The Teacher Toolbox Project: Model Lessons

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The Teacher Toolbox Project Model Lessons

• Welcome

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The Teacher Toolbox Project Model Lessons
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The Teacher Tools Initiative
Teacher Toolbox
Teacher Tools
HISD Portal
Laptops
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The Teacher Toolbox

• Project CLEAR
• Syllabi/Syllabuses
• PASSLink
• Model Lessons

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Why Model Lessons?

• To provide a baseline standard of the written,
  taught, and tested.
• To provide a model of pacing and Project CLEAR
  implementation.
• To provide a floor to ensure student
  achievement.

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The Model Lesson Coordinator

• Participate in the Project CLEAR Summer Institute
  and ongoing Model Lesson professional development
  sessions.
• Teach the Model Lessons.
• Disseminate Model Lessons and accompanying
  professional development to campus colleagues.
• Facilitate implementation at the campus level.

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Model Lesson Training

• Periodic roll-out

MLC Training
Campus Training and Dissemination
Classroom Implementation
Debrief/Reflect
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• Model Lessons
• Project CLEAR
• Curriculum Background

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Strands, Goals, ObjectivesProject CLEAR
Language Arts

• In language arts, it is commonly accepted that
  there are six strands, or overarching behavioral
  categories. They are
• listening
• speaking
• reading
• writing
• viewing
• representing

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Receptive Behaviors Reading Listening
Viewing
Literacy Thinking Communication
Speaking Representing Writing Expressive
Behaviors
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Project CLEARFour Strands Twenty four goals
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Objectives
ROCS Clarifications
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ROCS
HISD TEA TEA TEA/ Objectives TEKS SEs HISD
Assessments
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Prerequisites and Instructional Considerations

Content Specifications
Connections to Other Objectives and Content
Areas
Assessment Considerations
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The English Language Arts Continuum of
Masteryprovides you with information to better
gauge expected levels of student performance and
instruction at the appropriate level. Each
Content Specification includes an icon to show
you the ideal level of mastery students should
achieve at the grade level under examination.

• ? introductory level - background knowledge,
  explicit instruction should be provided to the
  student
• ? increasing accuracy and/or acquisition - guided
  and independent practice should be provided to
  the student. Re-teaching and review is often a
  necessary component of instruction.
• ? mastery - continued instructional support
  should be provided for the student
• ? accomplished - enrichment and application
  opportunities should be provided for the student

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Literature Circles

• Integrating Reading, Writing, Listening, and
  Speaking

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What are literature circles?

• Student-led discussion groups of three to six
  children who select and read a common text

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Students...

• Read a wide variety of genres
• Prepare for discussions by keeping a response
  log, jotting ideas on Post-it notes, or filling
  out role sheets
• Meet regularly

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Try Out a Literature Circle

• Read Eleven silently. You may wish to make
  notes for discussion.
• Hold an open-ended discussion with four or five
  others.
• Share a sample of your conversation.

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Reflect on your discussion

• What were the social skills used to make this
  discussion work?
• What were the thinking skills used to comprehend
  and talk about the story?
• How did you learn these skills?

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Discussion

• What were your general impressions of the
  literature circles?
• What social and thinking skills were evident?

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Literature Circles in Your Classroom

• Has anyone here already tried some form of
  literature circles? What is going well? What
  needs work?
• What problems do you foresee coming up among your
  own students? How can they be resolved?

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Focus Lessons

• Literature Circle Procedures
• Reading Strategies
• Writing and Response Strategies

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Literature Circle Procedures

• How to choose a book
• How to start discussion quickly
• How to listen attentively
• How to keep the conversation going
• The role of a discussion group member
• What to write in your response journal

• What to do when you dont understand
• What to do when your group finishes
• How to mediate conflicts
• How to spice up a lagging discussion
• How to tie extension projects back to the book

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Reading Strategies

• Predicting
• Reading on to see if predictions make sense
• Self-correcting when reading doesnt make sense

• Thinking about what would make sense
• Using what you already know (background
  knowledge)
• Finding evidence to support a point

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Reading Strategies

• Building vocabulary through reading
• Creating pictures in your head
• Comparing/contrasting
• Identifying important information
• Using flexible strategies to identify unknown
  words

• Previewing
• Asking yourself (or the text) questions
• Reading what you dont know slowly and what you
  do know quickly
• Analyzing, interpreting, inferring

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Writing and Response Strategies

• Provide journal prompts

• I liked
• I noticed
• I wonder
• I felt ________ because
• I think
• This story makes me think of
• I wish
• If I were __________, I would
• When I
• I was surprised by...

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Writing and Response Strategies

• Choosing a topic or focus
• Supporting ideas with information from the text
• Elaborating using details
• Writing with a purpose and for an audience
• Using figurative, descriptive language

• Using sketches and illustrations to spark or
  extend ideas
• Developing criteria for effective writing
• Incorporating ideas from Post-it notes into a
  written response
• Incorporating ideas raised during discussion into
  a written response

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Possible Roles

• Discussion leader develops questions, talking
  points keeps discussion on track
• Literary leader locates passages beautiful in
  craftsmanship to read aloud
• Illustrator creates a visual representation of
  the passage (sketch, diagram, flow chart, etc.)

