Bushnell Way ES Lesson Study Grade 5 Comprehension

Bushnell Way ES Lesson Study Grade 5 Comprehension Instruction 2 nd Read 1

Overview • Purpose • Norms • Agenda

Lesson Study • “The ‘performance piece’ aspect of lesson study is the teaching of a lesson with students that is observed by other teachers. Surrounding this lesson is an intensive, collaborative effort by the study group to extract the best ideas in planning, reviewing, and revising the lesson. The entire process moves toward a broad goal or vision of education developed by the school or study group to enhance their students’ lives. ” Research for Better Schools www. rbs. org Volume 5 Number 2

• “The real ‘lesson’ of lesson study is not product, but process. It compels teachers to examine their own practice in depth, connects them with their students and their professional community, and inspires them to teach better every day. ” Research for Better Schools www. rbs. org Volume 5 Number 2

Collaborative Learning Defining Collaborative Learning From isolation… 6

…collaboration 8

Leadership/ Shared Responsibility “In a learning community, everyone is a leader, everyone has a voice, and everyone shares responsibility for success. ” --Laura Lipton

Principles of Learning Clear Expectations Academic Rigor Accountable Talk Socializing Intelligence Organize for Effort Learning as Apprenticeship Fair and Credible Evaluations Self-Management of Learning Recognition of Accomplishments

California Standards for the Teaching Profession • What connections can you make between the CSTP and the Principles of Learning, collaborative learning & lesson study?

Academic Performance Index. Bushnell Way Elementary Year API Rank State/Similar Schools AYP 2004 -2005 691 3/ 7 Yes 2005 -2006 699 3/ 6 Yes 2006 -2007 703 3/ 4 Yes 2007 -2008 707 2/ 4 No (ELA) 2008 -2009 727 2/3 No (ELA)

Comprehension Roses Roadblocks

Bushnell Way ES Grade 5 Open Court Unit 3 Assessment Scores 2009 -2010

Data Analysis • Look at your individual SOAR data • Who are the benchmark, strategic, and intensive students in comprehension? • What can we do during whole group and small group instruction to move students from intensive to strategic, and strategic to benchmark? • Which students have made gains in Comprehension? Why?

Observation • Evidence vs Opinion

Assign Observation Roles • • • Orientation Closure Teacher Scripting Time/Pacing Student Engagement •

CST Blueprint CALIFORNIA CONTENT STANDARDS: READING 1. 0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. # of Items % 20 31% 1. 1 Decoding and Word Recognition: know and use complex word families when reading (e. g. , -ight) to decode unfamiliar words 2 1. 2 Decoding and Word Recognition: decode regular multisyllabic words 2 1. 3 Decoding and Word Recognition: read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression NA* 1. 4 Vocabulary and Concept Development: use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words 4 1. 5 Vocabulary and Concept Development: demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e. g. , dog/mammal/animal/living things) 2 1. 6 Vocabulary and Concept Development: use sentence and word context to find the meaning of unknown words 4 1. 7 Vocabulary and Concept Development: use a dictionary to learn the meaning and other features of unknown words 2 1. 8 Vocabulary and Concept Development: use knowledge of prefixes (e. g. , un-, re-, pre -, bi-, mis-, dis-) and suffixes (e. g. , -er, -est, -ful) to determine the meaning of words 4

English-Language Arts Content Standards • Where in the Teacher’s Edition are the comprehension standards directly and indirectly taught?

Released CST Questions • Correlate the questions to the standards. • How are the students tested on these standards? • Highlight language that can be incorporated into instruction.

ARTICLE

Steps to Building Comprehension • Step 1 - Unit Opener • Step 2 - Preparation for the Selection Reading • Step 3 - Pre-Reading Discussion • Step 4 - Reading the Selection • Step 5 - Discussion using Handing-Off • Step 6 - Record New Learning

A Closer Look at Comprehension What is the purpose of… • Activating prior knowledge • Building Background • Clues, Problems and Wonderings • Selection Vocabulary • Comprehension Strategies • Comprehension Skills

Lesson Design Study Day 2 Comprehension and Writing 26

Give One Get One • Name three key points you remember from yesterday in three separate boxes. • Share your points with your colleagues and collect different ideas to fill your remaining squares.

Handout #13 Framework for Lesson Design and Reflection Curriculum Standards WHAT? WHO? Teaching Models, Strategies, Methods HOW? WHY? Theories of Learning and Teaching Educational Philosophy Knowledge of Learners

Handouts #13 a & b Learning Styles • We must ensure ALL students learn. • Sometimes that means adjusting the way we teach. • Study the Cultural Characteristics and Implications for Instruction. • Discuss and give examples for each.

Cognitive Planning

DEMO

Debrief Protocol 1. Teacher responds to the “Key Questions for Debriefing the Lesson” 2. Observers share observation evidence 3. Everyone shares “two stars and a wish” for the lesson (including the teacher)

Unit Planning • What are the Key Elements of your unit? • Read the gold pages and sum up the key elements in 3 -4 bullet points (teal pages for OCR 2002) • These Key Elements are what you will reference throughout the unit and during each selection

Lesson Study Day 3 35

Goal • On an index card, write one personal goal for yourself today • You will have an opportunity to reflect on your goal at the end of the day

Remember that we are looking for evidence, not opinion.

Assign Observation Roles • Scripting the lesson • Teacher • Student • Time/Pacing • Reference the Cards • Student Engagement

Debrief Protocol 1. Teacher responds to the “Key Questions for Debriefing the Lesson” 2. Observers share observation evidence 3. Everyone shares “two stars and a wish” for the lesson (including the teacher)

Schedule for Lesson Study Day 3 • 7: 45 -8: 00 Opening and Reminders • 8: 00 -8: 55 • Lesson 1 • Debrief Lesson 1 • 9: 00 -10: 00 • Lesson 2 • Debrief Lesson 2 • 10: 00 -10: 20 Break • 10: 25 -11: 25 • Lesson 3 • Debrief Lesson 3 • 11: 30 -12: 30 Lunch • 12: 350 -1: 35 • Lesson 4 • Debrief Lesson 4

Planning for IWT Plan lessons/activities that will support the word knowledge lessons • Plan extra teaching • Preteach the blending (small group) • Reteach or extend the lesson (whole group or small group) • Must Do and May Do activities word with the ow and ou_ spellings) (ex: sort

Lesson Study Group Reflections • Is “lesson study” leading us to think in new ways about everyday practice? • Is “lesson study” helping us to develop our knowledge of subject matter and of student learning and development?

Goal • Read the goal you wrote for yourself this morning. • Reflect on whether you met this goal or are still working on it.

Lesson Study Reflection and Evaluation