the strategy unit plan. begin by noting the name of the strategy students will learn
TRANSCRIPT
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Likely background knowledge and/or experiences of students
Strategy Unit Plan
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Advanced Practice Practice MaterialsControlled Practice
Practice Tasks / Materials Practice Tasks / Materials
Generalization
Generalization Tasks
Generalization PromptsWho Prompt type When
Specific behaviors to be assessed How behaviors will be assessed
Generalization Evidence
The Strategy Unit Plan
Strategy
Strategy Unit Plan
Begin by noting the name of the strategy students will learn
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Note what the strategy is designed to enable student to do
This might be an academic or social problem that students commonly encounter
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Identify specific settings or contexts in which students will independently use the strategy to be more successful
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Identify possible background knowledge or experiences students may have related to the problem or strategy
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Note key points to make when motivating students to learn the strategy
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered
Identify critical prerequisite skills to review and ensure mastery
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Note how the prequisite skills will be reviewed
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Determine the how students will practice the strategy under conditions that have been controlled for difficulty
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Advanced Practice Practice Materials
Practice Tasks / Materials
Note how students will practice the strategy under conditions that simulate those encountered in real-life situations
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Advanced Practice Practice Materials
Practice Tasks / Materials
Specific behaviors to be assessed How behaviors will be assessed
Note specific observable behaviors related to performing the strategy that will be assessed and how they will be assessed
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Advanced Practice Practice Materials
Practice Tasks / Materials
Specific behaviors to be assessed How behaviors will be assessed
Generalization
Generalization Tasks
Identify specific tasks from the real-world that students will undertake to practice generalizing the strategy
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Advanced Practice Practice Materials
Practice Tasks / Materials
Specific behaviors to be assessed How behaviors will be assessed
Generalization
Generalization Tasks
Generalization PromptsWho Prompt type When
Note … Who will provide the prompt What the prompt will be When the prompt will be provided
Specific prompts that will be made to cue students to use the strategy in the generalization settings
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Advanced Practice Practice Materials
Practice Tasks / Materials
Specific behaviors to be assessed How behaviors will be assessed
Generalization
Generalization Tasks
Generalization PromptsWho Prompt type When
Generalization Evidence
Note what will be considered evidence of generalization
GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
In cued contexts
On difficulty-controlled materials
With teacher help
In non-cued contexts
On advanced/grade level material
With peer assistance
Independently
Manner in which students should demonstrate skilled use of the strategy
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
Skill or strategy lesson plan
Scope & SequencePrevious learning:
(prerequisite skills to review)Current Learning
Future Learning Once the student has mastered the skill at the
levels indicated above, I plan to teach...
AssessmentWho will assess performance?
Teacher
Team of peers
Individual peer
Student(self-assessment)
How performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
IF the student ____________________
________________________________
while practicing on ________________,
THEN ___________________________
Decision rule:
How performance will be documented
Progress chart Data book
© 2003 Ed win Ellis www.GraphicOrganizers.com
Skill or strategy lesson plan
Skill or strategy lesson plan GoalsInstructional Objective
Note the instructional objective
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Identify the GOAL or purpose of learning the strategy
The ability to perform the strategy fluently contributes to the student’s ability to …
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Level of learning targeted by this lesson
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
Kind of knowledge about the skill or strategy the student should demonstrate
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
Manner in which students should demonstrate skilled use of the strategy
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
AssessmentHow performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
How performance of the skill or strategy will be assessed
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
AssessmentHow performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
Who will assess performance?Teacher
Team of peers
Individual peer
Student(self-assessment)
How performance will be documented
Progress chart Data book
Note who will assess performance
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
AssessmentHow performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
Who will assess performance?Teacher
Team of peers
Individual peer
Student(self-assessment)
How performance will be documented
Progress chart Data book
Note how performance will be documented
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
AssessmentHow performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
Who will assess performance?Teacher
Team of peers
Individual peer
Student(self-assessment)
How performance will be documented
Progress chart Data book
IF the student ____________________
________________________________
while practicing on ________________,
THEN ___________________________
Decision rule:
Decision rule
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
AssessmentHow performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
Who will assess performance?Teacher
Team of peers
Individual peer
Student(self-assessment)
How performance will be documented
Progress chart Data book
IF the student ____________________
________________________________
while practicing on ________________,
THEN ___________________________
Decision rule:
Previous learning:(prerequisite skills to review)
© 2003 Ed win Ellis www.GraphicOrganizers.com
Note prerequisite skills to review
Scope and sequence
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
AssessmentHow performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
Who will assess performance?Teacher
Team of peers
Individual peer
Student(self-assessment)
How performance will be documented
Progress chart Data book
IF the student ____________________
________________________________
while practicing on ________________,
THEN ___________________________
Decision rule:
Previous learning:(prerequisite skills to review)
© 2003 Ed win Ellis www.GraphicOrganizers.com Scope & SequenceCurrent Learning
Task-analyze the skill or strategy and list the steps to performing it
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
AssessmentHow performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
Who will assess performance?Teacher
Team of peers
Individual peer
Student(self-assessment)
How performance will be documented
Progress chart Data book
IF the student ____________________
________________________________
while practicing on ________________,
THEN ___________________________
Decision rule:
Previous learning:(prerequisite skills to review)
© 2003 Ed win Ellis www.GraphicOrganizers.com Scope & SequenceCurrent Learning
Future Learning Once the student has mastered the skill at the
levels indicated above, I plan to teach...
Once this skill or strategy has been learned, what will students learn next?
