Welcome back to LCRT 6910 & 6911 SEMINAR #4
Welcome back to
LCRT 6910 & 6911
SEMINAR #4
Seminar #4: Oct. 27th
AGENDA
What is quality core instruction?
RTI, the READ ACT, & quality instruction
Lesson Report & Analysis and your plan
Coaching & Learning Conversations
Choice Book group interactions
Looking ahead to November & December
What is the purpose of
quality core instruction?
To build students’ competence and independence as
learners.
‘Independence’ does not mean a reliance on worksheets (‘shut-up sheets’) !
(According to Fisher & Frey, 2010)
What does quality core
instruction look like?
In YOUR
opinion?
Components of Quality Core
Instruction (According to Fisher & Frey, 2010)
1. Establish a Purpose
a) What is the purpose behind
the lesson?
b) How did you determine the
need for this lesson?
c) Are there assessment data
indicating a need for this
lesson?
Quality Core Instruction (Fisher & Frey)
1. Establish a purpose
d) What do you want students
to do with the content?
e) What content, skills,
strategies do you want them
to use? To master?
Quality Core Instruction
What’s missing?
Quality Core Instruction (Fisher & Frey)
Additionally……
Establishing a Purpose
includes:
Content goals ..AND..
Language goals
Quality Core Instruction (Fisher & Frey)
REVISITING…..To
establish a purpose
d) What content AND language
do you want students to
use? To master?
e) What do you want students
to do with the content AND
language?
Is this a new way of
thinking for you?
Or, do you already plan for language goals?
THINKING ABOUT LANGUAGE….
Content and Language
Integrated Planning Framework(Gibbons, 2002; Fisher & Frey, 2010, p. 33)
Content Questions Learning Experiences
LanguageFunctions
Language
Structures
Vocab
Content and Language
Integrated Planning Framework(Gibbons, 2002)
What considerations do you
give to content AND language
objectives?
How do you plan for both?
Give the framework a try!
Content and Language
Integrated Planning Framework(Gibbons, 2002; Fisher & Frey, 2010, p. 33)
Content Questions Learning
Experiences
Language
Functions
Language
Structures
Vocab
SAMPLE:
Study of
the moon,
sun, earth
relation-
ships
Standards:
What
causes day
& night?
What are
the phases
of the
moon?
Ss tracked the
sun’s
progression
across the sky…
Ss created a
sun, earth, and
moon model out
of paper plates..
Ss used Oreo
cookies to
model the
phases of the
moon.
Generate
questions;
Explain &
Inform;
Summariz
e
Build on
students’
previous
use of
forming
questions
and writing
expository
paragraphs
Use
sequencing
words:
First, next,
then, last
Phases,
full, half,
new,
quarter…
Components of Quality Core
Instruction (According to Fisher & Frey, 2010)
1. Establish a purpose
2. Teacher modeling
a) Provide students with a model for thinking and the language required to do a task before they engage in the work independently.
b) Think aloud about what happens in their own minds.
Components of Quality Core
Instruction 2. Teacher modeling
c) Model the processes readers use to ensure
understanding, such as, questioning, inferring,
making connections, summarizing,
predicting…..ALSO, figuring out unknown
words to solve words.
d) Address the linking of text structures that
align with types of texts, like narratives or
expository texts…… using text features like
tables, illustrations, captions, bolded words
and headings to their advantage.
Components of Quality Core
Instruction 1. Establish a purpose
2. Teacher modeling
3. Guided Instruction
a) Provide guided instruction for students with the learning &/or task are new.
b) Engage students in thinking with support; scaffold students
understanding before they complete a task independently.
Components of Quality Core
Instruction 1. Establish a purpose
2. Teacher modeling
3. Guided Instruction
4. Productive Group Work
a) Time for students to collaborate by applying new information in productive ways with their peers.
b) Collaborative peer groups encourage students to talk about their understanding of the content & are shown to help Ss retain information.
Components of Quality Core
Instruction 1. Establish a purpose
2. Teacher modeling
3. Guided Instruction
4. Productive Group Work
5. Independent Learning
a) Before turning task over to student to do independently, make sure #1-4 have been applied!
b) Independent tasks should build students’ confidence.
c) The chance of students successfully completing an unfamiliar task alone & away from collaboration in class, is SLIM!
In a ‘nutshell’….. The elements used
to launch quality core instruction:
Gradual release of
responsibility
Establishing purpose;
Focused modeling;
Guided instruction (explicit or implicit);
Guided practice (productive group work);
Independent practice.
I do;
We do;
You do it
collaboratively;
You do it alone in a supportive environment;
Give it a try on your
own!
What does quality core
instruction look like?
In YOUR day-to-day
instructional practice?
What do you WANT it to
look like?
COLORADO
READ ACT
COLORADO READ ACT Focused on:
Early literacy development for all students, especially for students at risk for not achieving third grade reading proficiency.
K-3rd grad literacy development, assessment, and individual READ plans for students identified with significant reading deficiency.
Requirements for parent communication.
Funding to support intervention.
Funding:
The program provides about $16 million in per-pupil funding ($700 per student) to districts working with students who have significant reading deficiencies.
The law also includes $5 million in funding to be used for CDE administration costs ($1 million) and for professional development grants to districts ($4 million).
