nov 16 prinicpal presentation treasures 715
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November16,2011
ElementaryPrincipalsMeeting
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EstablishinganInstruc0onalFocusWehavevariousformsofdataregardinginstruction
(CST,CELDT,periodic,weeklyandunitassessments,observation)
Observationisoneofthemosteffectivewaystocollectandreflectontheevidenceofinstruction.
Itgivesanimmediatepictureofstudentprogress,teacherpractice,andhowwelltheschoolsinstructionalfocusisimplemented.
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HavingaFocusSchoolSiteExperience
Now50daysintotheschoolyear TwounitsofobservedinstructionVarietyofweekly,unit,DIBELSandotherassessments Upcomingperiodicassessmentresults.
LocalDistrictProfessionalDevelopment
Schoolsiteconversations InrelationshiptoReadingLanguageArtswhathaveyoudefinedasyourareaoffocus?Whyhasthatbecomeyourfocus?
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Instruc0onalCoreTheInstructionalCoreiscomposedoftheteacher
andthestudentinthepresenceofcontent.
Itistherelationshipbetweentheteacher,thestudent,
andthecontentnotthequalitiesofanyoneofthembythemselvesthatdeterminesthenatureofthe
instructionalpracticeCohenandBall
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Instruc0onalCore
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DomainsofLiteracy-
Framework Reading
WordAnalysis,Fluency,andSystematicVocabularyDevelopment
ReadingComprehension
LiteraryResponseandAnalysis Writing-
WritingStrategies WrittenApplications(Genresandtheir
Characteristics) WrittenandOralEnglish-Language
Conventions ListeningandSpeaking
ListeningandSpeakingstrategies SpeakingApplications(Genresandtheir
Characteristics)
KIND
ERGAR
TEN
FIRSTGRAD
E
SECO
ND
G
RADE
THIR
DGRADE
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WeeklyFlowChartsK,1,23-6
Treasures
Whole Group DAILY/WEEKLY FLOW Kindergarten
!Day 1
! Oral Language! Share Big Book! HFW! Phonemic Awareness! Phonics! Oral Grammar! Writing
Day 2
! Oral Language! Re-read Big Book! Vocabulary! Phonemic Awareness! Phonics! Decodable Reader! Writing
Day 3
! Oral Language! Informational text! HFW! Phonemic Awareness! Phonics! Oral Grammar! Writing
Day 4
! Oral Language! Interactive real aloud! Vocabulary! Phonemic Awareness! Phonics! Decodable Reader! Writing
Day 5 Review and Assess
! Oral Language! Comprehension! Vocabulary! Phonemic Awareness! Phonics! Decodable Reader! Writin
Treasures
Whole Group DAILY/WEEKLY FLOW Grade 2
!Day 1 TALK ABOUT IT, READ ABOUT IT
PHONICS /VOCABULARY
! Build Background Build Writing Fluency! Unit Theme (Talk About It)! Oral Language Build vocabulary! Phonemic Awareness! Phonics (Fluency)! Phonics/ Spelling! Decodable Reader! Vocabulary! Rad About It! Grammar! Writing
Day 2 READ ABOUT IT
COMPREHENSION
! Oral Language vocabulary, writeabout it
! Phonemic Awareness! Phonics (Build Fluency)! Phonics / Spelling! Vocabulary! Comprehension (Main Selection)! Critical Thinking! Grammar! Writing
Day 3 READ ABOUT IT (Cont. from Day 2)
FLUENCY
! Oral Language (Wonders)! Phonemic Awareness! Phonics (Fluency)! Phonics/Spelling! Decodable Reader! Vocabulary! Fluency! Comprehension (Main Selection)! Critical Thinking! Research & Study Skills! Grammar! Writing
Day 4 READ ABOUT IT, WRITE ABOUT IT
SPELLING
! Oral Language Listeningcomprehension
! Phonemic Awareness! Phonics (Fluency)! Phonics/Spelling! Vocabulary! Paired Selection! Write About it! Grammar! Writing
Day 5 REVIEW AND ASSESS
*Oral Language *Comprehension
*Fluency *Grammar