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Possible Roles

• Connector makes connections between text and
  outside world, other texts, and self
• Summarizer prepares a brief summary
• Vocabulary enricher selects a few special words
  from the passage (unknown, frequently used, etc.)
• Investigator locates background information on a
  topic related to the book

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The Literature Circle
A powerful structure to integrate reading,
writing, listening, and speaking through
collaborative learning
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• Think Alouds
• Making Strategies Explicit

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Why Think-Alouds?

• Make the implicit explicit.
• Emphasize strategy instruction.
• Move students from decoding to comprehension.
• Help students learn to make meaning (learn to
  read).
• Negotiate various texts/genres.
• Provide metacognative support for students.

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What Can a Think-Aloud Do?

• Model general strategies used for reading
  comprehension instruction.
• Model specific elements of text.
• Literary elements
• Text-specific structures and characteristics

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Who Can Do A Think-Aloud?

• Teacher presents/students listen.
• Teacher presents/students assist.
• Students present/others assist.
• Students present/teacher monitors.
• In an oral and/or written form.

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Thinking Through a Think-Aloud

• What is the purpose of reading this text?
• How can students be helped to access necessary
  background information that must be brought to
  the text?
• How can students be helped to put the content
  they are reading into a mental structure?
• How can students be helped to articulate the
  meaning of the text?
• How can students be helped to name the structure
  of the text and determine how the structure helps
  communicate meaning?

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The Steps of a Think-Aloud Jeffrey Wilhelm
Improving Comprehension with Think-Aloud
Strategies

• Choose a short section of text or a short text
  (such as a picture book).
• Provide each student a copy of the text
• Retype or photocopy and provide margins for note
  taking.

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The Steps of a Think-Aloud

• Decide on the strategy or strategies you will
  highlight.
• Activating Background Knowledge
• Decoding
• Determining Word Meanings
• Setting Purpose(s) for Reading
• Monitoring Repairing Comprehension
• Prediction Visualizing
• Questioning Summarizing
• Paraphrasing Reflecting
• Inferring Synthesizing

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The Steps of a Think-Aloud

• State your purposes.
• Watch out for sensory overload.
• Select your focus strategy/ies. It is better to
  work on one thoroughly than diffuse your effort
  and energy.
• Use the think-aloud to reinforce attentive and
  active listening.
• Expect students to be prepared to explain what
  you model and where in the text you use the
  strategy/ies.

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The Steps of a Think-Aloud

• Read the text aloud concurrently think aloud.
• Target your focus strategy.
• Be natural. Use normal routines, but stay
  focused.
• Notice text features that are relevant to the
  genre.
• Use age-appropriate language and anecdotes to
  help students understand the strategy.

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The Steps of a Think-Aloud

• Have the students underline the words, phrases,
  or sections of text where you use the strategy.
• Have students underline in the provided text
  after you model.
• Incorporate prediction as a natural strategic
  outgrowth of the think-aloud.

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The Steps of a Think-Aloud

• Discuss the cues in the text that lend themselves
  to the use of the selected strategy.

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The Steps of a Think-Aloud

• Connect the think-aloud to other reading
  situations and real life situations.
• Summarize information Infer character...
• Make judgements... Predict future actions...
• Cite evidence... Reflect on ...

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The Steps of a Think-Aloud

• Provide practice.
• Provide more modeling.
• Have students participate in Think-Alongs.
  (Identify the strategies)
• Provide strategy reference lists.
• Have students write about the strategy
• Logs/Journals
• Thought Bubbles
• Use Post-its.

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Practicing a Think-Along

• Follow a Think-Aloud preparation and delivery
  pattern.
• Have students actively participate
• Identify strategies
• Add information
• Debrief and provide practice opportunities

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Practice a Think-Aloud

• Choose a text.
• Determine a focus strategy.
• Develop your think-aloud.
• Deliver your think-aloud.
• State your purpose.
• Target your strategy or strategies
• Discuss the cues in the text.
• Connect the strategy.
• Think through practice opportunities and discuss.

Model
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• Model Lesson Overview
• Components/Terminology
• How to Use the Plans

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Model Lesson Components

• Overview
• Lesson Plans
• Appendix
• Blackline Masters
• Resources and Routines

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Overview (General)

• Unit Summary
• Key Concepts
• Key Terms and Vocabulary
• Lesson Summary
• Unit Assessment Plan
• Objectives
• Resources

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Lesson Plans (Specific)

• Objectives
• Content Specification-level
• Summarized
• Often repeated in multiple lessons
• Explicitly taught

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Lesson Plans (Specific)

• Lesson Cycle
• Introduction
• Concept Development
• Student Practice
• Assessment
• Closure

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Lesson Plans (Specific)

• Because English Language Arts skills are not
  always developed in a linear format, there may be
  several concepts developed in one lesson.
• Student practice and assessment may be developed
  for each concept or consolidated into one
  activity or assessment.
• Check the whole lesson cycle before you make
  instructional decisions.

