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Content Content Literacy Literacy

Practices Practices 20112011

Day OneDay One

Alabama State Department of Education’s Mission

Statement

To provide the standards, resources, and support needed to ensure all students graduate college and/or career ready

OUTCOME:

Improve Student

Achievement

Parameters• Everyone is a participant.• Silence technology (cell phones, computers,

etc.).• Minimize side bar conversations. • Abstain from electronic conversations.• Respect time.• Be receptive to learning and others’ opinions.• Have fun learning together.

“I’m Here”

I’m

Trying…

I’m here…

Even when it seems I’m not.

Class seems long

when you don’t understand.

I’m trying to pay attention,But sometimes it’s hard.

I heard what she said…

But I don’t know what she means.

I read like everyone else…

But the words don’t always make sense.

I feel trapped…

Because reading is hard for me.

I try and follow the rules…

Most of the time.

Things that seem easy to others…Don’t seem easy to me.

I feel alone…

When I don’t understand.

I get bored…

When my work seems too hard.

I get confused…

And I don’t know what to do.

Things move too fast;I can’t keep up.

Just because I struggle doesn’t mean I don’t care.

All I need is…

Help.

Lesson Agenda

Outcome: Participants will demonstrate an understanding of the Essential Elements to increase student achievement.

Before: Quick Write During: Talk to the Text & Say

SomethingAfter: 3-2-1

Before: Quick Write

Complete the following sentence.

I know Johnny is learning when…

FiveEssential Elements

Five Essential Elements

During: Talk to the Text & Say Something

Silently read each section.Talk to the Text as you read; jot

your thoughts in the margin.

Say Something - make a comment or state a question to your partner; this is not a discussion.

After: 3-2-1

3 things you learned about the Essential Elements

2 questions you have

1 connection you have made

Five Essential Elements PlanOutcome-Participants will understand the Essential

Elements that increase student achievement.

Before: Quick WritePurposes: set a purpose for reading, activate prior

knowledgeDuring: Talk to the Text & Say Something Purposes: engage with the text, self-monitor

comprehension, integrate new information with prior knowledge

After: 3-2-1Purposes: reflect on the content of the lesson, respond to

text through writing, summarize 

Stretch Break!

What Is Strategic Teaching All About?

• Strategic teaching IS NOT just for reading and language arts classes.

• Strategic teaching IS best practices designed to increase student achievement in ALL content classes.

• Strategic Teaching IS NOT just for struggling readers.

• Strategic Teaching IS for all students regardless of their reading abilities.

• Strategic Teaching IS NOT something that you do once a week or on every other Thursday.

• Strategic Teaching IS part of every lesson, every day.

• Strategic Teaching IS NOT something your principal came up with to torture you.

• Strategic Teaching IS based on scientific research about adolescent learning.

BRAIN RESEARCH

AN INCREDIBLE JOURNEY

STUDENTS OF THE 21ST CENTURY

Got Brains?

Brain Research AgendaOutcomes: Participants will discover

characteristics of the adolescent brain. Participants will make connections

between the developing brain and adolescent learning.

Before: Anticipation GuideDuring: Jot NotesAfter: Anticipation Guide

Left-Brain/Right-Brain Partners

Left-Brain/Right-Brain Partners

• Select two partners sitting at different tables.

• When prompted, sign up with a left-brain and a right-brain partner. Remember to also write your name on the same side of the brain as your partners.

• When directed, meet and discuss a given topic.

Before: Anticipation Guide

• Read each statement.• Mark in the left-hand column

whether you agree or disagree with the statement.

• When directed, locate your left-brain partner and discuss your predictions.

• Prepare to share whole group.

During: Jot Notes

“Jot” notes are based on key points, concepts, or ideas as the text is read.

Use single words and/or phrases to keep notes brief and to the point.

This may include:• brief notes about the important points in the text;• sketches of images constructed as the text is

read;• connections to the text; • questions about the text; and• first reactions to the text.

Brain Research: An Incredible Journey

Chunk 1: “We Do”

Examples of Jot Notes

• 7 to 10 percent of brain is pruning away• lacks reasoning and judgment• hormones are not completely responsible• acts childishly• physical appearances deceiving

Connection: Adolescent students look mature, but act

childishly.

Chunk 2: “Y’all Do”

• Read the text. • Write jot notes that are short

and to the point.• Sketching is encouraged.• Share notes with a partner.• Share notes with the whole

group.

Chunk 3: “Y’all Do”

• Read Chunk 3 with a partner.

• Take jot notes.

Chunk 4: “You Do”

• Read text.• Reflect individually.• Take jot notes.• Meet with your right-brain

partner and reflect on your jot notes.

After: Anticipation Guide

• Reread the statements from the beginning of the lesson.

• Mark new responses in the right-hand “After” column.

• Justify any corrections made after reading.

• Write justifications under the appropriate statements.

