Mr. Mac's Instructional Idea List
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INSTRUCTIONAL IDEA LIST *Word wall *Pockets and index cards *Guest speaker *Make sure to steer clear of the California accents: um, uh, you know, like *Primary is K-3, elementary is K-5 *Use students names on worksheet *Incorporate interests, hobbies, concerns, experiences, dreams, cultures *Thought of the day message *Guest speaker *Media examples: newspapers, advertisements, Tshirt slogans, cartoons, movies, art, computers, television, magazine, videos, music *Food samples pertaining to the lesson *Students open packages with items inside of it having to do with the lesson *Cut out words from the newspaper and have students fill in the blank *Play music that fits the lesson and have students write the signifigance of the song to the lesson *Blindfold students and have them guess what certain object are *put statements on the board and have students memorize them to restate in own words. Support the statement *Present a slideshow, picture slideshow *Say something outrageously startling and interesting *stage a reenactment *Videotape students as they work out the points you want them to learn *have them discover a message hidden around the room *Wear costumes *Hold up card to show a response *write a response on a whiteboard *Make a diorama *Bury a time capsule *hold a treasure hunt *Make a model *Make a collage *plant something *make a card of some sort *give expert advice *make a quilt *graffiti wall *make a chart *create a timeline *make a flip book *make a message board *reading aloud *paint a picture *write a memo *graph something *create a class scrapbook *make an art gallery *write an obituary *TEACHERS GOOD BOOK LIST -First Year Teachers Survival Guide -I Read It, But I Don’t Get It -Pedagogy of the Opressed by Friere -Stirring the Head Heart and Soul by Erickson -Growing Up Gifted -Kagan Cooperative Learning Groups -Kagan Cooperative Learning Groups -When Kids Can’t Read -The School and Society and the child and the curriculum by Dewey -America’s Failing Schools by Popham -Activities that teach and more activities that teach by Jackson -No Contest by Alfie Kohn -Punished by Rewards by Alfie Kohn -Schools Our Children Deserve by Alfie Kohn -On Being a Teacher by Kozol -The Shame of the Nation by Kozol -Multiple Intelligences by Gardner -Teaching With Love & Logic by Fay -Lies My Teacher Told Me by Kozol -Who Moved My Cheese by Spencer Johnson -CHAMPs -Words Their Way -Classrooms That Work -Supporting The Struggling Reader and Writer *make a questionnaire *bring in news articles *have a suggestion box *make a booklet *Make a bulletin board *record data *research a topic *oral report *sing a mnemonic song *perform an original song *Tell a joke *read aloud *voice an opinion *ask a riddle *listen to an old radio show *make a sketchbook *plan a field trip *stage a talk show *hold a fair *write a letter *quiz your neighbors *draw a comic strip *create a sculpture *stage a play *teach a class *demonstrate a skill *fake a crime scene *create a tabloid magazine *reenact an event *be a critic *view a movie *invent something new *make a 3D scene *form an investigative panel *vote on an issue *create a wall of fame *form a study group * brainstorm *tutor a younger student *edit a paper *make a bookmark *celebrate an unusual holiday *make a flag *share a famous quotation *invent a dialogue *student evaluation of lesson *practice rapid note taking *thumbs up thumbs down *fist to 5 *check each others homework *read other’s notes and fill in any missing information *partner teaching *check over own assignments *ask for help from partners *call out review questions to each other *share the workload on an assignment with partner *combine ideas from 2 papers to make 1 paper *brainstorm to find prior knowledge *preview reading assignment *take a pre-test *generate a list of study questions for an assignment *origami *give a paragraph of mixed up directions and have them sort out the order *students restate things *post written directions *stand in different spots for the same activity *use a signal *establish eye contact with all students *write a fact from the lesson on a scrap of paper and share it with the class *list important facts from a section of reading *make a quick outline of notes *summarize reasons why something happened *rewrite definitions in their own words *create a mnemonic device *match defenitions to terms *share a fact from the lesson and classmates write it in their notes *write a key word on paper then pass to classmate who has to say 5 things about it *listing what happened in class previously (days before) *flash cards *scan yesterdays material to find. . . *quick review bee *supply 5 missing words in a cloze assignment *rapid-fire drill *students go through notes and highlight key terms *oral quiz drills *short pretest for the day *use flashcards *retell facts orally or in writing of the lesson *students write key words from the day *creating a study guide throughout a unit *students predict 5 possible quiz questions *5 minute minilesson on an interesting new word, fact, or concept. . .students then relate it to what has already been learned *rapid fire drill with tally of the scores *large gameboard on the side of the wall, students move based on review questions gotten correct *read a related article to the topic and have students discuss how it is related *read an unrelated article to the topic and students come up with relations *student created transperancy review *bring in a related cartoon or article to the lesson *students bring in related cartoons or articles *students write 2 facts on scraps of paper to share with others NOT in the class *quick review at the end of class *have students write questions to try to stump their classmates *graphic organizers 1. Circle 2. Tree 3. Brace 4. Bridge 5. Bubble map 6. Double bubble map 7. Flowmap 8. Multiflow map *quick true-false test *Tic-tac-toe question review *team trivia game *If you where . . . . .then what would you believe about. . . . . . (students play other roles) *make up propaganda and ask questions about it *bring in inaccurate advertisements and discuss *create a linked knowledge chain of ideas *students list 2 new ways they can use the material at home *students take crossword puzzle or word search *students underline, star, circle, highlight important terms *give truly cumulative tests *Humanize your tests with encouragments, hints, advice, suggestions *give open ended questions *open notebook/book tests with hard questions *give group tests *take home tests *pair tests *experiments *oral report *put on a skit *demonstrations *book talk *projects *make a plan to call on every student *get students to evaluate themselves *employ cooperative assignments *provide audiences for your student work *set high expectations in an assignment *arouse student curiosity *surprise students at the start and end of class *let students set their own goals *use hands-on activity *plan positive upbeat stuff *plan sincere praise *plan for nonverbal body language *design activities purposefully so your students do more talking than you do *give students a voice in class decisions *give treats or stickers *use art or music *send home positive notes *encourage peer tutoring *display inspirational banners, posters, quotations *students write then respond *real-life problems to solve *learning game *ask why students need to know the information *draw connections between classes *student made movies *students make movie about a term, then we watch the movies and try to guess the term *have a model left out *use several different models *Using computers for instructional assistance, motivation, data collection *Bring in another teacher *Look for age appropriateness *Direct instruction *Nondirect instruction *Scaffolding *Whole class *Jigsaw learning *Small group instruction *Peer mediated instruction *Sponge questions *Have students use a manipulative in a specific way *Focus on small number of critical words *Provide multiple exposures *Introduce words before in reading *Practice with new words *Teach idioms *Develop word banks *Creative transitions *Work on articulation *Work towards automaticity *Use relevant story problems to culture *involve family or community members *Use cultural measurement systems, geometry *Develop a picture file *Have students draw pictures to represent story problems *Offer different media choices *Encourage group work through art *Assign student responsibilities *teach students to reinforce positives *Let students show their strengths *Provide multiple intelligences a. verbal linguistic b. visual/spatial c. logical/mathematical d. bodily kinesthetic e. musical f. intrapersonal g. interpersonal *Novelty, sophistication, acceleration, enrichment *Make a brochure *Make a database *Community involvement, volunteering *Probe-sheet (quick quiz of skills they should have) *provide basic skills instruction, preskills *Use PReP PreReading Plan strategy- Preview text, choose 2 important concepts Brainstorm with students Evaluate prior knowledge based on response *Create an anticipation guide- statements some true some false students read to get them thinking about a topic *Planning think sheet- questions that ask about what is being studied *Using cue words in organizational patterns *Make outline study guides *Make a story map *Write out clear questions *Give multiple sets of directions *highlight important words in instructions *Correct papers as you circulate *Spot check assignments *Have students compare answers to design a key *Have students self-check their answers *Demonstrate how to use a thinking strategy *KWL chart *have students memorize metacognitive steps *Use controlled materials to teach a strategy (simple devoid of content teaches skill only) *Use SCUBA-D Sound it out (Split it up) Check the clues in the sentence Use the main idea and picture clues Break the word into parts Ask for help Dive into the dictionary *SCROL Survey the headings Connect Read the text Outline Look back *PARS Preview Ask Read Summarize *CAPS Characters Aim of story Problem that happens? Solved the problem? *POSSE Predict ideas Organize the ideas Search for the structure Summarize the main ideas Evaluate your understanding *Reciprical teaching- demonstrate dialogue have students take it over *CALLUP Copy from board or transparency Add details Listen and write the question Listen and write the answer Utilize the text Put in your own words *ANOTES Ask yourself if you have a date and topic Name the main ideas and details Observe ideas in text Try margin noting Examine for omissions or unclear ideas Summarize key points *POWER Planning Organizing Writing Editing Revising *Pattern guide- any guide that outlines a metacognitive skill in graphical form *Peer editing using TAG Tell what you like Ask questions Give suggestions *Proofreading COPS Capitilization- first word, proper nouns Overall appearance- neat, margins, messy Punctuation- commas, semicolons, end marks Spelled right- look for common word mistakes *Paragraph writing SLOW CaPS Show the type of paragraph in the first sentence List the details you want to write about Order the details Write details in complete sentences Concluding sentence Passing/transition sentence Summary sentence *DEFENDS to defend a position Decide on an exact position Examine the reasons for the position Form a list of points that explain each reason Expose the position in the first sentence Note each reason and supporting points Drive home the position in the last sentence Search for errors and correct *Spelling steps 1. say the word 2. write and say the word 3. check the word 4. trace and say the word 5. write the word from memory and check your spelling *SCAN Sense- does it make sense Connected- is it connected to belief Add- Can I add more Note- note any errors *DRAW with multiplication facts Discover the sign Read the problem Answer, draw, check Write the answer *FAST DRAW math problems Find what you are solving for Ask yourself what the parts of the problems are Set up the numbers Tie down the sign *LAMPS math strategy for adding Line up the numbers based on decimal points Add the right column of numbers and ask More than 9 Put the 1s below the column Send the 10s to the top of the next column *SLOBS in borrowing subtraction Smaller: follow steps Larger: lead to subtract Off: Cross off the number in the next column Borrow: take one 10 away and add to the next column Subtract *teach about long term vs short term assignments *Teach students to task analyze long term tasks *Show students how to record information in their planners *Self instruction- students talk themselves through a task *Self-monitoring- students check to see if they are meeting tasks *Self-questioning- students guide performance by asking themselves questions *Self-reinforcement- students reward themselves *Teach test taking skills *Chunking- recall key ideas, information in chunks *CHROME Categorization Hypothesis Reasoning Observation Measurement Experimentation *Keyword Method- visual imagery word is changed into easy word to remember and picture *Rehersal strategy- Demonstrate how you do things Say the wordspell it 3 timescover wordwrite wordcompare to spelling *test taking techniques *Tasks within context *Authentic testing conditions *portfolio assessment RICE Rationale-why putting in the portfolio Identify goals- what do you want to work on Contents- what