Welcome

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Welcome.

• Please pick a cube(you know what to do)
• Record RICA questions on the chart up front.

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• TEP 161B Winter 2006
• Teaching and Reflecting on a Reading
  Comprehension Lesson Sequence
• Lesson Planning for Nonfiction
• Read-Aloud Lesson
• Due March 20, 2006
• Part One
• Select a text related to interests of students or
  to the content areas you are studying (Umbrella
  Topics in Math, Science, Social Studies,
  Literature).
• Select a nonfiction text reading strategy to
  teach. Consult grade-level standards and your
  cooperating teacher for this selection. Choices
  include (see Harvey and Goudvis)
• Activating/building background knowledge
• Making connections
• Questioning
• Drawing inferences
• Visualizing
• Determining important ideas
• Synthesizing information

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• Select an instructional activity to teach the
  reading strategy. Some of the activities
  described in the Harvey and Goudvis text include
• Connecting text to self, text to text, text to
  world
• Marking text
• Overviewing
• Identifying nonfiction features using shared text
  (big book, overhead)
• Distilling Important ideas from Interesting
  Details
• Reading and Inferring Answer to a Specific
  Question
• Many additional instructional activities are
  described in Strategies that Work.
• Write a brief introduction. Include annotated
  bibliographic information for the chosen text(s),
  what strategy you have chosen and the activity to
  teach this strategy. Explain the rationale for
  these choices.
• Part Two Design a sequence of two to three
  connected, consecutive lessons, using the lesson
  plan format. Before implementing the lessons in
  the classroom, be sure that your cooperating
  teacher and your supervisor have had a chance to
  review your lessons and give you feedback.
• Part Three Teach your lessons. Reflect daily
  on each lesson and adjust subsequent lessons
  based upon your reflection. In your reflection,
  include assessment evidence that indicates the
  learning objective was/was not met for that day.
  This reflective step may be handwritten and
  informal.
• Part Four Reflect on your lesson sequence.
  Provide assessment information to indicate the
  degree to which student achievement matched the
  learning objective(s). What ideas do you have
  for lessons to follow, based on this information?
  Provide rationale.

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Goals

• Revisit the types of reading and writing in the
  elementary language arts classroom
• Consider some organizational structures in which
  to teach reading and writing
• Examine the development of young writers
• ? Engage in group work to synthesize the goals of
  an effective language arts classroom

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Organizational Structures

• Reading Workshop
• purpose schedule
• mini lessons independent
  sharing work time process Role of
  T/S
• Writing Workshop
• Literature Circles
• choice temporary groups different
  books schedule
• notes topics come from students natural
  conversations
• roles (Discussion Director, Connector,
  Illustrator)
• teacher as facilitator observation/self-evaluat
  ion fun, playful
• readers share, new groups form

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Components of a Balanced Language Arts Program
Reading Writing
Read aloud Writing aloud/ Modeled Writing
Shared Reading Shared and Interactive Writing
Guided Reading Guided Writing
Independent Reading Independent Writing
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Modeled Writing
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Lesson Plan

• Objective
• 1.0 Writing Strategies 1.1 Group related ideas
  and maintain a consistent focus
• Goal
• Given a modeled writing mini lesson, students
  will attend to focus in their independent writing
  as measured by completed writing samples.
• Formative assessment
• Summative assessment
• Intro
• Procedure
• Closure

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Modeled Writing

• Examples
• Ms. Garcia writes a "morning message" about what
  will be happening that day in terms of
  activities. As she writes, she thinks aloud
  while correctly writing in front of the students.
• Ms. Washington writes on chart paper a personal
  experience "Yesterday I went to visit a zoo. I
  saw two adorable monkeys swing from tree to
  tree." She models for students one form of topic
  choice for writing in their journals.
• Mr. Brown models using a paragraph frame on an
  overhead or chart, to create his own written
  summary paragraph of a science text selection.
• Mr. Morgan uses a Newsweek essay, Inside the
  Classroom as a patterned essay. He utilizes a
  think aloud as he develops his own essay using
  key words and the author's structure as a pattern.

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• Non-examples
• 1. The teacher makes mistakes for students to
  find and correct. (i.e., DOL)
• 2. The teacher posts "daily news" on the
  chalkboard for students to read as they enter the
  classroom.
• 3. A group of students collaborate with the
  teacher on editing a class story.
• 4. The teacher presents a writing prompt or
  topic for students to respond.
• 5. Students develop and write their own
  conclusions to a story.
• 6. Students are required to look up and copy key
  vocabulary from a text selection.

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Steps

• Plan the lesson.
• Introduction.
• Write.
• Reread.
• 5. Help students connect with presented
  concepts.
• 6. Review concepts presented.
• 7. Connect to classroom contexts.

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Stages of Writing Development

• Scribble stage

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• Isolated letter stage

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• Transitional stage

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• Stylized sentence

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• Writing stage

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Order of Development

• Cut apart the writing samples.
• Put them in order by developmental stage.
• Discuss your reasoning. What is it that each
  child knows and can do?

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• good writing is about telling the truth. We
  are a species that needs and wants to understand
  who we are. Sheep lice do not seem to share this
  longing, which is one reason they write so very
  little. But we do. We have so much we want to
  say and figure out.
• p. 3, Bird by Bird
• Anne Lamont

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Group Synthesis

• Sign up for one of seven groups Chapters 3, 5,
  6, or 10 (Graves), K-2 Framework, 3 6
  Framework, online resources
• Five to seven minute interactive presentation
  (e.g., role play, game show, QA sample lesson,
  poster, PowerPoint presentation w/partner talk,
  ???) to facilitate note taking of
• main points
• connections to previous learning
• questions and/or controversies

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Next Time

• Teach the Fundamentals of Writing
• Read Graves Sign up to read one of the
  following chapters 7, 12, 13, 14 ELD/ELA
  Writing Strategies, Writing Applications and
  Written Language and Conventions standards K-2
  and 3-6
• Due
• Paragraph/section from childrens literature
  text (original text or Xeroxed copy) with hard
  copy of mini-lesson on conventions (see Action
  12.8, p. 207)
• Read and do Action 3.5 (write ONLY for 8-10
  minutesHANDWRITTEN
• Reading Comprehension Teaching Project

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Bibliography

• In the Middle by Nancy Atwell
• Writing Workshop The Essential Guide by Ralph
  Fletcher and Joann Portalupi
• What a Writer Needs by Ralph Fletcher
• Craft Lessons Teaching Writing K-8 by Ralph
  Fletcher and Joann Portalup
• Nonfiction Craft Lessons Teaching Information
  Writing K-8 by Joann Portalupi and Ralph Fletcher
• Literature Circles by Harvey Daniels
• Conversations by Regie Routman