chapter 3 integrating reading and writing instruction...

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Chapter 3

Integrating Reading and Writing Instruction through Scaffolded Demonstration Lessons

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University of California, Irvine Teacher Credential Program

Teacher Candidate: __________________________ Cohort: ____ Date: ___________

THE LESSON PLANNER

Use the steps outlined in this planner to make the critical decisions involved in planning for understanding, long-term retention, and success for all learners.

Grade: _____ Content Area: __________________________ Group Size: _______ School/UA: ________________________ Student Context: _____________________ PRE-PLANNING FOR THE LESSON Key Content Standard(s) Key ELA Standard(s)

Key ELD Standard(s)

Learning Objective Assessment • What evidence will the students produce to show they have met the learning objective? • What modifications of the above assessment will be needed for language learners and/or

special needs students? Prerequisite Skills and Knowledge and Prior Experience: • Skills/Knowledge (Related Prior Grade Level Standards) • Pre-Assessment Strategy

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Building Academic Language (Language Demands of the Lesson)1

• Phonological Component • Lexical (Key Vocabulary and Symbols - Semantic) • Grammatical (Language Structures - Syntax) • Sociolinguistic/Discourse Features • Explicit Teaching and Practice for Building Academic Language Lesson Resources/Materials: INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS Introduction: What will the teacher do to 1) stimulate student interest or connect lesson to prior learning and 2) to identify learning outcomes? Time: __ minutes Body of the Lesson: Describe step-by-step what the teacher and the students will be doing. Time: minutes

1 Scarcella, R. (2003). Academic English. Accelerating Academic English: A Focus on the English Learner. Oakland, CA: Regents of the University of California. Oakland, CA.

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Closure: How will the teacher help the students summarize the learning objective(s) of this lesson? Time: minutes LESSON REFLECTION 1. In terms of student participation and engagement: • In what ways was the lesson successful? For whom? Why?

• What aspects were less successful? For whom? Why?

2. In terms of student achievement of your learning objective: • In what ways was the lesson successful? For whom? Why?


3. The next time that you teach this material to a similar group of students, what changes, if any, might you make: • In your instruction?

• In your assessments?

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4. How will you use what you have learned from teaching this lesson to help guide your future planning and instruction for this group of students?

• In terms of future assessment and/or reteaching?

• In terms of next lesson?


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EXPLAINING THE LESSON PLANNER

Use the steps outlined in this planner to make the critical decisions involved in planning for understanding, long-term retention, and success for all learners.

Grade: _____ Content Area: _______________________Group Size: ____________ School/UA (University Associate)______ Student Context (achievement profile; special needs) __ PRE-PLANNING FOR THE LESSON Key Content Standard(s) – Identify the key content standard(s) that will be addressed in this lesson. Key ELA Standard(s) – Identify key English/Language Arts standards you are addressing in this lesson (e.g., in a math or science lesson you might also have your students working on specific writing, reading, or speaking skills).

Key ELD Standard(s) – For the English/Language Arts standard you are addressing, also identify the corresponding ELD standards.

Learning Objective – Given the instructional context of the lesson, provide the observable cognitive behavior that shows that the students have met the specific content area outcome for this lesson. Ex 1: (Science) Using a Venn diagram, students will compare and contrast physical and chemical changes and write an explanation paragraph describing states of matter for a 6th grade audience. Ex 2: (Social Science) After being presented with multi modal information on the evolution of the Civil Rights movement, students answer a series of questions that will consolidate their knowledge of Brown vs. Board of Education in preparation for writing a cause/effect analysis on the success and failure of its implementation and its impact on American history. Assessment • What evidence will the students produce to show they have met the learning objective? –

By the end of your lesson, you need to have collected evidence to reveal which students are able to achieve the lesson objective and which students need additional support. If you are using an informal assessment strategy such as observing students at work, how will you record your observations? If you are using student responses to questioning as evidence, how will you know you have a sufficient sample that will ensure that a few confident students aren’t masking other less verbal students’ lack of understanding?

• What modifications of the above assessment will be needed for language learners and/or special needs students? – What changes or assistance will you provide with the assessment so that ELD and/or Special Needs students can demonstrate their progress towards the learning objective(s)?

