Ready, Set, Go
Presented By:
Instructional Design
and Innovation Team
Moore County Schools
February 18, 2013
Let’s Review!
How many times?
Research shows that students need to encounter a word about _ to __
times before they know it well enough to improve their
comprehension.
The two types of vocabulary instruction:
Receptive Vocabulary: Listening & _______
Expressive Vocabulary: ________ & Writing
Effective Vocabulary Instruction…
• does not rely on___________.
• involves the gradual shaping of word meanings through
___________ ______________.
Marzano’s 6 Step Approach to Vocabulary Instruction
Number each step appropriately.
#
Task
Students create a nonlinguistic representation of the term.
The teacher provides a student-friendly description, explanation, or
example of the new term.
Involve students periodically in activities that allow them to
manipulate the terms.
Engage students periodically in activities that help them add to
their knowledge of the terms in their notebooks.
Teacher asks students to restate the description, explanation, or
example in their own words.
Periodically ask the students to discuss the terms with one another.
2
6-12
Literacy Across the Curriculum
The Shifts in Literacy:
• __________ sources
• ________-_______
writing, _________ and
conversation
• Scaffolded exposure to
_______ _____ and
real‐world__________.
Common Core State Standards
Teachers must prepare students to:
• _________ like a safe-cracker.
• _______ like a ___________.
• __________ like a teacher.
• _________ like an investigative reporter.
3
6-12
Listening Like a
Safe-Cracker
What is being said:
What I am thinking:
My opinions based on what is being said:
Most people do not listen with the intent to understand; they listen with the intent to reply.
~ Stephen Covey
Read Like a Detective
•Setting a _________for reading
• Using_________ _______
• Citing _______ in the text
• Making __________
6-12
4
Reciprocal Teaching Strategy
Using “Scale-Up of batch kinetic models”
#1
Your task is to:
1. Predict what you think the text will be about before the group starts
reading and share this with the group. Use headings, subheadings and
visuals.
2. As you read confirm (or disprove) your prediction and explain your
thinking to the group during the discussion time.
#2
Your task is to:
1. Ask a question about the text for the rest of the group to answer. Try to
ask a question about the meaning of the text rather than a question
about the meaning of a particular word, although you can do this as
well. The group will take turns to help you answer the question.
2. Lead the rest of the group to ask questions in turn, and help them to
answer them.
#3
Your task is to:
1. Identify a key word in the text and explain it.
2. Lead the others to also identify and explain key words, until the group
has a list of about 10-12 words.
3. As a group, decide on no more than 8 key words.
#4
Your task is to:
1. Retell or summarize the information in your own words.
2. After everyone has had a turn, lead the group discussion so that the
group agrees on a summary statement using the list of key words.
5
Insert Complex Text
Reading Here
6
Read Like a Detective
Your Thinking…
THIEVES
Answer
T
H
I
E
V
E
S
7
6-12
Speak Like a Teacher
•
•
•
•
•
Formally
Informally
Consideration of audience
Student-to-Student
Posing questions
Write Like an
Investigative Reporter
•
•
•
•
_________-based
For a _______, not a prompt
Narrative, __________, ________
Considering ________
8
6-12
All Write Round Robin
How can you incorporate each of these
components into your lessons?
Read Like a Detective
Speak Like a Teacher
Listen Like a
Safe-Cracker
Write Like an
Investigative
Reporter
9
6-12
5 Most Common Challenges in
Lesson Planning
Student activities do not contribute to meeting
the objective.
“____________________described in the lesson
plan do not contribute in a _____ and ___________
way to the lesson ______________. Don't have your
students engaged in activities just to keep them busy.
Whatever you have your students do should contribute in
a direct way to their_________________________”
(Kizlik, 2012).
Instruction does not match the intended
learning.
Materials are extraneous.
“__________specified in the lesson are extraneous to
the actual described learning activities. This means keep
the list of materials in line with what you actually plan to
do.____________________________________”
(Kizlik, 2010).
Assessments are not connected.
An ________________ in a lesson plan is simply a
description of how the teacher will _____________
whether the____________has been ___________. It
must be based on the _______________that is
incorporated in the objective. Anything else is flawed.
Objectives are unclear
10
6-12
Clear Learning Goals
Clear
Learning
Goal
Practice:
Identify the level of thinking and the content in the following I
can statements. Underline the level of thinking and circle the
content.
1.
2.
3.
4.
5.
I can identify phonemes in words.
I can spell words with the vowel sound spellings /ow/ as in
clown and /aw/ as in dawn.
I can use sentence and word context to find the meaning of
unknown words.
I can distinguish between fantasy and realism.
I can read dialogue with accuracy and prosody.
Clear or Fuzzy?
1.
I can learn about the parts of a sentence.
2.
I can analyze and trace the development of Federalism.
3.
I can identify and label the key elements of the water cycle.
4.
I can tell about the parts of a plant.
5.
I can cover the causes of the Civil War.
11
6-12
Critical Verbs
• Insert critical verbs chart here
12
Critical Verbs
• Insert critical verbs chart here
13
Critical Verbs
• Insert critical verbs chart here
14
Critical Nouns
• Insert critical verbs chart here
15
Critical Nouns
• Insert critical verbs chart here
16
Critical Nouns
• Insert critical verbs chart here
17
Insert Webb’s DOK Levels
Here (pdf)
18