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Supplementary Materials

• Appendix A1 A __
• Background Information
• Lengthier explanations of concept development
  phase, student practice activity, or assessment
  instructions
• Teacher Tips/Notes
• Options
• Blackline Masters B1 B __
• Resources and Routines R __

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How to Use the Plans Suggestions/Recommendati
ons

• Read the Unit Overview. Focus on the
• summary concepts vocabulary
• lesson summary assessment
• Glance through the Appendix - note especially
  unit background, strategies, and instructional
  methods.
• Glance through the Blacklines - the first one or
  two generally include a unit overview or timeline
  for students.

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How to Use the Plans Suggestions/Recommendati
ons

• Read lesson-by-lesson.
• Prepare lesson-by-lesson. Note resources and use
  the blacklines.

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Homework...

• Read over the first two units you receive today.
• Return, with your questions, and be ready to
  practice some key activities necessary for the
  unit implementation.

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The Teacher Toolbox Project Model Lessons

• Day Two
• Welcome

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• Model Lesson Scheduling
• Time Allotments
• Daily Activities

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Time Allotments - Grade 4

• 144 planned instructional days
• Wiggle Room
• District Assessments
• 120 minute lessons/day - planned
• 90 minutes Reading - Board Policy
• 60 minutes other Language Arts - recommended
• 30 minutes - teacher discretion

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Units - Planned Time Allotments

• Fourteen - Genre based
• Integrated - All strands
• Objective/Content Specification overlap
• Reading??Writing connections
• Frontloaded
• Explicit Instruction
• Modified methods - Literature Circles, Writing
  Workshop, Notebooks

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Discretionary Time Recommendations

• Spelling
• Houghton-Mifflin Spelling and Vocabulary
• Vocabulary Development
• Independent Reading/Read Aloud/Directed Silent
  Reading

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Vocabulary Development

• Explicit, direct, and consistent instruction in
  vocabulary development must be provided to
  students. However, according to research, it is
  not enough to provide instruction regularly.

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• Instruction must be structured in such a way as
  to be
• integrated (connected to students prior
  knowledge, the curriculum, and to associated
  words)
• repetitive (consistent and repeated exposure),
  and, most importantly, to
• provide opportunities for students to use words
  in active and meaningful contexts.

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• To ensure student success in developing and using
  extensive vocabularies, instruction should
  include
• Scheduled silent, independent reading and teacher
  read-alouds to increase exposure to rich language
  use.
• Well-planned, meaningful vocabulary lists
  connected to novels and texts under study.

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• Targeted lessons and organized activities that
  provide students active learning opportunities to
  study new words and conceptual connections of
  words, strategic methods to acquire new
  vocabulary, and use newly acquired words.
• Time dedicated to the purpose of increasing
  student knowledge of word parts affixes, base
  words, and roots.

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• To ensure increased vocabulary knowledge,
  classrooms must be not only print-rich, but they
  must also be text rich.
• Perhaps the most important component in the
  classroom environment to ensure students
  vocabulary acquisition is the teacher who has an
  extensive, elevated vocabulary and enthusiasm to
  effectively communicate the need for students to
  strive for a comparable level of word knowledge.

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So often our goals are good and true, but the
furor of educational pressures makes us abandon
the very things that would help us reach those
goals. None of the strategies in any book or
program, nor all of them combined, will take
the place of the wealth of words learned in a
strong reading program that includes time for
you to read to your students, time for them to
read with you and other students, and time for
them to read self-selected books
independently.This reading forms the larger
context for any word study a teacher may choose
to do. Janet Allen in Words, Words,
Words
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• Major concepts
• background experience and
• conceptual knowledge
• structural and contextual
• analysis
• utilizing dictionaries as
• resources

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• There are two basic types of context clues
• Semantic/Syntactic
• knowledge of words and word structure
• Typographic visual/graphic/formatting cues

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What We Need To Know AboutConceptual Development

• Builds on prior student knowledge of similar
  words (synonyms), word parts (affixes, base, and
  root words), and word families.
• Builds student skill in analytical thinking.

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The Relationship Between Word Identification
and Sustained Silent Reading Percentile Rank
Minutes of Reading a Day 20
.7 30
1.9 40
3.3 50
4.6 60
6.4 70
9.5 80
14.2 90
21.3 98
65.0
What we know about silent reading
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Unit One

• Author Study

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Major Concepts and Skills

• Literary Devices and Their Effect
• Academic Writing
• Essay
• Two-column Notes

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Major Concepts and Skills

• Writing Process
• Revising for sentence variety
• Using active verbs
• Literature Circles
• Review of Conventions

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Unifying Focus Study Multiple Texts by an Author

• As a class William Steig
• Independently Self-selected

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Getting to Know Unit 1

• Author Study

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Poetry

• Poems are other peoples snapshots in which we
  see our own lives.
• Charles Simic

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Poetry in the Classroom

• Oral fluency
• Meant to be read aloud
• Expression
• Repeated readings
• Echo and choral reading strategies (A8)

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Poetry in the Classroom

• Vocabulary
• Poems are short, and they pack a punch - often
  they say a lot with a few well-chosen words.
  Ralph Fletcher
• Strong images
• Powerful words
• Literary devices

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Poetry in the Classroom

• Response
• Oral and written
• Personal connection, opinion, feeling, etc.
• Illustration

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Choosing Poetry

• Children enjoy poems that evoke laughter and
  delight, poems that cause a palpable ripple of
  surprise by the unexpected comparisons they make,
  poems that reawaken pleasure in the sounds and
  meanings of language.
• Jack Prelutsky

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Literary Devicestechniques used to achieve
particular effects (A4)

• Alliteration
• Dialogue
• Hyperbole
• Simile
• Metaphor
• Personification

• Imagery
• Onomatopoeia
• Repetition
• Rhyme
• Rhythm

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Identifying Literary Devices

• You and your partner each select a different
  picture book by the same author.
• Read your selected book.
• Identify and record the literary devices used.
  Use two-column notes.