*Phonemic Awareness *Writing
*Phonics
*Phonics/Spelling
*Vocabulary
Treasures
Whole Group DAILY/WEEKLY FLOW Grad es 3-6
!Day 1
TALK ABOUT IT READ ABOUT ITVOCABULARY / COMPREHENSION
! Read aloud! Fluency! Talk about it /Write on Demand #1! Daily writing prompt (Weekly Planner)! Vocabulary (Prepare section, 5 day
vocabulary)! Read about it! Grammar! Spelling! Writing
Day 2
READ ABOUT ITCOMPREHENSION
! Phonics! Vocabulary (read about it, 5 day)! Read About It (Main selection)! Daily writing Prompt (weekly planner)! Fluency! Grammar! Spelling! Writing
Day 3
READ ABOUT IT (DAY 2 CONT.)FLUENCY
! Vocabulary (5 Day)! Read About It
(Main selection-critical thinking)! Daily writing prompt! Fluency! Grammar! Spelling! Writing
Day 4
READ ABOUT IT/WRITE ABOUT ITVOCABULARY
! Vocabulary! Paired selection! Daily writing prompt! Fluency! Spelling! Grammar! Writing
Wonders Social Studies/Science
Day 5 ASSESSMENT DAY
! Vocabulary (Post-test/connect to writing)! Paired Selection Critical Thinking)! Spelling (Test)! Grammar (Assess)! Writing (Conferences)
During Assessment, others will do self selected reading, fluency, daily writing prompt
Treasures
Whole Group DAILY/WEEKLY FLOW Grade 1
!Day 1 TALK ABOUT IT, READ ABOUT IT
PHONICS /VOCABULARY
! Build Background! Write on Demand (Build Writing Fluency)! Unit Theme (Big Idea) Foldable! Oral Language Share Big Book ,
listening comprehension! Phonemic Awareness! Phonics/Spelling! Decodable Reader! Grammar! Shared Writing (Daily Prompt)
Day 2 READ ABOUT IT
HFW
! Oral Language vocabulary, listeningcomprehension, model fluency
! Phonemic Awareness! Phonics (Build Fluency)! Phonics / Spelling! HFW! Get Ready Story! Build Writing Fluency! Grammar! Interactive Writing
Day 3 READ ABOUT IT (Cont. from Day 2)
FLUENCY
! Oral Language (Wonders Big Book)! Phonemic Awareness! Phonics (Fluency)! Phonics/Spelling! Decodable Reader! Vocabulary! Comprehension (Main Selection)! Meet the _______ (author/illustrator)! Retell! Critical Thinking- Personal Response! Grammar! Independent Writing
Day 4 READ ABOUT IT, WRITE ABOUT IT
SPELLING
! Oral Language Listeningcomprehension, model fluency, build
vocabulary! Phonemic Awareness! Phonics (Fluency)! Phonics/Spelling! HFW! Paired Selection Critical Thinking,
Research / Inquiry! Write About it! Grammar! Writing
Day 5 REVIEW AND ASSESS
*Build Vocabulary *Comprehension
*Fluency *Grammar
*Phonemic Awareness *Writing
*Phonics
*Phonics/Spelling*HFW
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Lookingatour
Instruc0onin
Treasures
WhatmethodsofteachingaretargetedinournewlanguageartsprogramTreasures?Howdoesthisprogramsupportexistingteacherpractice?
WhatmethodsofteachinghavebeeneffectiveinLanguageArtsinstruction?Why?Whyisitimportanttounderstandthemethodof
instruction?
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FramingourGuidingPrinciples
AroundthisTraining
TofocusontheinstructionTodeepenourunderstandingoftheteaching
methodsusedwithineachlesson
Planningforourfutureinstructionalobservations
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California
Treasures
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ThemeProjectResearchandInquiry
ThroughouttheUnit
When:Introducedatthebeginningoftheunitandattheendoftheunit(project).
Purpose/Rationale:Researchatopicandpresentfindingsinanoralpresentation.
Syntax/Method:Studentsuseavarietyofresourcestoresearchaaselfselectedtopicbasedontheunittheme.Studentsaregivenachecklistontheprocessandthepresentation.Attheendoftheunitstudentsusenotecardsandvisualstopresenttheirfindingstotheirpeers.
