making an impact in a dn language arts classroom doug elmer city year summer academy 2013
TRANSCRIPT
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Making an Impact in a DN Language Arts Classroom
Doug Elmer
City Year Summer Academy 2013
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By the end of this session, participants will be able to:
•Understand the structure of DN Language Arts courses at the middle school and high school level•Identify the appropriate corps member support strategies in various phases of the class•Develop a draft set of next steps that engage the instructional coach, facilitator, and teachers to effectively integrate corps members into the ELA classroom.
Objectives for this session
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• Introductions/Warm-Up• The Structure of the DN ELA Classroom• Integrating the Corps Member• Working Together To Plan, Prep, and Perform
Agenda for This Session
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• Read the data strip you’ve been given and spend a moment thinking about the meaning of the passage and what it means with regards to the work you do.
• Make eye contact with someone in the room you do not know very well and that has a numbered passage. This will be your first partner.
• Share your passage with your partner and discuss its implications for your work. Switch roles. (5 minutes)
• Thank your partner and find a new partner.• Repeat for total of three rounds.
Block Party!
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Share ideas and questions around the data.
Share ideas, responses, or questions about the Block Party as an instructional tool.
What do the ideas mean for curriculum and instruction as a teacher or instructional coach of a reading intervention course?
Time to Share
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Only 52 percent of high school graduates tested on the 2011 ACT met the reading readiness benchmark, which represents the knowledge and skills a student needs to succeed in credit-bearing, first-year college courses.
Alliance For Excellent Education 2011
Adolescent Literacy: Facing The Challenge
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Four of every 10 new college students, including half of those at two-year institutions, take remedial courses.
A Blueprint for ReformThe Reauthorization of the Elementary and Secondary ActU.S. DEPARTMENT OF EDUCATIONMarch 2010
Adolescent Literacy: Facing The Challenge
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Literacy Demands Change
Secondary students are expected to learn new words, new facts, and new ideas from reading, as well as to interpret, critique, and summarize the texts they read.
Time to ActAn Agenda for Advancing Adolescent Literacy for College and Career SuccessCarnegie Corporation 2010
Adolescent Literacy: Facing The Challenge
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Literacy Demands Change• Text become longer • Word complexity increases• Sentence complexity changes• Graphic representations become more important• Conceptual challenge increases• Texts begin to vary widely across content areas
Adolescent Literacy: Facing The Challenge
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Comprehensive Approach To LiteracyProvides a Variety of Learning contextsStudents Build and Apply a Range of Knowledge Skills, and StrategiesTeachers Interact with Students through: Discussion, explicit modeling, inquiry, research and cooperative learning.
Talent Development Literacy InitiativeWhat is it?
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• Student Motivation• Literate Environment• Teacher Expectation• Instruction with Guided Practice & Immediate Feedback• Student Engagement• Teacher Modeling• Cooperative Learning Teams and Text-based Discussions• On-going Formative and Summative Assessment
Talent Development Literacy InitiativeGuiding Principles
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ELA Math ScienceSocial
StudiesClimate & Character
Student Team Literature
Savvy Readers’ Lab
TD Writing Program
Hakim’s History of US
Everyday Math (district program)
Transition Math & Algebra
Math Acceleration Lab
FOSS & STC science support
Hakim’s Story of Science
District program support
High Five As & Bs Climate Program
Mastering the Middle Grades curriculum
Talent Development Middle School Curriculum and
Instruction
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1st Semester 2nd SemesterGrade 9 Strategic Reading English 9
Grade 10 Reading & Writing English 10 in Your Career
Grade 11 College Prep English 11 Reading & Writing (Double-Dose Courses) (Required Courses)
__________________________________________________Triple-Dose Course
Accelerating Literacy For AdolescentsALFA Lab(Tutorial)
Talent Development Literacy InitiativeFramework
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Focus Lesson
20 minutes
Strategic Reading: The Four Components
Focus Lesson
Student Team
Literature
Self-Selected Reading or Learning Centers
Reading Showcase 20 minutes 20
minutes
30 minutes20 minutes
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Focus Lesson
20 minutes
Strategic Reading: The Four Components
Focus Lesson
Student Team
Literature
Self-Selected Reading or Learning Centers
Reading Showcase 20 minutes 20
minutes
30 minutes20 minutes
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• Teachers read aloud while students listen.• Teachers model a variety of reading strategies
for students, particularly thinking aloud (sharing thoughts and strategies of a reader.)