Total funding for the first-year is about $21 million.
FOR: 24,0000 students
About ¼ of 3rd graders in CO do not read at grade level)
In what ways do RTI and the
READ ACT link to
quality core instruction?
QUALITY CORE
INSTRUCTION,
YOUR LITERACY
INSTRUCTION
AND….
The Lesson Report &
Analysis (LRA)
LRA: What’s the purpose?
Performance-based assessment:
apply your knowledge & skills to develop an
effective literacy lesson grounded in current
assessment data (formative, summative or both);
address learners' current needs as you
implement & adjust the lesson during
delivery;
conduct a detailed analysis of the lesson
delivery with respect to the instruction &
learners’ evidence of learning;
consider next steps & potential changes.
Keep in mind….
For the LRA….
The literacy instruction can be geared for
one learner, a small group of learners, or
an entire class.
The lesson used for the LRA does not have
to be one of the lessons that is observed
or video-taped.
The reporting & analyzing of the
lesson should provide:
A description of the assessment data
that ground instructional decisions;
A detailed description of the
implementation of the lesson,
A reporting of and an analysis of the
instruction to determine if and to what
extent the literacy instructional goals
were met.
Lesson Report & Analysis
LENGTH:
The literacy instruction should fit within
a 30-60 minute teaching segment that is
a ‘stand alone’ lesson or part of a longer
unit. The literacy instruction can focus
on content curriculum, but must address
some aspect of literacy.
Sharing your 1-
page description
of the LRA lesson
What lesson will you/did you use?
What assessment data ground the
need for this lesson? How did these
data help you justify this lesson?
How will you make this professional
learning experience meaningful for
yourself?
CHANGE
Partner with someone
different & share your 1-
page description of the
LRA lesson
What lesson will you/did you use?
What assessment data ground the
need for this lesson? How did these
data help you justify this lesson?
How will you make this professional
learning experience meaningful for
yourself?
Lesson Report & Analysis
Your questions?
Face-to-face
observation-coaching
sessions
Time to touch base with your peer coach
Talk with your coaching
partner(s) about:
What focus have you asked the
observer/coach to take in your class? Did the
focus fit within Knight’s BIG 4? If so, explain.
Insights gained from coaching? From being
coached?
How are you using these insights? What
changes are you putting into place?
In what ways are you advancing the 3 literacy
goals? Have you refined these goals?
CHECKING IN ABOUT
the observation-
coaching sessions
What is the status of your face-to-face observations?
Completed templates?
Submit outstanding paper work & written reflections
Digital observation for Seminar #5!
LOCATION CHANGE
For Seminar #5
Meet in Lawrence Street Center,
Room 700
For Digital Observation-Coaching Session
Digital Observation
Prepare for Seminar #5:
digitally-recorded clip of literacy instruction that you deliver in your classroom (Secure whatever privacy/permission is needed to do this).
prep form (on Canvas); Bring 3 paper copies to seminar; 1 for the peer coach, 1 for you, 1 to submit.
As you record, focus the camera on yourself & your teaching with audio set to pick up teacher & students.
In Seminar #5, peer-coaches will be provided literacy coaching guidelines using similar structures to those used in the face-to-face classroom observations.
NOTE: The video-taped lesson does not have to be the lesson you used for the LRA and it should not be a lesson that was already observed by a peer or faculty coach.
Choice
Book
Groups
Meet
Choice Book Groups
What ideas/suggestions have your tried out in your classroom? Outcomes? Samples of student work?
What concepts from the book have influenced your thinking & your work?
In what ways has the book content provided support for the 3 literacy goals you identified? Or not?
Make a plan: Finish the
book by Seminar 5 & decide
what ideas you will try out
between now & then.
November ONLINE
Session: Structures an
online planning session with
Book Group members.
Looking ahead
ONLINE Session: November 3rd to 10th
Read & React to Fisher & Frey’s ch. 4
SEMINAR #5, Nov. 10:
Bring video clip & paper copies of prep form for digital observation & coaching session (meet in Lawrence, 700)
Before you leave tonight, submit:
Reader Response form (F & F, ch. 3)
Completed Observation/Coaching Templates – if you have been observed/coached
REMINDER
For Seminar #5, you are expected to
have completed a digital recording or
yourself teaching a literacy lesson in
your classroom.
Bring this 30 minute clip to Seminar 5.
You and your peer coach will view each
other’s digital lesson in seminar 5 and
interact in an observation/coaching
session.
Digital Observation-Coaching
Session
Take about 45 minutes per classroom teacher.
PRE-VIEW: Take time with each digital observation to allow the classroom teacher about 5 minutes to overview the lesson.
Bring completed “Digital Observation-Coaching Prep Form.”
VIEW EACH VIDEO TOGETHER: Sit together and view each video clip together, pausing to discuss as needed, and preparing to follow the viewing with the coaching conversation.
COACHING CONVERSATION: After viewing each video clip, engage in the coaching conversation.
BREAK: After 1 classroom teacher has presented, take a 5 minute break. Return and finish.
CONTINUE WITH VIEWING AND COACHING CONVERSATIONS.
ON YOUR OWN: Complete & submit post-observation forms (1 for teacher & 1 for coach).
Your
individual
questions