1 bushnell way es lesson study grade 5 comprehension instruction 2nd read grade 5 comprehension...

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Bushnell Way ES Lesson Study

Bushnell Way ES Lesson Study

Grade 5 Comprehension Instruction2nd Read

Grade 5 Comprehension Instruction2nd Read

OverviewOverview

• Purpose • Norms• Agenda

• Purpose • Norms• Agenda

• “The ‘performance piece’ aspect of lesson study is the teaching of a lesson with students that is observed by other teachers. Surrounding this lesson is an intensive, collaborative effort by the study group to extract the best ideas in planning, reviewing, and revising the lesson. The entire process moves toward a broad goal or vision of education developed by the school or study group to enhance their students’ lives.”

Research for Better Schools www.rbs.org Volume 5 Number 2

Lesson StudyLesson Study

http://www.rbs.org/

http://www.rbs.org/

http://www.rbs.org/

• “The real ‘lesson’ of lesson study is not product, but process. It compels teachers to examine their own practice in depth, connects them with their students and their professional community, and inspires them to teach better every day.”

Research for Better Schools www.rbs.org Volume 5 Number 2

http://www.rbs.org/

http://www.rbs.org/

http://www.rbs.org/

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From isolation…

Defining Collaborative Learning

Collaborative LearningCollaborative Learning

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…to…

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…collaboration

Leadership/ Shared Responsibility

Leadership/ Shared Responsibility

“In a learning community, everyone is a leader,

everyone has a voice, and everyone shares

responsibility for success.”--Laura Lipton

“In a learning community, everyone is a leader,

everyone has a voice, and everyone shares

responsibility for success.”--Laura Lipton

Principles of LearningClear Expectations

Academic RigorAccountable TalkSocializing IntelligenceOrganize for EffortLearning as ApprenticeshipFair and Credible EvaluationsSelf-Management of LearningRecognition of Accomplishments

Principles of LearningPrinciples of Learning

California Standards for the Teaching ProfessionCalifornia Standards for the Teaching Profession

• What connections can you make between the CSTP and the Principles of Learning, collaborative learning & lesson study?

• What connections can you make between the CSTP and the Principles of Learning, collaborative learning & lesson study?

Academic Performance Index-Bushnell Way

Elementary

Academic Performance Index-Bushnell Way

ElementaryYear API Rank

State/Similar Schools

AYP

2004-2005 691 3/ 7 Yes

2005-2006 699 3/ 6 Yes

2006-2007 703 3/ 4 Yes

2007-2008 707 2/ 4 No (ELA)

2008-2009 727 2/3 No (ELA)

ComprehensionComprehensionRoses Roadblocks

Bushnell Way ESBushnell Way ES

0

10

20

30

40

50

60

70

80

90

100

% of students at level

Intensive 22 41 3 22 43 0 3 3Strategic 34 22 33 43 14 31 29 17Benchmark 43 36 64 34 43 69 67 79

Average Fluency Reading Comprehension Checking Skills Spelling Vocabulary Writing

(Applications)Writing

(Strategies)Writing

(Conventions)

0

10

20

30

40

50

60

70

80

90

100

% of students at level

Intensive 22 41 3 22 43 0 3 3Strategic 34 22 33 43 14 31 29 17Benchmark 43 36 64 34 43 69 67 79

Average Fluency Reading Comprehension Checking Skills Spelling Vocabulary Writing

(Applications)Writing

(Strategies)Writing

(Conventions)

Open Court Unit 3 Assessment Scores

2009-2010

Grade 5

Data AnalysisData Analysis• Look at your individual SOAR data• Who are the benchmark, strategic, and intensive

students in comprehension?• What can we do during whole group and small

group instruction to move students from intensive to strategic, and strategic to benchmark?

• Which students have made gains in Comprehension? Why?

• Look at your individual SOAR data• Who are the benchmark, strategic, and intensive

students in comprehension?• What can we do during whole group and small

group instruction to move students from intensive to strategic, and strategic to benchmark?

• Which students have made gains in Comprehension? Why?

