Sign–in Take a handout Have a snack Be seated

Do Now! • Sign–in • Take a handout • Have a snack • Be seated • Using post-it notes, complete the K and W on the K-W-L chart

Focus & Closure Can’t have just one!(T1, T6, T7 and CLE2) Snowden School

Objective • Learn how to actively and effectively engage students in the process of connecting the lesson with their prior knowledge. (Teach 1) • Learn how to check for understanding and respond appropriately ….(Teach 6) • Learn how to maximize instructional time by executing a structured lesson at an appropriate pace… (Teach 7) • Learn how to develop routines and procedures that run smoothly without prompting…. (CLE 2)

Connecting Prior Knowledge Bell Ringer Journaling Hook Do Now Attention-getter Focus

Connecting Prior Knowledge(a.k.a Anticipatory Set) • A brief activity or event at the beginning of the lesson that effectively engages all students’ attention and focuses their thoughts on the learning objective • Purpose • Whet appetites • To pique their interest • To gauge the students’ level of background knowledge of the topic/concept

Questions to Crunch • How can I involve as many as students as possible, and pique their interests for the subject matter to come? • What do students need to know before they can delve into the lesson itself? • How should I inform my students of the lesson’s context and objective in kid-friendly language? NOTE: The focus activity should last roughly 3 to 5 minutes.

A teacher who goes straight into lessons without warming up the class by using appropriate anticipatory sets risks losing students’ focus, motivation and interest in learning. Subsequently, students manifest disruptive behaviors that directly originate from boredom, feeling of disconnection from lesson, and a sense of being academically overworked. -Caring Teacher

Strategies for Connecting Prior Knowledge Activities • Entry Cards • K-W-L Charts • Whip Around • Headlines from the news • Video clips • Graphic Organizers • Thinking Maps • Review of previous lesson • Cartoons

Flavor-Share(pair-share) Thinking about tomorrow’s lesson, with your shoulder partner select and discuss one of the strategies you can use to connect prior knowledge.

Closure Closure Journaling 3-2-1 Exit Ticket Thumbs up, Thumbs down

Closure • What the teacher does to facilitate wrap-up at the end of the lesson-the intellectual work should be done by the student • Its is a quick review, to remind students what it was that they have learned (or should have learned) and allows teachers incite to planning the next lesson • It must be a part of every lesson • It is a key element in checking for understanding

Thoughts to Savor • Closure is an opportunity for formative assessment and helps the instructor decide: • If additional practice is needed • Whether you need to re-teach • Whether you can move on to the next part of the lesson Lesson Closing in a nutshell – It should be a meaningful end to the lesson.

Closure Strategies • K-W-L • Popcorn Questions • Fishbowl • 3-2-1 • Reflection Ladder • Exit Pass • Gallery Walk • Commercial

Closure • Record two new focus and closure strategies in the “L” column of the K-W-L chart. • Circle one focus and one closure strategy you feel comfortable in using tomorrow in class.

Resources • www. washingtonmathcoaches.pbworks.com • TEM 3.0 Rubric • www1.cbsd.org • Teacher toolkit

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Sign–in Take a handout Have a snack Be seated