Ex. Working with L1 partner; extra time on in-class writing; not factoring correctness issues in grade Int. – Provide a frame for completing an explanation paragraph or a cause/effect analysis (work with L1 partner) Int. & Adv. – Submit draft for teacher feedback. Prerequisite Skills and Knowledge and Prior Experience • Skills/Knowledge (Related Prior Grade Level Standards) – 1) What skills and knowledge will

students need in order to be successful with today’s lesson (prerequisites)? 2) What do the content standards from earlier grades suggest that students may have already studied in relation to this specific knowledge or skill (prior experience)? (e.g., 6th grade Physical Science Standards 3.a-d asks students to know how thermal energy flows and is transferred, so it would be important to pre-assess students to determine what level of pre-existing knowledge they have; Social Science 8.11 Students analyze the character and lasting consequences of Reconstruction.)

• Pre-Assessment Strategy – How (e.g., an ungraded “quiz”, concept maps, class discussion) and when (e.g., a week or two before this lesson, the day before this lesson, at the beginning of this lesson) will you pre-assess for prerequisites and prior experience?

University of California, Irvine Teacher Credential Program Ed 305 – 10/14/05 Les_Pl_Explan_05-06_SS

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Building Academic Language (Language Demands of the Lesson)2

Phonological Component What phonological (sound) patterns do the students need to be aware of? (e.g., if the students were seeing the word liaison for the first time, how would you teach them to pronounce it; word families sometimes have different stress patterns, such as celebrate, celebration, celebrity.) • Ex. (Science) Review the pronunciation (and accent) of key vocabulary for the lesson, e.g.,

molecule, molecular Lexical (Key Vocabulary and Symbols - Semantic) • Words you think may be new to students Ex. (Science) Chemical changes, physical changes, law of conservation of energy, and temperature (Social Science) Desegregation, unconstitutional, inherently, unequal. • Words that have several meanings (e.g., “prime” and “composite” have different mathematical meanings

than they do in everyday life; “round” has two completely different meanings in mathematics) • Symbols the students will encounter and need to attach meaning to during the lesson Σ, ∆, ≅. π, ¶, § Grammatical (Language Structures - Syntax) What are the specific sentence structures (syntax) that the students will use to discuss the content of the lesson? (e.g., if a piece of text features frequent subordinate and embedded clauses.) Ex. (Science) parallel structure of compared and contrasted ideas (Social Science) Teacher reviews transitional devices: however, as a result, consequently, etc.; modal auxiliaries: will/would, can/could, may/might, etc. Sociolinguistic/Discourse Features What text types/language functions are appropriate in this lesson? What are the features of those text types/functions? (e.g. Being able to compare and contrast – Using active listening and paraphrasing language.) Ex. (Science) Negotiation in groups of what the similarities and differences are between states of matter; Whole class discussion to determine what prior knowledge, level of formality, and complexity would be appropriate for the 6th grade target audience of the explanation. (Social Science) Synthesis of diverse historical perspectives from multiple sources; using acquired content (topic and academic language) to write expository essay; Thesis, relevant details, paragraphs, supporting points Explicit Teaching and Practice for Building Academic Language What instructional strategies will you use to develop the academic language needed for this lesson? (e.g., direct instruction, teacher modeling, word wall, graphic organizer, role play, think-pair-share, interactive writing, think aloud) Ex. (Science) Discuss and review key words in the context of the lesson; Post vocabulary on the word wall; Model with first example on compare and contrast Venn diagram; Remind discussion pairs to take turns and listen actively; Show a model of an explanation paragraph and parallel structure. (Social Science) View and discuss documentary, individual reading, analysis of reading, and preview of essay, including parallel structure

2 Scarcella, R. (2003). Academic English. Accelerating Academic English: A Focus on the English Learner. Oakland, CA: Regents of the University of California. Oakland, CA.

