literacy coaching for high impact instruction

Literacy Coaching for High Impact Instruction

So I have the Target on the board…….

Today we will focus on……

• Setting Clear Instructional Improvement Targets with Teachers• Planning for Teaching and Learning for Understanding• Unpacking the Standards• Congruent Planning

• High Leverage Instructional Practices• Effective Questions • Thinking Prompts

Table Jobs

• Supply Manager• Summarizer• Logistics•Director

What is the single most important factor in moving schools forward?• Having a Curriculum Map or Pacing Guide• Utilizing formative assessments effectively• Having a clear and concise instructional goal• Having a principal that is a learner as well as a leader

Michael Fullan , 2010

How does this support what we already do?

What will this practice replace?

Improving Student Learning Begins With…..

FOCUS

Let’s Get Focused

Does your CSIP impact instruction?

Developing a One Pager with Instructional Targets for Literacy• Clear, Simple, easily understood and doable• Clearly states the schools goals for instructional improvement that

describes critical teaching behaviors• May be more specific (Literacy Improvement, Math Improvement)• What will the teachers do and what will the students do in each

heading• May organize by Danielson Framework, Knight framework (Big 4) or

other

Sorting activity

• Color Code Strategies on the your CSIP in these four categories: • Pink=Instruction• Yellow= assessment for learning• Green= Climate/ Environment• Orange= Content Planning

Summarize your strategies on post its and sort into the above headings

What big themes do you see?

Sorting activity

• Pick one area. For Example, Instruction• What would the teachers do? • T will use DI practices: Leveled Passages, choice menus and Tiered

Assignments effectively• What would students do? • S will have a 90% pass rate. Swill be engaged in class 95% of time.

• Decide on your “Big Ticket” items for this area. • Tiered Assignments, Match text to student lexile range, Student Choice

Menus

What are the Big Ticket Items?

Instruction• Using leveled passages for

reading• Tiered Assignments• Choice in Assignments: menus• SDI for coteaching

Content Planning• Unpacking Standards• Guiding Questions• Congruent Target, Assessment

and Activities • Lesson plans

How does my work “fit” with the Instructional Target or Big Ticket Items?• Look at your “roughed out” one pager • Where is the bar? What is the expectation?• How does it connect to our current practice or does it replace the

current practice?• What benchmarks, practices am I looking for? What evidence will I

see?• What will you do support the work? PD, classroom observations, etc

Get Reacquainted with the standards

A deeper look at what students need to know and understand

In order for student learning to increase we must _____________.• Cover all standards in KCAS for the grade level• Teach to the test• Teach for meaning and understanding• Include writing across the content areas

How have teachers in your building/district changed instructional practices post KCAS?

Standards are not curriculum.

Standards Curriculum

College and Career Readiness Standards

Domain headings and Cluster headings

Text at each grade level

Individual statements

Understanding the intent and the structure•Begin with the “front matter” not grade level

standards• Look at the components.•Don’t neglect the Appendices.

• Wiggins and Mctighe, “From Common Core to Curriculum”

Ask your Teachers

•What is the instructional emphases called for by the standards and their implications? What are the shifts?

#1 Complex Text and Academic Language

# 2 Reading , Writing, and Speaking Grounded in Evidence

#3 Content Rich Nonfiction

Transfer

So your noticing a mismatch

Understanding By designMcTighe and Wiggins

1.Unpacking: Knowledge, Skill and Understanding

Learn more about the standards

Nouns

Verbs

AdjectivesAdverbs

Ainsworth, Mctighe and Wiggins

What do I want students to Remember 5 years from now?Helps me apply my knowledge and skill

Do these help answer the EQ or support understanding? Correlate with targets?

Summarize what we want kids to do on their own, without Guidance or support, adjusting to new situations Help us focus, all year

Targetsobjectives

I can statementsStudent learning

goals

Connect to Standards, Essential Questions, Knowledge and Skills

I can statements……..

• I can compare and contrast two or more characters, settings or events using details in text.• I can restate the meaning of metaphors and similies in my own words.• I can engage in a test based discussion comparing and contrasting

characters.• I can write an essay comparing and contrasting characters in a text,

using details from text to support my analysis.

What is the Evaluation Criteria?

•Look at your desired results. These are your verbs.•Look at your adjectives. This is to what degree•WHAT WILL BE THE EVALUATION CRITERIA?

Evaluation Criteria

• Accurately Compare and Contrast two or more characters, Setting, events in a text. • Locate appropriate details in text to support the comparison or

contrast of characters. • Clear and complete explanation

What Evidence will support the learning?

What’s The Evidence?

• Written essay comparing and contrasting characters, setting, events• Character maps• Story map of events in story• Group discussion• Reading log H diagram

Stage 3 Learning Plan

•What would be some key learning events and instruction that would lead to desired student learning results?

Learning Plan Day 1-3

• Character Maps for each character as they read Chapters 1-3• Annotate specific details in text about each character• Engage in small group discussion comparing and contrasting

the two main characters• Chapter 4-5 locate similies and metaphors and discuss what

they mean, how do they help us visualize what the author is saying• Answer comprehension questions for chapter 1-5

Let’s Review How to Plan for Instruction Using UBD• Select a few standards which will be the primary learning targets for

the unit of learning . These should connect easily.• Unpack them using color coding• What is the Understanding? What is the skill and knowledge?• What is my target?• Decide on evaluation criteria and evidence of the student learning.• Decide which activities will occur to support the student learning

What is the entry point?

It Stuck With Me!

Effective Questions

Effective questions

Focus the teacher on instruction

Facilitate learningRaise

engagement

Type

Open

Closed

KindRight/Wrong

Opinion

LevelKnowledge

skill

Big Idea

How to use questions effectively with students

Looking at teacher questions

• Video or Question Chart for collecting evidence• Help teachers identify what kind of learning they are involved in and

do they have the kind of questions appropriate for that kind of learning• When collaborating around questions, set a student goal related to

engagement and teacher goals for themselves

Coaching Conversation Starters for Questioning• When thinking about engagement, where would you rate this lesson on a

scale of 1-10? • What types, kind, level of questions did you ask most frequently?• What was your learning goal for the lesson? How did your questions support

that goal?• Did your questions move the discussion forward?• Did your questions check for understanding?• What was the ideal outcome?• What are you seeing that indicates that your questioning was successful?• What can we do to resolve this issue?

Thinking Prompts

Prom

ote

Dia

logu

e

Build Background Knowledge

At least 60% of students in classroom are not auditory or text based learners. Because of digital bombardment, they think graphically. More visual kinesthetic learners. (Jensen)

Engage Learners

What are the attributes of effective thinking prompts?

What Coaches Can Do

• Create a bank and help teachers find them.• Observe engagement (time on task, teacher talk vs student talk)• Go back to your coaching questions.

My Plan of Action

• On an index card, write your email address.• Jot down one or two things that you plan to do as a result of today.• Exchange with your learning partners.• Have a quick conversation.• In one week, email your learning partner.