Observation

• Evidence vs Opinion

Observation

• Evidence vs Opinion

Assign Observation RolesAssign Observation Roles• Orientation• Closure • Teacher Scripting• Time/Pacing• Student Engagement

• Discussion

• Inquiry Journal

• Orientation• Closure • Teacher Scripting• Time/Pacing• Student Engagement

• Discussion

• Inquiry Journal

CST BlueprintCST BlueprintCALIFORNIA CONTENT STANDARDS: READING

# of Items

%

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

20 31%

1.1 Decoding and Word Recognition: know and use complex word families when reading (e.g., -ight) to decode unfamiliar words

2

1.2 Decoding and Word Recognition: decode regular multisyllabic words 2

1.3 Decoding and Word Recognition: read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression

NA*

1.4 Vocabulary and Concept Development: use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words

4

1.5 Vocabulary and Concept Development: demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things)

2

1.6 Vocabulary and Concept Development: use sentence and word context to find the meaning of unknown words

4

1.7 Vocabulary and Concept Development: use a dictionary to learn the meaning and other features of unknown words

2

1.8 Vocabulary and Concept Development: use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words

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English-Language Arts Content Standards

English-Language Arts Content Standards

• Where in the Teacher’s Edition are the comprehension standards directly and indirectly taught?

• Where in the Teacher’s Edition are the comprehension standards directly and indirectly taught?

Released CST QuestionsReleased CST Questions• Correlate the

questions to the standards.

• How are the students tested on these standards?

• Highlight language that can be incorporated into instruction.

• Correlate the questions to the standards.

• How are the students tested on these standards?

• Highlight language that can be incorporated into instruction.

ARTICLEARTICLE

Steps to Building Comprehension

Steps to Building Comprehension

• Step 1 - Unit Opener

• Step 2 - Preparation for the Selection Reading

• Step 3 - Pre-Reading Discussion

• Step 4 - Reading the Selection

• Step 5 - Discussion using Handing-Off

• Step 6 - Record New Learning

• Step 1 - Unit Opener

• Step 2 - Preparation for the Selection Reading

• Step 3 - Pre-Reading Discussion

• Step 4 - Reading the Selection

• Step 5 - Discussion using Handing-Off

• Step 6 - Record New Learning

A Closer Look at ComprehensionWhat is the purpose of…

A Closer Look at ComprehensionWhat is the purpose of…

•Activating prior knowledge•Building Background•Clues, Problems and Wonderings•Selection Vocabulary•Comprehension Strategies•Comprehension Skills

•Activating prior knowledge•Building Background•Clues, Problems and Wonderings•Selection Vocabulary•Comprehension Strategies•Comprehension Skills

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Lesson Design StudyDay 2

Lesson Design StudyDay 2

Comprehension and Writing

Comprehension and Writing

Give One Get OneGive One Get One

• Name three key points you remember from yesterday in three separate boxes.

• Share your points with your colleagues and collect different ideas to fill your remaining squares.

• Name three key points you remember from yesterday in three separate boxes.

• Share your points with your colleagues and collect different ideas to fill your remaining squares.

Give One, Get One!!!

Name three key points you remember from yesterday in three separate boxes. Share your

points with your colleagues and collect different ideas to fill your remaining squares.

Framework for Lesson Design and Reflection

Framework for Lesson Design and Reflection

Handout #13

WHAT?

WHY?

HOW?WHO?

Standards Curriculum Teaching Models, Strategies, Methods

Theories of Learningand Teaching Knowledge of

LearnersEducational Philosophy

Learning StylesLearning Styles

• We must ensure ALL students learn.• Sometimes that means adjusting

the way we teach.• Study the Cultural Characteristics

and Implications for Instruction.• Discuss and give examples for

each.

• We must ensure ALL students learn.• Sometimes that means adjusting

the way we teach.• Study the Cultural Characteristics

and Implications for Instruction.• Discuss and give examples for

each.

Handouts #13a & b

Cognitive PlanningCognitive Planning

DEMODEMO

Debrief ProtocolDebrief Protocol

1. Teacher responds to the “Key Questions for Debriefing the Lesson”

2. Observers share observation evidence

3. Everyone shares “two stars and a wish” for the lesson (including the teacher)




Key Questions for Debriefing the Lesson

• Tell me what you thought of your lesson? Did you accomplish your objectives?

• Did the lesson unfold as you planned? Tell me what happened as planned and what changed?

• What components of Direct I nstruction were evi dent?

• What was the evidence that students were learning the

specific content of this lesson?

• How were the expectations for learning clearly communicated?

• How were the needs of the EL and SEL learners addressed during the lesson?

• We discussed that I wou ld observe evidence of

___________ during the lesson. Would you like for me to share that data with you?

• If you were to do this lesson again, how would you improve

your delivery?

Unit PlanningUnit Planning

• What are the Key Elements of your unit?

• Read the gold pages and sum up the key elements in 3-4 bullet points (teal pages for OCR 2002)

• These Key Elements are what you will reference throughout the unit and during each selection

• What are the Key Elements of your unit?

