Good Morning

1. Good Morning Please sit with those people who have completed the same reading as you. We will be working in these groups for half of class and then can reconfigure for interpreter support.

2. Feedback on Data Collection, Display and Analysis • Assessment vs. teaching • Open vs. closed questions • Depth vs. breadth (a lot of info about a few students vs. a little info from all students) • Multiple measures

3. Some things to think about in preparing for your final project… • Use the information from your data collection and analysis to think of a strategy most important to teach students. • Consider an appropriate activity in which to contextualize your teaching of this strategy.

4. DO NOT PLAN ALL THE LESSONS. Rather, plan one lesson and implement it. Afterward, think about what evidence you can use (self-reflection/CT) feedback to plan an additional lesson. With that information, write up a sequence of lessons, including the one you taught (with possible adjustments from the original plan), and another lesson (split your planned lesson into two, plan one that would come before, or one that could come after).

5. REMEMBER: • This lesson sequence makes use of a nonfiction text. • It is not a science or social studies lesson, but may use a text used for your Science CAT. • Each lesson in the sequence will contain a focus on this strategy (applied to another text or the same text)

6. BE EXPLICIT when you teach…. • Tap prior knowledge of both the strategy and the textual content in your lesson introduction • E.g., “What do you know about making connections? What do you know about frogs?” • Think about appropriate timing and the gradual release of responsibility during the lesson. Allow time for teacher modeling of the activity, scaffolding that lets students collaborate with you in completing the activity, and independent practice. • What academic language is being introduced in your lesson? • During closure, make sure to ask questions that elicit information about what students “take away” about both the strategy and the textual content. E.g., “What did you learn about making connections? What did you learn about frogs?”

7. PACT Content Area Task in Literacy with ReflectionFall 2010EDS 361ASusan Scharton This project is composed of two parts: Part 1: Getting Ready for Teaching and Written Reflection on Teaching and Part 2: The Content Area Task. Both parts will use lessons you plan and partially implement that teach reading comprehension through a read aloud of a nonfiction text. These two parts are due on Friday, December 14 at 9:00 (location TBA). Please staple each part separately when turning them in. PART 1 will include: Reflection on the lesson taught Reflection on the lesson sequence PART 2 will include: Lesson plans Instructional materials Planning Commentary (include each question and your response for questions 1-5 in the Planning Commentary)

8. EL 2 RUBRIC [1] Cultural, linguistic, social, economic [2] In or out of school [3] Such as strategic groupings of students; circulating to monitor student understanding during independent or group work; checking on particular students. [4] Such as multiple ways of representing content; modeling strategies; providing graphic organizers, rubrics, or sample work.

9. PART 1Getting Ready for Teaching and Written Reflection on Teaching Part 1 will be your final project for EDS 361A grade and includes the written reflection (Part 1, numbers 5-7). Select a nonfiction text related to interests of students or to the content areas you are studying (“Umbrella Topics” in Math, Science, or Social Studies). Annotate the publication information and describe the rationale for your selection. Select a reading comprehension strategy to teach. You should consult grade-level standards and your cooperating teacher for this selection. Choices include: Activating/building background knowledge Prediction Questioning Visualizing Determining importance Inferencing Summarizing Synthesizing

10. Select an instructional activity to teach the reading strategy. Some of the activities described in the Goudvis and Harvey text include: Connecting text to self, text to text, text to world Marking text Overviewing/Previewing Identifying nonfiction features Distilling Important ideas from Interesting Details Reading and Inferring Answer to a Specific Question Many additional instructional activities are described in Strategies that Work.

11. Design two connected lesson plans using the lesson format. Teach one of these lessons. These two lesson plans will be submitted as part of Part 2. Reflect on your lesson. Write up this lesson reflection (approximately two double-spaced pages). Detail what went well through specific observations of student behavior and your recollection of your teaching decisions. Detail what did not go as well, providing specific observations of student behavior and your teaching decisions. Try to avoid blaming students and making generalizations. Provide explicit and detailed evidence. It is not enough to say “the students enjoyed the assignment.” Rather, you must tell what you saw/heard individual students say/do to indicate that the learning objective was met and to what degree. Reflect on your lesson sequence. Explain how these lessons are interconnected, what adjustments you would made/would back, based upon the implementation of one lesson. Write up this lesson sequence reflection (approximately two double-spaced pages). Hand in a printed copy of your reflection on the lesson and the sequence by Friday, December 14, 9:00 a.m.. You may teach more than one lesson, and select from these for your reflection.

