Week Six Differentiated Instruction/Investment/Planning Workshop February 23, 2009

Week SixDifferentiated

Instruction/Investment/Planning Workshop

February 23, 2009

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Objectives We will be able to:Identify principles of effective teaching to reach

all learnersEvaluate a student case study using the

principles of effective teachingIdentify and describe strategies for investing

students and families in literacy learningRecognize the steps taken to plan a literature

based discussion lesson and apply the steps to our own planning



AgendaAgenda Overview (3 min)Housekeeping (20 min)

AnnouncementsBlogs; Participation Logs; Book Club Choices; Coming Attractions

Principles of Effective Teaching (40 min)What are they? (10 min)“Marcus: Gifted and Challenging” (20 min)Differentiation (10 min)

Investing our students and parents (35 min)Motivation (15 min)A second case (15 min)

Read-Aloud: Chester’s Way (7 min)Break (10 min)Think-Aloud: Planning a Lesson (25 min)Planning Workshop (30 min)Coming Attractions (5 min)



BlogsSarah’s responses to groups

Participation LogsRubric

Book ClubMarch 16, March 23, April 6

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Book TalksThe Watsons Go to Birmingham-1963 by

Christopher Paul CurtisAges 9-12The story of Kenny Watson and his Michigan

family in 1963, the heart of the civil rights movement. The book details Kenny’s struggles with his trouble making brother Byron and how his brother’s actions lead his parents to send Byron down to Alabama to live with his strict grandmother. The Watson’s trip happens alongside a devastating event in America’s history, the burning of the Sixteenth Avenue Baptist Church in Birmingham, Alabama.

Available on Amazon.com - new: $6.99, used: $2.50

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Book Talk

Breadwinner by Deborah EllisAges 10-12 A story about a young Afghani girl living under the rule of the

Taliban. The girl, Parvana, has to masquerade as a boy to gain access to food and other necessities for her family. This is the story of her struggle and survival and how she comes to understand the roles of males and females in Afghanistan. It is also the story of the love of a family.

Available on Amazon.com for $8.95, or used from $0.40

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Book TalkFeathers by Jacqueline WoodsonAges 8-12 Frannie narrates this story of a newcomer to an all-black

sixth grade classroom. The new boy, who appears to be white, is quickly nicknamed “Jesus Boy.” Set in 1971, Woodson's novel skillfully weaves in the music and events surrounding the rising opposition to the Vietnam War, giving this gentle, timeless story depth. She raises important questions about God, racial segregation and issues surrounding the hearing-impaired with a light and thoughtful touch.

Available on Amazon.com for $6.99 or used from $2.25



Book TalkNumber the Stars by Lois LowryAges 9-12 The evacuation of Jews from Nazi-held Denmark is one of the great untold

stories of World War II. On September 29, 1943, word got out in Denmark that Jews were to be detained and then sent to the death camps. Within hours the Danish resistance, population and police arranged a small flotilla to herd 7,000 Jews to Sweden. Lois Lowry fictionalizes a true-story account to bring this courageous tale to life. She brings the experience to life through the eyes of 10-year-old Annemarie Johannesen, whose family harbors her best friend, Ellen Rosen, on the eve of the round-up and helps smuggles Ellen's family out of the country.


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Book Talk

Scorpions by Walter Dean MyersYoung Adult (12 and up) Jamal, who is pressured to become leader of the Scorpions

gang, worries about school, family, and the rough kids on the street. When a fellow gang member gives him a gun, Jamal suddenly gains a new level of respect from his enemies. A realistic look at a boy who wants to do the right thing but gets caught up in the culture of violence. A Newbery Honor selection.