will show progress towards goals Evaluation- How will you evaluate it *low demand requests first *make a habits checklist *prompt to get mouths ready *use rime and syllable pattern to break words into chunks *teach latin/greek roots *word wall to increase recognition automatically *student friendly meaning of the words *create meaningful interactions with words in a variety of formats and contexts *morphemic analysis *model good fluency *prompt, don’t correct *repeated readings to track fluency *good readers Self monitoring for meaning Making connections Asking questions Inferring Making Predictions Visualizing Summarizing *model good reading strategies *read to students *Debrief think alouds *Multiple readings to practice strategy in real reading situations *Recognize these patterns when reading Generalizations/principles Chronological sequence Comparison/Contrast Concept/Defenition Descriptions Episodes Cause/Effect Problem/Solution *KWL plus, categorize what they learned into categories *List-group-label- a. students list associated words based on topic b. students pair up and mix their lists c.students group words into categories d. Students label each group *Anticipation Guide- a. identify major themes or concepts b. create statements that will provoke discussion c. Present the guide on the overhead and discuss d. after reading ask how stances are strengthened or weakened *Probable passage- a. choose 8-15 words students will read b. determine categories to sort words into c. put unknowns in list students truly don’t know about d. Students create a GIST statement of the passage e. make predictions about the text *Character Quotes- a. preview slection and identify key pieces of info about character b. pinpoint a quotation to generate discussion c. organize into groups. Each group generates words that describe the character based on the quotes. d. Predict what they might learn based on what they know *Code your notes/text with marks that mean certain things *Say Something- students pause in reading to discuss *Save the Last Word For Me- students pick quotes from a book and write it on one side of a notecard. They write their reaction on the back of the notecard *Rereading- students read to understand *Read from Different perspectives *Story map *Scales- students fill out surveys about what they read *VIPs Very Important Points- students pick points as important and must explain why *Somebody-Wanted-But-So “John wanted to avoid taking the garbage out but it piled up so the neighbor did it” *Daily journals *stop and jot *structured note taking *Written conversation dialogue journals, partner journals *Admit slips/Exit slips *Magnet summaries- a. teacher picks key words b. student writes words that relate to the key word c. student uses this to create a main idea statement *RAFT Role Audience Format Topic *Teach text patterns *Types of writing: Narrative: autobiography, folktale, fable, biography, mystery, obituary, short story, myth, puppet show, drama, play, memoir, cartoon, comic strip Expository: encyclopedia entry, announcement, brochure, definition, direction, essay, game rules, interviews, letters, magazine articles, newscasts, reviews, critiques, children’s books, pamphlets, job applications, posters, notes, contracts, how-to-speech, report, summary, newspaper Descriptive: wanted poster, brochure, obituary, observational notes, real estate notice, resume, character sketch, lyrics Persuasive: editorial, sales pitch, essay, advertisement, campaign speech *Formal writing steps a. Prewriting- brainstorm, access prior knowledge, freewrite, outline b. Drafting c. Revising d. Proofreading and editing e. Publication and Presentation *Show students how good readers read *Have classroom environment with a large range of texts *Using judgement and innovation in assessment *Create a rubric to create transparent expectations *Pretest- academic experience, knowledge of technical terms, explaining models, aware of common knowledge, attitude on topic *Objective measurable and student-centered *Opening- what learn, why important, how it relates, how learning occurs, capture interest *Set up the room differently *Start with a “discrepant event” some new or different situation *Mention a curiosity *We are the expert so explanations and models must be clear *New material- emphasize key points, reiterate them, use multiple approaches, Let the students actively take in info, look for misunderstandings, Check for understanding *look for misperceptions *Let students own their education *Guided practice- teacher questioning, sample problems, graphic organizer, concept webs, recitations, summaies, model expectations, give all students multiple opportunities to practice, scaffold, be clear on how an activity relates back to objective *Morning message- teacher writes message and students analyze the passage for what has been learned. *Questioning *Slates, white boards *Thumbs up/Thumbs down *Fist to five *Sign language *Signal cards *Make anecdotal notes *Independent work- activity focuses on objective mastery, all have to master skill independently, opportunity for extension *Closing- stress connections, summarize, restate objective and its signifigance *Student grouping Whole class Small group heterogenous Small group homogeneous Small group interest pairs Small group informal groups Individual *Instruction delivery methods Teaher modeling, demo Lecture Graphic organizers Questioning and discussion Concept attainment Cooperative learning Inquiry / problem solving Centers Independent or group project *Demonstrations- fundamental elements of procedure brought to attention visual or tactile aids explain new concepts ahead of time highlight common errors *Classical lecture *problem-centered lecture *sequential lecture- chain of reasoning leading to a conclusion *Comparitive lecture- draw comparisons between new and familiar information *Thesis lecture- make and justify a position *Focus the lecture on meeting the outcome, lecture *Organize lectures for the students with graphic organizers *select graphics that go with verbal presentations Use props, slides, handouts, keywords, diagrams, pictures *adjust volume of voice make pauses *use signal phrases *look for drama, intrigue, relevance of the subject *gesticulate wildly, crouch down, dive down, jump up *stay away from vagueness *make eye contact be enthusiastic *make a family tree *make a flow chart *Write questions to gain info and stimulate thought Managerial questions- operation questions to keep class moving Rhetorical questions- emphasize reiterate a point Closed questions- check retention of learned info Open questions- promote discussion or interaction, freedom to think *RESPOND TO QUESTIONS Clarify the response Ask for validation and evidence Seek to broaden opinion Encourage thinking about implications of students views Dig underneath a students judgement *Have discussions Discuss familiar topics, matters of perspective or observation Establish ground rules Have an objective in mind Foster well-informed dialogue Meld personal, analytical, global perspectives in the discussion Ask higher order questions Break down into small parts Be ready to phrase question in different ways Gray area questions that spark disagreement *Questioning cycle *AIM of questions is to encourage students all to think *Select students randomly- deck of cards, popsicle sticks, seating chart *Concept attainment- Have there students come up with their own definition for a subject *Mystery ideas where students come up with the main idea *Put up a sign that says EXAMPLES and another sign that says NONEXAMPLES students come up with hypothesis as to what is what *Heterogenous by skill level grouping- 1 skill all students need to master in the same way *Homogeneous by skill level grouping- challenge at different levels of understanding with focused instruction *Interest grouping- motivate students to recognize and involve interests and learning styles. Using talents and skills of students to enhance learning for others *Cooperative learninga. students must be interdependent, they can’t succeed unless everyone succeeds b. instills individual and group accountability c. students taught group skills and interpersonal skills d. allows time for group cohesion and reflection *Problem solving/inquiry- real world scenarios Teacher presents vignette, story, scenario Students discuss, analyze, synthesize, and evaluate the circumstances with the case. They must be able to relate to the scenario *Problem-based learning a. choose a compelling case b. define nature of the problem c. compile relevant info d. formulate and carry out a solution e. students assess their solutions and debrief their understanding based upon the objective. f. conclude with further examination of issues, another case, or final resolution *Students given 2 sentences, scenarios, paragraphs, must be able to tell which is the correct and why *Use centers a. decide type of center b. specify center outcomes c. create the centers d. model how to use the centers e. provide constant feedback to students *diagrams, photographs, charts, graphs, maps *organized overhead notes *guided imagery or visulation *opportunities to take notes and highlight key ideas *flash cards *color coded notes to categorize things *slide shows or movies *mind maps, acronyms *still time without distractions to concentrate *lectures, oral instruction *auditory tapes *reading aloud *repeating ideas orally, reciting *rhythmic sounds and song *poems, rhymes, word association *group discussions *music, lyrics *quiet time without distraction *experiments/labs *field trips, exhibits, tours *manipulatives *props, physical examples, realia *making models, dioramas *index cards with facts/sequences *opportunities to move around *experiments/labs *plays, acting out, role playing *games *problem solving *field trips *making lists *writing notes *props, physical examples *associating emotions with concepts *associating gestures with ideas *cardboard cutouts to make pieces of a pie for fractions *use student interests related to content, social dynamics, liveliness *Use whole group instruction for low level knowledge and comprehension. Direct, tell, and show *student exploration in small groups *teacher led demonstration *keep in mind readiness when designing assignments *Make a learning profile- developmental level, learning modality, cultural difference, special needs status *binder grades *mastery stickers *Achievement blocks- stations during station time where students take mini quizzes to show their mastery *Provide a menu of products that a student can do to show mastery *Content-based centers with differentiation *Define excellence as individual growth *Multioption assignments *Flexible timing options *Tiered assignment by ability level *Jigsaw activity *independent project *Differentiate by size *Differentiate by time *Differentiate by teacher given input *differentiate by student delivered output *differentiate by level of support *Differentiate by difficulty *Differentiate by participation *Differentiate by alternate goals *Differentiate by room placement *Record lectures and let students listen to them at home *combine oral and visual instruction by using an overhead *Students can’t write and listen at the same time *Teach organization *students report oral or written give options *Assess students only on the most important objectives *provide practice quizzes or questions *give one page of notes *vary format of tests *read the questions aloud *allow retakes of test *allow students to begin homework under supervision *select study buddies *Maximize the accessibility of your lesson *respectfully and strategically encourage, correct, and assess ELL *Proactively value and embrace your students language and culture *Building context for new terms and ideas Simplification Expansion Direct definition Comparison *Maximize student comprehension Clarification checks Pacing Modify your speech Use visual aides to clarify key concepts Record your lessons on tape and make these tapes available to your students Use demonstrations or role plays to show and act out ideas *Encourage students to speak but don’t force them *Correct errors of speech indirectly by modeling *Have help readily accessible *Show students that you value their native language *Use rich and varied resources from your students culture *Let students see their growth over time *Speed round close- series of review questions calling on students randomly *Minute paper close- students write a quick summary of their learning *Sticking points close- get feedback about where students are still confused *Use analogies *Use think-pair-share Give students instructional prompt Let students think Put students in pairs Allow students to share *Anchor options- students complete without teacher help, a list of options that students can do while the teacher works with a smaller group *Choice boards- students choose their assignment to do and write it on a card which is displayed *Compacting- students demonstrating higher proficiency work at a higher level *Entry points- introduce students to a topic through different avenues *4MAT- teachers plan instruction for the 4 learning preferences over the course of a few days *Make games to practice mastery *Group investigations *Expert journal- students research about a topic of interest *Jigsaw- students study different pieces of the learning and then ask each other questions about what was learned *Learning contracts *Let’s make a deal assignment- students can alter a few options on an assignment *Literature circles *miniworkshops to reteach skills *multiple intelligence options *options for varied modes of expression *Orbitals- Independent investigations that revolve around some facet of the curriculum 36 weeks *Personal agendas- Personal to do list of tasks students must accomplish *Student-teacher goal setting- develop individual options for students *Varying organizers based on complexity *Think-tac-toe *Varied scaffolding on the same organizer *FOLDS Hamburger Taco Hotdog Burrito Shutter Valley Mountain DINA ZIKE *Half book *Folded book *Three quarter book *Bound book *Two tab book *Pocket book *Matchbook *Shutterfold *Trifold book *Three-tab book *Pyramid fold *Layered look book *Four tab book *Standing cube *Four-door book *Top tabs book *Accordian book *Pop up book *Sentence strip holder *Folding circle into tenths *Circle graph *Folded table, chart, graph *Concept-map book *Vocabulary book *Four door diorama *Picture frame book *Display case *Billboard project *Project board with tabs Teaching LOW LEVEL READING *Phonological awareness- spoken language is made up of units of sounds such as sentences, words, and syllables. 