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Compare/Contrast

• Create a Venn diagram with your partner to
  compare and contrast the literary devices used in
  your selected text.
• Compare and contrast the genre, characters, and
  illustrations. Add to your Venn diagram.

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Compare/Contrast Essay

• Use your Venn diagram to write a compare/contrast
  essay. (A19, B14, B17)

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Sentence Variety

• Short, long
• Simple, compound, complex
• Imitate models from literature. (A16, A17)
• Select three sentences from your selected text.
  Write your own sentences, imitating the models
  selected.

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Revision

• With your partner, revise your essay. Revise for
  sentence variety and active verbs.
• Work with another group to peer conference and
  revise your essay. Use the TAG strategy. (A20)

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Points to Remember

• Model, model, model.
• Share expectations ahead of time. Rubrics and
  checklists are included as blackline masters.
• Adapt lesson/assignment to meet the needs of your
  students.

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Other Activities

• The Real Thief by William Steig
• literature circles
• think-aloud
• character traits and feelings
• Book Review
• Independent reading and response (A3, B4, B13)
• Portfolios
• Assignment Overview (B1)

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Unit Two

• Expository Text

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Major Concepts and Skills

• Expository Text Structure and Features
• Academic Writing
• Essay
• Note Taking
• Oral Presentation Skills
• Retell

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Major Concepts and Skills

• Writing Process
• Prewriting - Outlining
• Revising for leads
• Grammar
• Sentence combining
• Compound sentences - coordinating conjunctions
• Pronouns - subject/object
• Subject-verb agreement

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Unifying Focus Integration With Content-Area
Study

• Recommended focus
• Science Unit 2 - Plantanamalia
• Expository Evidence Kit

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Getting to Know Unit 2

• Expository Text

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Expository Text Structure - Why?

• Content area reading/academic work
• Real-life reading
• Two years textbooks
• Strategic tools for students
• Academic structures - notes, outlines, etc.

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Expository Text Structure - What?

• Description
• Problem/Solution Question/Answer
• Chronological/Time Order
• Comparison/Contrast
• Cause/Effect
• Sequence (Direction)
• (A1, B9, B11, B17)

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Expository Text Features - What?

• Fonts and Special Effects
• Textual Cues
• Illustrations and Photographs
• Graphics
• Text Organizers
• (A1, B2, B3, B17)

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• Fonts and Special Effects
• color
• italics
• boldface print
• icons symbols

• bullets
• bullets,
• bullets,
• and more bullets!
• framed text

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Textual Cues

• For example,
• However,
• On the other hand
• To illustrate...
• Consequently
• ...because
• (B11)

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Text Organizers

• Cover
• Title
• Table of Contents
• Headings
• Subheadings
• Glossary
• Appendix

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Graphics

• Overlays
• Diagrams
• Cutaways
• Cross sections
• Tables
• Charts
• Graphs

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Scavenger Hunt

• Work with your small group to perform the task on
  your Scavenger Hunt card.
• Be prepared to debrief with the whole group.
• (B17)

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Academic Writing - Note Taking

• Use a developmental model for learning
  demonstration, participation, practice, and
  sharing.
• Take notes in a variety of contexts such as
  taking notes from texts, interviews, news
  articles, oral presentations, and films. This
  unit focuses on taking notes from texts.

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Academic Writing - Note Taking

• Reproduce a page and make a transparency.
• Read the passage aloud, underline key phrases,
  and verbalize your thinking processes as you
  work.
• Demonstrate how you turn key phrases into notes
  and complete sentences.

105
Academic Writing - Note Taking

• Consider using an organizing thinksheet as
  another vehicle to help students take notes.
• After students become proficient at note taking,
  encourage them to write short summaries of their
  findings.
• (A6)

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Revision - Leads

• Why leads?
• Capture the readers attention
• TAKS
• What leads?
• Question
• Definition
• Quotation
• Exclamation
• Sentence Fragments
• (A15, A16, A17, B13)

107
Revision - Leads

• Work with your partner to discuss alternative
  leads for your essays.
• Revise your lead.
• Be prepared to share
• with the group.

108
Other Activities

• Organizing Grid (B3)
• Summarization (A8)
• Vocabulary Development
• Strategies (A5, KWL A7, A10, B5, B6)
• Context Clues
• Semantic Mapping
• Dictionary Use
• Note Cards

109
Assessment

• Or, what about grades?

