Plan for Class 4 – “Planning for Instruction, Part One”

CTGE 5548

Literacy Across the Curriculum

in Inclusive Classrooms

Instructor – Andrew Fletcher

Agenda for Today’s Class

“Planning for Instruction, Part One”

• Content

• Pedagogy

• Group Activity/Presentation

• Daily Planning

• Looking Ahead…

Connection to Course Reading

• Cecil, N. L., & Gipe, J. P. (2009). Literacy in grades 4-8: Best practices for a comprehensive program (2nd ed.). Scottsdale, AZ: Holcomb Hathaway.

• "Chapter One - A Comprehensive Literacy Program for Grades 4-8” (24 pages)

• Allington, R. L., Johnston, P. H., & Day, J. P. (2002). Exemplary fourth-grade teachers. Language Arts, 79(6), 462-466. Retrieved from ProQuest Research Library database (five pages)

Connection to Course Reading

• Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: ASCD.

• All –

– "Chapter 1 - Learning, or Not Learning, in School" (16 pages)

– “Chapter 6 – Implementing a Gradual Release of Responsibility Model” (24 pages)

• Jigsaw - Read the chapter that you chose/was assigned to you in class. The others are optional if not chosen by/assigned to you.

– "Chapter 2 - Focus Lessons: Establishing Purpose and Modeling" (22 pages)

– "Chapter 3 - Guided Instruction: Cues, Prompts, and Questions" (23 pages)

– "Chapter 4 - Collaborative Learning: Consolidating Thinking with Peers" (24 pages)

– "Chapter 5 - Independent Learning Tasks: Not Just 'Do It Yourself School'" (24 pages)

Connection to Previous Material

• Views of “Reading” (Literacy)

• Theories and Models of Acquisition

• Perspectives on Instruction

• Relation to Beliefs and Knowledge

• Materials for Teaching and Learning

• Classroom Environment

• Student Engagement and Motivation

Questions

• What do children need to know and be able to do in regards to literacy?

• How do children learn best in terms of literacy?

– Should the necessary knowledge and skills be “transmitted” or “constructed”?

–What structures should be used for the “transmission” or “construction” of this knowledge and skill base?

Some Answers…

• What do children need to know and be able to do in regards to literacy?

• Content

– New Common Core State Standards…

– Your School/District/City/State…

• Curricular Documents (“Scope and Sequence”)

• Program Curriculum

– Professional Organizations

– Reports and Research

– Your Students’ Strengths and Needs

Content

• Reading Skills/Strategies

– Phonological/Phonemic Awareness

– Phonics (Print)

– Fluency

– Vocabulary

– Comprehension

• Writing Skills/Strategies

– Process

– Organization/Structure

– Conventions – Grammar, Usage, Mechanics, and Spelling

– Content/Techniques/Features

– Penmanship/Handwriting

– “Traits” - Ideas, Organization, Voice, Sentence Fluency, Word Choice, Conventions, and Presentation

• Formats and Genres (Teaching/Learning about…for both reading and writing, etc.)

• New Literacies

• Other Language Arts (Multiliteracies/Multimodalities)

– Listening

– Speaking

– Viewing

– Visually Representing

• Included:

– Literary Analysis and Criticism

– Critical (and Creative) Thinking/Problem Solving Skills/Higher Order Thinking Skills/21st Century Skills/Habits of Mind

Some Answers Continued…

• How do children learn best in terms of literacy? - Should the necessary knowledge and skills be “transmitted” or “constructed”?

• Pedagogy

• Direct/Explicit Instruction

• Constructivist Instruction

Pedagogy – Instructional Choices

Direct/Explicit Instruction

• Transmission/Deduction/ Explanation

• More teacher-centered

• Begins with a clear and stated teaching point and context

• Involves modeling/ demonstration with “thinking aloud”

• Uses various aspects of knowledge – declarative, procedural, conditional, and reflective

Constructivist Instruction

• Transactional/Induction/ Example

• More student-centered

• Begins with a question or inquiry or problem of some kind

• Akin to an investigation or exploration

• Usually done in a cooperative fashion

Some Answers Still Continued…

• How do children learn best in terms of literacy? - What structures should be used for the “transmission” or “construction” of this knowledge and skill base?

• Grouping Format: Individual/Small Group/Whole Class

• Model/Frameworks for Teaching and Learning

Pedagogy - Model/Frameworks for Teaching and Learning

Gradual Release of Responsibility

• Focus Lessons (I do it.)

• Guided Instruction (We do it.)

• Collaborative Learning (You do it together.)

• Independent Learning (You do it alone.)

Frameworks

• Workshop

• Interactive Read-aloud

• Shared Reading/Writing

• Guided Reading/Writing

• Book Clubs/Literature Circles

• Skill/Strategy Groups

• Centers/Stations

• Partnership Work

• Independent Reading/Writing

• Conferring

• Other Instructional Strategies/Routines

Links

• http://www.ascd.org/publications/books/108010/chapters/Learning,-or-Not-Learning,-in-School.aspx

• http://www.ascd.org/publications/books/108010/chapters/An-ASCD-Study-Guide-for-Better-Learning-Through-Structured-Teaching@-A-Framework-for-the-Gradual-Release-of-Responsibility.aspx

Group Activity/Presentation: Create a summary using the chapter study guide for assistance.

• Jigsaw - Read the chapter that you chose/was assigned to you in class. The others are optional if not chosen by/assigned to you.

– "Chapter 2 - Focus Lessons: Establishing Purpose and Modeling" (22 pages)

– "Chapter 3 - Guided Instruction: Cues, Prompts, and Questions" (23 pages)

– "Chapter 4 - Collaborative Learning: Consolidating Thinking with Peers" (24 pages)

– "Chapter 5 - Independent Learning Tasks: Not Just 'Do It Yourself School'" (24 pages)

Pedagogy – Planning Structures

• Year-long Curriculum Map

• “Monthly” Units-of-Study

• Daily Plans

• Methodologies for Planning (GRR Model and others)

Daily Planning

• From Farrell, T. S. C. (2002). Lesson planning. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 30-39). New York, NY: Cambridge University Press.

• Definitions of a “Daily Lesson Plan” (p. 30)

– “A written description of how students will move toward attaining specific objectives. It describes the teaching behavior that will result in student learning.”

– “The daily decisions a teacher makes for the successful outcome of a lesson.”

• From Richards, J. C. (1998). What’s the use of lesson plans? In J. C. Richards (Ed.), Beyond training (pp. 103–121). New York, NY: Cambridge University Press.

• “The success with which a teacher conducts a lesson is often thought to depend on the effectiveness with which the lesson was planned” (p. 103).

• Phases

– Development

– Implementation

– Evaluation

Added Task for Next Time

• Reflect on your readings and our discussion/work on instructional planning.

• Bring a lesson plan with you to our next class. It can be one you’ve written in the past or someone else’s.

• Be ready to share the plan and talk about it in regards to what you’ve read about and what we’ve discussed and worked on today.

Looking Ahead…

References