Mrs. Padilla 4 th Grade Class Adria Trombley Literacy Facilitator Lowell Elementary Rogers, AR May 2, 2011.

Mrs. Padilla

4th Grade ClassAdria Trombley Literacy Facilitator

Lowell ElementaryRogers, AR

May 2, 2011

The Water Cycle

To give students the opportunity to actively use the nine high-yield strategies:

Purpose of the GANAG Structure

(2) Identifying Similarities and Differences

(3) Summarizing and Note Taking(4) Reinforcing Effort and Providing Recognition

(5) Homework and Practice

(6) Nonlinguistic Representations

(7) Cooperative Learning

(8) Setting Objectives and Providing Feedback

(9) Generating and Testing Hypotheses

(10) Cues, Questions and Advance Organizers

G= GoalI can describe the water cycle.

Students were asked to score themselves.(8) Setting Objectives and Providing Feedback

A= Access Prior KnowledgeMrs. Trombley and Mrs. Padilla showed the students a video on the water cycle. The students were given cards with a sunshine on one side and a storm cloud on the other. They were asked to show the sunshine side when they heard information they knew and the storm side when they heard information that was not familiar.

(8) Setting Objectives and Providing Feedback

N= New InformationMrs. Trombley read a book about the water cycle to the students.

(10) Cues, Questions and Advance Organizers

N= New InformationStudents used index cards to take notes about each stage of the water cycle.

(3) Summarizing and Note Taking

N= New Information

A song was sung and physical motions were added for each stage of

the water cycle.

(6) Nonlinguistic Representations

Students were asked to put their note cards in order and then explain the order to their partner .

A= Apply Knowledge

(7) Cooperative Learning

(3) Summarizing and Note Taking

Students were divided into groups and given eight minutes to create a representation of the water cycle.

A= Apply Knowledge

(7) Cooperative Learning

A= Apply KnowledgeEach group shared.

A= Apply Knowledge

Students were asked to identify similarities and differences between the presentations.

(2) Identifying Similarities and Differences

A= Apply Knowledge

The students were asked to complete a diagram and write a short summary explaining the water cycle.(5) Homework and Practice

(3) Summarizing and Note Taking

G= Generalize the GoalStudents revisited the goal and then scored themselves again.

Throughout the lesson Mrs. Trombley and Mrs. Padilla scored students progress towards the goal.

GANAG

Student Use of the High Yield Strategies

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

 Pollock, J. E. (2007). Improving student learning one teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development.

 Pollock, J. E., & Ford, Sharon M. (2009). Improving student learning one principal at a time. Alexandria, VA: Association for Supervision and Curriculum Development.