Wednesday, June 28, 2017
8:00-8:25: How Can We Bring Staff Developers or Institutes to Our School District?
Laurie Pessah & Lucy Calkins
Brook Geller-8:30
Guided Reading Grades 6-8
You want to coach for independence. When you give a T (told) after about 3 attempts from child, then try to tuck in the meaning of the word with the T (told).
Brook showed us a primary video of a guided reading group so that we would notice the teacher prompting. She encouraged us to use a primary video for middle level teachers, because often middle level teachers do not have the background to help readers with miscues because they do not have the background for that. In an essence, do just as the elementary teacher may do...put some sample prompts on a “cheat sheet” to refer to during the guided reading conferring until the teacher is used to prompting students for MSV (meaning, structure, visual).
Always prompt for meaning first, rather than the visual to build the schema for that.
Comprehension Check prompts (Make a Chart):
Who is in this part?
What just happened?
How does this part fit with what came before?
Goal is that students in a book club will run through this checklist themselves to check for understanding.
Running Records
We examined a profile of a few students running records to decide the coaching that we could do with the group of children.
We looked at an upper grade analysis sheet over time of running record that was used for student grouping to make a decision about where to prompt for the child to take them to a higher level to move more into synthesis rather than retell.
Although, I think this is an analysis sheet to use over time with one student, I believe that you could create a small group guided reading sheet for each group like this.
Boot Camps for Strategy Lessons:
Ways to support massive practice, not a ONE HIT WONDER!
When we expect mastery and expect students to get better of skills over time. We must systematic in our practice with consistency, but change the strategy (methodology) to reinforce the skill.
You have to have content in order to do inquiry work. You can’t jump right into inquiry. Students must be doing the talking during the strategy lesson, not the teacher.
We watched Brook Map out a sequence of strategy lesson, modeling three strategies:
We were prompted to take notes in any way that we find useful to us.
- Demonstrate by Taking a read aloud from the interactive read aloud you are already using. Students can then practice the strategy taught in their own individual choice books.
- You do some read aloud in their interactive read aloud then the student practices this skills into their own choice book. (this will support transfer)
- Just do it! More difficult for teacher to pull off because they have to stop talking. Teacher say, lately we have been working on….Now turn to your partner and share what we have been working on. Now go do it in your reading.
- From here you can move to inquiry where students do the inquiry lesson together then the students make a plan one day, then carrying out their plan the next day
As time goes on, gradual release is given over to students where they are able to move to inquiry much quicker.
Brook demonstrated a Read Aloud, Just Do it Model, Inquiry
Strategy lesson should be no longer than 10 minutes!
- Read Aloud- Teacher brings a read aloud non-fiction book about spiders. Each student brings their own non-fiction reading book to the small group. The teacher immediately begins to tell the students the purpose for bringing them together. Then the teacher asks them to speak to their elbow partner about what they have been focusing on lately in their nonfiction reading. The teacher then begins to read. She stops to talk about specific vocabulary, text features, etc. The teacher then tells each student to pull out their own nonfiction book (not the same text) to read. The teacher drops in to each student, having them read aloud to her for a small part. She prompts: “what is the author trying to teach you about?” She leaves them with, “As we continue to read on nonfiction reading I want you to think about “how does what I am learning fit into what I already know?”
- Just Do it! Brings a group of students together. She gives the students a copy of an old anchor chart and says, will you turn to your neighbor and talk about what this is and what it means? Teacher says, “I want you to start reading your books (all different books). I want you to read aloud to me and try one of these (strategy from the anchor chart). Teacher moves from student to student to listen as a student reads aloud from their nonfiction book. Which one of these structures does it feel like the author is using right now? Student answers, so remember when the author uses different features/structures in the text to help you understand the text . So far what structures do you think the author is using to make you think about the text? So as you’re reading think about the causes and the impact and you’re writing about reading might look something like this. Teacher shows an examples of writing about reading that goes with the text: CAUSES, EFFECT in a T chart. She leaves the group with we are going to come back and talk in 2 days. “So in your work the next two days practice this work to help you think about the structure the author is providing to help you understand the text. Off you go!”
- Inquiry: She brings the group together. Teacher says, Read this sentence together and talk about what it means. Here is the challenge, read it….figure out the parts. So readers on thing you are going to find out in your reading that it doesn’t just tell you who, what….it tells you much more…
Janet Steinberg @ 10:30
Supporting Kids with IEPs: Assessment, Data, and Responsive Instruction
She grouped us into role alike groups (Administrators, teachers, instructional facilitators)
We are going to create stations. Administrators are going to create stations for teachers PD.
We watched a TEDtalk video of Amy Cuddy on Body Language and the message we project.
She showed us a Jeopardy Game for a station based on comprehension from one of Patricia Palaoco’s book...students answer questions about plot, author’s craft,
Stations: confirm, application of understand, extends/reinforces learning, and frontload information. They do not replace instruction.
She showed a jeopardy game made by administrators for teachers...Beliefs, decisions, assessment, danielson
We must come up with 3 stations most important for my teachers for PD:
We used Spheres of Success to gather stems to gain insights to beliefs systems of teachers in stations with teachers for PD. https://mail.google.com/mail/u/0/#inbox/15cef66a688e5dbd?projector=1
I asked Janet to share her list of digital media video’s that she uses for specific things and how they are leveled.
She showed us the graphic by Hattie about Boss vs Leader
Demonstration of Communication Barriers
Stand for Children by Marian Wright Edelman (Author), Adrienne Yorinks (Illustrator)
Habits of Mind drive our beliefs about our system
Our homework: Highlighting what is important in “Taking Responsibility for Reading Within Reach books
Thanks for sharing!
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