Welcome to

LCRT 6910 & 6911

SEMINAR #4

Seminar #4: Oct. 29

AGENDA

Coaching & Learning Conversations: What focus will you ask or have you asked the observer/coaches to take in your class? Insights gained from being coached & coaching.

RTI: Quality core instruction and supplemental interventions

LRA assignment: What lesson will you use or have you used?

Choice Book group interactions

DUE: Completed Reader Response form (Fisher & Frey ch 3-4, pp. 29-74)

The

observing/coaching

experience

What specific focus have you asked the

observer/coaches to take in your class?

Insights gained from being coached & coaching?

How are you using these insights? What changes

or fine-tuning are you putting into place?

Discuss

Respond

Lesson Report & Analysis

What lesson will you use? How will you plan for quality core instruction? How will you

make this professional learning experience meaningful for yourself?

LRA

assignment What is the background of the lesson? Where does the lesson “fit” in the curriculum & for the needs of the learner? Who are the learners involved in the lesson? (e.g., grade level; number of students in lesson; current reading, writing or language needs, etc.);

What is the assessment data & rationale for this lesson? Provide meaningful reasons for learning – from the student’s viewpoint & ways to make learning authentic and engaging for students.

What are the goals? Link the goals to students’ needs as identified from the assessment data; Clarify what learners will learn; What evidence will you will use to determine the learner’s success at meeting the goals?

List materials & resources: (1) used by the teacher for lesson &resources that ground teacher’s rationale; (2) used by students during the lesson with attention to learner interests & cultural backgrounds & technology exposure. Include citations in text and in reference list.

LRA: What happened?

Describe the decisions related to instructional planning: In what ways did the assessment data influence your decision to teach this

lesson? Why did you select this particular literacy focus? Why this content

focus? Why these students? How will you know learning occurred?

Describe the actual implementation of the lesson: How did

you introduce the lesson? What background knowledge did you augment?

What did you say? How did students react? What did they say & ask?

Analyze your decisions & observations regarding student

learning: Explain what decisions you made during the lesson & why you

made them. Reflect on your own role as teacher as well as student

learning. Discuss if & to what extent the learning goals were met. What

evidence did you gather of students’ meeting the learning goals?

What might you do differently if you were to teach this

lesson again? Is there 1 “meaty” decision you might revise in the

future relevant to students’ literacy and/or language learning.

Lesson Report & Analysis

Your questions?

Making connections with

RTI and the work you do

RTI: What spoke to YOU?

“Johnson describes approaches to RTI in terms of their primary emphasis on either measurement or responsiveness.” (Lipson et al, p. 4, 3rd paragraph)

“Proponents of a measurement approach [to RTI] favor standard intervention packages, preferably scripted, to increase the standardization. This type of approach implies that an intervention effective on average in one setting will be effective with each new student in any new setting if implemented with fidelity & increasing intensity. If the intervention is not successful, the student is the likely source of the problem…” (Lipson et al, p. 4-5, last & 1st

paragraph)

“RTI is not a model to be imposed on schools but rather a framework to help schools identify & support students before the difficulties they encounter with language & literacy become more serious.” (Lipson et al, p. 6)

RTI: What spoke to you?

Quality core instruction

“The first principle [instruction as #1 of the IRA

6 principles]…stresses that a successful RTI

process begins with the highest quality

classroom core instruction, that is instruction

that encompasses language & literacy as part

of a coherent curriculum…”

(Lipson et al, p. 13, 1st paragraph)

What is involved in

quality core instruction?

Break

Quality core instruction: What’s

involved? What is the purpose: What are

the reasons behind the lesson?

Goals

What are the content goals?

Teacher pinpoints these with a grounding in the curriculum

What are the language goals? How do YOU address them?

vocabulary

language structures common to the content or text

language functions such as posing Qs or summarizing or justifying…

Quality core instruction: What’s

involved? What is the purpose: What are

the reasons behind the lesson?

Teacher Modeling “how to” & “when to use”….

Comprehension strategies

Word solving: Figuring out word meanings);

Text structures: Narratives use story grammar [setting, plot,

character, etc.];

Text structures: Informational texts [internal structures such

as problem/solution, compare-contrast, descriptive, etc.];

Text features such as, tables/figures, bold print, captions,

headings, etc.

RTI: Quality core instruction

& supplemental interventions

Teacher Modeling “how to” & “when to use”….