110
Purpose of Classroom Assessment

• To provide information about what students know
  and are able to do

111
This information is important to

• Teachers
• Administrators
• Students
• Families
• The Public

112
Teachers use assessment to

• Plan future instruction to meet the needs of
  their students
• Share information with students about their
  progress

• Collect information to assign grades
• Evaluate the effectiveness of instructional
  strategies and curricula

Put to the Test by Therese M. Kuhs, Robert L.
Johnson et al.
113
Types of Assessment

• Observation
• anecdotal records
• checklists
• Performance
• essay
• oral retell
• Selected-response items
• multiple choice
• short answer

114
Unit Assessments

• Observation should be ongoing.
• Major assignments can be formally assessed.
• Essays
• Oral retells
• Unit tests
• Rubrics are provided for essays and retells.

115
Other Opportunities for Assessment

• Writing at various stages of the writing process
  (draft, revised draft)
• Selected activities, such as story maps,
  organizing grids, note-taking skills, response
  logs, etc.

116
Portfolios
Students should collect their work in a working
portfolio to track progress.

• Pieces can include essays with drafts, class
  assignments such as story maps, sample journal
  entries, tests, drawings, self-evaluations, and
  any other documentation of student performance.

117
Portfolios ?

• Portfolios should be reviewed regularly for
  students to critique their own work, write
  reflections, and set goals.
• Additional training on portfolios will be
  provided.

118
Avoid the GOTCHA.

• Share your expectations and rubrics with
  students.

119
Avoid the GOTCHA.

• Grades should not be given on work done during
  Concept Development when students are still
  learning a concept or skill. Grades should be
  given when students apply a concept or skill,
  such as in Student Practice.
• During Concept Development, use diagnostic
  assessment. Determine individual needs and plan
  for future instruction.

120
Unit Three

• Realistic Fiction

121
Major Concepts and Skills

• Reading Response
• Written
• A5, B10
• Literature Circles
• A21, B14, B15

122
Major Concepts and Skills

• Comprehension
• Monitoring
• Fix-up strategies
• A12
• Summarization
• A13

123
Major Concepts and Skills

• Vocabulary Development
• Structural analysis
• A11
• Multiple-meaning words
• Idioms
• B13
• Precise words

124
Major Concepts and Skills

• Creative Writing/Story
• Writing Process
• Prewriting
• Drafting
• Revising
• Editing/proofreading
• Publishing

125
Major Concepts and Skills

• Grammar
• Irregular verbs
• Comparing with adjectives
• Complex sentences
• Use of I and me
• Conventions

126
Unifying Focus Shared Chapter
Book

• Yang the Youngest and His Terrible Ear

127
Looking at the Lessons
Unit 3 Realistic Fiction
128
Literary Devicestechniques used to achieve
particular effects

• Alliteration
• Dialogue
• Hyperbole
• Simile
• Metaphor
• Personification

• Imagery
• Onomatopoeia
• Repetition
• Rhyme
• Rhythm

129
Poster Presentation

• Learning about cultural diversity
• Oral, group project with visuals
• Tailor to your class

Lesson 1
130
Notebook Writing I dont know what to write
about.

• Ideas for Writing
• Getting ideas from reading
• List
• Just a few words
• Freewriting
• Builds fluency
• Any form, style, content, and purpose
• Consider a classroom chart of ideas

Lesson 2 (4,6,10)
131
Looking at the Lessons

• Lessons 2-7
• What Good Readers Do
• Memorable Language
• Background Knowledge
• Vocabulary
• What Good Writers Do

132
Creative WritingStory Realistic Fiction

• Prewriting
• Variety of forms
• Rereading notebook
• Lists
• Timeline
• Drawings or story board
• Freewriting

Lesson 7
133
Creative WritingStory Realistic Fiction

• Prewriting
• Organize ideas so that a logical progression of
  thought is evident both within and across the
  paragraphs
• Remain focused on the topic (Obj. 1)

134
Creative WritingStory Realistic Fiction

• Drafting (B12)
• Just one step in the process
• Leave space for later revising and editing
• Skip lines
• One side of the paper
• Leave wide margins
• Repeated recopying can turn kids off to writing.

135
Voice (A19)

• Writers fingerprints on the page
• Sounds like the person who wrote it, has life,
  and makes the reader feel connected

136
Voice Writing Obj. 1

• To express an individual voice means that the
  composition engages the reader by clearly
  reflecting the personality of the writer. The
  students writing sounds authentic and original
  and genuinely expresses the students own
  personal viewpoint. When a student responds in a
  highly individualistic way, his or her voice is
  naturally expressed. On the other hand,
  formulaic writing frequently prevents students
  from having the opportunity to express their own
  voice.

137
Creative WritingStory Realistic Fiction

• Revising (A20)
• Exploding the Moment
• Show, Not Tell
• Strong Lead

Lessons 8 - 12
138
Creative WritingStory Realistic Fiction

• Peer Conferencing (A23, R2)
• Students hear their work
• Students share their work

Writing Objectives 3,4 recognize and correct
errors in organization and development in the
context of peer-editing passages.
Lessons 9,11,12
139
Creative WritingStory Realistic Fiction

• Proofreading/Peer Editing
• Writing Objective 2
• Demonstrates a command of the conventions of
  spelling, capitalization, punctuation, grammar,
  usage, and sentence structure
• Writing Objectives 5,6
• in the context of peer-editing passages.

