Welcome Please pick a cubeyou know what to

Welcome…. Please pick a cube…(you know what to do…) Record RICA questions on the chart up front.

TEP 161 B Winter 2006 Teaching and Reflecting on a Reading Comprehension Lesson Sequence: Lesson Planning for Nonfiction Read-Aloud Lesson Due: March 20, 2006 Part One: Select a text related to interests of students or to the content areas you are studying (“Umbrella Topics” in Math, Science, Social Studies, Literature). Select a nonfiction text reading strategy to teach. Consult grade-level standards and your cooperating teacher for this selection. Choices include (see Harvey and Goudvis): Activating/building background knowledge Making connections Questioning Drawing inferences Visualizing Determining important ideas Synthesizing information

Select an instructional activity to teach the reading strategy. Some of the activities described in the Harvey and Goudvis text include: Connecting text to self, text to text, text to world Marking text Overviewing Identifying nonfiction features using shared text (big book, overhead) Distilling Important ideas from Interesting Details Reading and Inferring Answer to a Specific Question Many additional instructional activities are described in Strategies that Work. Write a brief introduction. Include annotated bibliographic information for the chosen text(s), what strategy you have chosen and the activity to teach this strategy. Explain the rationale for these choices. Part Two: Design a sequence of two to three connected, consecutive lessons, using the lesson plan format. Before implementing the lessons in the classroom, be sure that your cooperating teacher and your supervisor have had a chance to review your lessons and give you feedback. Part Three: Teach your lessons. Reflect daily on each lesson and adjust subsequent lessons based upon your reflection. In your reflection, include assessment evidence that indicates the learning objective was/was not met for that day. This reflective step may be handwritten and informal. Part Four: Reflect on your lesson sequence. Provide assessment information to indicate the degree to which student achievement matched the learning objective(s). What ideas do you have for lessons to follow, based on this information? Provide rationale.

Goals Revisit the types of reading and writing in the elementary language arts classroom Consider some organizational structures in which to teach reading and writing Examine the development of young writers Engage in group work to synthesize the goals of an effective language arts classroom

Organizational Structures • Reading Workshop * purpose * mini lessons * sharing * process * schedule * independent work time * Role of T/S • Writing Workshop • Literature Circles *choice *temporary groups *different books *schedule *notes *topics come from students * natural conversations * roles (Discussion Director, Connector, Illustrator) *teacher as facilitator * observation/self-evaluation *fun, playful *readers share, new groups form

Components of a Balanced Language Arts Program Reading Read aloud Guided Reading Writing aloud/ Modeled Writing Shared and Interactive Writing Guided Writing Independent Reading Independent Writing Shared Reading

Modeled Writing

Lesson Plan Objective 1. 0 Writing Strategies: 1. 1 Group related ideas and maintain a consistent focus Goal Given a modeled writing mini lesson, students will attend to focus in their independent writing as measured by completed writing samples. Formative assessment Summative assessment Intro Procedure Closure

Modeled Writing Examples: • Ms. Garcia writes a "morning message" about what will be happening that day in terms of activities. As she writes, she thinks aloud while correctly writing in front of the students. • Ms. Washington writes on chart paper a personal experience "Yesterday I went to visit a zoo. I saw two adorable monkeys swing from tree to tree. " She models for students one form of topic choice for writing in their journals. • Mr. Brown models using a paragraph frame on an overhead or chart, to create his own written summary paragraph of a science text selection. • Mr. Morgan uses a Newsweek essay, “Inside the Classroom” as a patterned essay. He utilizes a “think aloud” as he develops his own essay using key words and the author's structure as a pattern.

Non-examples 1. The teacher makes mistakes for students to find and correct. (i. e. , DOL) 2. The teacher posts "daily news" on the chalkboard for students to read as they enter the classroom. 3. A group of students collaborate with the teacher on editing a class story. 4. The teacher presents a writing prompt or topic for students to respond. 5. Students develop and write their own conclusions to a story. 6. Students are required to look up and copy key vocabulary from a text selection.

Steps 1. Plan the lesson. 2. Introduction. 3. Write. 4. Reread. 5. Help students connect with presented concepts. 6. Review concepts presented. 7. Connect to classroom contexts.

Stages of Writing Development • Scribble stage

• Isolated letter stage

• Transitional stage

• Stylized sentence

• Writing stage

Order of Development 1. Cut apart the writing samples. 2. Put them in order by developmental stage. 3. Discuss your reasoning. What is it that each child knows and can do?

3 1 2 6 5 4

…good writing is about telling the truth. We are a species that needs and wants to understand who we are. Sheep lice do not seem to share this longing, which is one reason they write so very little. But we do. We have so much we want to say and figure out. p. 3, Bird by Bird Anne Lamont

Group Synthesis • Sign up for one of seven groups: Chapters 3, 5, 6, or 10 (Graves), K-2 Framework, 3 – 6 Framework, online resources • Five to seven minute “interactive presentation” (e. g. , role play, game show, Q&A sample lesson, poster, Power. Point presentation w/partner talk, ? ? ? ) to facilitate note taking of …main points …connections to previous learning …questions and/or controversies

Next Time: Teach the Fundamentals of Writing • Read: Graves: Sign up to read one of the following chapters 7, 12, 13, 14; ELD/ELA “Writing Strategies”, “Writing Applications” and “Written Language and Conventions” standards K-2 and 3 -6 • Due: Paragraph/section from children’s literature text (original text or Xeroxed copy) with hard copy of mini-lesson on conventions (see Action 12. 8, p. 207) Read and do: Action 3. 5 (write ONLY for 8 -10 minutes…HANDWRITTEN Reading Comprehension Teaching Project

Bibliography • In the Middle by Nancy Atwell • Writing Workshop: The Essential Guide by Ralph Fletcher and Joann Portalupi • What a Writer Needs by Ralph Fletcher • Craft Lessons: Teaching Writing K-8 by Ralph Fletcher and Joann Portalup • Nonfiction Craft Lessons: Teaching Information Writing K-8 by Joann Portalupi and Ralph Fletcher • Literature Circles by Harvey Daniels • Conversations by Regie Routman