Guided instruction: GRR & facilitating student thinking using

cues, comprehension checks, questions, etc…… gradually handing

over responsibility to learner for learning;

Group learning experiences: In path of GRR, students

collaborate with classmates in learning process & provides peer

support;

Independent learning: Are your students ready or is this

handed to them prematurely? Independent learning experiences

should support the learner toward success & building confidence.

What is the learners’ response to the instruction?

Quality core instruction

&

the LRA

Consider “quality core instruction” as presented by Fisher & Frey and the Lesson Report & Analysis assignment.

What common-ground do you observe between these two frameworks for viewing instruction?

SUPPLEMENTAL

INSTRUCTION

and

INTERVENTIONS

“Supplemental instruction is much like the

medication that doctors order; The prescription

comes only after a careful analysis of the

symptoms and the patient’s history”

(Fisher & Frey, p. 51).

SUPPLEMENTAL INSTRUCTION

& INTERVENTIONS

What are ways to provide supplemental instruction?

What are ways to provide supplemental interventions (Tier 2)?

What do you observe being used at the school where you teach to provide (a) supplemental instruction; and (b) supplemental interventions?

Peruse pp. 53-73 & note the suggested supplemental interventions AND those interventions used in your context.

Tier 2 Interventions: What might these

look like? How might these vary?

Varying Group size

Increasing intensity through time

Increasing intensity through assessment

Increasing intensity through teacher-student time (expertise)

Tutorials

Time accommodations

Size accommodations (differentiate amount of items to be completed)

Input accommodations (differentiate delivery or format)

Output accommodations (differentiate demonstration of learning)

Level of support (L1 support while learning L2)

Choice Book

Groups Meet

Choice Book Groups 2 books, shared themes…

The daily 5

Michael S. (PK-2)

Jennifer W. (PK-2)

Kim M. (PK-2)

The Continuum of Literacy Learning:

Katie C. (Kindergarten)

Mechanically inclined

Laura D. (7th grade)

Nicole P. (8th to about 10th grade)

Lynn S. (9th & 12th grade)

2 books; shared themes & goals……

The daily 5.

Kerri V. (3rd grade)

Interactive think-aloud lessons

Hillary T. (3rd grade)

Content Area Strategies at WorkApril L. (middle school)

Joey M. (8th grade social studies)

A resource for teaching ELLs, K-5.

Meredith M. (primary & intermediate)

Kristin W. (2nd grade)

Kelley L. (K-1)

2 books; shared themes….

Marvelous minilessons (Intermediate)

Lyndsey D. (4th grade)

Rachel B.

Mona Q. (5th grade)

2 books; shared themes….

What really matters in vocabulary:

Kara W. (5th grade)

Creating strategic readers:

Becky H. (3rd grade)

When Readers Struggle:

Elizabeth R. (3rd grade)

Marvelous minilessons (K-2)

Katie Corson (Kindergarten)

Kristin Mah (Pre-K)

Choice Book Groups Meet

What concepts presented in the book have influenced your thinking & your work?

In what ways has the book content provided support for the 3 literacy goals you identified?

What ideas/suggestions have your tried out in your classroom? Outcomes? Student response?

Make a plan: What pages will the group have read & tried out by Seminar 5 on Nov. 12th?

Notetaker: Send book title, member names & informal responses to bulleted prompts to Sherry via email by Nov. 5th

Looking ahead Week of Nov. 12th SEMINAR 4

Between now & then, continue observations/coachings, your plans to video-tape lesson to share in Nov. 12th Seminar 5.

Starting Mon, Nov. 5th, look for coaching form” & complete for Seminar 5 (Nov. 12th) for small coaching group (coaching form available on ecollege in Tab “Seminar 5”)

Before you leave tonight:

Submit Reader Response form & Obs/Coaching Template – if you have been observed/coached

What is due when? Nov. 12th DUE: Ten (10) minute video clip of an

excerpt from a literacy-based lesson you have implemented in your classroom context- and -coaching form” for small coaching group (coaching form available on ecollege in Tab “Seminar 5”)

Nov. 25th DUE: Submit an email message to with 3 preferences of Choice Book titles you would like to learn more about during Seminar 6.

NOV. 26th DUE: Choice Book group’s overview & one-page handout (23 copies of handout) – AND -Paper copy of completed Lesson Report & Analysis (LRA)

Your individual

questions