Planning, Critiquing and Supporting Best Practices

Summer Leadership InstituteAugust 2, 2012

Access this PowerPoint at: http://wcsinstructionaldesign.wikispaces.com/

WASHINGTON COUNTY SCHOOLS INSTRUCTIONAL DESIGN

SESSION GOALS

Session Goals Include the Following:

∞Explore the WCS lesson plan template and rubric used to support best instructional practices

∞Deconstruct effective instructional strategies

∞Participate in a PLC role-play scenario designed to critique components of the lesson plan and offer improvements in areas for potential growth

NOTES

www.penzu.com

REVIEW OF LESSON PLAN TEMPLATE

REVIEW OF LESSON PLAN TEMPLATE (CONT.)

REVIEW OF LESSON PLAN TEMPLATE (CONT.)

LESSON PLAN RUBRIC

• Please see handout

CORRESPONDING UNIT TASKS (A.K.A. PERFORMANCE TASKS)

• Should match summative assessment for each lesson

• Clearly defines what students should know and be able to do at the conclusion of the lesson

• Can be determined by looking at the NC Unpacking Guides (http://www.ncpublicschools.org/acre/standards/)

• Performance Tasks for K-2 Math can be found at:

http://commoncoretasks.wikispaces.com/2.OA.1+Tasks• Performance Tasks for K-12 Math can be

found at: www.corestandards.org/the-standards/mathematics/

ACTIVATING STRATEGY/LESSON HOOK

• Should connect to students’ schemas (personal knowledge/interests)

• Should be relevant• Should use real-world examples• Should connect to previously

learned subject matter• May be necessary to “front-load”

lesson via use of book, article, video, art, music, etc.

www.corestandards.org/the-standards/mathematics/

MATERIALS/RESOURCES/TECHNOLOGY

• Field Trip Resources• Local Resources• Technology Resources:

o https://bubbl.us/owww.tumblebooklibrary.comowww.brainpopjr.como http://illuminations.nctm.org/owww.ncwiseowl.orgoAdditional Resources

VOCABULARY

With CCES, there is more of an emphasis on Academic Vocabulary (Tier II Words) than on Contextual Vocabulary

www.flocabulary.com/wordlists/

Tier 1: the most basic words; require little instruction (happy, baby, walk)Tier 2: high frequency; found across a variety of content areas (ex. absurd, fortunate, merchant)Tier 3: lower frequency; often content specific (ex. Isotope, refinery, peninsula)

THREE TIERS OF VOCABULARY(BECK, MCKEOWN, AND KUCAN)

Directions:1) Choose a partner2) Choose a storybook3) Look through the storybook and make a list

of Tier II Words4) Use the Tier II Vocabulary Rubric to list

four of the words you found5) Use the rubric to determine if the word

should be taught directly Time: 10 min. www.e.ggtimer.com

VOCABULARY ACTIVITY

www.freereading.net

DETERMINING TIER II VOCAB.

Balanced Literacy Components

K-5- Literacy components should include 50% literary texts and 50% informational

6-12- Literacy Components should include 30% literary texts and 70% informational

Gradual Release of Responsibility Learning and Innovation Skills Common Core/Essential Standards Interdisciplinary Opportunities I Can Statements Instructional Plan Eight Mathematical Practices

LEARNING EXPERIENCES

THREE INSTRUCTIONAL

SHIFTS

Instructional Shifts in ELA Common Core State Standards

6 Shifts 3 Shifts

Shift 1: Balancing informational and literary textShift 2: Building knowledge in the disciplines

Building knowledge through content-rich nonfiction and informational texts

Shift 4: Text-based answersShift 5: Writing from sources

Reading and writing grounded in evidence from text

Shift 3: Staircase of complexityShift 6: Academic vocabulary

Regular practice with complex text and its academic vocabulary

Text Complexity Rubric

Text Complexity Placemat

DETERMINING TEXT COMPLEXITY

Students read a balance of informational and literary texts.

Students access the world through texts. Teachers embed literacy experiences in

content area instruction.

BUILDING KNOWLEDGE THROUGH CONTENT-RICH NONFICTION AND

INFORMATIONAL TEXT

Students have rigorous conversations that are dependent on a common text.

Classroom experiences stay deeply connected to the text.

Students use evidence to support arguments during discussion.

Writing emphasizes use of evidence to inform or make an argument.