12. At our next class session: PART 2 Lesson Plans and Planning Commentary

13. For November 19: The role of vocabulary in teaching reading Postponed Readings Berne, J., & Blachowicz, C. (2008). What Reading Teachers Say About Vocabulary Instruction: Voices From the Classroom. The Reading Teacher, 62(4), 314-23. Graves, M., & Watts-Taffe, S. (2008). For the Love of Words: Fostering Word Consciousness in Young Readers. The Reading Teacher, 62(3), 185-93. Santoro, L., Chard, D., Howard, L., & Baker, S. (2008). Making the Very Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary. The Reading Teacher, 61(5), 396-408. Winters, R. (2009). Interactive Frames for Vocabulary Growth and Word Consciousness. The Reading Teacher, 62(8), 685-90.

14. New Reading: Resources for your Reading Comprehension Teaching Project. Be ready to share your ideas for the student text and teaching resources you investigated. Work on: Your research and compilation of information on your students’ knowledge and use of reading comprehension strategies. A final draft of this report is due November 19.

15. Goals for this session

16. Central to instruction that gives students access to nonfiction text includes experiences that focus on…

17. … internal text features • compare and contrast • description • sequence of events/time/order • problem and solution • cause and effect • directions

18. What do you know about pumpkins? • What do you know about each of these: • Compare and contrast • Description • Sequence/time/order • Problem and solution • Cause and effect • Problem and solution

19. After 7 to 14 days from planting, the seed sprout cracks the soil, and within a day, two succulent oval baby leaves break through. • compare and contrast • description • sequence of events • problem and solution • cause and effect • directions

20. To plant pumpkin seeds, make an indentation in the soil approximately 1 and 1/2 inches deep…. • compare and contrast • description • sequence of events • problem and solution • cause and effect • directions

21. Never carry a pumpkin by its stem; it may break. If it does break-off you can use toothpicks as a basic patch. • compare and contrast • description • sequence of events • problem and solution • cause and effect • directions

22. While pumpkin size is generally controlled by genetics, any factor that limits plant growth will adversely affect its size. This includes water, temperature, insects , diseases, pollination, fertility, soil type, plant population, weeds, etc. • compare and contrast • description • sequence of events • problem and solution • cause and effect • directions

23. For standard carving without a stencil, decide if it should be tall and narrow, or more rounded, based on your ideas. Select pumpkins that are uniformly orange, meaning they are ripe and have no bruises, cuts or nicks . • compare and contrast • description • sequence of events • problem and solution • cause and effect • question/answer • directions

24. …two succulent oval baby leaves break through and unfold like a pair of opening hands which soon look like low flying butterflies. • compare and contrast • description • sequence of events • problem and solution • cause and effect • directions

26. Scavenger Hunt:Internal Text Features Look at the text resources. What examples of internal text features can you find? Mark each with a post it to share out one of each type with the whole group. Pay attention to the words that “signal” that structure. We will guess which type it is. What role do illustrations, graphs, subheadings and other external text features used to convey information and highlight important points?

27. For discussion: • What do you like about this activity? • What adjustments would you make and why?

28. Processing the Readings • Talk about how you will discuss the article you read so that each group member participates in the discussion. (e.g., do you want to assign roles, so that each person has a job, such as summarizer, researcher, recorder, and observer?). • Discuss how you will create a presentation that will involve equal presentation time for each member and a summary of the article. A primary purpose of this presentation is to create a professional resource for your classmates. • Your group will give a presentation using the document camera or computer so that this summary can be emailed to each class member.

29. Modeling with Yopp and Yopp Author: Ruth and Hallie Yopp Title: Preview-Predict-Confirm: Thinking about the Language and Content of Informational Text Activity: Preview-Predict-Confirm Comprehension strategies: Predicting (and confirming) Theoretical framework/conceptual foundation: Oral language development, developing content-specific vocabulary, social interaction Main points you want to remember from the presentation:

30. Group Presentations on the Readings • What worked well for your group? What was a challenge in working with a group? • Record your name on your slip. • Discuss your responses with those in your group. • Leave your slip in the center of your table.

31. Bibliography • Snapshots by Linda Hoyt • Creating Strategic Readers by Valerie Ellery • Revisit, Reflect, Retell by Linda Hoyt • Teaching for Comprehension in Reading Grades K-2 by Pinnell & Scharer • Starting with Comprehension by Andie Cunningham and Ruth Shagoury • Reading with Meaning by Debbie Miller • Mosaic of Thought by Keene & Zimmerman • Conversations by Regie Routman