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BigQues0onBoard-Presenta0onof
FindingsandBuildingPerspec0veWhen:Thebeginningoftheunit,developed
throughouteachselectionandreviewedattheendoftheweek,andintheunitWrap-Upattheendoftheunit.
Purpose/Rationale:Studentspresentfindingsandcollaborateintheirunderstandingthroughdiscourse.
Syntax/Method:Eachweekthereisafocusquestion.Studentsusearecordingdevice(Foldables): Torecordlearning Tokeeptrackofideas
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ReadAloudListeningForaPurpose
When:DayOneoftheWeeks1-5Purpose/Rational:BuildingListeningStaminaSyntax/Method:
Establishfocusonwhatyouareattendingtoasyoulisten
Modelexamplesfromthetext Studentsidentifyexamplesofwhattheyheardfromthe
text GuideandIndependentlyPractice
Observeifstudentscanapplythelearningfocustosimilartexts.
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Phonics/WordStudy-Enabling
StudentstoQuicklyAccessTextWhen:
Day2Explicitlystudywordpatterns Constantlyapplythesewordstudyskillsfortheremainderofthe
week Purpose/Rational:Selfdirectedstudyofwordpatternsand
meaningexpandsvocabularyknowledgeandenrichesbothoralandwrittenexpression.
Synta/Methodx: Studytheaffixesandbasewordforfamiliarspellingpatternsandthe
sixsyllablespellingpatterns.
Soundoutandblendtogetherthewordparts Saythewordpartsquickly,adjustyourpronunciationasneeded,and
makeanyconnectionsyoucantoyourpriorvocabularyknowledge.
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BuildingBackgroundandUnit
Theme
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ProtocolforDiggingIn Countoffatyourtableintogroupsofthree. Eachofthe3memberstakesoneofthethreeinstructional
methodspresented. Example
ThefirstpersontakesReadAloudslide13ThesecondpersontakesPhonicsslide14ThethirdpersontakesBuildingBackgroundslide15
Eachpersonreviewsthatsamecomponentinweeks1-6ofUnit3(Wesuggestedweeksixtoseehowitisassessed)
After10minutesshareyourfindingsaddressingthefollowingquestions: Howisthecomponentsimilareachweek? Howisitdifferent? Isthepurposeandrationalconsistent?
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Ini0alRead-FocusonKeyVocabulary
When:Day1InitialTwoPageselectioninanthology. Purpose/Rationale:Practiceestablishedvocabulary
strategieswhileIdentifyingkeycontentvocabularyincontext. ContextCluesDeterminingthemeaningofwordsfromthe
surroundingtext. Appositionprovidesadefinitionofaunfamiliartermusually
betweencommas WordStructureTheuseofwordtraits,patterns,morphology
toderivetherelationshipsanddefinitionofwords.
Vocabularymethod DefineVocabularyusinglanguagefamiliartostudents Provideexamplesofthevocabularyinsentences Askforanexample
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VocabularyRou0neBuildingourOralVocabulary
When:Whenevercontentrelatedvocabularyisintroduced,practicedorappliedPurpose/Rational:BuildingVocabularybyExamples
andRelevance
Syntax/Method: Definetheterminstudentlanguage IdentifyExamplesfromthetextorfamiliar
experiences
Askquestionsthatrequireapplicationofthewordby 1.givinganexampleorexplanation 2.identifyingasynonymorantonym
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RereadIni0alSelec0on-Focuson
ComprehensionWhen:Day1rereadtheinitialselectionPurpose/Rational:Explicitlypracticeaspecific
comprehensionstrategySyntax/Method:
Demonstratestrategyfortheweek Explainwhythestrategyishelpful Modeltheuseofthestrategyusingathinkaloud Implementopportunitiesforstudentinteractionsusing
thegraphicorganizertodemonstrateunderstandingofthetextusingthestrategy.
