Setting the Context Equity, Excellence and High Expectations

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Setting the ContextEquity, Excellence and High
Expectations

• Equity , Race, Anti-harassment
• Do we have learning environments that honor and
  connect with all students
• We have
• Analyzed data
• Defined equitable opportunities
• Developed plans to ensure equitable opportunities
  
• Implemented plans to eliminate the Achievement
  Gap
• Studied Pauline Gibbons work to support ELLs and
  SELs with scaffolding listening, speaking,
  reading and writing

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• Welcome
• Good Morning!

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• But we still have students failing, specifically
  our Hispanic/Latino, African-American and
  students with disabilities.

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• Students are still teased and not safe
  especially our LGBQT students.

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• Our challenge is to address all students and
  especially students who are teased, lonely or sad
  due to their lack of connectedness to the school
  environment.
• What might we do to have a learning environment
  that honors and connects with all students?

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Instructional Read Aloud/ A Think Aloud
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Comprehension Strategies

• Making connections to text
• Retrieving prior knowledge
• Predicting

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This is a book about a fish named Big Al
By Andrew Clements Yoshi
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Write- Pair- Share

• Think of a time when you have been
• Rejected and/or perceived as someone you are not
• Discriminated against
• Think of a student you have known who felt like
  Big Al.
• What was the circumstance?

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Write- Pair- Share

• Turn to your elbow partner and share
• Partner is to listen
• Partner summarizes what was said then adds their
  perspective on the topic

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Write-Pair-Share

• Think of a time you had to do something or be
  someone you are not in order to be liked or to
  fit in. Do we have students who must do this?
• Turn to your other elbow partner and share
• Partner is to listen
• Partner summarizes what was said then adds their
  perspective on the topic.

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Predictions

• What might happen next in the story?
• Turn to your elbow partner and share
• Partner is to listen
• Partner summarizes what was said then adds their
  scenario to the story

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At your table discuss the

• What intentional and explicit reading strategies
  did you observe in the Instructional Read Aloud?
• During the Instructional Read Aloud what Gibbons
  strategies did you observe?
• Did you observe?
• The Instructional Read Aloud was prepared in
  advance for a fluent read
• The purpose for the Instructional Read Aloud was
  clear
• Engagement in the text
• Talk was organized and non negotiable
• Pauline Gibbons Strategies for listening,
  speaking, reading and writing were intentional
  and explicit during the Instructional Read Aloud