1. PRONUNCIATION- teaching students to make words sounds Stop pairs- consonants that stop the air from flowing through the mouth b/p lip pop, lips popped open with air (bilabial stop) t/d tongue tap alveolar ridge (alveolar stop) k/g tongue scrape across the velum (velar stop) Fricative pairs- consanants where air continues to flow f/v lip cooler, teeth on lip (labiodental fricative) th tongue cooler, top teeth on tongue (interdental fricative) s/z skinny air, tongue close to alveolar ridge (alveolar fricative) sh/zh fat air, tongue placed near the hard palate with air blown (alveopalatal fricative) Affricative pair- a stop where the air continues to flow ch/j air stream stopped by placing tongue behind alveolar ridge (alveopalatal fricative) Nasal phonemes- formed by exhaling through the nose m /lips create a resonating chamber and air goes through the nose (front nasal) n /tongue blocks air behind teeth on the alveolar ridge (middle nasal) ng / tongue pushed back onto velum to block air (back nasal) Glide phonemes- no airflow stoppage like vowels w / tongue arches towards velum, lips rounded (bilabial glide) h / glottis is changed to let less air through (glottal wh / blade of tongue goes toward velum and lips rounded (bilabial glide) y / tongue pushed toward palate (palatal glide) Liquid phoneme- tough phonemes l/ blade of tongue raised toward palate (alveolar liquid) tip of tongue touches alveolar ridge r / tongue curled behind the alveolar ridge (alveolar liquid) Consanant borrowers- qu, x, y, change sound based on the consanent around it vowels- Smiles- e E i a A Rounds- O o U oo Open sound- aw diphthongs- when the mouth moves from one position to another I U ow oi graphemes- combinations of letters that make different sounds ex: ough 2. PHONEMES- the smallest part of the words that make sounds. How to teach? –identify and count words in a sentence -identify and count syllables -identify and make rhyming words -identify, blend, segment, delete, and substitute phonemes -sing songs to attend to sound -games that teach rhyming (riddles, nursery rhymes) -activities where students manipulate the sounds of words, blend words, delete sounds, add new sounds. -Listening skills -Following directions -Rhymes and songs -Phenome isolation- isolating different sounds in words -Phenome segmentation- students listen to and identify the sounds in a word -Oral blending- students blend sounds in different ways 3. BOOK/PRINT AWARENESS- function of print and characteristics of books and print How to teach? –print represents oral language -read from left to right top to bottom -spaces between words and sentences -text structures (cover, backs, titles, illustrations) -genre structures and organization (table of contents, index) -How to hold book, turn pages, shelve it -shared writing activity -read big books to teach print conventions -children practice using a book -teach students about word boundaries, appearance, length -counting words 4. PHONICS/ALPHABETIC PRINCIPLE-relationship between spoken sound and writing How to teach? –knowing and writing alphabet letters -that letters represent speech sounds -phonics matching written letters with sounds to read words -rapid analysis of letters sounds -systematic sound-letter relationship recognition -games where sounds are blended, sort words according to patterns -students build words and manipulate letters -teach students to identify and name letters -sound spelling cards includes a name for each sound or picture -LiPs program- giving letter sounds names such as tongue tapper 5. WORD/STRUCTURAL ANALYSIS-decoding a word by examining meaningful parts How to teach? –prefixes, suffixes, -inflection endings (-ed –s) -greek and latin words -compound words -contractions -instruction in how to break words apart -instruction for meaning of parts of words -word family teaching 6. READING FLUENCY- ability to read words quickly, accurately, with expression How to teach? –read same passage repeatedly -monitor and track speed and accuracy -practice and use of decodable text -practice reading sight words -students read for fluency only appropriate texts -Model fluent reading in read aloud -choral or echo reading -make word lists for sight words -students monitor and track their own fluency -read decodable text practice sound-symbol correspondence -repeated reading -Choral reading- everyone reads out loud together -Refrain reading- 1 student reads most of the text then the whole group joins in for key segments. -Dialogue reading- individual groups read different parts -Antiphonal reading- different groups are assigned different parts and as reading goes on each group reads their part -Echo reading- teacher reads then students read mimicking the teacher -Buddy reading- students are homogenously grouped and read to a buddy at the same level -Tape recorded reading- reading is recorded and students read with the tape. -Reader’s theater- students read a script in groups through about 20 times then perform the reading. -Poetry reading- students share poetry 7. READING COMPREHENSION- Ability to actively read and understand language How to teach? –read aloud daily -discuss what students understand from a text they read or hear -teach vocab directly and indirectly -plan thematic units to build vocab -expressely model and teach comprehension strategies -frequent reading of a variety of genres -teaching meanings of words and use in stories -teach strategies to learn new vocab words -teach students to construct meaning as they read -choose limited number of words and provide direct student friendly explanations. -create meaningful interactions with the words in a variety of contexts. Multiple exposures. -make context driven sentences -Ask students to relate words to themselves -Encourage the creation of examples -Use graphic organizers to connect words -Have a “Favorite words” board -Make a holistic concept chart -Apply learned words to new stories -Incorporate new words in the morning message -Create a class dictionary -Require students to use words in their own writing -Teach morphemes- prefix, root words, suffixes -Examine word families -have students read and rephrase a section of text -students figure out what different words mean -Teach ACTIVE READING *students monitor extend quality of learning *use strategies to understand *search for connections between what is known already *students ask questions as they read *draw inferences *distinguish important ideas from less important *synthesize info within and across texts *develop a purpose for each new reading experience *adjust speed for different levels of difficulty *apply successful word strategies to find out word meaning *visualize details and events -Making connections- text to text, text to self, text to world -Use text structures, look at how the text is set up to guess meaning -Making predictions by inferring -Have students ask questions*before, during, and after *to clarify meaning *to infer *authors intent, style, content, format *ask questions about what is the most important parts -Students summarize passages -Visualizing- students draw pictures in their mind *Morphological structure- smallest meaningful unit in a written language. *Making sounds+teaching alphabetic principle a. describe the sound b. help students feel the sound c. use your hands to demonstrate d. examine the mouth e. have students practice saying the sound f. introduce letters associated with the sounds g. practice writing the letter and saying the sound, done with finger in the air h. ask students to provide words that contain the target sound i. write words down that the students suggest j. practice hearing the target sound in spoken words k. practice blending words with the sound- students say individual sounds then they blend them by putting them together. l. have students read lists of words then practice reading words in sentences m. ask students to spell words with the sounds with others they have learned n. give students opportunities to read fully decodable text containing the sound o. students sort words according to sound-spelling correspondence p. build words with sound cards that use patterns *Teaching spelling- a. clear student friendly explanations of spelling patterns b. share words that contain the targeted spelling patterns c. have students blend the spellings d. dictate sentences to have students spell correctly *Read a long strategy teaching a. Describe the strategy in everyday language b. Explain how using the strategy helps you read better c. Model using the strategy by reading aloud and pausing to “think aloud” d. Gradually involve the students in your think aloud, have them fill in the blanks e. Guided instruction of the strategy f. Check for understanding, test the students g. Make anchor charts that they can refer to with the strategies. *It is okay to scaffold in the childs first language *provide opportunities to increase verbal interactions. *provide instruction that contextualizes language- for example don’t just talk about the math book hold it up *Use grouping strategies to reduce the anxiety of students *Identify vocabulary that can be scaffolded with images, drawings, photographs *Visual scaffolding- where language is made more understandable by displaying drawing or photographs that allow for connections between visual images and the words *Collect pictures that connects to the vocabulary, make a picture connection chart for students Internet images, teacher taken photos, student taken photos, old textbooks, line drawings, childrens coloring books, big books, childrens artwork, vacation videos, commercial videos, class-made videos, scans, digital cameras, downloaded pictures, transperancies *Encourage students to use pictures as a way of asking and answering questions *Realia- using real concrete objects, go to yard sales or cheap places to collect realia, store the realia in an organized way: household items, food, clothing, literacy materials, farm, occupational items, flowers and plants, animals, crafts, ethnic items *Literacy realia- a book related to what is being studied, for instance Hatchet for survival *Interactive read alouds- reading books out loud using expression, different voices, gestures, active listener participation, predicting, discussing, checking for understanding, exploration. SET A TIME EACH DAY WHERE YOU CAN READ TO YOUR STUDENTS IN THIS WAY. a. Read the book ahead of time b. place sticky notes in the book where you want to point things out c. review what happened the day before d. read for 10-15 minutes with the interaction e. have students predict what will happen the next day f. make graphic organizers or story maps to link the events together *Preview/review- a. teacher teaches a preview lesson in the students own language. b. lesson is taught in English c. lesson is reviewed in home language for content understanding. d. students demonstrate understanding by referring to the support materials Note: the same realia, pictures, examples should be used for each part of the steps *Language/Math focus lesson- a lesson where the English vocabulary and usage is focused on not the curriculum. This is a truly cross curricular lesson. *CLOZE activity- a teacher removes words from a passage and puts blanks. The students must then fill in the words. This helps to see if students can find meaning from a paragraph *Modeling- model the use of the vocabulary in usage *Academic language scaffolding- starting simple then getting complicated. a. pick important vocabulary words, post them in the room b. provide intro activity that allows scaffolding of language functions in a nonstressful way c. now model the use of the language using visuals d. have students practice in pairs or small groups e. review the vocabulary and language structures *Start with BICS then move to CALPS BICS: Basic interpersonal communication skills CALPS: Cognitive Academic Language Proficiency *Language Framework Planning- teacher picks the language necessary for successful lessons and plans activities that support this language in many ways. This is layed out in the chart shown below Topic / Activity / Language functions / Language structures / Vocabulary *Skills grouping- arranging the students based on their need