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Table Tent - Elementary Literacy Session 1a

Create a table tent with your name on one side and a list of words related to reading on the back side. Join our session to learn about planning and executing effective literacy instruction.

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Table Tent - Elementary Literacy Session 1a

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  1. Welcome! 1. Make a table tent2. On one side, write your first name3. On the back side, make a list of words that come to mind when you think of “reading” Elementary Literacy Session 1a

  2. Readers are Thinkers plan Elementary Literacy Session 1a

  3. “It always seems impossible, until it is done.”Nelson Mandela Amanda Cox

  4. Delta Literacy On average, 8th graders are reading 3.5 grade levels behind their higher-income peers 78% of 4th graders scored basic or below on national reading benchmarks in 2009 (Source: NAEP – National assessment of Educational Progress)

  5. OPPORTUNITY & CHOICE

  6. We must: • Plan & execute great literacy instruction to build our students skills • Access resources to deepen our content knowledge • Our students must be able to: • LOVE & believe in the power of reading so that they can… • Read & understand complex texts • Communicate in a compelling way

  7. How is reading like a rope?

  8. Our time together…

  9. Literacy Sessions • ELIT 1a – Learning how to plan a vision for a lesson plan within your reading block • Tools you’ll use to teach literacy • How to set a vision for literacy lessons • How to begin your plan

  10. Session Norms: • computers • attendance • engagement • feedback

  11. Ultimate Goal of Reading Instruction We develop students who…. can read enjoy reading and understand

  12. + = THINKING TOOLS FOR READERS Pages 228-235 Literary Elements Reading Strategies

  13. Elements that an author uses to communicate messages with readers. Literary Elements *See handout 

  14. Elements of Fiction… CHARACTERS CONFLICT RESOLUTION EVENTS THEME SETTING First… Next… Then… Last…

  15. Reading Strategies • Good readers use strategies as they read in order to monitor their own understanding and make meaning of a text. *See handout 

  16. Activity: 3 minutes • Read the descriptions of the two lessons on Handout 3 (page 236) • Which one better fulfills the purpose of reading instruction, and why?

  17. Turn and Talk: In 30 seconds, explain the significance of the picture.

  18. Vision-Setting Process in Reading Comprehension Take out Handout 4. Get ready to take notes and work through planning the vision for our lesson today.

  19. Step 1: Understand Your Objective When you read the objective in your ISAT, it should tell you a couple of things: • Literary Element – (character, setting, plot etc.) • Verb - What will students do with that literary element? • Reading Strategy - What reading strategy best supports performing this objective with this literary element?

  20. Progression of Objectives… • Literary Element • Verb • Reading Strategy SWBAT describe the physical and personality traits of the characters in the story. SWBAT compare and contrast characters in the story. SWBAT explain how characters caused important events in the story.

  21. Step 2: Choose Your Text Criteria for choosing an appropriate text: • It is authentic text: a quality children’s book, article, poem, song, textbook, magazine, newspaper, recipe, menu, set of instructions… (not teacher-created for this lesson!)

  22. Step 2: Choose Your Text • It supports the application of the objective: students are easily able to perform the objective using this text. Our text for today: Doctor De Soto, by William Steig

  23. Step 3: Read Your Text and Apply the Objective Do what your students will do Can you perform the objective?

  24. Step 3: Read Your Text and Apply the Objective SWBAT describe the physical and personality traits of the characters in the story. • Turn to 19. Read and enjoy pages 19 – 22. • Take note on the characters physical and personality traits on a post-it. Activity time: 5 minutes

  25. Step 3: Read Your Text and Apply the Objective • 1. Dr. DeSoto diligent, wise, cunning, proud

  26. Step 4: Identify a Focus Reading Strategy • Look at list of reading strategies (228-235 + handout) • Look at your ISAT for suggestions • Think about the steps you went through in your head

  27. Step 4: Identify a Focus Reading Strategy • Work with a partner or individually to identify the most helpful reading strategy for your objective and write it on Handout 4. • Look specifically at text structures, making inferences, and visualizing. Which one was most helpful? Activity Time: 3 minutes

  28. Step 4: Identify a Focus Reading Strategy making inferences SWBAT describe the physical and personality traits of the characters in the story by _________________ .