READING AND WRITING GROUNDED IN EVIDENCE

FROM TEXT

To be college and career ready, each year students make a “step” of growth on the “staircase” of complexity.

Students read grade appropriate texts around which instruction is centered.

Teachers create more time and space for close and careful reading (depth vs. breadth).

Teachers constantly build students’ vocabulary (Tier II) so that they are able to access grade level complex texts.

REGULAR PRACTICE WITH COMPLEX TEXTS AND ITS ACADEMIC

VOCABULARY ITS

LESSON DESIGN

WORDS WE LIVE BY: YOUR ANNOTATED GUIDE TO THE

CONSTITUTION BY LINDA R. MONK

Originally published in New York: Hyperion, 2003.

What is (and isn’t) the meaning of “popular sovereignty”? Why does Monk claim that this is the form of government in America?

Is Lucy Stone confused when she asks “Which ‘We the People’?” Why does Monk say this question has “troubled the nation?”

What evidence is there in this paragraph regarding Marshall’s claim about the “evolving nature of the constitution”?

The Focusing Question for Writing:

Explain how the notion of who “the people” were has changed over time in America?

How is instruction different?How might a teacher plan

differently?What might an administrator

notice during a walk through?

A CLOSER LOOK OTICE…

1. Briefly introduce text (i.e. draw attention to time period, author etc.) then have students read text silently.2. As students follow along, the teacher reads the text aloud, drawing attention to academic vocabulary. 3. Students reread the text independently or with a partner and summarize (rehearsal / partner reading).4.Teacher asks a series of text dependent questions about the selection. These questions can only be answered by referring explicitly back to the text. 5. Allow opportunities for text-based writing. Return students to the text as evidence as well as using the text as a guide.

REVIEWING A COMPOSITION FOR LESSON DESIGN

“I Can” Statements are objectives written in kid-friendly language

Should be worded in a way that encourages students to measure their own learning

Ex. Objective M4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35=5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparison as multiplication equations.

Written as an I Can Statement- M4.OA.1: I can explain how a multiplication equation can be used to compare.  

I CAN STATEMENTS

Should be posted in room in central location Should be communicated and discussed with students

and amongst students before lesson is taught I Can Statement Cards should be generated for each

unit Best Practice Suggestion: Ask students to write “I

Can” Statement in a journal, along with notes from lessons on a daily basis

Find the I Can Wall Set template at: www.livebinders.com

User Name: rventura Password: starr1313

I CAN STATEMENTS

I CAN STATEMENT

Read: ELA.4.SL: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g.,small-group discussion); use formal English when appropriate to task and situation.

Write: With a partner, rewrite this standard as an “I Can” statement. Pay close attention to the verbs you use!!

WRITING “I CAN” STATEMENTS

Learning experiences for students needing extension activities, intervention, and language development should be incorporated into the lesson

In order to assure that learning is rigorous, teachers should continuously review and apply questioning and learning experiences as defined by Revised Bloom’s Taxonomy

DIFFERENTIATION STRATEGIES

Teachers should administer pre-assessments for every objective taught to determine the correct level (RBT) of instruction

Teachers should use formative assessments on a daily basis to determine the progress of student learning

Post-assessments should be used to determine student knowledge and next steps for interventions

Summative assessments should fully align with lesson objectives and Corresponding Unit Task

FORMATIVE ASSESSMENTS

Measures of Student Learning (MSLs) Standards 6 & 8 from NC Teacher Evaluation Instrument

ClassScape 4.5 week benchmarks

25% of grade

EOCs/EOGs 2012 -2014

Revised goal weights

Smarter Balance National Assessment for Common Core Standards

Begins 2014-15

For more information on Assessments visit:

http://www.ncpublicschools.org/acre/assessment/

SUMMATIVE ASSESSMENTS

Step One: Join a PLC GroupStep Two: Decide assigned roles within your group (i.e. administrator, instructional coach, classroom teacher, resource teacher, assistant)Step Three: Thoroughly read the lesson plan: Laws of Exponents Step Four: Read Expert Group Instructions for a PLC Role-Play ActivityStep Five: Plan your role playStep Six: Participants not involved need to move to a fishbowl configurationStep Seven: Debrief the Role Play Time: 20 min. www.e.ggtimer.com

EXPERT ROLE PLAYS

1)How did your group determine the strengths of the lesson plan?

2)How did your group determine the areas of improvement within the plan?

3)How can this role play inform your work within PLCs?

DEBRIEF OF ROLE-PLAYS