• Teachers demonstrate use of background knowledge from a reader’s perspective.
• Students visualize as they listen.• Students give predictions and opinions about the
text to which they are listening.• Teachers explicitly demonstrate how meaning
aids the reader.
Reading Showcase20 minutes
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• Make and elicit predictions• Self-question and pose questions• Highlight the author’s choice of vocabulary and
model how to use context clues• Identify the author’s use of literary elements
and devices• Summarize• Elaborate• Share “mind movies”• Make and elicit inferences• Make and elicit connections between the text
and self/world/another text
Menu of Showcase Strategies
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Focus Lesson
20 minutes
Strategic Reading: The Four Components
Focus Lesson
Student Team
Literature
Self-Selected Reading or Learning Centers
Reading Showcase 20 minutes 20
minutes
30 minutes20 minutes
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• Teachers use a mini-lesson format to teach skills and strategies.
• Teachers target specific skills and strategies (as needed by the students in each class.)
• Teachers model and conduct guided practice.• Students will have the opportunity to apply skills
and strategies independently.
Focus Lesson20 Minutes
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Cycle of InstructionIntroduction of the Instructional Target• Direct Instruction
Guided Practice• Teacher Modeling• Monitoring / Immediate Feedback• Summarizing and Reflecting
Independent Practice
Focus LessonInstructional Delivery
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• Procedural and Content Knowledge– Reading Comprehension Strategies– Writing Skills– Literary Elements and Devices– Background knowledge– Procedures and Protocol – Benchmarks/District mandates
Focus LessonWhat is taught?
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Focus Lesson
20 minutes
Strategic Reading: The Four Components
Focus Lesson
Student Team
Literature
Self-Selected Reading or Learning Centers
Reading Showcase 20 minutes 20
minutes
30 minutes20 minutes
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• The Vehicle that drives the Student Team Lit Process
Cooperative Learning
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Increased AchievementIncrease in Positive RelationshipsGreater Intrinsic MotivationHigher Self-EsteemMore “On-Task” BehaviorBetter Attitudes Toward Teachers and School
Benefits of Cooperative Learning
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A MIXED-ABILITY LEARNING TEAM
HIGH LOW
AVERAGE
Partnership BPartnership A
AVERAGE
TheLiteraryCritics
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• Students extend their knowledge of word meanings and vocabulary usage.
• Students read anthologies and novels on their instructional levels.
• Students work in peer teams.• Students use partner discussion guides to either
discuss comprehension and inferential questions or complete literature-related writing assignments or extension activities.
