1 / 40

Bring Comprehension Alive With energizing Lessons

Learn how to bring comprehension alive with energizing lessons that assess and improve your students' reading comprehension skills. Date: October 6, 2015. Presenters: Dr. Janie Hull, Jessica Kestner, Dana Rasnick.

wbaldwin
Download Presentation

Bring Comprehension Alive With energizing Lessons

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Bring Comprehension Alive With energizing Lessons Assess your students and improve Comprehension October 6, 2015 Presenters: Dr. Janie Hull Jessica Kestner Dana Rasnick

  2. Presenters: • Janie Hull- B.A. Elementary Education, M.S. Reading , Ed. D. Ed. Leadership & Policy Analysis • Literacy Coach/Reading Specialist; Van Pelt Elementary School, Bristol Virginia City Schools • Creating Strategic Readers Staff Developer, Bradenton, Florida • 30 years public; 6 years private • Jessica Kestner - B. A., Education Pre-K -6 • Third Grade Language Arts, Van Pelt Elementary School • Bristol Virginia City Schools • 12 years of experience • Dana Rasnick: BA of Education -Pre-K - 8 • Second Grade Teacher, Van Pelt Elementary School • Bristol Virginia City Schools • 27 years experience

  3. Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.

  4. Resources • Creating Strategic Readers, Valerie Ellery, 2014 • Interactive Think-Aloud Lessons, Lori Oczkus, 2009 • Virginia Department of Education website, www.doe.virginia.doe

  5. Virginia Department of Education Office of School Improvement Aligning Unit Tests and Backwards Instruction Planning 2013-2014 (Resource)

  6. Stages in the Backwards Design Plan Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

  7. Benefits of Backwards Design • Clarifies learning goals for both students and teachers • Results in sharply defined teaching • Increases student performance Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

  8. Stage One Identify desired results for the unit.

  9. What are Enduring Understandings? Worth being familiar with Important to know and do Enduring Understanding Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, Virginia: Association for Supervision of Curriculum Development.

  10. Stage Two Determine acceptable evidence.

  11. Steps for Creating a Standards-Based Unit Assessment

  12. The Shift in Choosing Content and Skills for Assessments Assessing what is IMPORTANT for them as students Assessing what is EASY for us as teachers

  13. Assessment should… • Include activities addressing multiple levels of cognition.

  14. Bloom’s Taxonomy (Revised) Remember Recalling previously learned information Understand Demonstrating an understanding of the facts; explaining ideas or concepts Apply Applying knowledge to actual situations Analyze Breaking information into parts to explore understandings and relationships Evaluate Justifying a decision or course of action Create Generating new ideas, products, or ways of viewing things

  15. Bloom’s Taxonomy (Revised) Remember arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, recall, relate, recognize, repeat, select, state Understand • classify, convert, defend, describe, discuss, distinguish, estimate, explain, give examples, indicate, locate, paraphrase, predict, summarize Apply change, choose, compute, demonstrate, employ, illustrate, interpret, manipulate, modify, practice, prepare, show, sketch, solve, use Analyze appraise, breakdown, calculate, categorize, compare, contrast, diagram, differentiate, distinguish, examine, infer, model, question, test Evaluate appraise, argue, assess, attach, choose, conclude, defend, discriminate, estimate, judge, justify, interpret, rate, support, value Create assemble, combine, compose, construct, design, develop, devise, formulate, generate, plan, set up, synthesize, tell, write

  16. Assessing Knowledge and Skills • Selected Response • Constructed Response • Performance Tasks

  17. The Item Type - Performance Task • Apply knowledge • Usually “real life” situations • Generally graded with a rubric • Examples: • Role-play (debates, skits) • Model/Simulation • Performance/Product • Labs Gareis, C.R., & Grant, L.W. (2008). Teacher-made assessments: How to connect curriculum, instruction, & student learning. Larchmont, NY: Eye on Education.

  18. Main Types of Student Rubrics • Checklist • Holistic Rubric • Analytical Rubric Gareis, C.R., & Grant, L.W. (2008). Teacher-made assessments: How to connect curriculum, instruction, & student learning. Larchmont, NY: Eye on Education.

  19. TODAY’s Addition! Teacher Lesson Rubric • Lesson Preparation: SOL’s; Bloom’s Taxonomy/levels of cognition; Gardner’s Learning Styles; lesson focus; before, during, and after strategies; student engagement; lesson scaffolding,; appropriate materials ; preparation and organization; • Classroom Environment: Relevance, Affective Domain Considerations, Atmosphere, Appearance (Hull, 2015)

  20. Stage Three Plan learning experiences and instruction.

  21. Joyful Lessons for Sol Achievement • Scaffolded • Engaging & Flexible • Resourceful & Interactive • Purposeful • Incorporates Bloom’s Taxonomy; Cognitive Skill Levels • Includes Gardner’s Learning Styles • Both students and teachers love joyful lessons! Oczkus, 2009

  22. Comprehension Challenges • What are your concerns regarding your students comprehension? • Which of these do you find most difficult to teach at your grade level? • (Turn and Talk) Oczkus, 2009

  23. Strategic Approach - • Highlight Characters and Use Props

  24. Quinn the Quizzical Questioner Questions the Author • BEFORE, DURING, AFTER (Examples) • Why? • How? • I wonder? • When? • What? • Why? • Why did you write this text? • If you could write a sequel, what would it be about? • Why did you? • How did you make the character change over the story? • How did you get the idea for____? • Why did you use the words _____________? • Why did you make the character___________?

