Ela look fors

Jennifer Evans

Assistant Director ELA

St. Clair County RESA

[email protected]

http://www.protopage.com/evans.jennifer#Untitled/Home

What Effective Instructional Leaders Do: Supporting School Improvement and Instructional Quality

This is what we do well; these are our challenges; and this is what we are doing to address our challenges.

Introduce ELA Look-

Fors

Using Observations

and Walk-Throughs

to Change the Face

of Instruction

Student

Task/Artifacts

Student

Behavior

Teacher

Behavior

Common Core

Danielson

Evaluation

Model

Marzano’s

Effective

Strategies

Best Practice

Strategies

Explicit

Instruction

Domain 3: Instruction

3a: Communicating with students

3b: Using questioning and discussion techniques

3c: Engaging students in learning

3d: Using assessment in instruction

3e: Demonstrating flexibility and responsiveness

Meaningful Differences in the Everyday Experience of Young American Children

by Betty Hart & Todd R. Risley. Paul H. Brookes Publishing Co. (1995).

12 24 36 48

(Age Child in Months)

Esti

mate

d C

um

ula

tive W

ord

s A

dd

ressed t

o C

hild

(In M

illions)

Working-class

26 Million Words

Welfare13 Million Words

Professional45 Million Words

Language Experiences by Group

Only 4% of the school day is spent engaging in student talk.

Only 2% of is spent discussing focal lesson content (but not necessarily using relevant academic language).◦ Arreaga-Mayer & Perdomo-Rivera, 1996

If routines and procedures are

not clearly established, that is

where you need to begin.

Once routines and

procedures are

established look at:

The task

What the

student is

doing

What the

teacher is

doing

Is interestingRequires

cognitive effort

Has real world

relevance

Creates

discussion

Relates to grade

level CCSS

Builds student

understanding

Leads student to

look back and

reflect on answer

Engages students

Balances

Informational and

Literary texts

Understanding how language functions in different contexts

when writing, speaking, reading, or listening.

Determining the meaning of unknown words and phrases.

Determining understanding of figurative language, word

relationships, and nuances in word meanings.

Using grade-appropriate words and phrases.

Accountability is evident.

1. During the discussion, teammates place their chip in the center each time they talk. They cannot talk again until all team members have placed a chip in the middle.

2. All teammates pick up their chip and begin again.

Round 1: How do you engage your students? Round 2: How do you define rigor? Round 3: What does engaging instruction look like?

1st Grade Talking Chips Video: http://vimeo.com/65843184

With Talking Chips, where was the individual accountability?

Where was the equal participation?

How would the teacher set up the lesson to make sure of engagement and accountability?

What ideas of engagement will you take away?

Turn and Talk

1. Intellectual

engagement

• engaging in

active

problem

solving, logic,

and meta-

cognitive

strategies

2. Emotional

engagement

•

interest, enjo

yment, and

choice

3. Behavioral

engagement

• behaviors,

habits and

rituals

4. Social

engagement

• attachment

to school and

community

Varied Authentic,

meaningful

tasks

Connected to

students’

culture, life

out of school

Involves

active

participation

&

collaboration

Experimentation,

simulation, debate,

role playing

Intellectually

challenging

Investigation,

problem

asking and

solving

Real World

Problems

Multiple

resources

Technology

Providing explicit

and precise

modeling.

Providing

students with

feedback that is

timely and

effective.

Providing

students with the

time to discuss

and determine

what they notice.

Providing a rich

literacy

environment.

Demonstrating

enthusiasm for

the content

subject area.

Using graphic

organizers, visual

aids, short video

clips/pictures, to

support teaching

term(s).

Using explicit

instruction or

Marzano’s 6-step

vocabulary model.

Incorporating

kinesthetic

movements with

vocabulary words

when possible.

Providing

opportunities for

students to

identify words in

reading.

Differentiating,

clarifying, and

providing

opportunities for

students to recall

information.

Ask:◦ What is the purpose of the task?