for specific skills. This is homogenous grouping based on teacher observation of skills needed. Student have a specific instructional need Observedocument needgroup students with like needexplain skillmodel skill Provide guided practiceauthentic practiceObserve *Total physical response- students acquire procedural derstanding by being modeled to through movement. This is slowly taken away to just verbal commands. a. choose vocabulary that can be physicalized b. use the word and have students move with you c. use the commands first in order and then out of order d. stop demonstrating and just use the verbal command e. add no more than 3 new commands at a time f. play games until students understand g. assess for understanding and document *Shared reading- When teachers read books, charts, and other texts out loud if it is to difficult for independent reading. Students use their eyes or fingers to follow along with the text. The teacher uses illustrations, think-aloud, problem-solving. The teacher builds background knowledge and experiences to help students understand meaning of the text a. introduce book, text examine the cover, make predictions from the cover b. students talk about experiences related to the reading c. read the book and students track the words d. stop to talk about what is happening and to make prediction as to what will happen next e. have discussions about the story f. reread several times g. practice with small versions of the text independently h. students interact with the text *Leveled questions- asking questions to students based on ability levels Preproduction: nodding, pointing “Show me. . .” Early production: one or two word responses “is it ___or___” Speech emergence: phrases or short sentences “what happened next” Intermediate fluency: longer sentences “How did you. .” “explain. . “ *Manipulatives- concrete devices that can be moved to support thinking and learning. *Think-pair-share- students think about response and then share with partner group discussion, literature studies, problem solving, task, *Buddy read- one student reads to the other while the other listens or takes notes. They stop to discuss it every once and awhile Reading content material, challenging texts, one strong reader *Research interview- students research topics or 1 aspect of a topic. They then interview their partner to gain the information. Content material, informational writing, equal partners *Conversation role play- Students role play a certain social situation such as a birthday party, job interview, meeting new people. Students must use appropriate language. Language development, adjusting to social situations, situational vocabulary *Convince me- students find solutions to a problem that needs to be solved. They are then paired up and they must convince each other that they have the better way of solving the problem *Barrier game- 2 students sit back to back. One student has the instructions and reads them to the other student without the instructions. The student must complete the task by listening. *Information sharing- each student has a part of the information needed to solve a task. They must share the information to do this. *Inquiry & Elimination- A small group work together where 1 student has information that must be gotten through questioning and eliminating irrelevant information. The group decides the solution based on inquiry. *Rank ordering- students come up with several solutions to problems, they must then rank the usefulness of each of the solutions. *Use bilingual books, labels, and definitions *Art project- team members work together to create a group art project *Assembly line- each member does a part of a project in an assembly line fashion *Common Brainstorm- groups work to find 3 things they share in common with other members of the group. For example 3 things they all hate to do. *Group task- groups work together to complete a puzzle, word search, brain teaser *Line up- students line up according to some stipulation *Team identity- teams reach a consensus on something that they can identify themselves with *monitor group work carefully and intervene when students are being excluded. Assign specific tasks so group members know what is expected of them. *Culture studies- students research and share information about their own culture. Students use reading, writing, speaking, listening, viewing, and visuals to interview their families. a. decide on an age-appropriate study b. clear expectations c. set up a culminating party with family members d. assess student growth and progress *Learning centers- students engage in different hands-on activities to obtain experience in using new skills. Ex: logic center, observation center, theater center, editing center, video center, research center, Multiple intelligences center, elements of culture center, word wall center *Imaging- the teacher helps support the students to create mind images that enable them to see what has been talked about. Very important reading strategy. Picture a _________in your mind Close your eyes and picture this in your mind. What do you see? Read the word problem and have students picture it in their head Picture people, animals, things Ask questions about size, number, quantity Create a mind-picture of the text Students visualize something before they make it Students picture what the music is suggesting Students close their eyes and picture the image they want to create in words *Integrated Curriculum Project- knowledge and skills are combined to accomplish an authentic task. This is around an active learning project, students learn vocabulary in multiple contexts embedded in the task. Ex: make grounds clearner, eat healthy food, our family, school safer, our friends, our world, lobby for a cause, manufacture a product, adopt a group, publish a magazine, newspaper, integrate photography, unite the community, design a homework center, walk in someone elses shoes, advocate for school system change, study based on good literature *Sorting activities- activities that require students to sort object, words, phrases, sentences according to parameters. Students then take a picture or indicate the order they have it sorted in. Sort pictures or objects by matching sounds Sort by initial sounds Sort by size, shape, number Sort by characteristics Sort by number order Sort word cards Sort sentence strips Sort samples Sort sequence cards Sort plot summaries Sort descriptions Sort by personal preference Sort by process *Collaborative reading- Groups of students are put together they get different differentiated articles about the same topic. They then read the articles and discuss the topic. Each student then creates some sort of representation of the topic based on ability level as well. *Know the purpose for reading something, change the purpose to change the focus of readers. Ex: Read a passage about a house, then find important ideas, then read as someone trying to buy a new house, then someone who is hoping to rob the house. *Read alouds, THINK ALOUD. . . a. Select a short piece of text, transparency of the text b. Forsee difficult parts, look for content, structure, comprehension. c. Figure out how you would tackle the problem. Ex: make concept map, build background knowledge, inferences d. read the text out loud and stop often to share your thinking. You can stop and laugh at the text or you could make a joke about it, or an explicative, point out words that trigger thinking note: try reading a piece of text cold without having read it before to exemplify this. *Marking the text: making marks in the reading. Create codes that mean different types of meaning. Mark this in the text BK: background knowledge I: inference Start with only a few codes and then add to them. *Selective highlighting: They highlight all of their text with green being what they understand and yellow what they don’t understand. Or you can selectively highlight for different reasons. *Double Entry Diaries: Divide paper into two halves. On one side put a quote, statement, word from the text and on the other side students write their critical thinking about it. The thinking can include -this reminds me of -I wonder -I infer -this is important because -I am confused because -I will help myself by -picture in my head looks like -I think this means -what is message -what I know -what is confusing about -interesting part about it. *Comprehension Constructors: This is a step by step guide that you write that uses a list of thinking and comprehension strategies that walk students through reading a difficult text. For example 1. Write down background info about this subject 2. Note questions in the margins read first paragraph 3. When finished write a response 4. Write the best questions you wrote down This allows for students to be self directed when reading. Read for difficulties in the text and then try to understand it yourself. Then use what you did in the comprehension constructor *Teach what good readers do. . . -You need a real world reason for reading, share this -Know your purpose when you read -You have to understand what you read using comprehension strategy -Don’t have to remember what read use tools to hang onto info -flexible in thinking and use different reading tools. *Read World Monitoring: Teach students to indicate when they are confused and when they are not confused. Ask them how they know if they are confused. *TAG: Take a situation ,Ask a question, give a solution *Clipboard noting: students write about what *Synectics: Trust things that are alien, and alienate things that are trusted. Fundamentally analyze a problem and then alienate the problem by creating analogies that mirror the problem giving suprising solutions. *Force Fits: create an invention ex: automobile with toaster. . .force bicycle and a car *Lateral thinking: Changes concepts or conceptions, gets you away from entrenched or predictable thinking to new or unexpected ideas. Random entrychose a random object or noun from a dictionary and associate that with the area you are thinking about. ProvocationThe usual perception is out of bounds (abbreviate Po to signal that the provocation is not a valid idea for judgement but stimulus for a new perception) Challenge challenge way always been done as a way to direct your perceptions to the outside area. Scenario challenges *Critical thinking: concerned with judging the truth value of statements and looking for errors. *Decision trees: helps to choose from multiple outcomes MINDTOOLS.com *Multiple perspectives: think like a. . . Sandra Kaplan, thinking in other disciplines. . think like an artist, think like a scientist to solve a problem. *SCAMPER: Substitute Combine Adapt Modify Put to other purposes Eliminate Reearrange *Propertunities. . a type of challenge to solve problems *Brainstorming *Reverse Brainstorming: ask how can I cause the problem rather than how can I solve. How could I achieve the opposite affect of something rather than the effect. *Inquiry learning: children participate in planning, development, and evaluation of the activities. Doesn’t seek right answer but appropriate solutions. *Problem based learning *Simulations: integrates curriculum, cooperative learning, write to learn, authentic assessment *interact simulations.com *paradox questions/: questions that have no answer fun to discuss and write about and think about them. Makes you think totally out of the box. Unanswerable questions. *KOAN: Mideast meditation questions, what is life? What is good? What is bad? *personification: take a different point of view. Can be seen from the eyes of an animal, event, object, idea *write a poem *Rube Goldberg contraptions: multistep way to perform a task *Odyssey of the mind problems. *Future problem solving: by Dr. E Paul Torrence 1973 U of Georgia, founder. Given a scenario for a problem. 