  25. Implementation: • 1. Choose the skill or enduring understanding you will teach. • 2. Decide how you will assess skill mastery. • 3. Select text. • 4. Decide which technique you will use to teach the strategy, skill or enduring understanding. • 5. Prepare for the Engagement Technique/Performance Task. • 6. Plan and prepare the Rubric then prepare the Lesson. • Consider the Text Features involved. • Consider Levels of Cognition,,Learning Styles and SOL’s that will be included in the lesson add missing elements.

  26. Which multiple intelligences are used in the lesson? • Interpersonal/Cooperative Worker • Intrapersonal/Responsible Learner • Logical/Mathematical/Critical Thinking • Creative Learner/Musical/Rhythmic • Visual Spatial/Information Manager • Verbal Linguistic/Communication • Naturalist/Resourceful • Bodily Kinesthetic/Active • (Ellery, 2014)

  27. Think about the Lesson… • Evaluate the LESSON by marking the rubric.

  28. Connie, the Construction Connector • Strategy: Connecting Ideas • Analyze Cause-Effect • Text to self, to text, or to world. • Engagement Technique: 3-D Chain Graphic Organizer • (Green and Red Sentence Strips, Staple or Glue) • Construction Hat and Tool Belt • Lesson: Cause and Effect (This happened because....When _____happened, then ______ happened. • Text: • How will you assess skill mastery? What is the Performance Task or Enduring Understanding you want your students to demonstrate? • In your group, prepare a student rubric. Consider SOL’s, Strategies, Enduring Understandings.

  29. Paula, the Powerful predictor • Strategy: Predict • Use text, text features, and prior knowledge. • Reflect and change. • Engagement Technique: Weather girl with information and data charts. • Post-a-notes for data collected on the chart. • Lesson: Use data and information to predict what will happen. • Text:

  30. Clyde, the Clarifier • Strategy: Monitor and Clarify • Clarify word and sentence meanings. • Break words into segments and pronounce • Reread or read on • Monitor understanding using text features • Visualize • Engagement Technique: Hand motions, Glasses, boa or flashy necktie • Lesson: Use Hand Motions for key words or points. • “I don’t understand….so I (fix-it strategies); • “I don’t get it.” (word, idea)…so I….. • Text:

  31. Ina, the Investigator • Strategy: Inference • Engagement Technique: Magnifying Glass, notebook, trench coat, clipboard, dark glasses; Look around for clues, tiptoe, hide and dart between locations. Use post-a-notes to justify inferences.” • Lesson: Write the inference on a post-a-note and place it beside the text where it can be justified. • “The character felt ________because” • “The author didn’t say, but I know …..because…….” • Text:

  32. Sam, the Super summarizer • Strategy: Summarize • Discern important points and main ideas • Place events in sequence • Utilize graphic organizer • Use own words • Engagement Technique: Cowboy hat, and yarn or jump rope for lassoing ideas • Lesson: Retell the story • Create a graphic organizer • Somebody-Wanted-But-So • “I can tell that ______ because_________.” • “Book clues…… “ “My clues_________” • Text:

  33. Describe (Evaluate the Product)

  34. Sequence

  35. Main idea/Details

  36. Story Map

  37. Sidney, the Synthesizer • Strategy: Synthesis • Engagement Technique: Shakers labeled with words, opinions, ideas, evaluations, connections, thoughts; bowls, spoons, chef hat, and pot. Post-a-notes to justify thoughts in text. • Lesson: Synthesize ideas to form thought , opinion, judgment, summariy, or feelings. • “I now think…..because…..(justify with evidence on post-a-notes) • “When I read….I changed what I thought because….. • “I will remember….because ….. • Text:

  38. jud, the Judge • Strategy: Evaluate • Engagement Technique: Gavel, balance scale and objects to weigh. • Lesson: Evaluate the author’s ideas, character’s actions, or own • reading progress. • Separate main ideas from interesting details. • “I rate……because……..” • “I agree/disagree with ……..because………” • Text:

  39. Bibliography Ellery, V. (2014). Creating Strategic Readers. Huntington Beach, CA: Shell Education Publishing, Inc. Oczkus, L. (2009). Interactive Think-Aloud Lessons. New York: Scholastic. Office of School Improvement, Virginia Department of Education. 2013-2014. Aligning Unit Tests and Backwards Instruction Planning [PowerPoint]. http://www.doe.virginia.gov

  40. Presenters: • Janie Hull- B.A. Elementary Education, M.S. Reading , Ed. D. Ed. Leadership & Policy Analysis • Literacy Coach/Reading Specialist; Van Pelt Elementary School, Bristol Virginia City Schools • Creating Strategic Readers Staff Developer, Bradenton, Florida • 30 years public; 6 years private • jhull@bvps.org • Jessica Kestner - B. A., Education Pre-K -6 • Third Grade Language Arts, Van Pelt Elementary School • Bristol Virginia City Schools • 12 years of experience • jkestner@bvps.org • Dana Rasnick: BA of Education -Pre-K - 8 • Second Grade Teacher, Van Pelt Elementary School • Bristol Virginia City Schools • 27 years experience • drasnick@bvps.org

More Related