BodyMaterials
needed
Sequence of scaffolded activities
Accommodations or other considerations
Assessment Outcome & Students
What to review
EndingReflective review
OpeningAnticipatory Set
Activate background knowledge
Conceptual framework
Facilitate motivation and goal setting
Create anticipation for positive learning experience
Review with students ...
Different contexts or settings in which the skill or strategy can be used
Information about the relevance of the skill or strategy Forecast future learning and generalization
The steps to performing the skill or strategyFacilitate student reflection about strengths and weaknesses related performing the new skill or strategy
Introduce homework
© 2003 Edwin Ellis www.GraphicOrganizers.com
Gr.K-4 Fiction Analysis Planner© 2004 Edwin Ellis www.GraphicOrganizers.com
READING STRATEGIES INSTRUCTIONAL OBJECTIVE(S)
Unknown word problem solving
Comprehension monitoring & repair
Form predictions & check for accuracy
Fluency development
Identify C/E relationships
Understand plot, & sequence
Form inferences about topic
Ask questions & search for answers
Summarize gist & details
Identify similarities & differences
Step3
Step1
STORY STUDENTS WILL READ
matches
ComprehensionDecoding
Students’ Reading INSTRUCTIONAL LEVELS
matches
THEME and/or MESSAGE
SKILLS TO REVEIW
Are students familiar with this think-sheet?NO YES
Reading difficulty of story matches the students’ instructional level
THINK-SHEET
Identify a story about which students will already be very familiar for initial guided-practice completing the think-sheet
After you and the students have co-constructed the think-sheet on the familiar story, provide guided practice (WE
DO IT) using the think-sheet on the new story
FAMILIAR STORY
CONTENT INSTRUCTIONAL OBJECTIVE(S)
What is the most & least important parts of the think-sheet? Why?
What part of the think-sheet are you best at doing?
In what ways is this think-sheet useful? Not useful?
What’s the hardest part of the think-sheet? What makes it hard?
What are some different places or situations where this think-sheet might be used?
How is this think-sheet similar or different from other ones you’ve used?
Reading Reflective Review Questions
Step9
Step2
Step4
Step5
Step6
Step7
Step8
TYPE OF READING ACTIVITYTeacher-directed
(We do it)
Blanks for key words
Guided note taking
Collaborative (Y’all do it)
Numbered Heads
Jigsaw
Pair-share
Rotating Graphics
Pair-square
Design own think-sheet
Independent (You do it)
Study Guide
Blank think-sheet
Design own think-sheet
Teacher-directed(We do it)
Collaborative (Y’all do it)
Independent (You do it)
Blanks for key words
Guided note taking
Numbered Heads
Jigsaw
Pair-share
Rotating Graphics
Pair-square
Design own think-sheet
Blanks-for-keReaAlteAuReading Buddysoudywords
Blank think-sheet
Design own think-sheet
TYPE OF READING ACTIVITY
Form predictions & check for accuracy
Form inferences about topic
Ask questions & search for answers
Identify cause-effect relationships
Summarize gist & details
Identify similarities & differences
Understand grammar plot, & sequence
Comprehension monitoring & repair
Fluency development
Unknown word problem solving
STORY / NOVEL PagesSTUDENTS’ READING ABILITY
Does the reading level of the text passage match students’ reading ability?
NO YES
ACCOMMODATIONS
Who & How notesReading Buddy
Audio Recording
Teacher Notes
Alternative Passage
Read aloud
IronyPersonification
Story GenresCharacter TransitionsForeshadowing
Reading Strategies INSTRUCTIONAL OBJECTIVE(s)
Understanding literature INSTRUCTIONAL OBJECTIVE(s)
Content-learning INSTRUCTIONAL OBJECTIVE
What is the most important idea students should understand about people, the situation people were in, or about the time in which the fiction takes place?
Notes about how the literature feature is manifested in the story
Gr.5-12 Fiction Analysis Mini-planner
Does the reading level of the text passage match students’ reading ability?
YES NO
Makes Sense Guided Content Reading Lesson Plan © 2003 Edwin Ellis www.GraphicOrganizers.com
Students or Group
Is this the first time students will have worked with this think-sheet?
YES NO
Read the content-area passage with students & provide “We do it” instruction as the think-sheet is
co-constructed with the class
Reading ComprehensionINSTRUCTIONAL OBJECTIVE
Summarize gist & details
Identify similarities & differences
Identify cause/effect relationships
Pose questions & search for answers
Form predictions & check for accuracy
Form inferences about topic
STUDENTS’ READING ABILITY:Approximate Reading Instructional Level
TEXT PASSAGESource
Pages
Think-sheet
ACCOMMODATIONS
How will the think-sheet be used during the reading activity?
Guided note taking
Blanks for key words
Collaborative (Y’all do it) Activity
Numbered Heads Jigsaw
Collaborative Construction Pair-share
Rotating Graphics Pair-square
Independent (You do it) Activity
Content-learningINSTRUCTIONAL OBJECTIVE
What is the most important idea students should understand as a result of reading this passage?
Reading Reflective Review Questions
Content Reflective Review Questions
In what ways is this think-sheet useful? Not useful?
What are some different places or situations where this think-sheet might be used?
What is the most important part of the think-sheet? Least important? Why?
What part of the think-sheet are you best at doing?
What’s the hardest part of the think-sheet? What makes it hard?
How is this think-sheet similar or different from other ones you’ve used?
What was the most interesting thing you read about? What made it interesting?
How is what you read about similar or different from what you already knew?
What background knowledge or experiences does what you read about remind you?
Knowledge Activation Brainstorm Guide
Anticipation Guide
KTW
KWL
Features Analysis
Induction Matrix
PASS pre-reading
LINK
1st TRIP text perusal
Sticky-note webOTHER
Date(s) of lesson