University of California, Irvine Teacher Credential Program Ed 305 – 10/14/05

Les_Pl_Explan_05-06_SS

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• Lesson Resources/Materials: What resources and materials will you need to have in the classroom to conduct this lesson (e.g., overhead projector, tv/vcr/dvd)? Maps, periodic table, graph paper, graphic organizers, manipulatives What printed texts are needed for the lesson (include author, title, and publisher)? primary and/or secondary source materials


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INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS Introduction: What will the teacher do to 1) stimulate student interest or connect the lesson to prior learning and 2) to identify learning outcomes? Time: minutes Body of the Lesson: Describe step-by-step what the teacher and the students will be doing. Time: minutes Closure: How will the teacher help the students summarize the learning objective(s) of this lesson? Time: minutes


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LESSON REFLECTION 1. In terms of student participation and engagement: • In what ways was the lesson successful? For whom? Why?


2. In terms of student achievement of your learning objective: • In what ways was the lesson successful? For whom? Why?


3. The next time that you teach this material to a similar group of students, what changes, if any, might you make: • In your instruction?

• In your assessments?

4. How will you use what you have learned from teaching this lesson to help guide your future planning and instruction for this group of students? • In terms of future assessment and/or reteaching?

• In terms of next lessons?


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COGNITIVE DOMAIN HIERARCHY (Benjamin Bloom, Taxonomy of Education Objectives: Book 1: Cognitive Domain)3

Category Description Cognitive Verbs Knowledge The ability to recognize and

recall information Choose, complete, define, describe, identify, indicate, list, locate, match, name, outline, recall, recognize, select, state

Comprehension Includes the ability to translate and explain knowledge, to interpret that knowledge, and to extrapolate from it to address new situations.

Change, classify, convert, defend, describe, estimate, expand, explain, generalize, infer, interpret, paraphrase, predict, recognize, summarize, translate

Application Once students understand information, they should be able to apply it.

Apply, compute, demonstrate, develop, discover, modify, operate, participate, perform, plan, predict, relate, show, use

Analysis Requires students to use skills of analysis

Analyze, break down, categorize, classify, compare, contrast, debate, deduce, diagram, differentiate, discriminate, identify, illustrate, infer, outline, relate, separate, subdivide

Synthesis Includes objectives that involve such skills as designing a plan, proposing a set of operations, and deriving a series of abstract relations

Arrange, categorize, classify, combine, compile, constitute, create, design, develop, devise, document, explain, formulate, generate, modify, organize, originate, plan, produce, rearrange, reconstruct, revise, rewrite, summarize, synthesize, tell, transmit, write

Evaluation Includes offering differing opinions and making value judgments

Appraise, argue, assess, compare, conclude, consider, contrast, criticize, decide, discriminate, evaluate, explain, interpret, judge, justify, rank, rate, relate, standardize, support, validate

University of California, Irvine

3 From A Resource Guide for Secondary School Teaching, Sixth Edition, Eugene C. Kim, Richard D. Kellough, Prentice Hall, 1995, pages 236-238.

Teacher Credential Program Ed 305 – 10/14/05 Les_Pl_Explan_05-06_SS

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IRA/NCTE STANDARDS FOR THE ENGLISH LANGUAGE ARTS

The vision guiding these standards is that all students must have the opportunities and resources to develop the language skills they need to pursue life's goals and to participate fully as informed, productive members of society. These standards assume that literacy growth begins before children enter school as they experience and experiment with literacy activities--reading and writing, and associating spoken words with their graphic representations. Recognizing this fact, these standards encourage the development of curriculum and instruction that make productive use of the emerging literacy abilities that children bring to school. Furthermore, the standards provide ample room for the innovation and creativity essential to teaching and learning. They are not prescriptions for particular curriculum or instruction.

Although we present these standards as a list, we want to emphasize that they are not distinct and separable; they are, in fact, interrelated and should be considered as a whole.

• Students read a wide range of print and nonprint texts to build an understanding of texts, of

themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for a different purposes. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

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Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Easy as 1, 2, 3!

What Do You Know About This Story

(1) This is what I think I know because of the

Title

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(2) This is what I think I know because of the

Pictures

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(3) This is what I know because of the

Words

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------------------------------------------------------------------------------------------------------------ From Donna Moore, ELD Teacher, Fitz Intermediate, Garden Grove, CA.