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SpellingBridgebetweenOralVocabularyand
Wri0ngAbilityWhen:Introduced,explicitlyinstructedandpracticed
everyday. Purpose/Rational:Spellingenablesthewritertowriteto
theirownpersonaloralvocabularycompetence.
Syntax/Method: Practicethecorrectpronunciationoftheword. Listenandidentifythedistinctsounds,blends,digraphs
referencingSoundSpellingCards RecognizespellingpatternsandtheirspellingoptionsWriteoutthesounds,syllables,words
Checkforaccuracy
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Grammaristhesound,structure,andmeaning
systemoftheEnglishLanguage When:
Introduceandidentifyinsamplesentencesthegrammarskillonday1 Directlyinstructthegrammarfromday1onday2 Reviewpreviouslyinstructedskillsonday3 ReviewandApplyday3skillinproofreading Assessandre-teachgrammartaughtonday1&2
Purpose/Rational:Explicitlyinstructsintheproperoralandwrittensound,structureandmeaningsystemofacademiclanguage.
Routine: Definethegrammaticalskill Explaintheskillsimportance Modeltheskill Provideexamplesofthecorrectform Providenon-examplesforcorrection. Seekapplicationintheoralandwrittenlanguage
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ProtocolforDiggingIn Countoffatyourtableintogroupsofthree. Eachofthe3memberstakesoneofthethreeinstructional
methodspresented. Example
ThefirstpersontakesVocabularyslides17-18ThesecondpersontakesRereadInitialSelectionslide19ThethirdpersontakesSpellingandGrammarslides20-21
Eachpersonreviewsthatsamecomponentinweeks1-6ofUnit3(Wesuggestedweeksixtoseehowitisassessed)
After10minutesshareyourfindingsaddressingthefollowingquestions: Howisthecomponentsimilareachweek? Howisitdifferent? Isthepurposeandrationalconsistent?
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ListofComprehensionStrategies EvaluatingConsidertheauthorspurposeandyourownjudgmentin
criticallyevaluatingthetext InferringEnablesthereadertoincludedetailsandperspectivesnotexplicitly
statedinthetext. Monitor,Clarify,RereadAsyouread,monitoryourownunderstanding,
whenconfusedclarifywhatmayhavecausedanyconfusionandrereadthetext.
PredictingBasedonthetextstructure,makelogicalguessesaboutwhatistooccurlaterinthetext.
QAR-Analyzetext,itrelationshiptoothertextandourownexperiences QuestioningBefore,duringandafter-enablereadertofocusonwhatis
mostimportant SummarizingAshortstatementofwhatismostimportanttothereader VisualizingMakeamentalpictureofwhatisread
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StrategiesReflec0veMethodsto
UnderstandTextWhen:WhenreadingtheAnthology,ContentorLeveled
readingselections
Purpose/RationalOncelearned,thevariousstrategiesenablethereadertoproactivelysearchformeaningusingtextcuesandtheirbackgroundknowledgeincombinationtomonitorthemeaningoftheselection.
Syntax/Method Explainwhythestrategyisimportant Modelthestrategyinathinkaloud Guidethestudentspracticeofthestrategy Providecorrectivefeedback Continuallyapplythestrategytoavarietyoftext 24
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ListofComprehensionSkillsAuthorsPurpose Character Setting
Plot Problem/Solution Sequence DrawConclusion MainIdeaandDetails Theme MakeJudgments Description CompareandContrast
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ComprehensionSkillsIden0fyingitin
thetextwereadandinourwri0ngWhenWhenreadingtheAnthology,ContentorLeveled
readingselections
Purpose/RationalIdentifythosetextfeaturesthatassistinunderstandingandconstructingmeaningfultext.
Syntax/Method Introducedandmodeled,usingagraphicorganizer,inthe
rereadofthetwopageinitialselection.