• Read the gold pages and sum up the key elements in 3-4 bullet points (teal pages for OCR 2002)

• These Key Elements are what you will reference throughout the unit and during each selection

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Lesson StudyDay 3

Lesson StudyDay 3

GoalGoal

• On an index card, write one personal goal for yourself today

• You will have an opportunity to reflect on your goal at the end of the day

• On an index card, write one personal goal for yourself today

• You will have an opportunity to reflect on your goal at the end of the day

Remember that we are looking for evidence, not opinion.

Remember that we are looking for evidence, not opinion.

Observation Evidence

Verbatim Scripting of the teacher or students.

• A non-evaluative statement of observed behavior.

Numeric Information about the time use, student participation, resource use, etc. • An observed aspect of the environment.

Evidence or O pinion?

Evidence Opinion

The students were we ll -behaved.

T. sa id , “W e use th ree stra teg ies to he lp us figure ou t unknown word mean ings.”

15 ou t o f 20 students were read ing a long with the teacher.

It was good tha t the teacher had a chart showi ng the vocabu la ry stra teg ies.

The students understood the lesson.

P roviding B alanced Feedback

B e aw are of balancing positive and negative feedback. P ositive feedback on its ow n allow s no room for im provem ent and negative feedback alone is discouragi ng.

Assign Observation RolesAssign Observation Roles

• Scripting the lesson• Teacher• Student

• Time/Pacing• Reference the Cards• Student Engagement

• Scripting the lesson• Teacher• Student

• Time/Pacing• Reference the Cards• Student Engagement

Debrief ProtocolDebrief Protocol







Key Questions for Debriefing the Lesson

• Tell me what you thought of your lesson? Did you accomplish your objectives?

• Did the lesson unfold as you planned? Tell me what happened as planned and what changed?

• What components of Direct I nstruction were evi dent?

• What was the evidence that students were learning the

specific content of this lesson?

• How were the expectations for learning clearly communicated?

• How were the needs of the EL and SEL learners addressed during the lesson?

• We discussed that I wou ld observe evidence of

___________ during the lesson. Would you like for me to share that data with you?

• If you were to do this lesson again, how would you improve

your delivery?

Schedulefor Lesson Study Day 3

Schedulefor Lesson Study Day 3

• 7:45-8:00 Opening and Reminders• 8:00-8:55

• Lesson 1• Debrief Lesson 1

• 9:00-10:00• Lesson 2• Debrief Lesson 2

• 10:00-10:20 Break• 10:25-11:25


• 11:30-12:30 Lunch• 12:350-1:35


• 7:45-8:00 Opening and Reminders• 8:00-8:55


• 9:00-10:00• Lesson 2• Debrief Lesson 2

• 10:00-10:20 Break• 10:25-11:25


• 11:30-12:30 Lunch• 12:350-1:35


Planning for IWTPlan lessons/activities that will support

the word knowledge lessons

Planning for IWTPlan lessons/activities that will support

the word knowledge lessons

• Plan extra teaching• Preteach the blending (small group)

• Reteach or extend the lesson (whole group or small group)

• Must Do and May Do activities (ex: sort word with the ow and ou_ spellings)

• Plan extra teaching• Preteach the blending (small group)

• Reteach or extend the lesson (whole group or small group)

• Must Do and May Do activities (ex: sort word with the ow and ou_ spellings)

Lesson Study Group Reflections

Lesson Study Group Reflections

• Is “lesson study” leading us to think in new ways about everyday practice?

• Is “lesson study” helping us to develop our knowledge of subject matter and of student learning and development?

• Is “lesson study” leading us to think in new ways about everyday practice?

• Is “lesson study” helping us to develop our knowledge of subject matter and of student learning and development?

GoalGoal• Read the goal you wrote for

yourself this morning.• Reflect on whether you met this

goal or are still working on it.

• Read the goal you wrote for yourself this morning.

• Reflect on whether you met this goal or are still working on it.

Lesson StudyReflection and Evaluation

Lesson StudyReflection and Evaluation

Union Lesson Study

June 2006

Reflection and Evaluation How has this staff development affected or how will it affect your. . .

1) Knowledge and reflection about your practice?

2) Preparation and instructional delivery?

3) Collaboration with your c olleagues? What are your thoughts and feeling about the Lesson Study ? (Please be specific, ex: format, content of training, delivery of training, etc.)

Positives Needs Improvement

Name (optional)______________________________________

1 bushnell way es lesson study grade 5 comprehension instruction 2nd read grade 5 comprehension...

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