3 levels, qualifying problem, state bowl, international competition. Scenario writing and community problem solving, and individual community problem solving. Future scenes *Six Hat Thinking: White Hat thinkingfacts, figures, information needs, gaps. Data based Red Hat thinkingintuition, feelings, emotions, puts forward an intuition Black Hat thinkingjudgement and caution, valuable hat, not inferior or negative. Used to point out why a suggestion does not fit the facts, experience, system, always LOGICAL Yellow Hat thinkinglogical positive. Why something works and why it offers benefits. Can be used in looking forward to the results of proposed action. Can be used to find value in what has already happened Green hat thinking creativity, alternatives, proposals, what is interesting, provocations, and changes. Blue hat thinkingmeta cognition, thinking about your thinking. . commonly, what hat should we concentrate more on. *Need to go to learner’s link.com lesson plan to teach them all of the hats and how to use them. *Stories with holes. . .come up with your own. . .Nathan Levy used books, buy them. . .words with more than one meaning work well, look for homonymns *A case of the red herring: Tomas Camilli: problem solving. . . *Who am I, Nathan Levy. . simply list clues for kids to solve who the person is. . .the more clues they need the less points they get. *Mind stretching scenarios: Imagitronics. . .Don Ambrose *Breaking Language barriers, Joe Wayan. . .great for younger kids. . .guided imagery. *Use guided imagery in the classroom *1968 Making it strange. . .Synectics Inc.. . . Which is quicker yellow or black Which is advective? _______ or ______ex:Which is angrier: the kitchen or living room EX: Which lasts longer a ice cube or a cookie Which weighs more? Which is faster? Which is angrier? Be the thing: How would you feel if you were a _________ (a shorn sheep) (a spring) Imagine that you are a ___________. . . .then ask questions about it Is ________ adverb _______ ex: Is 3 funnier than 4 Random question ex: What color is surprise? A _______ is like the _______ ________ because _______ _________ is like a ________ because ___________ Ex: A triangle is like a ______ because _________ When would _______ look like _________ A ________ is like a ___________ ex: A dentist drill is like a __________ Compare a ______________ with a ______________ Write a story in which you are the ___________ (different perspective) *Compressed words. . .put together two words to form a new word that combines the two Ex: Compressed Hot Iron *PDCA: Plan, do, check, model. Kids pre-assessed and then sent to different rooms to learn different things based upon what they want. Kids tested every day and then regrouped. *Writing stories from the pets perspective of a famous person *Write a song about what they are learning in science. . . *Test students for CQ *Thinking Skills model (Carol Schlichter) Productive thinking skills have to be taught, decision making, planning, forecasting, communication *Use a creative problem solver: 1. Problem 2. Ideas/solutions 3. Best idea/solution refine 4. cost of the solution 5. benefits of the solution *Steps to being creative: teach wonderment, motivation, spark of interest, intellectual courage, relaxation *Find a real problem that influences 6th graders ex: allowance *teach synthetic ability to generate new and interesting ideas *teach analytic ability critical thinking *teach practical ability: to translate theory into practice and abstract ideas into practicality *Model creative thought *build self efficacy to create, let them create easy things first and build up *have students question a well known assumption during class *Define and redefine problems *give a choice map *Encourage idea generation *Help students cross fertilize ideas by having them think to other disciplines such as math or English *Allow time for creative thinking *instruct and assess creativity *reward for creative ideas and products *Encourage sensible risks *teach and tolerate ambiguity, gray rather than black and white *Teach students to criticize themselves *Delay gratification, have multiple longer assignments rather than one day assignment HAVE STUDENTS WRITE *advertisement *biography *book report or review *brochure *collection *crossword puzzle *editorial *essay *experiment record *historical fiction *Journal *lab report *letter *log *magazine article *memo *newscast *newspaper article *play *poem *position paper *proposal *research report *script *story *test *website HAVE STUDENTS SAY *audiotape *conversation *mp3 *debate *discussion *dramatic reading *dramatization *interview *oral presentation *oral report *poetry reading *puppet show *radio script *rap *script *skit *song *speech *teach a lesson VISUAL *banner *cartoon *collage *computer graphics *data display *design *diorama *drawing *filmstrip *Flyer *Game *graph *map *model *painting *photograph *poster *PowerPoint show *questionnaire *sculpture *scrapbook *slide show *videotape *web site *Decision making model: 1. state the goal 2. gather info 3. establish criteria 4. recognize or generate alternatives 5. evaluate alternatives 6. best course of action *CPS: 1. list problems 2. find facts 3. analyze problems 4. find solutions 5. evaluate *General problem solving 1. define the problem 2. list alternative solutions brainstorm 3. list considerations of each solution and review info 4. decide an option 6. act 7. evaluate 8. accept results of action. *Research model of Problem solving 1. identify issue or problem 2. read about issue and identify points of view or arguments 3. form a set of questions that can be answered by set of data 4. gather evidence through research techniques 5. manipulate and transform data to be interpreted 6. draw conclusions and make inferences 7. determine implications and consequences 8. communicate your findings. *Questions to ask What do you believe and why? What should be done next and why? Why do you think that’s the answer explain? How can we find out about? Why do you think that about? What would you do about and why? What are some other ways? What is the most useful, interesting, effective, logical, creative, why? What are the possible causes of? What are the possible consequences or effects of? What conclusions could you draw from? How could you? How would you propose a plan to? How would you formulate a solution to? How would you defend? How would you state the problem? How would you support your conclusion? How many different ____ can you list? What are different ways? In what ways might? What are all the ways? How is ___ like ___? Why is ___ like ____? What if. . .? What do you think would happen if__ and why? How do you suppose? Would you rather be ____ or _____ why? Would you like to be___ why or why not? How would this look from the viewpoint of? IF you were ____ what would you do? What would ___ say about this? What if ___ had happened? What if ___ were not true? What if ___ had not occurred? What if I could do something I cannot do? *evalutation matrix organizer *autobiography *book *commentary *debate or panel talk *dialogue *documentary *editorial *essay *experiment *fact file *family tree *finding patterns *glossary *interview *journal or diary *learning center task *letter to editor *limerick or riddle *mystery *newspaper *oral report *pattern and instructions *petition *position paper *press conference *scavenger hunt *simulation game *song lyrics *speech *story or poem *survey *teaching a lesson *trip itinerary *written report *art gallery *brochure *coat of arms *coloring book *costume *decoration *design *diagram *diorama *drawing or painting *flannel board *Flow chart *hidden pictures *illustrated manual *learning center visuals *photo essay or album *map *mural *rebus story *travelogue *transparency talk *act it out *activity plan for trip *animated movie *compose music *dance *create demo *dramatization *exhibit *field experience *flip book *flip chart *game show *How to book *invention *jigsaw puzzle *papier mache *pop up book *project cube *puppet show *rap or rhyme *scale drawing *rhythmic pattern *provide in class time for individuals and groups to just think and let their ideas marinate *reward creative ideas and products through public recogniztion *encourage students to take unique and different approaches *encourage students to take other viewpoints *question student assumptions and guide them to dig deeper *stop evaluation or judging too soon *foster cooperation *offer choices *encourage dissent and diversity *DOVE brainstorming guidelines Defer judgment on anyones idea or comment Opt for the unusual and creative Vast numbers of ideas Expand on ideas and piggyback *SCAMPER S substitute is this idea like anything else? Similarities C combine what might be brought together to combine this idea with something else? A adjust What might be changed by adjusting this idea M modify,magnify,minify What might be made larger, smaller, altered, change form? P Put to other uses In what different ways might this be used E Eliminate elaborate What could be deleted, removed, or done away with What could be enhanced made fancier R reverse, rearrange what might be put into another order *extensions/choice menu *teach fluency generating large list of ideas *teach flexibility varieties of approaches *teach originality produce unique or different patterns of thought *teach visualization to mentally see *teach analysis to separate a provided problem into attributes to study *teach synthesis to integrate components into holistic networks *teach transformations to modify or find new uses *metaphorical associations to uncommon relations. *use a four square perspective *Walt Disney Imagineer model: Have students combine engineering with imagination, have them create a ride design. Simple conceptstoryboardscale modelengineering Possible jobs -Show writing: story board, what do you want to tell? -Design: drawings and models -Architecture -Interior design -Engineering -Lighting design -Graphic designers -Prop design -Sound designers - Media design -Landscape architecture -Show set design -character paint -character plaster -dimensional design -fabrication design -special effects -production design -master planning -Research and development -project management -construction management General model a. Blue sky: early stage, the skies the limit, no limitations on ideas, demanded or novel b. Research and development: go around world, look for ideas c. Design: i. sketch ii. storyboard iii. redesign realistically iv. model (clay, scanned 3D) d. Engineering: make it come to life i. color ii. lighting iii. special effects iv. props e. Testing: Very extensive battery of tests f. Closeout: Opening of ride g. Plussing: always adding more *Einstein model: a series of skills like Da Vinci had a. Possibility thinking: think extraordinary things. b. Einstein time: set time to just sit and think. c. Stretching beyond the known: outlandish thought experiments, absurd ideas are good ideas d. Image streaming: practice thinking in a stream of pictures e. Hard thinking: setting time aside, really working on it, discussing it f. Soft thinking: setting relaxing time aside do other things and ponder in back of head g. Imagination: true sign of intelligence, preview of coming attractions h. Problem creation: formulating a problem is more important than solving it. i. Questioning: new possibilities for new problems is real science. *Directed Creativity Cycle (written as cyclical) I. Preparation: Observation Analysis II. Imagination: Generation Harvesting III. Development: Enhancement Evaluation IV. Action Implementation Living with it I. Preparation. . .starts over! *Parnes CPS model a. objective finding b. fact finding c. problem finding d. idea finding e. solution finding f. acceptance finding *Vance model: “Think out of the box” comes from the 9 dot puzzle connect all with 4 lines have to draw lines that go outside the box hehe *Higgins model: “Escape from the maze thinking” has 101 techniques mind mapping and story boarding are a few *Barron’s Psychic Creation Model a. Conception (in a prepared mind) b. Gestation (time, intricately coordinated) c. Parturation (suffer to be born, emergence into light) d. Bringing up the baby (further period of development) *Finding model *creative strategic planning model *directed creativity cycle model *future memory model *blank stare model *competent leader model *Da Vinci model: Creative problem solving as a set of skills/ ideas Curiosita: insatiable curiosity toward life Dimonstratzione: commitment to test knowledge through experience Sensazione: refinement of the senses to clarify experience Sfumato: willing to embrace ambiguity, uncertainty, and paradox Arte/Scienza: balance between science/art and logic/imagination Corporalita: cultivation of ambidexterity, fitness, and poise Connessione: recognize connectedness of things, systems thinking *Doblin model *Amabile model: Creativity-affect cycle, if given positive feedback creativity flourishes *Go Innovate model *Google model *Hewlett Packard model *DIGI MIR model *Continuous innovation model *Idea Generation Equation model *Creative Strategic Planning Model a. Analysis: standard planning, insight development b. Creativity: creative leaps, strategic connections c. Judgment: concept building, critical judgment d. Planning: action planning, creative contingency plan e. Action: flexible implementation, monitoring results. *John Dewey model: a. difficulty is felt b. difficulty is located and defined c. possible solutions suggested d. consequence considered e. solution accepted *Graham Wallace model a. preparation b. incubation c. illumination d. verification *Rossman model a. need or difficulty observed b. analysis of the need c. available information surveyed d. formulation of all objective solutions e. critical analysis of the solutions fro advantages and disadvantages f. birth of the new idea- invention g. Experimentation to test most promising solution, selection, perfection, embodiment *G. Poyla model a. understand the problem b. devise a plan c. carry out the plan d. look back *Alex Osborn model 1 (brainstorming developer) a. fact-finding b. idea-finding c. solution-finding *Alex Osborn model 2 a. Orientation: pointing up the problem b. Preparation: gathering pertinent data c. Analysis: breaking down the relevant material d. Ideation: piling up alternatives by way of ideas e. Incubation: letting up, to invite illumination f. Synthesis: putting the pieces together g. Evaluation: judging the resulting ideas *Johnson model a. Preperation b. Production c. Judgement *Koberg’s Universal Traveler Model a. Accept the situation (as a challenge) b. Analyze (discover world of the problem) c. Define (the main issues and goals) d. Ideate (to generate options) e. Select (to choose among options) f. Implement (to give physical form to the idea) g. Evaluate (to review and plan again) *Philip Merrifield model a. Difficulty is felt b. Problem defined c. Hypothesis generated d. Solution applied e. Reapplication *J.P. Guilford model a. Attention aroused/directed b. Problem sensed/ structured c. Answers generated d. New information obtained e. New answers generated *Kingsley Grey model a. Difficulty is felt b. Problem clarified and refined c. search for clues conducted d. various suggestions appear and are tried out e. a suggestion solution is accepted f. solution is tested *Treffinger Isaksen CPS model a. Objective finding b. fact finding c. Problem finding d. Idea finding e. Solution finding f. Acceptance finding *Robert Fritz Process for creation a. Conception b. Vision c. Current reality, public scrutiny d. Take action e. Adjust, learn, evaluate, adjust f. Building momentum g. Completion h. Living with your creation, purposeful noticing and analysis, starting over *Paul Williams Think For A Change model a. Problem identification b. apply existing knowledge to the problem c. applying idea generating techniques d. idea input e. idea feasibility analysis f. idea selection g. idea implementation h. idea feedback i. idea changes *Draw or trace pictures that represent learning onto transparencies. Show and narrate *show learning on graphic map or chart *create a game that others can play *Draw attribute webs *Make filmstrip on blank filmstrip paper *Create a timeline of events that might be personal, historical, social *create a panel discussion *Create an imaginary country *Collect materials from a lobbying or public service agency *mock trial *Write to people in other places about specific topics *rewrite a story in a different time period. *Contact publisher to find out about what has been read *Countdown response 3 Ah has! What insights 2 Applications How can I use what I learned 1 Overarching reflection summary or conclusion *unexpected, brain response to novelty *stimulating environment, appropriate challenges that encourage curiosity and exploration *variety and range of materials and activities. *Love and Logic *Do a multiple intelligence assessment *Assume responsibility for their own learning *independent learning at own pace and own level, timely feedback *change the physical space in the classroom *Use lots of color Reds, oranges, yellows: stimulate energetic Blues, greens, violets: soothing relaxing *Pleasant memories emotional calmness kids remember this! *WE REMEMBER THE EMOTION: TEACH WITH YOUR HEART *Use scents in your classroom! Elicits a memory *Give students a dollar to show where money goes in business. Have them cut a part of the dollar off as they learn what happens to the money. It shows them how much money is left over at the end. *Use white boards: hot glue Velcro to the board, write the name of the category on to the board: then hot glue the other side of the Velcro to the card with something on it. Students move around and put the cards onto the correct white board. *Students can remember a list of things through rhyming One is bun for the list of baseball cards imagine baseball cards in a bun Two is shoe gum imagine gum on a shoe Three is tree can imagine a tree that grows cans *Make a BIG BOOK. . .Large writing and pictures cut out and put onto the book. 3 hole punch and put large rings to bring the words together. The paper is a larger white paper like the kind used for shutter folds. *Give a citation for kindness certificate *Plan acts of kindness into your teaching. *Teach kindness *deliver cookies to city workers *collect goods for local food bank *Talk about acts of kindness in class and have students list them out. Have them brainstorm their own acts of kindness. *Create a 100 ideas for kindness for students and pass it out.. . .teach that you don’t always get a payback for this. *The Hundred Dresses by Alexander Estes. . . *Show a clip from pay it forward *Find issues going on right now to discuss with the kids *Take a + - circle map inventory + + Topic - *Students brainstorm stressors and how to relieve stress. . .brainstorm *Give children paper and crayons . . .when finished draw! *Give kids tests that teach them about themselves. Kids love this. *Things I’m not allowed to do anymore. *ADD UNIVERSAL CONCEPTS to the lesson plans. Have a universal concept or theme to guide a unit. . .Quiz kids on universal concepts?. . .design the class around universal concepts. *Give the kids a picture and have them list off all the objects in the picture that start with the letter s. *Give the kids an answer. . THE ANSWER IS ______________? They need to come up with as many questions that they can that has that as the answer. *Deemphasizing grades work to love it and learn because you care. *Group work *Jigsaw *Games/jeopardy *Students as teachers *Body mapping: some kind of movement of their body to try to remember something. *Action alphabet *Brain gym: crossing midline *John Travolta pointing dancing to teach stuff *Dance learning *Moving moving moving *Total physical response *Role playing situations *Socratic seminars. . .desks in circles. . study questions first *Scavenger hunts *WebQuests *Story telling *Peer tutoring *Token economy, class economy. . used for different things in class *Guest speakers *Experiment by design: bits and pieces of an experiment and they have to figure out how to do the experiment on their own or how to put something together *hands on experiment *Gallery walks: walk around and *4 Corners: activity in which you walk to the corners for stuff *Red light= confused or don’t know Yellow light= think they know Green light= they do know Use plastic cups, they can turn the cups to the colors. *Choice menu: work well for spelling words. You can do this for assessment Give a choice of 10 different ways they can study for their test and they pick 4 different ways. DO THIS FOR REVIEWING FOR THE TEST *Ticket out the door *Verbal ticket out the door. . . *fist to five *Thumb up under chin if got it right Waving hand unsure if kind of got it Thumb down if they didn’t get it *Orally articulating: have them explain what they learned *models/charts/visuals *Popcorn reading: throw ball around room and have students read next. *Alternate assessments *Curriculum compacting: pretesting, then course of action for unit based on what they know. Opt out of repetitions if they know it. *Echo *Singing *Buddy reading *Reading lyrics *Chanting *Hand signals for stuff *Puppets *Body percussion. . .can create a song *Technology *Repetition. . .change it up during *Reading writing notations and rhythms *Song or chant to anything and we will remember it for life. *Create Jingles, have advertise for learning and award contract to best ad *pg 27 *Use responders in classroom *Divide groups up by different ways *Ticket in and out of the LIBRARY. . *Stump the librarian. . . *Stump the teacher. . . *Oral close reading *Teachable moment *Teachertube.com *Google lesson plan *Class Blogs: look for a safe blog site, online journal, a running journal. They will write and write and write pages for your blog. *Don’t forget traditional pair share our school will teach them social skills that can transfer over to society. *Creative play: use blocks stuff like that. . .let them build. . .give them creative play *Penny for your thoughts: each kid gets a penny and they have to put the penny in the center when they share their thought *stop and jot. . .finish reading a paragraph and stop and write down a thought about what it meant. *Dina Zike *Gallery walk *SIOP. . .sheltered instruction hundred of techniques *PIES: Positive interdependence individual accountability equal participation simultaneous interaction *Most difficult first *Readers theater *Make it, take it. .students make something in class *Word walls *Props/ realia *SSR *READING ALARM NOOOO! I NEED TO READ *Touch parts of body to learn different things *Sparkle: class stands, pick someone to start, they spell words or mention something. They say sparkle and the person next to them sits down. You keep going around until everyone is seated. The last one up wins. *Engaging detailed sources *Use learning profiles *Leveled centers *Dr. Jeans songs. . .great songs. . .memorize presidents that way *Sing songs *different colors to color code paper types *math algebra steps color code *play acting *change of environment *icebreakers *Reality check *Hook *Make a date: take a clock and list numbers on the clock. Numbers on the clock they go to their date based on the time. They pair up *Vocab on front of card, on back another vocabulary word definition, have cards go in a circle alternating definition with word. The last definition will be the first word in the circle. Then flip them and do it again *Dr. Fu Ling U. . . Dr Fu Ling U says “fact or not a fact”. Did Dr. Fu Ling U try to fool you or did he not! Say something and they say how he is trying to fool them. *Feel the mind click: click them in to cognitive. . get them thinking! *Small group one lesson thing *Fashion show: they walk down describing what they are wearing in a different language. Then kids walk down saying the colors. . .to teach different language! *Inside outside circle: outside circle rotates around. . inside circle stays same. They rotate around and share and discuss things with each other. *Talk about something as a team. . describe something, everybody describes the whole thing. . .then we ask what they are talking about. . I’m old and ancient I flop around I sparkle. . . . . .hmmm, they are there shoes *0-PAIRS you can add pluses or minuses and count up the amount at the end. 3 + (-3) write 3 pluses and 3 minuses +++ --- +- +- +- these make 0 pairs because whenever a + and a - pair together they make a 0 3+4 +++ ++++ = 7 plusses 6 - 4 = 2 plusses are left over ++++++ ---5 - 6 = -1 +++++ add a + - pair, take away the 6 plusses and you have 1 minus left over and thus the answer is -1 *Create my own teaching portfolio with personal goals for implementation and student goals for implementation. *Specifically work on verbal skills to improve your own instruction *hands on learning + strong content knowledge + higher order thinking = good learning *Use teachable moments and deviate from the plan when possible *Remember teachers with high intelligence and intellectual curiosity are valued by students more and create high ability learners. *GREAT TEACHER (STRONGE): try to plan to exemplify this list: loves every student individually, happy teacher, caring, supportive, patience, trust, honesty, courage, listening, gentleness, understanding, knowing students, nurturing, warmth, encouragement, love, trust, tact, honesty, humility, care, tenderness, patience, gentleness, kind, gentle, encouraging, relationship enhance learning, supportive, warm, aware of culture, caring and competent, respect confidentiality, caring, fairness, respect, individually knowing, avoid ridicule, don’t single out, fairness, consistent, student input, aware of interactions, individual, realistic, successful, friendly, personable, work with students, give responsibility and respect, treat as adults, student-decisions, listen, sense of humor, jokes, high standards, responsible, appropriate challenge, reinforce, encourage, acknowledge quiet students get them involved, intrinsic motivation, own personal learning, mentors others, thinks education and learning are valuable, positive attitude about life and teaching, looks for feedback, open minded, reflects, caring, understands needs hopes aspirations, expect all students to learn, individual students, caring, dedicated, know students well, stay after school or Saturdays, know parents and community, positive relationships, friendly, confident, sense of humor, passionate about own learning, mutual respect, personal relationships, interested in teaching, enthusiasm for subject, aware and responsive to differences, take talents of students seriously, students feel valued, lifelong learner, considerate tone of voice, receptive body language, right triumphs, wrong punished, dynamic changing relationship *Work on teacher and student efficacy: capabilities to perform different activity. Talk to students about efficacy and have them engage in improving their efficacy. -if too easy at first will give up -watching others, modeling helps -adversity increases efficacy -attitudes of perserverance -built by success -social persuasion -mood and stress affect this -perceived efficacy -scaffold learning to help with -teacher feedback/self perception *Analyze behavior with a ABC part: Antecedent: what happened before Behavior: what did they do Consequence: What did they get from it. *Didactic lessons *Discovery lessons *Collaborative groups *Independent work *Real world tasks *Authentic assessment *Achievement-goal orientation. . .try to get students to have mastery not performance. Performance-goal orientation vs. Mastery-goal orientation *skill check station during rotations *Put up a laptop at rotation stations *inquiry based problem solving *hands on learning with critical thinking *use manipulatives *problem solve across the curriculum *model inquiry processes *give longer more complex assignments *Mountain science in which students rotate and practice mastery *focus on meaningful conceptualization *one on one tutoring *place students into ability groups and tailor instruction *have open discussions *applied mathematics is the way to go. US34% Japan74% *apply new skills to novel situations *PRIORITIZE REAING ABOVE ALL *Keep students “on their toes” let them know that diverting their eyes will make you more likely to call on them *help students see larger patterns, understand abstractions *discovery learning *RWA concept: Ready or possessing vision, Willing or