Week FourDiscourse and Teaching for

Understanding LiteratureFebruary 9, 2009

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Do Now: Think of a discussion or recitation you observed, participated in or led in your field placement or in one of your own courses.

Objectives We will be able to:Differentiate between recitations and

discussions (Almasi)Evaluate classroom discussions for strengths

and challengesIdentify characteristics of and strategies for

holding a variety of literature based discussion styles

Identify various technologies that can be used as teaching tools in the classroom

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AgendaAgenda Overview (3 min)Housekeeping (10 min)

Announcements “Where I’m From”, assignment questions?

Qualities of discussions (55 min)Discussion vs. Recitation (15 min)“Instructional Quality Assessment” Key Points (10 min)Key Points: Weinstein, McGee, Goldenberg, Triplett (30 min)

Evaluating Discussions (25 min)Video viewing (10 min)Discussion (15 min)

Break (10 min) Language Arts Lesson Plan Overview (10 min)

Language Arts Lesson PlanComing Attractions/Questions (5 min)Technology Exploration (45 min)

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Housekeeping

Questions about New Literacies wiki?

“Where I’m From” Two purposes:

An exploration of your own cultureAn instructional strategy to use with your students

Due March 23rd

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WHERE I'M FROMby George Ella Lyon

I am from clothespins,from Clorox and Carbon-

tetrachloride.I am from the dirt under the back

porch,(Black, glisteningit tasted like beets.)I am from the forsythia bush,the Dutch elmwhose long gone limbs I rememberas if they were my own.I am from fudge and eyeglasses,from Imogene and Alafair.I'm from the know-it-allsand the pass-it-ons,from perk up and pipe down.I'm from He restoreth my soul

with a cotton ball lamband ten verses I can say myself.I'm from Artemus and Billie's

Branch,fried corn and strong coffee.From the finger my grandfather lostto the augerthe eye my father shut to keep his

sight.Under my bed was a dress box spilling old pictures,a sift of lost facesto drift beneath my dreams.I am from those moments--snapped before I budded--leaf-fall from the family tree.

I AM FROM SOUL FOOD AND HARRIET TUBMAN

by Lealonnie Blake

I am from get-togethersand Bar-B-QuesK-Mart special and matching shoes.Baseball bats and BB guns,a violent family is where I'm from.I am from "get it girl" and "shake it to the ground."From a strict dad named Lumbsayin' "sit you' fass self down."I am from the smell of soul foodcooking in Lelinna's kitchen.

From my Pampa's war storiesto my granny's cotton pickin'.I am from Kunta Kinte's strength,Harriet Tubman's escapes.Phyllis Wheatley's poems,and Sojourner Truth's faith.If you did family research,and dug deep into my genes.You'll find Sylvester and Ora, Geneva and Doc,My African Kings and Queens.That's where I'm from.

AgendaAgenda Overview (3 min)Housekeeping (10 min)

Announcements“Where I’m From”, assignment questions?

Qualities of discussions (55 min)Discussion vs. Recitation (15 min)“Instructional Quality Assessment” Key Points (10 min)Key Points: Weinstein, McGee, Goldenberg, Triplett (30 min)

Evaluating Discussions (25 min)Video viewing (10 min)Discussion (15 min)

Break (10 min) Language Arts Lesson Plan Overview (10 min)

Language Arts Lesson PlanComing Attractions/Questions (5 min)Technology Exploration (45 min)

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Quote of the DayQuote of the Day: : ““I think a huge part of literacy is the oral language part…I also want to create an

environment where students feel confident in their learning as well as take responsibility

for their learning. I want students to be able to have ample time to discover literature on their own and feel comfortable expressing their feelings and opinions about what they

are reading.”.”- Shannon Moore- Shannon Moore

Discussion vs. Recitation (Almasi, 1996)

Attend to:Who develops the meaning?

Recitation: TeacherDiscussion: Teacher and Students

Who leads the talk?Recitation: Teacher Discussion: Teacher and Students

The roles being played:Inquisitor: Who is asking the questions?Respondent: Who is answering the questions?Evaluator: Who is providing feedback?Facilitator: Who is keeping the flow of the conversation going?

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Discussion vs. Recitation

At your tables:Share your example of a discussion or

recitation from the “Do Now”Attempt to identify the roles below and

come up with specific examples of what the roles looked like:InquisitorRespondentEvaluatorFacilitator

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The Instructional Quality Assessment (IQA)What is it?

A tool used to gauge the quality of instruction determined by teacher-student interactions and rigorous student tasks

Central goal:“To develop a measure of instructional quality that

can monitor the quality of instruction with minimal burden on teachers and that provides information that can be readily incorporated into the professional development system to improve teaching and learning (Matsumura, Slater, Junker, et al., 2006, p.5).”