Book Talk

Out of the Dust by Karen Hesse Ages 9 and up Out of the Dust is the story of 14-year-old Billie Jo and her family who

are living in the time of the “Dust Bowl” in Oklahoma during the Great Depression. Billie Jo describes her life and the tragedies that affect her family during this difficult time. “There are no tight, sentimental endings here--just a steady ember of hope that brightens Karen Hesse's exquisitely written and mournful tale.”


http://www.amazon.com/Dust-Apple-Signature-Karen-Hesse/dp/0590371258/ref=pd_sim_b_2










Quote of the Day“I think there are a variety of ways though,

that teachers can begin and continue to know their students, but … I do not feel

though that this information must necessarily always be directly given from the

students. Simply by watching the way that students interact with one another or how

they deal with different situations that arise in the classroom can tell you something

about that student.”~ Katie Kret, 2/2/09

Principles of Effective Teaching•As teachers, it is our job to teach all the children in our classroom •Tompkins gives us 10 principles for effective teaching to ensure that we meet the needs of all learners:

1. Effective teachers apply learning, language, and literacy theories as they teach reading and writing

•We should have an idea of why we’re doing what we’re doing and be able to talk about it to our colleagues, our students and their families



Principles of Effective Teaching2. Effective teachers support students’ use of cueing

systems• Strong reading teachers know that students use

multiple sources of information to help them read• Visual Cues (Phonological System): Does it

look right?• Syntactic System (Language Structure): Does it

sound right?• Meaning (Semantic System): Does it make

sense?• Pragmatic System: What context/code is this

in?

3. Effective teachers create a community of learners in their classrooms (similar to Cambourne)

• Responsibility, opportunity, engagement, demonstration, risk taking, instruction, response, choice, time, assessment



Principles of Effective Teaching

4. Effective teachers adopt a balanced approach to literacy instruction

• Use a variety of instructional programs (phonics instruction, small group guided reading, read alouds, writing instruction, integrated literacy activities, etc. See Tompkins, p. 26)

5. Effective teachers scaffold students’ reading and writing experiences

• Use a variety of contexts including modeled, shared, interactive, guided, independent - a Gradual Release of Responsibility



6. Effective teachers organize literacy instruction in four ways

Basal reading programs, literature focus units, literature circles, reading and writing workshop

7. Effective teachers connect instruction and assessmentKnowledge of how to administer assessments and knowledge of how to use them as diagnostics to inform instructionPreassess --> Teach --> Monitor --> Reteach --> Assess

8. Effective teachers become partners with parentsProvide information, encourage volunteering, supporting literacy at home, supporting family literacy

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Understanding MarcusSmall group discussion questions:

•What invisible/visible characteristics does Marcus possess that affect teaching and learning? Who noticed these characteristics?•Using Tompkins’ Principles of Effective Instruction as a lens, evaluate what was done at his old school and his new school. What do you feel was done well? What could have been done differently?

Whole group discussion questions:•What types of differentiation have you see in your classroom?



Differentiated InstructionDifferentiated Instruction

content/topicprocess/activitiesproductenvironment and teaching strategies

Differentiate the content/topicDifferentiate the content/topic

Compacting curriculum: assess knowledge, skills, attitudes and provide alternate activities for those who have mastered content

Acceleration/deceleration: adjust the pace that students move through the curriculum

Flexible pacing based on student needsExploration of more advanced or complex conceptsExtensions of the regular curriculumLearn about students’ interests: guide students’

exploration of a topic

Differentiate the process or activitiesDifferentiate the process or activitiesAdjust questions: target level of questioning to

students’ ZPDOpen-ended questions that promote critical thinkingFlexible grouping and pacing to assure appropriate

challenge and supportAnchoring Activities: list of activities students can

do at any time (during transitions, if they finish early) geared toward specific needs or enrichment

Vary Participation Structures: peer teaching, reading buddies, independent study projects, learning centers

Vary Learning Styles and Multiple Intelligences

Differentiate the ProductDifferentiate the ProductTiered Assignments: series of related

tasks vary in their complexityLearning Contracts: agreement as to

what and how students will complete assignments

Sophisticated Products: http://adifferentplace.org/products.htm Professional in nature Address real problems, audiences, and concerns Synthesize rather than summarize information Include a self-evaluation component

http://adifferentplace.org/products.htm

Differentiate the environment and learning stylesDifferentiate the environment and learning styles