having motivation, and Able or efficacy the ability to do *learning as active, constructive, and metacognitive *Always consider suggestions you could generate for helping *Use novel approaches to things. . it wakes up the brain *begin with a bizarre fact *Accessorize. . wear something *Hand something from the light, ceiling, overhead *Use a whistle or make a sound students aren’t used to hearing *Play music pertaining to your content. *Teach your students to identify DISTRACTORS: they miss questions because they are distracted by a word and it leads them to what they have learned but in the wrong way. *teach to the target. *Vary types of homework: a. Practice based: reinforces familiar concept refines it b. Preparation based: pre-teaches new concept c. Elaboration exercise: explores related concepts to what is learned. *Give clear homework directions, turn parents into homework coaches *Assign homework to provoke thought for subsequent in class discussions or writing activities. *Student performances *creative literature *videotapes *posters *Give corrective feedback *Involve parents directly in homework assignments *Teach students how to assess self and others and give constructive criticism *Allow for resubmittance of work *Pretest students *Count students that missed a question and analyze why. . . *Make Adaptations: change the content, process, or product of learning. *Don’t forget evaluation=ranking and grading assessment=learning from results *Use the 4 types of assessment -Selected response -Essay -Performance -Personal communication *Students stop light their assignment. Green for understand well, yellow for don’t quite get it, red for totally lost. Then the lights pair up. The greens enrich, the yellows work together to figure it out, and the reds are retaught by you. Great grouping strategy. *anticipate alternative conceptions (another way of saying misconceptions) *make questions that stimulate creative thinking *Students learn to mark each others papers *Students teach each other a small part of the unit and students evaluate their teaching *Create a learning contract which says students are responsible for learning *Don’t put any grades on papers, simply put comments. *Start a summer program *during rotations have a video station set up *Parents monitor students ****Process based assessment with mastery as the goal: On the front is the excellence percentage as a mastery goal. . .100% mastery includes a certain percentage of completion of the assessment tasks on the back of the paper. The assessment tasks are a variation on the choice board. Students put stickers to cover the assessment task that they have mastered. To receive 100% excellence they must complete 100% of the mastery assessments. Some of the squares can be covered by students if they have shown mastery from an in class activity. Some can be covered if they simply participate in something. This way alternate assessments and tests can actually be factored in as well. Have one or so days of instruction. . .utilize instructional strategies. . .direct instruction only. Then one day of guided practice. . .guided practice only. THEN have three days of independent practice in which students generate a product in class. This can be based on the choice boards that you use to find their excellence rating as related to mastery. One of the choices is that students can chose to take the test. . .brilliant! brilliant! Then when they are completed I can come up and discuss their results with them and ask them if they think they mastered the learning? ? ? This allows for multiple intelligences and such. Students can show they learned it in more than 1 intelligence level this would be awesome. This allows for whole days of student instruction in which I am able to individually work with students, assess their learning, and re-teach if needed. Students that finish with one can move right onto the next one. hmmm, some of the mastery boxes can be related to content for later in the year. Thus, they can’t do this until later in the year and thus their excellence ratings will go up all year long as we do more and more and apply their concept more and more. *Think in terms of teaching objectives. . .what the teacher is going to do TWBAT. Distinguished from SWBAT. *Mini lesson plans only require the following components: Learning target Assessment Materials needed Instructional activities. *Always give kids the criteria with which you are judging something *Define what you mean by excellent, good, average work *communicate instructional goals to parents *help students evaluate or judge their own work by showing how you judge theirs *Use exemplars or anchors to show students the end product, what you expect. *Teach students about Carl Jung: phrases like introvert, extrovert, archetype. . .leads to multiple intelligences. *Ask students if they could win 1 million dollars would they want it. . .then explain that those that graduate from college will earn on the average 1 million dollars more! It’s like a lottery ticket that just requires hard work and dedication! *Discuss societal implications that prevented woman from being scientists *Performance task assessments (products): paper, project, poem, portfolio, video, audiotape, spreadsheet, web page, exhibition, reflection, journal, graph, table, illustration * Performance task assessments (skills): speech, demonstration, dramatic reading, debate, recital, enactment, athletics, keyboarding *Selected response: multiple choice, binary choice, matching, interpretive *Use extended response essays vs. restricted response *One table in the rotation can be an interview assessment by me!, my student aide could also do this. *One table could be a teacher observation table in which students work on something while I watch and assess them. *Students pick the table with the task that they want to perform to show mastery, each station can have a different choice setup and ready to go. Stations can be setup labs with handouts! *Student think aloud at the board using the white board markers as an assessment. *Test blueprint: Make a grid of content-assessment in which you indicate in one column the content tested and in the other column the type of learning target in the assessment. *investigate in other classrooms time taken for assessment. Interview an administrator about what teachers should know about assessment. *Ask students what they want in a fair test. . .talk about quality of the test and what it teaches *Talk to the front office to get student records and analyze them. *Talk with the front office about compiling test data and what they can do to help you with this. *Plan and implement a system of gathering informal information through observations during class. Take anecdotal information. *Look for and note nonverbal behaviors Emblems: body movement that has a literal interpretation ex: shhh movement Illustrators: augments what is sadi ex: saying small and showing it with fingers Affect displays: shows emotion ex: tense posture Regulators: used to send verbal messages ex: staring at desk not wanting to Participate, raising hand to respond Adapters: definite behaviors sending message ex: chewing nails, covering face *Listen for vocal cues in student’s language *Ask students to think out loud when answering questions *Plan questions to ask and “probes” to better understand how or why students answered the way they did. *Probes= Why did you think that was the correct answer? How did you arrive at that conclusion? Explain why you think you are correct? Explain how you arrived at that solution? Can you give another example? Could you argue that that is not the best solution? How does ____ affect _____? *Look for premade test questions to make tests ex: ETS Formative assessment item bank, CTB McGraw-Hill I-know, *Plan feedback to show a. precisely what you did wrong b. what you need to correct c. How you can correct it d. how you can advance *Questions to think about when students make errors a. what is the key error? b. What is the probably reason the student made the error? c. How can I guide the student to avoid this error in the future? d. What did the student do well that I could note? *Focus on finding out “attributions” what students attribute to reasons why they messed up. *Make a 5 point reflective assessment for students concerning the work they complete in the choice assessment model *In the choice box for the choice assessments have a NAME column that can be highlighted based on understanding of the objective for a partial percent N-not adequate A-approaching M- meeting E- Exceeding *Examine past student work to figure out criteria for creating a metacognition rubric, develop specifications using exemplars. *Students should demonstrate growth toward their rubric at the end of the day or a set period of growth time. *Ask students questions about where they are on the rubric *Students predict how well they will perform on the rubric based on learning. *Enlist peer tutoring based on rubric work *Students design practice tests to test the rubric *Ask students about what kind of feedback they actually get from teachers and ask them how they would improve it. *Give students test items that are best for maximizing student engagement and learning ASSESSMENT ITEMS *Completion test items: ex: The dog is _______. Fact recall, paraphrase sentences from texts, one correct answer, blank at end, specify metric units, no clues, for higher level target a reasoning skill *Short answer test items: ex: What does reptile mean? Form of question, general directions, can respond to visual, only one correct answer, answer is brief, don’t use verbatim text talk, specify units, succinctly, students can understand *Matching test items: ex: ______1 Second president A. John Adams related facts or relationships, premise-response terminology, clear directions, homogeneous p-r, 4-8 premises, short logically ordered responses, avoid clues, same page, more responses than premises. *Binary-choice test items (alternative response): ex: T F You are cool make a true proposition (declarative sentence) then keep it or change it to make false, short, simple, direct, easy to understand, logical response, single fact or idea, avoid long sentences, avoid trivial facts, avoid negative statements (if used highlight the negation), avoid clues, no tricks, avoid vague words like sometimes or frequently, for higher level use compare contrast (ex Ffor fact, O for opinion) *Multiple-choice test items (stem with 3 or more alternatives, include 3 distractors and 1 right answer): use question as the stem, only 1 correct answer, ask for “best answer”, clear stems with task and question, avoid negative stems, no irrelevant clues, distractors all plausible but wrong (nothing plainly wrong), don’t use all or none of the above, don’t use options such as A and C but not D, Vary A-D evenly, for higher level focus on particular reasoning skill, use stems to create questions *Interpretive exercise: Type of short answer,selected response, or binary choice. Several questions related to information or data followed by several questions. Identify reasoning skills to be tested, use easy student-related material, brief material, similar but new material, Can use a key ex: A=relevant B=irrelevant, homogeneous choices, questions can’t be answered without info, deep understanding/reasoning assessed *Essay response: Can be restricted-response (Relatively brief answer shows simple understanding or knowledge), Can be extended-response (requires longer answer using reasoning skills), item should elicit skills in learning target, skill needed to answer question, start with a standard stem and modify, clearly understood task, know timing, don’t give options or choices of essay prompts. *Performance Task: student demonstrates a skill and teacher observes and makes a judgment. Two parts tasksystematic evaluation, context should be as close to real world as possible. Students perform, create, construct, produce, or do something as students explain, justify, and defend. Authentic products scored systematically. Uses most essential skills, authentic task, realistic, assesses multiple learning targets, teacher can help students, multiple solutions, clear, challenging, stimulating, explicit scoring, clear directions and constraints Ex: observation, exhibitions, oral presentation, experiments, portfolios, interviews, projects, essays. Restricted performance task: narrowly defined skill, brief response Extended-type task: complex, elaborate, time consuming Learning targets for performance tasks: Writing skills: purpose, organization, details, voice/tone, usage, mechanics Communication skills: physical expression, vocal expression, verbal Expression Psychomotor skills: fine motor, gross motor, complex, visual, auditory *Rating scale: A list of things that need to be shown and ratings either with words or with numbers. Can be in the form of a checklist. *Holistic scale rubric : A rubric in which each category of the scale contains all the criteria. This describes in detail the top score, middle score, low score as a whole listing (as opposed to broken apart in an analytic rubric). *Analytical rubric: Make criteria that focus on important aspects of performance, rating matched with purpose of assessment, should be directly observable, easily understandable. *Portfolio assessment: purposeful, systematic process of collecting and evaluating student products. Documents progress toward attaining learning