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"The Magic Carpet" by Robert Vickrey

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Mini-Lesson: Metaphor and Simile

In this story the sun is described as “like a lemon” and also is compared to “a flower.” The first comparison is a simile and the second is a metaphor. Similes are easy to spot. They compare two unlike things using the words of comparison like or as. Metaphors compare unlike things without using any words of comparison, as when Margot writes, “I think the sun is a flower.” Ray Bradbury frequently enriches his writing with metaphors and similes, as in the metaphor where Margot compares the sun to “gold or a yellow crayon or a coin large enough to buy the world.” The metaphors and similes in this story help you, the reader, to better visualize the setting and understand the events. Look for other similes and metaphors in the story. Using a chart like the one below will help you classify the similes and metaphors you find.

Quotation Simile (like, as) Metaphor

Like so many roses, so many weeds √

The sweet crystal fall of showers √

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Prompt: A Letter from Margot In Ray Bradbury’s short story “All Summer in a Day,” Margot’s classmates deprive her of her long-awaited encounter with her much beloved sun, a sun she remembers so fondly from five years ago when she lived on Earth, by cruelly locking her in a closet. This is a devastating blow to Margot since, on Venus, the sun only comes out for one day of summer every seven years. Become Margot and project yourself five or ten years into the future. Write a letter to your class back on Venus exploring the treatment you received from them on the day the sun came out. Think about what Margot might say and how she might say it. Speak in her voice. Your letter should have a greeting, body and closing. 1. After your greeting, begin your letter by reminding your classmates of who you are.

Describe your present situation, including information about where you live now and what you are doing. (Remember: This story is science fiction. It is up to you to decide Margot’s present location and circumstances.)

2. Go on to explain why you’re writing. Review what happened on that

fateful day and discuss why you think the others treated you as they did when you lived among them.

3. Explore the children’s final act of cruelty and its impact on you.

4. Conclude your letter by expressing what you learned from the experience.

The best papers will go well beyond plot summary to examine not only what the children did to Margot but why they did it and how it affected Margot. Use concrete details from the story as you refer to the events on that day and use rich, descriptive and figurative language that will paint a picture for the reader as well as make you sound like you are Margot. Your letter should follow the conventions of written English: spelling, punctuation, grammar (including using pronouns correctly), sentence structure, etc. Use your imagination: This is your opportunity to speak to those who treated you unfairly.

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SUN-SHADOW MANDALA

Sun Symbol

Shadow Symbol

Most Like

Word Describing the Sun Image

Most Like

Word Describing the Shadow Image

Animal

Plant

Color

Number

Shape

Gem & Mineral

Element: Air Earth Fire Water

Adapted from

Fran Claggett, w

ith Joan Brow

n. (1992). Draw

ing your own conclusions:

Graphic strategies for reading, w

riting, and thinking. Portsmouth, N

H: H

einemann.

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Scoring Rubric for A Letter from Margot: "All Summer in a Day" Superior The 6 paper is clearly superior: well-written, insightful, carefully organized, and technically correct. The 6 paper does most or all of the following well: • Is written in standard letter form: greeting, body, closing. • Assumes the persona of Margot and impressively writes in her voice. • Begins by reminding classmates of who the writer is. • Clearly describes Margot's present situation including where she lives now and what she is

doing. • Thoughtfully explains why Margot is writing. • Reviews in detail what happened on the day the sun came out. • Uses concrete evidence from the text to make the letter specific. • Offers perceptive insights into why the children treated her as they did. • Explores the children's final act of cruelty and analyzes in depth how it affected Margot. • Concludes by articulately and thoughtfully expressing what she learned. • Uses rich, descriptive language to paint a vivid picture for the reader, including similes

and/or metaphors. • Contains few, if any, errors in the conventions of written English. Commendable The 5 paper is a strong paper that addresses all of the aspects of the assignment well. It is a thinner version of the 6 paper--still impressive and interesting but less well handled in terms of insight, organization or language. The 5 paper does most or all of the following well: • Is written in standard letter form: greeting, body, closing. • Assumes the persona of Margot and believably writes in her voice. • Begins by reminding classmates of who the writer is. • Explains why Margot is writing • Describes Margot's present situation including where she lives now and what she is doing. • Uses some concrete evidence from the text to make the letter specific. • Offers some insights into why the children treated her as they did. • Explores the children's final act of cruelty and offers some analysis of how it affected Margot. • Concludes by clearly expressing what she learned. • Uses some rich, descriptive language to paint a picture for the reader and at least one simile

or metaphor. • Contains few errors in the conventions of written English and none that interfere with the

writer's message. Adequate The 4 paper is a solid paper that meets most of the criteria of the assignment but does so in less depth than a 6 or 5 paper. A 4 paper may exhibit some or all of the following: • Is written in standard letter form: greeting, body, closing. • Assumes the persona of Margot and writes in her voice but less believably than a 6 or 5 paper. • Begins by reminding classmates of who the writer is. • Briefly refers to Margot's present situation including where she lives now and what she is

doing. • Explains why Margot is writing but explanation may be superficial.