Brain Research Lesson PlanOutcomes: Participants will discover characteristics of the

adolescent brain.Participants will make connections between the developing brain and

adolescent learning.

Before: Anticipation GuidePurposes: activate prior knowledge; establish a purpose for reading;

make predictionsDuring: Jot NotesPurposes: organize information; summarize and practice note taking;

make connections After: Anticipation GuidePurposes: reflect and correct predictions; integrate new information

with prior knowledge

Parking Lot Postings

Reflect on the learning from the day:• Questions• Concerns• Comments

This is the ticket to lunch. The purpose is to let the facilitator see whether or not learning has taken place. The questions, concerns, and comments will be addressed in the morning.

LUNCH!!!

Problem-solving skills are necessary!

Strategic Math Lesson:

The Pythagorean Theorem

8th Grade Course of Study Standard 7

Solve problems using the Pythagorean Theorem• Apply the Triangle Inequality Theorem• Verify Pythagorean Theorem• Apply the Pythagorean Theorem to find the missing length of a

side of a right triangle• Apply the Pythagorean Theorem to determine if a triangle is a

right triangle• Calculate distances on the coordinate plane using the

Pythagorean Theorem.

AHSGE Standard VII, Objective 2: Apply the Pythagorean Theorem.

7th Grade standard: Find the Perimeter of polygons and the Area of Triangles and Trapezoids.

9th Grade Algebra standard: Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of right circular cylinders or right rectangular prisms.

• Applying formulas to solve word problems.

Math Strategic Lesson Agenda

Daily Outcomes:When you leave class today you will be able to:• find missing lengths of sides of right triangles

using the Pythagorean Theorem; and • determine if a triangle is a right triangle using

the converse of the Pythagorean Theorem. COS 7

Before: Anticipation GuideDuring: Jot Notes with Explicit InstructionAfter: Anticipation Guide Reflection

Before: Anticipation Guide

1. Read each statement.2.In the left-hand column mark

whether you agree or disagree with the statement.

3.Discuss your predictions with a partner.

During: Jot Notes

• Read each chunk when directed. Jot down the important information on your paper. These are your notes, so make them brief and to the point; use single words or short phrases.

• Just write enough for you to remember what it means.

• Include a real-life connection or a sketch to help you remember the information if possible.

“I Do”: Who was Pythagoras?

Pythagoras was a Greek mathematician and philosopher. He is credited with discovering the relationship between the lengths of sides of a right triangle.

He found that the relationships had to do with the squares of those lengths:

In any right triangle, the sum of the squares of the lengths of the two legs is equal to the square of the length of the hypotenuse.

“I Do”: Jot Notes

Pythagoras-- • Greek mathematician & philosopher;

and• Credited with finding the relationship

between the side lengths of a right triangle.

Connection: Sounds like Greek to me!

“We Do”: Jot Notes

Read the information from the first chunk of text and the Key Concept box (p. 485).

Remember when taking jot notes, the types of information recorded may include:

• brief notes about the important points in the text,• sketches of the images that are constructed,• connections made to the text,• questions about the text, and/or• first reactions to the text.

Our Jot Notes - “We Do”: p. 485

legs: represented by the variables a and b

• 2 sides that form the right angle

hypotenuse: the side directly across from the right angle;

• represented by the variable c;

• the longest side.

Right Triangle

hypotenuse cleg a

leg bFormula:a² + b² = c² ORc²= a² + b²

leg b

“Y’all Do”: Jot Notes

Read the information from the second chunk of text (p. 487) and take Jot Notes with your partner.

Remember that when taking jot notes, the types

of information may include:• brief notes about the important points in the

text,• sketches of the images that are constructed,• connections to the text,• questions about the text, and/or• first reactions to the text.

Teacher Jot Notes: p. 487Pythagorean Theorem: If a triangle is a right triangle, then c²= a² +

b².

Converse of the Pythagorean Theorem: If c²= a² + b², then a triangle is a right triangle. To determine if a triangle is a right triangle when given the 3

side lengths, use the Converse of the Pythagorean Theorem.

“I Do” Example 1 You are planning to purchase a new

digital flat screen television. The TV has a length of 40 inches with a height of 30 inches. What size is the flat screen?

Hint: The size of a television is given by the length of the diagonal of its screen.

The television’s diagonal is the hypotenuse, c, so the legs are 30” and 40”.

Since a² + b² = c², then 30² + 40² = c²

(30•30) + (40•40) = c²

900 + 1600 = c²

2500 = c²

√2500 = √c²

50 = cThe television has a 50 inch diagonal, so

it’s a 50 inch flat screen television.

“I Do” Example 2

The mobile phone company is anchoring wires to the top of a 1200 ft high communication tower. The cable for the support wire is 1300 ft long, and the company requires you to use the entire cable. How far from the base of the cell phone tower will it need to be anchored?

The cable length is the hypotenuse, 1300 ft., so the legs are 1200 feet and b feet.