Comfortable environment: lighting, noise level, seating arrangements

Learning styles: individual, small group, whole class

Multiple intelligences








InvestmentVideo and Discussion:

8th grade Baltimore classroomA teacher’s library3 Column Note Taking:

1. What does the teacher KNOW about her students?

2. What is the teacher ABLE TO DO for her students?

3. What does the teacher BELIEVE about teaching and about her students to invest her students?

InvestmentProblem Solving: The Case of KristenWork in groups to read through and think through Kristen’s case

- use what you read to inform your thinkingWhat is at the heart of the issue?What would you try with the student?What would you try with the parents?What could have been done to prevent this situation?Draft an email with your responses and send to Sarah

([email protected])Group 1: Melissa, Gina, Jessica, PaulaGroup 2: Alison, Lyndsay B., Katalin, Ally W.Group 3: Colleen C., Lindsay P., Sara, MandyGroup 4: Colleen G., Kelley, Lauren, LizGroup 5: Tiffany, Andrea, Katie K., Rachel W.Group 6: Tim, Rachael A., Kati H., LisaGroup 7: Shannon, Janie, Brandon, Julie








Read Aloud

Chester’s Way by Kevin HenkesPart of a series of books by Kevin Henkes about

a group of mice who go throw some growing pains

Relatable to kidsGood to teach writing: narrative story structure,

rising action, beginning - middle - endGood to teach reading: text to self and text to

text connections; predictions; character evaluations



BREAKBREAK

Return at: 11:10

Sign up for book club books

Return at: 11:10

Sign up for book club books





Read-Aloud: Chester’s Way (7 min)Break (10 min)

Think-Aloud: Planning a Lesson (30 min)Planning Workshop (25 min)Coming Attractions (5 min)



What support will you

provide for a focus student

throughout the lesson?

Daily Lesson Plan Template

is on the ANGEL site;

Under Assignments

Folder, “Language

Arts Lesson and

Reflection”

Daily Lesson Plan

Your Name:_____________ Grade Level: _____________ Date:__________________

CT: _________________ School: _______________________

Overall lesson topic/title:

Grade Level Content Expectation(s):

Develop Goals/Objectives that are specific to your interpretive discussion:Knowledge Objective (student understanding): Each student will…Capacity Objective (interpretive skills and strategies): Each student will…Commitment Objective (attitudes): Each student will…

Materials & supplies needed:

Procedures and approximate time allocated for each event

BEFORE READING:

• Introduction to the lesson (What will you say to help childrenunderstand the purpose of the lesson; How you will help childrenunderstand behavior expectations during the lesson; How will you preparethem to participate according to your lesson objectives? How will youmotivate them to become engaged in the lesson?) (___ minutes)

OUTLINE OF KEY EVENTS FOLLOWING YOUR INTRODUCTION:

• During Reading: (How will you read the text? Will you point out things orask question during the reading? If so, what specifically? Will you expectstudents to participate in some way other than listening during the reading?)(___ minutes)

• After Reading: (How you will begin and end the discussion and anyextension activities? When/how will you distribute supplies and materialsWhat are your plans for stepping in during the discussion? What do youanticipate saying? What interpretive questions might you use? (___minutes)

CLOSING SUMMARY FOR THE LESSON:

• Bringing closure (How will you bring closure to the lesson and involvechildren in reflecting on their experiences? How will you involve them inmaking connections to prior lessons or prepare for future experiences?What kind of feedback do you want from them at this time?) (___minutes)

Academic, Social andLinguistic Support duringeach event for your targetstudent

Post-Assessment: (How will you know the students are progressingtoward your identified objectives? What will you include in a rubric or otherpost-assessment to find out?) (___ minutes)

Academic, Social, andLinguistic Support duringassessment for your targetstudent

Daily Lesson Plan Template

McGee (pp. 55-68):

Choose books that are...McGee (pp. 55-68):

Choose books that are...