Lessons 12,13
140
Creative WritingStory - Realistic Fiction

• Publishing
• Written
• Partnering with the art teacher
• Partnering with the computer teacher
• Authors Chair (A24)

Lessons 13,14,15
141
Assessment Opportunities

• Ongoing informal assessment
• Student self-evaluations (B16, B20)
• Poster presentation (B6)
• Reading response (B2, B3)
• Story writing (B11)
• Unit test (A25, B19)
• Other practice activities

142
Bilingual and ESL

• Transadaptations

143
Bilingual Model LessonsSpanish Language Arts

• Similarities
• Differences

Unit 3, Lesson 2 Example
144
ESL Model LessonsEnglish Language Arts

• Similarities
• Differences

Unit 3, Lesson 4 Example
145
Unit Five

• Media Literacy

146
Why and What?

• Viewing and Representing - State Mandated
  Curriculum

visual
media
information
147
A note on resources...

• Scrapbooks
• Newspapers
• Taped productions
• Print advertisements

148
Looking at the Lessons
News Media Advertising
149
Looking at the Lessons

• Lesson 1
• Unit Vocabulary
• Text Features of Newspapers
• Mini-lessons
• Scrapbooks

150
Looking at the Lessons

• Lesson 2
• Purposes of Media - Information
• Fact/Opinion - Structured Note Taking
• Text Coding
• Essay Writing - Reviews

151
Looking at the Lessons

• Lesson 3
• Sources of Media
• Structured Note Taking (Oral)
• Drawing Conclusions (Treatment/Scope)

152
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153
Looking at the Lessons

• Lesson 4
• Drawing Conclusions - Quotes n Notes (Double
  Entry Journals)
• Writing Reviews /Prewriting on Their Own

154
(No Transcript)
155
(No Transcript)
156
Looking at the Lessons

• Lesson 5
• Main Ideas/Summaries
• Six Standard Questions
• Six Reporters Helpers
• 5Ws and an H
• Comparing Print and Electronic Media

157
Looking at the Lessons

• Lesson 6 - Creating Opinions
• Advertising
• Print/Electronic
• Purpose/Pervasive Nature
• Drafting Reviews
• On-the-spot conferencing
• Dots/Symbols Shorthand

158
Looking at the Lessons

• Lesson 7 -
• - Production Techniques
• Revision
• Rearranging
• Adding

• Organization
• Development
• of Ideas

159
Target Audience ? I think Id rather read...
160
Examining Advertisements

• ?Select an advertisement.
• ? Use your ABCDEFGs card to discuss the
  production techniques present in the ad.
• ? Identify the source of the ad.
• ? Consider the target audience..

161
Looking at the Lessons

• Lesson 8 - Creating Opinions
• ReviewOverlapping Purposes
• Analyzing Advertisements (Print)
• Revision -
• Word Choice/Adjectives
• Dictionary Skills

162
Looking at the Lessons

• Lesson 9
• Key Concepts
• of Media Literacy
• Usage
• Good/Bad Better/Worse Best/Worst

163
Looking at the Lessons

• Lessons 11 and 12
• Options
• Posters
• Sharing
• Films, Speakers
• Unit Exam

164
Assessment Opportunities

• Scrapbook/Commentary
• Essay
• Prewriting
• Drafting
• Revision
• Final
• Notes
• Assignments as a result of mini-lessons

165
Major Concepts and Skills

• Reading Media
• Fact/Opinion
• Main Idea/Summarization
• Double Entry Notes
• Text Coding
• Design/Production Elements
• Purposes of Media
• Creating Visual Media

166
Major Concepts and Skills

• Review of Capitalization Skills
• Proper Nouns
• Review of Punctuation Skills
• Commas in a Series
• Titles/Underlining, Quotation Marks
• Review/New Grammar Adjectives
• Essay Writing
• Reviews/Opinion Essays

167
Unit Six

• Expository Text

168
Unifying Focus TEXAS HISTORY

• Social Studies Text and Other Related Readings

169
Looking at the Lessons
Unit 6 Expository Text
170
Looking at the Lessons

• Lesson 1
• Expository Text Structure
• Expository Text Features
• Context Clues

171
Reading Selections

• Social studies textbook
• Encyclopedia articles (from the library or
  online)
• Web sites
• Trade books

172
Early Explorers of Texas

• Based on Fourth Grade CLEAR Social Studies
  Syllabus
• Compare and contrast
• Cause and effect
• Adapt as needed to correlate with your social
  studies instruction.

173
Independent Reading

• Limited choice
• Sources
• Online resources
• Encyclopedias
• Trade books
• Textbook material
• Partners

174
Looking at the Lessons

• Lesson 2
• Maps
• Pre- and During Reading Skills
• Ideas for Writing

175
Lesson Adaptation

• Read the sample think-aloud found in Unit 6, A6.
• Read an alternative selection provided in your
  handout. Work with your group to write a
  think-aloud based on the selection in which you
  focus on the reading skills identified in Lesson
  2.
• Be prepared to share your think-aloud.

176
Looking at the Lessons

• Lesson 3
• Cause and Effect
• Visual Media

177
What Is Visual Media?

• Photographs
• Drawings, graphics, and/or illustrations
  (traditional illustrations, graphic
  representations, graphs, text types, cartoons,
  websites
• Television and film

178
Creating a Personal Timeline

• Look at the examples of timelines provided.
• Create a timeline.
• Use scale.
• Add significant events.
• Illustrate a few events.

