Ela look fors

ELA Look-ForsJennifer 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.

Why Look-Fors?

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

to C

hild

(In

Million

s)

Working-class

26 Million Words

Welfare13 Million

Words

Professional

45 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

We Need More Discussion!

Introduce ELA Look-Fors

Using Observations and Walk-Throughs to Change the Face

of Instruction

Our Focus Today:

Student Task/Artifac

ts

Student Behavior

Teacher Behavior

Three Things Observed

Common Core Danielson Evaluation

Model

Marzano’s Effective

Strategies

Best Practice Strategies

Explicit Instruction

Resources Used to Create the ELA Look-Fors:

Common Core

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

Danielson – Instruction:

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

Routines and Procedures are established.

Is interesting Requires 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

Task

You should see artifacts in a text-rich environment

What Should You See Students Doing?

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.

What the Student Is Doing in Language

Students are…

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

Talking Chips: Student Engagement

Teacher Debrief

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

Four Types of Engagement:

1. Intellectual engagement• engaging

in active problem solving, logic, and meta-cognitive strategies

2. Emotional engagement

• interest, enjoyment, and choice

3. Behavioral engagement

• behaviors, habits and rituals

4. Social engagement

• attachment to school and community

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.

What theTeacher Is Doing

Academic Vocabulary ExamplePronounce the word – terrible -- kids repeat the word with you several times

Explain the meaning: Terrible means something unpleasant or very bad. For example, a bad storm that destroys many trees and homes is terrible. A rotten fish smells terrible. When we have a lot of snow and cold weather during the winter, some people say that the winter was terrible.

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).

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.

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

Ask a question using the word and have students share their responses: What is an example of something that is terrible? Turn and tell a partner or share out loud.

Be sure to include pictures, video, text, a graphic organizer, sharing, and an exit ticket.

terrible

Use illustrations or

videos to visualize the

word

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

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).

Fill in the Blank

Act it Out

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.

Think – Pair - Share

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

Read Aloud

terrible

Concept WheelSelect 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

ILLUSTRATE AND ASSOCIATE

Vocabulary Word Picture of Word

Brief Definition Antonym/Nonexample

Create your personal sentence

silent

Being very quiet noisy

The classroom was silent on the weekend.

Create Anchor Charts or Posters Have students present examples and non-examples for the

vocabulary word Ask deep processing questions

◦ Answer questions “Would you prefer to have a festive day or an ordinary day?”

◦ Create Examples What is something that a good citizen might do?

◦ Make Choices If any of the things I name can hatch, say hatch; if not, say nothing: a

train, a chicken, a jar of jam, a snake, a tadpole, a horse.◦ Pantomime

Show me how an eagle soars, a rocket, an airplane.◦ Personal Context

Some people are fond of fishing. Tell about something you are fond of. Use the word fond when you tell about it.

◦ Synonyms and Antonyms Name a word that means the opposite of genuine; name a word that

means about the same as genuine.

Apply the Learning: A Menu

Something new that I learned today is…

Exit Ticket

Instruction That Promotes Engagement:

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

You Should See Teachers Helping Students Make Connections

The Most Important Action Teachers Must Take:

Ask:◦ What is the purpose of the task?◦ What is the purpose of a grade?◦ What is the purpose for assessment?

Grade 2 Vocabulary Video https://www.teachingchannel.org/videos/imp

roving-student-vocabulary?fd=1

Dr. Anita Archer Podcasts http://www.scoe.org/pub/htdocs/archer-vide

os.html

Vocabulary Videos

Turn and Talk:

What Did You Notice?

Best Practices? What can be improved?

What will you implement?

How Will You Use Observation Data?

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.

Charlotte Danielson on CCSS

Today: Introduce ELA Look-Fors Next Time: Model Vocabulary Lesson Day 3: Classroom Walk-Throughs and

Support Day 4: Classroom Walk-Throughs and

Support

Future Plan:

Questions?