◦ What is the purpose of a grade?

◦ What is the purpose for assessment?

Weekly Template

Use illustrations or

videos to visualize the

word

1. Choose word (tier II)2. Explain Meaning3. Repeat word several times

Day 1:

Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible).

Day 2:

Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible.

Day 2:

Day 2:

Engage students in a read aloud where students identify the vocabulary words as they are read.

Day 3:

terrible

Select one term for the concept wheel –terribleBrainstorm what kids know about the word and its meaning.Write the word in the first quadrant.Think of three more key ideas about the word to add to the graphic organizer

Day 4:

Anchor Charts or Posters - Have students created their own anchor charts based on the academic vocabulary learned during the week.

Examples vs. Non-examples

Questioning – Have students answer questions such as ―Would you prefer to have terrible day or an ordinary day?‖ or have students create examples from a question such as ―What is something terrible that someone might do?‖

Real Life Experiences – Have students experience real life examples of the terms and respond accordingly in writing. For example, if you are studying ―more than‖ and ―less than‖ in math, set up a center with student weight items on a scale and respond, ―_______________ weighs more than _________________.‖ Etc.

Pantomime – Have students show how the vocabulary terms would be acted out such as ―How an eagle soars.‖

Storytelling – have students tell stories including the vocabulary terms.

Synonyms and Antonyms – Have students find synonyms and antonyms for the academic vocabulary terms they are studying.

Illustration – Have students illustrate the academic vocabulary terms.

Word Search – Have students look through books to find the terms.

Substitution – Have students find places in their own writing or in other literature where they could substitute the new term for one that is already there.

Hands-on Activities – provide opportunities for students to discover new understandings with hands-on activities.

Real World – Have students find real world examples of the terms.

Problem Solving – Provide students with a real world problem involving the academic vocabulary term, and have them work with a partner to solve it.

Transfer/Multiple Meanings – Provide students with opportunities for them to transfer their learning of the new word so they understand what the same term may mean in math, science, social studies, reading or writing.

Commercial – Have students create a commercial or a pamphlet of the term.

Technology – Have students use technology to create a visual representation of the vocabulary terms.

Day 4:

Something new that I learned

today is…

Day 5:

Grade 2 Vocabulary Video

https://www.teachingchannel.org/videos/improving-student-vocabulary?fd=1

Dr. Anita Archer Podcasts

http://www.scoe.org/pub/htdocs/archer-videos.html

Turn and Talk:

Look-Fors?What can be

improved?

What will you

implement?

Turn and Talk◦ How can your peers help?

◦ How can I help?

◦ How can your coaches help?

◦ How can your administration help?

When I walk into a classroom, of course I care about what the teacher is doing, but in some ways I care even more about what the students are doing. What's the nature of the task? Are students being invited, or even required, to think? Naturally, that has implications for what the teacher is doing and what the teacher has already done. That is, has the teacher designed learning experiences for kids that engage them in thinking or formulating and testing hypothesizes or challenging one another respectfully or developing an understanding of a concept? You really only know what a teacher is doing when you look at what the students are doing. I also listen carefully to how teachers question students—if they ask kids to explain their thinking, for instance. That's very different from just saying that's the right or wrong answer. It's a very different mindset about wanting to understand the students' thinking and their degree and level of understanding.

Today: Introduce ELA Look-Fors

Day 2: Co-Model Vocabulary Lesson

Day 3: Classroom Walk-Throughs and Support

Day 4: Classroom Walk-Throughs and Support

1. Select a

reading passage

to be used next

week.

2. Select 3 tier II

words to teach

explicitly.

3. Open the

PowerPoint

Template, and

insert pictures to

go with the

words selected.

4. Create

dialogue for

your students to

fill in the blanks

on day 2.

5. Plan how your

students could

act out the

words.

6. Develop a

concept wheel

master for the

vocabulary word.

7. Determine if

you will provide

an additional

―Menu‖ center

for the words.

8. Plan

additional units.