japanese American internment camps were
  necessary.
• READING/THINKING Students will write an essay
  that compares and contrasts the prisoners views
  and the governments views of the internment
  camps.

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Example - Science

• CONTENT Given a graphic organizer, students will
  identify three differences between human and
  marine animal sound reception and three
  structures used by marine animals for sound
  reception with 80 accuracy.
• READING/THINKING Given graphic organizers and a
  guided note outline, students will organize main
  concepts on sound reception in Ch. 6, while
  identifying supporting ideas and identifying
  relationships between different anatomical sound
  receptors in marine animals with 80 accuracy.

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Example Foreign Language

• CONTENT Students will work collaboratively to
  create a French menu that shows their
  understanding of the French culture, new
  vocabulary, and creativity.
• READING/THINKING Given a sample restaurant
  dialogue in a French restaurant, students will
  interpret the meaning of key vocabulary in
  context and categorize the term as either food,
  verbs you would use in a restaurant, or items you
  would find in a restaurant.

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Todays Learning Objectives

• Review the lesson planning resources in your
  Strategy Guides text
• Connect the main components of a good content
  literacy lesson to your lesson plan assignment
• Begin planning your lesson using Backwards Design
  principles
• Craft a learning objective about reading in your
  content area that is clear, precise, and
  measurable

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Homework SKIM, note, organize key ideas
Short Fitzsimmons (2007).
Double the Work Challenges and Solutions