179
Looking at the Lessons

• Lesson 4
• Cause and Effect
• Note Taking
• Main Idea/Details
• Descriptive Writing

180
Descriptive Writing

• Select an event from your timeline.
• Brainstorm sensory details about the event.
• Write a short narrative about the event using
  sensory details.

181
Looking at the Lessons

• Lesson 5
• Note Taking
• Main Idea/Details
• Prepositional Phrases

182
Looking at the Lessons

• Lesson 6
• Summarization
• Note Cards
• Oral Retells
• Strong lead

183
Looking at the Lessons

• Lesson 7
• Summarization
• Revise topic sentence, organization, extraneous
  material
• Edit, proofread
• Oral Retells

184
Looking at the Lessons

• Lessons 8-9
• Text Coding
• ? ? !
• Reading Response

185
Looking at the Lessons

• Lesson 10
• Literature Circles
• Unit Test

186
Assessment Opportunities

• Ongoing informal assessment
• Personal timelines
• Summaries (B12)
• Oral retells (B9)
• Unit test (A16, B17)

187
Assessment Opportunities

• My Writing/Notebook (B18)
• Reading response (B13)
• Student self-evaluations (B16)
• Other practice activities
• Additional options lesson/unit review questions
  and other social studies resource material

188
Major Concepts and Skills

• Reading and Comprehending Expository Text
• Using Visual Media

189
Major Concepts and Skills

• Identifying Main Idea/Details
• Note Taking
• Summarizing
• Speaking Skills

190
Major Concepts and Skills

• Descriptive Writing
• imagery/sensory details
• Grammar/Conventions
• prepositional phrases
• reteach/reinforce those needed by your students
  (Lessons 8 and 9)

191
Adaptations

• Limited Resources
• Using the Basal

192
Limited Resources

• Assign small groups sections of the textbook to
  read.
• Have students write a think-aloud, summarize,
  and/or answer text-provided questions.
• Have students teach the class by presenting a
  think-aloud on the section.

193
Using the Basal

• Choose a selection for instruction/concept
  development.
• Pre- and during reading skills
• Main idea and details
• Note taking
• Summarization

194
Using the Basal

• Choose selection(s) for students to read
  independently and complete practice activities.
• Identification of main idea/details
• Note taking
• Summarization
• Illustration
• Oral retell

195
Using the Basal

• Illustration and Oral Retell
• Accompany summary
• Most interesting
• Surprising
• Favorite part
• Think-Aloud as an Alternative

196
Using the Basal

• Text Coding/Reading Response/Literature Circles
• Select related article(s).
• Magazine
• Web site www.timeforkids.com www.sikids.com
  www.nationalgeographic.com/ngforkids.com
• Newspaper
• Classroom subscriptions
• Use basal selection and Post-it notes.

197
Unit Seven

• Fantasy

198
James and the Giant Peach

• Interactive reading
• Paired reading
• Independent reading
• Choral reading

199
Vocabulary Development

• Lessons 2,3,6,7,8,9
• Lesson 4 monitor comprehension/word
  identification
• Suggested words (A8)
• Suggested strategies (A7)

200
Vocabulary Strategies (A7)

• Predict-O-Gram
• Contextual Redefinition
• Browsing for New Words
• Vocabulary in Context
• Word structure
• Sound/symbol
• Syntax
• Semantic

201
Ongoing Activities

• Prediction Chart (A2)
• Class Story Map (A6)

202
Looking at the Lessons
Unit 7 James and the Giant Peach
203
Looking at the Lessons

• Lesson 1
• What is fantasy
• Focused writing

204
Looking at the Lessons

• Lesson 2
• Characterization
• Fluency and expression

205
Character Maps (B2)

• Read Chapters 1 and 2.
• Complete the character map for James.
• Add text evidence for his actions, words and
  thoughts, appearance, and interactions with
  others.
• Based on text evidence, what are his traits and
  feelings? Fill in the outer rim of the character
  map. (B3,B4)

206
Looking at the Lessons

• Lesson 3
• Using literature as a model
• Punctuation

207
Looking at the Lessons

• Lesson 4
• Literature as model of writing
• Using details

208
Descriptive Writing

• Study the picture.
• List words and phrases
• What do you see?
• What do you think is happening?
• What do you think of the picture?

209
Looking at the Lessons

• Lesson 5
• Literature as model of writing
• Literature circles
• Composition
• Story planning

210
Looking at the Lessons

• Lesson 6
• Articles a, an, the
• Story draft

211
Descriptive Writing

• Using the words and phrases listed for the Harris
  Burdick picture, plan and draft a composition.

212
Looking at the Lessons

• Lesson 7
• Verb tense
• Revision adding and taking out

213
Looking at the Lessons

• Lesson 8
• Revision clarity and precise language
• Portfolio conferences

214
Looking at the Lessons

• Lesson 9
• Revision - sentence variety unnecessary words

215
Revision

• Reread your composition draft.
• Revise it for sentence variety.
• Simple, compound, complex
• Short, long
• Declarative, interrogative, imperative,
  exclamatory
• Try reading it aloud and working with a partner.