Student Team Literature30 Minutes
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BeforeReading
OpportunitiesTeacher Presentation
• Introduction/Review of Reading Selection• Build Background Knowledge• Introduction/Rapid Review of Vocabulary•Introduction/Discussion of Essential Questions
During Reading
OpportunitiesPartner/Team Practice
•Silent / Partner/Team Reading • Partner/Team Discussion of Reading Selection and Vocabulary in Context•Partner/Team Checking for Understanding
After Reading
OpportunitiesAssessment
• Writing Meaningful Sentences/ Reinforcing Vocabulary •Crafting Written Responses• Checking for Understanding •Reviewing for Assessments
ExtensionOpportunities
Application
• Literature-Related Writing• Literature-Related Projects• Self-Selected Learning & Learning Centers
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A Partner Discussion Guide (PDG) is• A tool to facilitate student discussion and
debate• A guide to determine student
comprehension• A resource to provoke student thinkingA PDG is not• A workbook• A source of busywork
Student Team Literature Partner Discussion Guides
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1. Introduce text/background 2. Introduce/Review vocabulary3. Guide silent reading/partner reading4. Facilitate team discussions5. Conduct whole group discussions around
essential questions6. Guide literature related written responses7. Compose meaningful sentences8. Facilitate writer’s workshop
Student Team LiteratureInstructional Approaches
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Student Team Literature Supports the Use of Strategies
Previewing
Reading
Returning to Text
Responding
Extending
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Focus Lesson
20 minutes
Strategic Reading: The Four Components
Focus Lesson
Student Team
Literature
Self-Selected Reading or Learning Centers
Reading Showcase 20 minutes 20
minutes
30 minutes20 minutes
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Focus Lesson
20 minutes
Strategic Reading: The Four Components
Focus Lesson
Student Team
Literature
Self-Selected Reading or Learning Centers
Reading Showcase 20 minutes 20
minutes
30 minutes20 minutes
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• Self-Selected Reading– Students select independent reading texts.
• Composer’s Square– Students respond to provided writing
activities.• Data Central
– Students work to improve information retrieval skills.
• Word Play– Students engage in activities highlighting
the structure of language.
Self-Selected Reading and Learning Centers
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• 1. How does the Showcase component impact a student’s reading comprehension?
• 2. Why is guided practice a valuable teaching tool?
• 3. In what ways does Student Team Literature provide ongoing support with reading literature?
• 4. What are some benefits of using Self-selected Reading and Learning Centers?
Reflections:
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• Strategic Reading is a course; Student Team Lit is a course component
• Listening Comprehension is a specific approach to reading showcase
• Direct instruction and independent practice may not follow specific format
Differences between Strategic Reading and Student Team Lit
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Let’s see how you do mapping out corps members strategies in the classroom to a DN Literacy lesson plan.
Count off in groups of 4.
Activity
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• Groups 1 & 3– Look at Lesson #1• Groups 2 & 4—Look at Lesson #2
• Using the DN/CY literacy strategies crosswalk (and your own experience!), brainstorm what strategies a corps members would utilize during each component of the lesson to best support students’ learning
Activity
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Working with the DN team
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• Teacher• Corps Member• Instructional Coach• Instructional Facilitator• Regional Literacy Trainer• Department Chair (in some cases)
DN Literacy Team
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• Delivering the Lesson• Developing Lessons/Units• Developing and Delivering Professional
Development• Analyzing Literacy Data• Developing interventions—and aligning
interventions with instruction
Areas for Collaboration
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• Team Leaders and PMs should get proactively involved in developing the School Transformation Plan (Pillar II especially focuses on literacy)
• Schedule a conversation with your ELA instructional coach and facilitator—and regional literacy trainer—to develop plans for Corps Member training before and throughout the year
How to get the collaboration party started!
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• Engage team in discussion around integrating corps members into professional development
• Work with instructional facilitator and coach to propose a lesson plan template that integrates corps members into the lesson design
• Brainstorm with ELA teachers about the best way to engage in co-planning of lessons between corps members and teachers
How to get the collaboration party started!
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• Develop an action plan for reviewing literacy curriculum and data in order to align interventions with instruction
• Connect instructional facilitators and coaches with regional literacy trainer to get consensus around specific intervention approaches
How to get the collaboration party started!
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• Take a few minutes to map out your next steps back at your site with regards to collaborating with the DN team
• If you have concerns or questions, let’s raise them as a group and troubleshoot together.
Action Planning and Trouble Shooting
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Learning Evaluation Surveys
PITW # 83: Give Immediate Feedback
Follow the link in your email to complete the Learning Evaluation Survey.
orIf you did not receive an email, please go to the Summer Academy 2013 page on cyconnect. Select the “Learning Evaluations” link on the left side of the page and choose the appropriate survey.