Modeled,guidedandpracticedreadingthemainselection,usingthesamegraphicorganizer
Providemultipleopportunitiesforcorrectivefeedbackbycontinuallyapplyingthestrategytoavarietyoftext
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PairedSelec0onApplyingSimilar
SkillstootherGenreWhenDay4ofweeks1,2,4and5 Purpose/Rational:Increasegenreexposure,practice
establishedskillwithanewtext,anddemonstratecritical
thinkingskillsets. Syntax/Method:
Introducegenrefeatures Explainthevalueoftheirtextfeaturesincommunicatingideas
toanaudience
PracticecitingexamplesofthetextfeatureApplytheweekscomprehensionstrategyandskills Respondtosomecriticalthinkingquestionsusingtheselection
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ProtocolforDiggingIn Countoffatyourtableintogroupsofthree. Eachofthe3memberstakesoneofthethreeinstructional
methodspresented. Example
ThefirstpersontakesComprehensionStrategiesslides23-24ThesecondpersontakesComprehensionSkillsslides25-26ThethirdpersontakesPairedSelectionslide27
Eachpersonreviewsthatsamecomponentinweeks1-6ofUnit3(Wesuggestedweeksixtoseehowitisassessed)
After10minutesshareyourfindingsaddressingthefollowingquestions: Howisthecomponentsimilareachweek? Howisitdifferent? Isthepurposeandrationalconsistent?
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Wri0ngUnitWri0ngGrades3-6When:Daily Purpose/Rationale:Writingmulti-paragraphcompositions. Process
Week1WritingStrongSentences Week2StrongParagraphs Week3GuidedWriting(5dayprocesswithminilessons) Week4StrongSentences Week5StrongParagraphs Week6IndependentWriting(5dayprocesswithminilessons)
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Wri0ngDailyPromptsWhen-DailyPurpose/Rationale:
Openendedprompt
ConnectstoconceptdevelopmentinselectionSyntax/Method:Meantasaquickwrite(onlyfoundin
theweeklyplanner)
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Wri0ngWriteonDemandWhen:Day1BuildWritingFluency(DuringtheTalkAboutIt),endoftheweekassessment,andendoftheunit
Purpose/Rationale:Tobuildwritingfluency,writingstamina,connectstothetheme Process
WriteinWritersNotebook Useofrubricforspecificwritings Studentswriteasmuchastheycanaswellastheycan Studentswritefor8minuteswithoutstopping Teachergivesfeedbackduringwritingconference
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Wri0ng-DailyJournalPromptsWhen:CanbedonedailyPurpose/Rationale:Writingtolearncontent
Connectstothemini-lesson/skilllessonwithinthecontextoftheunit
Syntax/Method: Givestudentsoneofthepromptslistedorother
promptsforindependentjournalwriting Studentsapplytheskillsfromthemini-lesson/skill
lessonsintheirwriting
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Wri0ngAboutReadingWhen:DuringmainselectionreadPurpose/Rationale:Givesopportunitiesforstudents
torespondtoliteratureandtoapplycriticalthinkingintheirwriting
Syntax/Method:Afterreadingapartortheentireselectionstudents
respondtoaquestionorprompt Studentshavetheopportunitytosharetheirwritingwithother
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ProtocolforDiggingIn Countoffatyourtableintogroupsofthree. Eachofthe3memberstakesoneofthethreeinstructional
methodspresented. Example
ThefirstpersontakesUnitWritingslide29ThesecondpersontakesDailyPromptsandWriteonDemandThethirdpersontakesDailyJournalPromptsandAboutReading
Eachpersonreviewsthatsamecomponentinweeks1-6ofUnit3(Wesuggestedweeksixtoseehowitisassessed)
After10minutesshareyourfindingsaddressingthefollowingquestions: Howisthecomponentsimilareachweek? Howisitdifferent? Isthepurposeandrationalconsistent?
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Revisi0ngourGuidingPrinciples
aroundthistraining
TofocusontheinstructionTodeepenourunderstandingoftheteaching
methodsusedwithineachlesson
Planningforourfutureinstructionalobservations
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AddressingYourInstruc0onal
FocusAtthebeginningofoursession,youidentifiedforyour
schoolsiteareaoffocusinReadingLanguageArts?
Reviewandchoosethosemethodsrelatedtoyourfocus.WithDecemberandJanuaryinmind.Plantoobserve:
Whenyourfocusisinstructed? Howclearwasthepurposeandrationalpresented?Whatevidencedoyouhavethatyourstudentscandemonstrateproficiency?