  29. Quick Question … “Before I start to write key points for a reading comprehension lesson I must …” Turn to a partner and finish this statement:

  30. Step 5: Draft Key Points Key points tell the knowledge and skills students need to master an objective. • Pop Quiz! What are the criteria for effective key points?

  31. Step 5: Draft Key Points Why do you think writing key points for a reading comprehension lesson may seem difficult? Strong key points meet these criteria: • Accurate: Is this the “right stuff?” (WHAT, WHY, HOW) • Appropriate: Is this at the right level of rigor? • Logically Sequenced: Are these in the right order to build student mastery? • Student-Friendly: Will these words mean something to my students?

  32. Step 5: Draft Key Points A + B + C = COMPREHENSION KEY POINTS A – WHAT? (nouns) Define the literary element from the objective B - HOW? (verb) Explain the process of applying a reading strategy C - WHY? Explain why using this strategy will help students understand the text more deeply

  33. SWBAT describe the physical and personality traits of the characters WHAT • Physical Traits are what we can see about how the character looks. • Personality Traits are descriptions of what seems to be true about characters, based on how they usually act, think, and feel. • WHY • After reading and thinking about these characters, we’ll understand the text better.

  34. SWBAT describe the physical and personality traits of the characters • HOW • In order to describe physical and personality traits, good readers , and they can better understand the text. make inferences .. Good readers use clues from the book, think about what they already know, and add up the clues and what they already know to figure out what seems to be true about the character.

  35. Step 5: Draft Key Points WHY • After reading and thinking about these characters, we’ll understand the text better! • Physical Traits are what we can see about how the character looks. • Personality Traits are descriptions of what seems to be true about characters, based on how they usually act, think, and feel • Good readers infer by using clues from the book, think about what they already know and add these together to come up with a new idea. WHAT WHAT HOW

  36. Step 6: Draft a Lesson Assessment Lesson assessments give us information about whether students mastered the objective and, if they didn’t master it, where they stumbled along the way. Pop Quiz! What are the criteria for strong assessments?

  37. Criteria for Strong Assessments • Aligned: tests the knowledge and skills required by the objective and nothing else. • Rigorous: demonstrating mastery at the same level of mastery required by the final assessment. • Scaffolded: shows where student learning broke down. • Reliable: students have multiple opportunities to demonstrate true mastery.

  38. Step 6: Draft a Lesson Assessment Assessment format should be: • Developmentally appropriate • Emergent Readers (K-2) (oral or pictures even) • Upper/Middle Grades (2-8) (graphic organizers, written response, etc) • As AUTHENTIC as possible, our kids should be doing things that real readers and writers do. • CONSISTENT with how you have been practicing throughout the lesson.

  39. Bottom Line for Literacy Assessment • Our assessments must measure students’ ability to apply the objective to the text. • We must require students to explain their reasoning/thought process so we can see where learning is breaking down.

  40. Activity • Take out Handout 5, page • Compare the sample assessments to the criteria • Which assessment meets the criteria and why?

  41. Step 6: Grading a Reading Assessment 3 2 0 1

  42. Next Steps in Planning a Reading Comprehension Lesson Check the alignment of your: • key points • lesson assessment • exemplar student response

  43. Tie it all together... • Partner 1 explains steps 1 – 3 in a minute and must include hand gestures! • Partner 2 explains steps 4-6 in a minute and must include hand gestures as well!

  44. Literacy Sessions • ELIT 1a – Learning how to plan a vision for a lesson plan within your reading block • Resource Center • ELIT 1b – Learning how to use that vision to create and start building a full lesson plan for your reading block • Exit Slip

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