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• Reviews what happened on the day the sun came out. • Uses less concrete evidence from the text than a 6 or 5 paper so the letter is more general. • Offers a plausible reason (or reasons) why the children treated her as they did but it is less

insightful than 6 or 5 paper. • Explores the children's final act of cruelty but does not analyze how it affected Margot in

enough depth. • Concludes by expressing what she learned but less thoughtfully than in a 6 or 5 paper. • Uses some descriptive language to paint a picture for the reader. May not include a simile or

metaphor. • Contains some errors in the conventions of written English but none that interfere with the

writer's message. Barely Adequate The 3 paper is a lower half paper that superficially addresses some requirements of the prompt but is weak in insight, organization and language. A 3 paper may exhibit some or all of the following: • May not be written in standard letter form: greeting, body, closing. • Attempts to assume the persona of Margot and but does not write in her voice believably. • May fail to remind classmates of who the writer is. • Briefly describes Margot's present situation including where she lives now but may not

address what she is doing. • Fails to explain why Margot is writing or does so in a superficial fashion. • Reviews what happened on the day the sun came out to the exclusion of why or how. • Uses little, if any, concrete evidence from the text to make the letter specific. • Offers a superficial reason why the children treated her as they did or fails to address the

children’s motives. • Mentions the children's final act of cruelty and but does not explore or analyze how it affected

Margot. • Fails to express what she learned or does so superficially. • Uses little, if any, descriptive language to paint a picture for the reader. • Contains many errors in the conventions of written English--some of which may interfere

with the writer's message. Inadequate The 2 paper is an insufficient attempt to write to the prompt. It has all of the weaknesses of the 3 paper but they are compounded by disorganization and a lack of understanding of the story. • Is not written standard letter form: greeting, body, closing. • Does not assume the persona of Margot. • Fails to explain who Margot is or why she's writing. • Relies solely on superficial plot summary. • Uses no concrete evidence from the text. • Fails to consider why the children treated her as they did or misunderstands their motives. • Contains many errors in the conventions of written English that interfere with the writer's

message.

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No Evidence of Achievement A 1 paper fails to address the prompt or writes so little so poorly that it cannot be understood by the reader.

Response Form: A Letter to Margot Dear (ie. Margot): (Student’s name)

You sounded/didn’t sound like Margot because . From your letter it is clear that it is years after the incident and you are living . The most thoughtful thing you said about what happened to you that day was . I could tell how the incident affected you when you said . What you learned was .

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For me, the most descriptive words in your paper are . When you revise, you could do the following to make your letter more effective: .

Sincerely,

Mini-Lesson Subject and Object Pronouns You know that pronouns stand for nouns. A subject pronoun is used as the subject of a sentence. You thought I was lying when I said the sun was like a lemon. My parents and I decided to move back to Earth. An object pronoun is used as the direct or indirect object of a sentence or the object of a preposition. As soon as the lightning began to strike, she called us inside. (direct object) The teacher gave them a warning not to go too far when she let them go outside. (indirect object) As the children slammed and locked the door, the darkness closed in on her. (object of preposition) The chart organizes subject and object pronouns for you.

Subject Pronouns Object Pronouns

1st person singular 2nd person singular 3rd person singular

I you he, she, it

me you him, her, it

1st person plural 2nd person plural 3rd person plural

we you they

us you them

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otice how the writer of the draft below uses pronouns correctly: N I’ll never get over the way you treated me. You called me a liar but I was right. The sun did come out--but not for me. You shoved me in that closet and left me there in the dark while you went out into the blazing sunlight.

chapter 3 integrating reading and writing instruction...

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