I know that the formula is:

a² + b² = c² 1200² + b² = 1300² (1200•1200) + b² = (1300•1300) 1,440,000 + b² = 1,690,000 b² = 1,690,000 –

1,440,000 b² = 250,000 √ b² = √250,000 b = 500The cable should be attached 500 ft

from the base of the tower.

“We Do”: Example 3

Solve for the unknown side in the right triangle to the nearest tenth:

a = 15 units; b = ? units; c = 25 units.

“We Do” 3: a = 15, b = ?, c=25

Begin with the formula: a² + b² = c² 15² + b² = 25² (15•15) + b² = (25•25) 225 + b² = 625 225 – 225 + b² = 625 – 225 b² = 400 √ b² = √400 b = 20 units

“We Do”: Example 4 In a baseball diamond the distance

between each of the three bases and home plate is 90 feet and all form right angles. How far does the second baseman have to throw the ball in order to get the runner out before he slides into the home plate?

Hint: Sketch it out. Then use the Pythagorean Theorem to solve this problem.

“We Do” 4: Baseball Problem

Formula: a² + b² = c²The distance from 2nd base to home plate

is the hypotenuse, c. So: 90² + 90² = c² (90•90) + (90•90) = c² 8100 + 8100 = c² 16,200 = c² √16,200 = √c² 127.279 = c (127.3 to the nearest

tenth)The second baseman has to throw the ball

about 127.3 feet to get it to home plate.

“Y’all Do”

Solve the following six problems with your partner on the back of the Jot

Notes:From the Glencoe Pre-Algebra textbook:

pp. 488-490: # 1, 2, 20, 22,43 – explain your choice and

reasoning46 – answer in a complete sentence

Show all of your work.

After: Anticipation Guide

• Reread the statements from the beginning of the lesson.

• Mark new responses in the right-hand “After” column.

• Justify any corrections made after reading and working problems. Show all work underneath each statement.

Math Strategic Lesson PlanDaily Outcomes: When you leave class today you will be able to find

missing lengths of sides of right triangles using the Pythagorean Theorem, and determine if a triangle is a right triangle using the converse of the Pythagorean Theorem. COS 7

Before: Anticipation GuidePurposes: make a prediction; activate prior knowledge;

Set a purpose for learningDuring: Jot Notes with Explicit InstructionPurposes: discuss vocabulary; practice solving

problemsAfter: Anticipation Guide Reflection Purposes: reflect on the content of the lesson; assess

students’ knowledge; verify predictions

Stretch Break!

Skillful ReadersSkillful Readers

John

John had to get up early to study his words.

He was very tired and decided to take a break.

John

When he opened his eyes again, the first thing he noticed was the clock on the chair.

It was an hour later and nearly time for his class.

John

He picked up his two books and put them in his rucksack.

He started pedaling to campus as fast as he could.

He ran out of gas, so he hitched a ride.

John

By the time he arrived at class, the test was over.

When John explained his tardiness to Dr. Syljuberget, the professor remarked invectively that the excuse was rather egregious.

Adapted from Yuill, N. M., & Oakhill, J.V. (1991). Children’s problems in text comprehension: An experimental investigation. Cambridge, UK: Cambridge University Press.

Skillful Readers

• Predict• Question (generate

and answer)• Monitor

Comprehension and Use Fix-Up Strategies

• Make Connections

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Skillful Readers

• Infer• Draw

Conclusions• Summarize• Visualize

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Skillful Readers

• Analyze• Synthesize• Recognize Text

Structure• Use Graphic

Organizers for Thought Processes

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‘Alesha’ Narrative

• Read the ‘Alesha’ narrative.• Take margin notes as you locate specific

examples of Alesha’s literacy skills. • With a partner, connect the examples to

the skills listed on the graphic organizer.

Irvin, J. , Meltzer, J. & Dukes, M. (2007). Taking action on adolescent literacy: implementation guide for school leaders. ASCD: Alexandria: VA.

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Skillful Readers

• Predict• Question (generate

and answer)• Make Connections

• Infer• Draw Conclusions• Summarize • Visualize

• Analyze• Synthesize• Recognize Text

Structure• Use Graphic

Organizers for Thought Processes

• Monitor Comprehension and Use Fix-Up Strategies

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Putting Theory into Practice

The lesson framework for strategic teaching includes:

One Outcome Two Instructional Practices Three Parts of the Lesson Four Steps to Explicit Instruction Five Components of Active Literacy

Applying Strategies

• A variety of strategies can be used to support this lesson framework.

• Strategies should be purposefully chosen to incorporate literacy skills into the content areas.

• The semantic feature analysis is a tool used to show the connections between literacy strategies and literacy skills.

Parking Lot Postings

Reflect on the learning from the day:• Questions• Concerns• Comments

This is the exit slip for today. The purpose is to let the facilitator see whether or not learning has taken place. The questions, concerns, and comments will be addressed in the morning.