216
Looking at the Lessons

• Lesson 10
• Reading response
• Editing and proofreading

217
Looking at the Lessons

• Lesson 11
• Reading response
• Choral reading
• Authors chair

218
Looking at the Lessons

• Lesson 12
• Choral reading (B18,B19)
• Authors chair

219
Assessment Opportunities

• Ongoing informal assessment
• Character map (B2)
• Independent reading questions (A9,B5)

220
Assessment Opportunities

• Reading response (B17)
• Story (B9)
• Portfolio conference (B13)
• Choral reading (B19)

221
Major Concepts and Skills

• Reading and Comprehending Fantasy
• Fluency and Expression

222
Major Concepts and Skills

• Characterization
• Text Evidence
• Reading Response
• Vocabulary Development

223
Major Concepts and Skills

• Writing Process
• Focus
• Organization
• Descriptive writing
• Word choice
• Sentence variety

224
Major Concepts and Skills

• Conventions
• Articles
• Punctuation
• Verb tense
• Self-evaluation

225
Adaptations

• Alternate Chapter Book
• Using the Basal
• Extension Activities

226
Using the Basal

• Limited selections
• Open Court
• Mrs. Frisby and the Crow
• Harcourt
• Charlottes Web
• The Cricket in Times Square

227
Extension Activities

• Viewing the movie
• Educational purpose
• Compare/contrast with book
• Production techniques

228
Extension Activities

• Science
• Read/research the creatures James meets in the
  peach. Compare and contrast the actual creatures
  with Dahls characters.
• Read/research weather phenomena, such as hail and
  rainbows.
• McGraw-Hill Science Chapters 7 and 11

229
Extension Activities

• Social Studies
• Trace the journey of James from England across
  the Atlantic Ocean to New York.

230
Unit Eight

• Biography
• and
• Memoir

231
A note on resources...

• Open Court
• Harcourt
• Trade books
• Picture Books

232
Looking at the Lessons
8 Lessons Start Date January 23 End Date
February 4 3 days
233
Looking at the Lessons

• Lesson 1
• Characteristics and purposes of biography
• Revisiting theme
• Questioning
• Basis for research
• Thinking like a reader
• Ensuring higher order thinking

234
Looking at the Lessons

• Lesson 2
• Point of View
• Literary Terms/
• Techniques
• anecdotes
• flashbacks
• dialogue/quotations
• jackdaws
• Preparing to
• research subjects

These techniques sharpen writing skills...
235
Quotes n Notes (Double Entry Journals) Remember
these???
236
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237
(No Transcript)
238
What are some basic facts about Diane
Stanley? Diane Stanley was born in Abilene,
Texas and grew up in New York, Texas and
California. She studied to be a medical
illustrator but changed her mind when she
discovered childrens books through reading to
her own children. She has been writing and
illustrating them for over twenty years. She has
two grown daughters, Catherine and Tamara, and a
teenaged son, John. She lives in Houston, Texas
with her husband and frequent collaborator, Peter
Vennema. Stanley, Diane. Diane Stanley Books for
Children. http//www.dianestanley.com/. November
1, 2002.
239
Looking at the Lessons

• Lesson 3
• Characterization
• Research Opportunities
• Memoir Writing

240
(No Transcript)
241
Looking at the Lessons

• Lesson 4
• Deep Revision
• Voice and Style
• hyperbole
• metaphor
• simile
• onomatopoeia
• imagery
• Additional Research Time...

242
Looking at the Lessons

• Lesson 5
• Punctuation - Apostrophes
• Group Reporting Behaviors

Contractions Possessives
243
Looking at the Lessons

• Lesson 6
• Beginnings and Endings
• Note Cards for Oral Presentation

244
Looking at the Lessons

• Lesson 7
• Editing and Proofreading
• Sentence boundaries
• Capitalization
• Spelling
• Punctuation
• Media Complements

245
Looking at the Lessons

• Lesson 8
• Oral Presentation
• Review and Response

246
Assessment Opportunities

• Structured Notes
• Character Maps
• Skills Assignments
• Note Cards
• Presentation Plan
• Group Report Assignment Sheet
• Group Reports
• Memoirs
• Response to Memoir Piece

247
Major Concepts and Skills

• Characteristics of Biography and Memoir and
  Associated Literary Devices
• Personal Narratives/Memoir
• Independence in Drafting
• Deep Revision
• Research Skills - Note taking Organization,
  Preparation
• Oral Reporting/Group Behaviors

248
Major Concepts and Skills

• Review of Capitalization Skills
• Proper Nouns
• Review of Punctuation Skills
• Commas in a Series
• Titles/Underlining, Quotation Marks
• Review/New Grammar Adjectives
• Essay Writing
• Reviews/Opinion Essays

249
Unit Nine

• Writing Roundup
• TAKS Writing Preparation

250
Since reading and writing go hand in hand...
251

Barry Lane After the End 1. More Than Wallpaper
(2) 2. Snapshots and Thoughtshots (3) 3. Dont
make a scene! Build one (4) 4. Explode a moment
and shrink a century (5) 5. Dont fix my story,
just listen to me. (7) 6. Voice and choice (11)
252
Looking at the Lessons
253
Looking at the Lessons

• Lesson 1
• Familiarizing students with the composition -
  format and criteria
• Unit reading expectations - respo