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Planning the Unit in OCR

Planning the Unit in OCR. District E Literacy Coach Professional Development. Agenda. Welcome Core Issues of Lesson Design Overview of Unit Planning Reflection Homework. Core Issues of Lesson Design. Today we will study Unit planning through the lens of:

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Planning the Unit in OCR

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  1. Planning the Unit in OCR District E Literacy Coach Professional Development

  2. Agenda • Welcome • Core Issues of Lesson Design • Overview of Unit Planning • Reflection • Homework

  3. Core Issues of Lesson Design Today we will study Unit planning through the lens of: • Core Issue #1 What is the intended student learning? • Core Issue #2 To what standard(s) is the lesson connected? • Core Issue #3 What difficulties, misunderstandings or misconceptions might students have about this content? • Core Issue #9 How will students make public their thinking and learning?

  4. Goals of Instruction in a Standards-Based System Using a Common Program • OCR Unit Writing Assignment • On-Demand End-of-Unit Writing Task • District Performance Assignment • OCR Unit Assessment • Active student participation

  5. Planning a Unit in OCR • Discuss the theme with students • Theme based realia • Theme based exploration (across the curriculum) • Chart ideas-Place ideas on the C/Q Board • Browse the stories of the unit-Discuss student ideas about stories and place on C/Q Board • Students choose concepts from charted ideas and write them on index cards or sentence strips. (What they know )

  6. Planning a Unit in OCR cont. • Students record what they know in Inquiry Journal. Discuss questions about theme. • Model questions about theme. Chart questions. Children select questions from chart or their own and write on sentence strips. Place Questions on C/Q Board. (What they Want to Know)

  7. Planning a Unit in OCR cont. • Assign Homework: Bring in pictures, articles, drawings to place on C/Q Board • Record questions in Inquiry Journal • Pass out Home Connection. Discuss theme related activity. Add completed activity to Concept Board. • Display theme related items near C/QB • Add questions and concepts to board daily

  8. Unit Exploration/Unit Opener Consider the following before teaching the unit: • Identify the Learning Goals • Discuss what concepts students need to have before writing • Discuss what new vocabulary students need to have before writing

  9. Unit Exploration/Unit Opener Consider the following before teaching the unit: • Discuss how to build background knowledge so that students make connections. • Discuss the language students will be able to use by the end of the writing assignment.

  10. Unit Exploration/Unit Opener Choose Read Aloud Books for Students (English/Primary Lang.) • Include books from the Genre • Check the Bibliography for suggestions • Refer to elements of the Genre when reading aloud

  11. Unit Exploration/Unit Opener Consider Technology Resource to reinforce the writing skills and to extend the unit exploration • Check the list of resources in the unit • Consider music, videos, audiotapes, and computer activities

  12. Unit Exploration/Unit Opener • Determine the writing process goal(s) • Determine the writing product as outlined in the Blue section • Use the Skills Overview to reference all the writing process pages in the Blue section • Determine the exact writing pieces for the unit

  13. Unit Exploration/Unit Opener Determine the Unit Exploration the students will do. • Decide which writing activity the students will do: -Unit Exploration (Red) or -Process Writing (Blue) -Both

  14. Unit Exploration/Unit Opener Identify the ELA standards and ELD standards being supported or targeted.

  15. OCR Writing Components • Reading and Writing Workbook • Inquiry Journal • Comprehension and Writing Assessment • Challenge • Writing Journal/Notebook • Writer’s Seminar • Writing Conferences • Independent Work Time/Workshop

  16. Reflection • With a partner discuss how today’s session validated the importance of daily unit planning and planning the unit opener. • With your partner discuss what changes you will make in your daily planning and the unit opener?

  17. Homework • Bring evidence (i.e. student work samples, pictures) to the next grade level meeting that supports unit planning. • Additional passport hours available for writing a reflection and including evidence of how you refined your Unit planning. (Applicable to Reading First Schools Only)

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