Thursday, June 29

Thursday, June 29

Brook Geller-8:30

Guided Reading Grades 6-8

Today’s Focus: Let the Children be in Charge, accept approximations, working toward independence in small group work and Children operating their own small group virtually

What does true independence look like and what kind of small group work can we do that turns out independence?

Some patterns to help design PD plans to establish independence that TC staff developers have found common in successful schools:

1. Children are treating their R notebook and W notebook as a workbench. They use each to help understand the other. Reciprocal. Not charts copied into notebook from mini lesson. Teachers are not assigning T charts, etc. Students decide their medium for remembering (sketches, venn diagram)
2. Teachers are teaching repertoire lessons (like the JUST DO IT lesson from yesterday) GRR!! Purposefully teaching for release. Encourage a teacher to do a repertoire lesson 2-3 times in a unit. It supports massive practice.
3. Teachers are tweaking minilessons so children make work plans. Rather than saying, Readers remember....today’s teaching point is....teachers are saying before you leave the carpet, make a plan on what you are going to do...turn and tell your partner. Off you go! (They choose plan, how they write their plan and what they are going to do) At the end of the lesson have the students pull out their plan and share the evidence of their work with their partner. Partner can pull out an anchor chart and add something/a suggestion to their partner’s plan.
4. Teachers are modeling goals worth work towards.

Student led read aloud (purpose to help students become active readers) Helps students become flexible thinkers/learners on text.

You might do this kind of work with a kid that

1. constantly abandons  books
2. that is consistently scoring low on the rubric in specific areas
3. Needs assistance close to standardized test time (a way to do test prep)

Student led read aloud is easier to do on a well known text

Brook brought a group to the carpet to demonstrate this.

Flipping the lesson in two ways (student flipping it/teacher flipping it)

This is not homework, it is done in class. Students

Brook showed us an example of a teacher’s screencastify lesson on RST level band of text complexity (She showed some tricky things to expect in this band on some small anchor charts like: Characters, structure, setting evolves and changes, subplots) In the lesson she asks students to turn and talk, jot in your notebooks.

YES! I love this idea of teachers to use Screencastify for teachers to make mini-lessons for a workshop model for stations!

She challenged us to think about what I could make a video of from this week.

Students can teach a strategy, etc., screencastify it. Children can have a baggie with prompts to guide their work (cut this below in baggie)

Great idea: Students from previous year created video’s of how to use a station/center. They then use the video for the following year for new students. Great Idea!

Flipping Class Resources https://padlet.com/brooke19/j0mogqkwtvzn

Janet Steinberg

Supporting Kids with IEPs: Assessment, Data, and Responsive Instruction

We are examining a unit to plan for accommodations to modify the unit. We used the toolkit to help the students become successful. It’s not that the student is struggling, it is that we have not given them to tools to build the muscles to do the work.

We spent a considerable amount of time looking at co-teaching and parallel teaching models of how to support students through this work. It is a complete coordination of how to support students through this work.

http://www.udlcenter.org/aboutudl/whatisudl This is a great resource to help resource teachers to make sure lessons are planned/executed to help students with various disabilities/strengths.

She showed us a video and gave us a paper with a bunch of circles on it. We were to use the circles to take notes about the video. Some drew pictures, other words, etc.

Jasmine Junsay- Transferring Nonfiction Reading and Note-taking skills to SS and Science

What do scientists do

1. Sourcing
2. Contextualization
3. Close reading
4. corroboration

We looked at Charts from RUOS dealing with Nonfiction Readers to make the connections with those elements above.

Two methods you can choose across any content:

1. Video Aloud-Read aloud with a video. You pause at certain points and highlight important information to support understanding.  Students may take notes, act out parts, turn and talk, etc. Teacher demonstrates this and has us turn talk about penguins before she starts a video about them. First time we are to watch and get a gist. The second time we watch and jot. She prompts us to decide “how” we want to hold on to the information. Otherwise, you can take notes, draw, etc. (is it cause & effect, problem & solution?) She replays the part that has a great deal of  information for us to add to our notes if needed. She has us teach a partner what we learned (you can use gestures-act it out, draw a diagram, refer to specific details and highlight important vocabulary.

2. Minilecture- Delivers short snippets of key content. The teacher gives the objective as we are going to learn about Colonial America. Question: Turn and talk to your partner about “What happened when the British settled in North America?” She begins to lecture about Colonial America. The lecture is supported with powerpoint & photo’s. She asks us to look at one of the images to see what we can synthesize about Colonial America by what we notice in this picture. She begins to read. She questions, she pauses and asks us to discuss what we notice.

Ways to help a student synthesize important details from their notes:

Ways to use the same progression work with notetaking?