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Instructional Quality AssessmentKey Points:Accountable Talk

ParticipationTeacher LinkingStudent LinkingTeacher PressStudent provision of knowledgeWait Time

Academic RigorRigor of the discussionRigor of the textRigor of the lesson activity

Clear ExpectationsClarity and detail of expectationsRigor of expectationsAccess to expectations

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Other views of discussion: Key PointsWork in your jigsaw groups to:

Distill your author’s points into 4-5 key points (write on sentence strips)How would the author define discussion (or their version of discussion)?

How might one plan for that type of discussion? What might be some drawbacks or challenges to this type of discussion? Anything else you think is relevant.

Develop a “kid friendly” way to introduce your author’s expectations of discussion to your students

Prepare to present to class

Groups: Weinstein, Managing Discussions and Recitations - Rachael A., Katalin, Lyndsay

B, Ally W., Andrea, Rachel W., Kelley McGee - Response Centered Talk - Alison B., Paula, Colleen C., Janie, Melissa,

Gina, Jessica Goldenberg - Instructional Conversations - Lindsay P., Colleen G., Brandon, Kati

H., Lauren, Liz, Sara Triplett - Book Talks- Julie, Katie K., Lisa, Tiffany, Mandy, Shannon, Tim

AgendaAgenda Overview (3 min)Housekeeping (10 min)

Announcements“Where I’m From”, assignment questions?

Qualities of discussions (55 min)Discussion vs. Recitation (15 min)“Instructional Quality Assessment” Key Points (10 min)Key Points: Weinstein, McGee, Goldenberg, Triplett (30 min)

Evaluating Discussions (25 min)Video viewing (10 min)Discussion (15 min)

Break (10 min) Language Arts Lesson Plan Overview (10 min)

Language Arts Lesson PlanComing Attractions/Questions (5 min)Technology Exploration (45 min)

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Video Viewing Video: Fourth Graders using the text Tomas and the Library Lady by Pat

Mora (10 minutes)

While watching the videos take notes/think about on the following questions:What was strong about this literature based discussion?What could the teacher do to improve the discussion?What do you think the teacher do before hand to prepare for

the discussion?What examples of recitation do you see?What examples of discussion do you see?What management/monitoring strategies do you see?How can we incorporate these strategies into our own

classroom?

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Break

Return at : 10: 55

AgendaAgenda Overview (3 min)Housekeeping (10 min)

Announcements“Where I’m From”, assignment questions?

Qualities of discussions (55 min)Discussion vs. Recitation (15 min)“Instructional Quality Assessment” Key Points (10 min)Key Points: Weinstein, McGee, Goldenberg, Triplett (30 min)

Evaluating Discussions (25 min)Video viewing (10 min)Discussion (15 min)

Break (10 min) Language Arts Lesson Plan Overview (10 min)

Language Arts Lesson PlanComing Attractions/Questions (5 min)Technology Exploration (45 min)

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Language Arts Lesson Plan

Goal: To gain practice planning and executing a literature based discussion lesson and to begin the habit of reflecting on our art

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Language Arts Lesson Plan Steps:

Explore Language Arts curriculum at your placement site along with your grade level GLCEs

Work with your CT to choose a text by February 23rd and set a date to teach your discussion based lesson by March 4th

Work in and out of class to draft a lesson plan (First draft due to Angel drop box by March 6, 5:00 pm)

Revise lesson plan based on peer, CT and course instructor feedback

Execute lesson (Audiotape!) during Week 8 (March 18) or Week 9 (March 25).

Reflect on lesson using guiding questions (template is on Angel)

Submit all versions of your lesson plan and your reflection to the Angel drop box by April 13, 9:00 am.

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Language Arts Lesson PlanVery next steps:

Today’s class on leading discussions and characteristics of discussions

Inform your CT ASAP about this assignment so you can begin to explore the curriculum, choose a book and set a date (give your CT a copy of the abbreviated assignment description)

Planning workshop - Week 6

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Coming Attractions: Emergent Literacy, Week Five, 2/16/09

Readings Everyone reads:

Tompkins, READ Chapter 3 “Working with Young Readers and Writers” (pp. 78-107); SKIM Chapter 4 “Cracking the Alphabetic Code” (pp. 110-146)

Gibbons, READ Chapters 2 and 3 (pp. 14-50) In Class:

Review of Emergent LiteracyTake Digital Natives QuizBegin to explore New Literacies

Due on 2/16 by start of class: Noteblog: How would you define a “discussion” for your students? What

steps would you have to take to set up, manage and maintain quality discussions in your classroom? What will you have to know about your students as learners and as people to hold quality discussions? Make sure to reference the readings and the class discussion

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Technology Exploration!

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