Worthy of deep thinking

Have multiple layers of meaning

Have gaps for readers to fill

Are appealing to children and the teacher

Worthy of deep thinking

Have multiple layers of meaning

Have gaps for readers to fill

Are appealing to children and the teacher

Goldenberg (pp. 74-84):

Planning for instructional conversations Goldenberg (pp. 74-84):

Planning for instructional conversations Select text appropriate for studentsRead the story several timesSelect a theme (big idea) to focus the discussion, at

least initiallyConsider what background knowledge students will

needDecide on starting point for the discussionThink through the discussion mentally--what are

possibilitiesWhat follow-up activities will help you know what

students learned?

Select text appropriate for studentsRead the story several timesSelect a theme (big idea) to focus the discussion, at

least initiallyConsider what background knowledge students will

needDecide on starting point for the discussionThink through the discussion mentally--what are

possibilitiesWhat follow-up activities will help you know what

students learned?

Almasi: Student roles during a discussionAlmasi: Student roles during a discussion

Inquisitor: students ask questionsFacilitator of interaction: students

encourage each other to participateFacilitator of interpretation: restate, clarify,

make personal connections, compare/contrast, examine author’s style

Respondent: students talk to one anotherEvaluator: students challenge each other’s

ideas and say whether and why they agree or disagree

What is a Think Aloud?It’s an instructional strategy that allows teachers to model

thinking and cognitive processes for students as they complete a task.

It is usually an authentic task where students get to peek inside the heads of their teachers - writing a story, solving a math problem, using comprehension strategies to read a text, and so on.

Today’s think aloud:Writing objectivesDeveloping assessmentDeveloping activities

Steps for Planning a Literature Based Discussion Lesson•Decide on the GLCEs and Objectives:

•Knowledge, Capacity and Commitment (use Bloom’s Taxonomy handout to help choose your verbs for objectives)

•Brainstorm ideas for your lesson (activating prior knowledge, interpretive questions - Use Bloom’s Taxonomy handout to help formulate questions)

•Take notes about your ideas

•Use LA lesson template (download from ANGEL) to develop your draft

•Bring draft plan to class on March 2 for in-class workshop

•You will need to send me your draft lesson plan in draft form by 9 a.m., March 6 as an email attachment:

File name: LASTNAME.LPDraft.doc



Planning Workshop

Let’s come back together at 11:57 for coming attractions

Coming Attractions: Week 7 - Reading ComprehensionReadingsEveryone reads (CHANGE FROM THE SCHEDULE):

Tompkins, Chapter 7: Facilitating Students’ Comprehension: Reader Factors, pp. 216-248

Jigsaw Readings (All on Angel - Week 7: On ANGEL: Carlisle (2001) How can I help children with Learning

Disabilities? - Rachael A., Andrea, Katalin, Rachel W., Colleen C., Jessica, Janie

On ANGEL: Stahl (2004). Proof, practice and promise: Comprehension strategy - Lyndsay B., Alison B., Melissa, Colleen G., Ally W., Paula, Gina

On ANGEL: Miller (2002). Schema: Thinking aloud-Showing kids how - Kati H., Julie, Lisa, Mandy, Lindsay P., Lauren, Kelley

On ANGEL: Neufeld (2005). Comprehension instruction in content area classes - Liz, Katie K., Tiffany, Shannon, Tim, Sara, Brandon

In Class:Bring a draft of your lesson plan to class (just what you

have so far)Also, print off the “Peer Review of Language Arts Lesson

Plan Draft” and bring to class (in Week 7 readings folder)

For next week: Week 7What’s Due?

Due on 3/2: Notebook: Write a response to the “What do you think?” scenario in the Week 7 readings folder on Angel and bring a hard copy to class on 3/2 to turn in

Due on 3/2: Submit your participation log thus far to Angel dropbox - File name: LastnameLog.doc (Ex. LittleLog.doc)

Due on 3/6: Submit a draft of your lesson plan to the dropbox on Angel- File name: Lastname.LPDraft.doc

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Week Six Differentiated Instruction/Investment/Planning Workshop February 23, 2009

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