targets. Must show evidence that target has been achieved. _________ portfolio (examples Showcase, celebration, documentation, working, growth, evaluation, writing, process folio, literacy, best work, unit, integrated, yearlong, career, standards, working *Watch out for the following test errors Generosity error: gives better scores to students that are liked Severity error: punishing students not liked Central tendency error: students all rated as the average Halo effect: teacher looks at name of student and grades based on this Order effect: grade differently based on order of tests Rater exhaustion: grades change as you go through them *You can use all test formats to test these three types of learning Knowledge, Comprehension, Application or KCA Knowledge: simple recall Comprehension: YOWs or rephrasing, change the words so not verbatim Application: different scenarios, transfer to different situations not encountered yet *Ex: Knowledge (short answer): What is photosynthesis? Comprehension (completion): Sunlight is used by plants to make energy in a process called _________. Application (stem-alternatives multiple choice): Shaunda makes two magnets by wrapping wires around a nail. One magnet A uses thin wire, B uses thick wire. What magnet will be the strongest? a. A b. B c. A and B are same d. can’t be determined. *Understand Declarative KCA (memorization) vs. Procedural KCA (how it works) *Abandon blooms, it is archaic and overdone When writing test questions that test REASONING SKILLS write in the skill involved. Forget the levels just teach the skill and assess the skill as a separate skill. . .You can directly teach students the skills. Ex: ( Multiple-Choice: Distinguishing ___ from ____) Which of the following statements is a ____ rather than a _______ a. b. c. d. Explaining meaning of. . . Interpret meaning of. . . Application. . . Give perspective. . . Empathize with. . . Relate to self. . . Discriminate between. . . Show coherence between. . . Hypothesize. . . Differentiate into. . . Organize into. . . Attribute something to. . . Check to see . . . Critique. . . Generate Distinguish ___ from ____ Deconstruct ____ Construct a _____ Find generalizations in. . . Analyze to find. .. Compare ___ to ___ Contrast ___ to ___ Infer based on. . . Interpret meaning in. . . Credibility of a source Make prediction Investigation Deductive logic Inductive logic Critical thinking Summarize Evaluating Creative thinking Elegant solution for Rethink New way to use knowledge Novel explanation of Identify assumption in Synthesize ideas Relate cause to effect Generalize Enduring theme from Grasp structure Expert advice for Revise Creative response To connect Recognize bias in Problem solve Justifying Creating Structure Sophisticated explaining Grasp structure of Reflect Know essence of judge about a belief or action *COMMON STEMS FOR QUESTIONS Comparing: Describe the similarities and differences between. . . (Comparison) Compare the following two methods for. . . List ways that ___ is like _____ How does ____ differ from ______ One way that ___ is different from ____ is. . . Deductive reasoning Given A, B, and C what can you conclude about D Source credibility: Relate cause and effect: Critical thinking: Justifying: Identifying assumptions: Recognize bias: Summarizing: Generalizing: Inferring: Classifying: Creating: Applying: Analyzing: Investigating: If you need to find out ____ who would you go to and why Given _____ what would _____ be able to help with What are the major causes of . . .? What would be the most likely effects of. . .? Given these many facts what would you do to reach this goal Which of the following do you favor and why. . .? Explain why you agree or disagree with. . .? When someone says___ they are assuming ______ Someone says ____ which words show bias State the main points included in. . . Briefly summarize the contents of. . . Formulate several generalizations from the following data State a set of principles that can explain these events Given the facts. . .what is most likely to happen when. . . How would ____ react to . . . Group these items according to. . . What do these items have in common List as many ways as you can think of for Make up a story describing what would happen if Using the principles of____ describe how you would solve this problem Describe a situation that illustrates the principle of. . . Describe the reasoning error in this passage List and describe the main characteristics of. . . Given ___and___ what will people do about _____ Explain the function separately of ___ and then together Given this question design an experiment to test this Synthesizing: Evaluating: Inductive logic: Empathize with: Hypothesizing: Problem solving: Predicting Self-knowledge Design an experiment to test this fact How would you investigate ____ to find _____ Describe a plan for proving that. . . Write a well organized report that shows. . . What is main idea of this passage. . . Describe the strengths and weaknesses of . . . Using the given criteria, write an evaluation of. . . Given this data, what can you conclude. . . Given this conclusion, what data would you need to prove.. How would _____ most likely feel about ______ What are other possible feelings about_______ If this happens then what will happen because of it Given this goal and this problem, what would you do. . . Given____ what will happen to ______ if _____ happens Given these facts what will you do about them. . . *Have reasoning skills cards on the kids’ desks and they can hold them up when using the type of reasoning. *Purposefully give students illogical arguments or unreliable sources of info and see if they can recognize this and defend this answer *Design closed-ended questions for lower thinking skills, dichotomous or saturated type questions. Generally answered in a few words *Design open-ended questions for higher level thinking skills, take time to think and answered in many words *Use the Revised blooms The revised taxonomy Remember (Low order/skill recall tasks) Recognize, list, describe, identify retrieve, name … Can the student RECALL information? Understand (Low order/skill recall task) Interpret, exemplify, summarize, infer, paraphrase … Can the student EXPLAIN ideas or concepts? Apply (Low order/skill application skill) Implement, carry out, use … Can the student USE the new knowledge in another familiar situation? Analyze (Middle order thinking skill) Compare, attribute, organize, deconstruct … Can the student DIFFERENTIATE between constituent parts? Evaluate (High order thinking skill) Check, critique, judge hypothesize ... Can the student JUSTIFY a decision or course of action? Create (High order thinking skill) Design, construct, plan, produce ... Can the student GENERATE new products, ideas or ways of viewing things? *Have students read articles on caffeine and how bad it is for us. *Study articles by Kathy Nunley *Create layered curriculum lists for a unit, not all units! Bad idea. *Get students moving: stretch at the beginning of class *Have students switch where they are in the room frequently *Public speaking performances *Achievable but tough deadlines *Competitions *socially risky activities *positive social bonding, celebrations, nonmaterial rewards, *Take short breaks or energizers. . plan this into your lessons. *Involve your students in more postures throughout the class period. *Get students standing up in teams to perform something *ONE MINUTE COMMERCIALS: to advertise learned content *CHARADES in groups of three to be moving *Simon says games *Going around the room to measure *Let students stand up when working *Standing up team jigsaw activities or brainstorms around the room to be moving *Have students get up and touch things around the room. . seven colors or 5 words *Teach a move around memory system: “Now go stand in the room where you were when we learned about. . . .” *Stand and stretch break in middle of class. *Teach a lesson about nutrition and the brain. *Think out loud demonstrating the following types of thinking intuitive, lateral, logical, conscious, subconscious, abstract, imaginative, evaluatve, concrete, divergent, open-ended, sequential, convergent, metaphorical *Ask students their origin and why they came to the U.S. *Matchword computer program, look up *Words their way, look up *Go to rotary or Kuanas club and get grants * Unwrap the book, wrap it up and unwrap it and with suspense they figure out what you are going to do that day. *Pair kids and as they read they read to one another a sentence or paragraph read aloud, summarize back and then take over. . .pair reading. *Vocabulary-go-fish. . .synonym and definition on cards. . . *Give wait time for questioning *Teach kids what is and isn’t plagiarism. . .teach about quoting and paraphrase *Give kids goal to make a song with many facts about “ “ in it. Give them time, they can come up with their own information. *Pair response games. . .you give them a word, then they give you a response from that word. *everythingesl.net. . .movie stars, online, click on links *http://iteslj.org/links *http://www.ppst.com, power point station *Teach subtraction through visualization. . have people parachute out of the plane. . . *4 corners: review of a test, reading strategies. . .go to corners based on test review stuff *Multiple choice 4 corners. . . *Use bridge maps and have them draw pictures in relation to the word. . . *Analogy Jeopardy, groups with white boards. *paper sacks with objects in the bag. . .they pull something out of the bag and say “I am holding something that begins with the letter . . “ ask questions about it. . .ending sounds and syllables. *Popsicle sticks in a cup, talking sticks. . .if you draw the one with the end with a question mark they have to ask a question. If they draw the one with a dot they have to answer the question. . .come up with different things to write on the popsicle sticks. Can be used during discussion groups. *bookwizard.scholastic.com *nonfiction with literature circles using newspapers. . .childrens page on Tuesday in the review journal. . .kids page *The house. . .one group buys the house and the other group steals the house and they have to teach each other this stuff *ESLflow.com SCIENCE SITES *http://www.doe.gov- department of energy *http://www.sciencenewsforkids.org *http://solar-center.stanford.edu- focuses on the sun and solar science topics *http://www.woodlands-junior.kent.sch.uk- interactive games and activities *http://www.sciencebuddies.org- secondary student resource *http://www.pitt.edu/~poole/physics.html *http://www.extremescience.com- world records for science *http://apps.exploratorium.edu- interactice activities and programs for science topics *http://www.sciencea-z.com- science site for K-6 *http://www.bbc.co.uk/schoos/ks2bitesize/science- interactive K-5 science *http://kids.nationalgeographic.com/kids *http://www.weather.com *http://weather.weatherbug.com *http://www.topmarks.co.uk- interactive science activities and quizzes *http://www.rpdp.net *http://www.youth.net- mini science lessons *http://www.learner.org/interactives/parkphysics *http://www.surfnetkids.com/directory/science *http://kidshealth.org/kid/recipes/index.html *http://biologybrowser.org *http://www.visiblebody.com *http://www.learner.org/interactives/rockcycle/index.html *http://science.nationalgeographic.com/science/prehistoric-world/prehistoric-timeline.html *http://www.learntobehealthy.org *http://www.niehs.nih.gov/kids/home.htm *http://www.nche.org/growinghealthy_gradespecific.htm SOCIAL STUDIES SITES *http://www.cybernations.net/about.asp *http://www.nps.gove/history/nr/feature/Hispanic/#twhp *http://www.poodwaddle.com/worldclock.swf *http://www.nytimes.com/learning *http://www.americanjourneys.org *http://www.freemaptools.com *http://www.defenselink.mil *http://www.nps.gov/pub_aff/imagebase.html *http://www.archives.gov *http://www.nsf.gov/news/mmg *http://npg.si.edu/exhibit/Lincoln/index.html *http://www.nasa.gov/multimedia/index.html *http://www.pbs.org/wgbh/nova LANGUAGE ARTS SITES *http://www.carlscorner.us.com *http://www.readtomelv.com *http://www.timeforkids.com/TFK *http://rea.ccdmd.qc.ca/ri/Expressions/index.html *http://www.learner.org/interactives/spelling/spelling.html SECONDARY MATH SITES *http://www.onlinemathsolution.com *http://www.coolmath.com *http://www.purplemath.com/modules/index.htm *http://www.freemathhelp.com/algebra-help.html *http://www.algebasics.com *http://www.algebra.com/tutors/students *http://www.factmonster.com/mathmoney.html *http://mathworld.wolfram.com *http://www.learner.org/interactives/dailymath *http://my.hrw.com/math06_07/nsmedia/tools/glossary/msm/glossary.html *http://countdown.luc.edu/index.html *http://www.nzmaths.co.nz/node/1607 PRIMARY MATH SITES *http://www.brainpopjr.com/math *http://www.mff.org *http://www.mathworksheetscenter.com/grades *http://www.webmath.com/index7.html *http://www.edhelper.com/math.htm *http://www.webmath.com/index.html *http://www.supermathsworld.com *http://www.321know.com *http://mathforum.org/dr.math PRIMARY READING SITES *http://www.brainpop.com *http://www.readinga-z.com *http://www.starfall.com *http://pbskids.org *http://www.eduplace.com *http://www.drjean.org *http://www.britishcouncil.org *http://www.tumblebooks.com *http://www.enchantedlearning.com *http://eslbears.com *http://www.woodlands-junior.kent.sch.uk *http://poetry.com *http://a4esl.org *http://www.pppst.com/themes.html WRITING WEBSITES *http://www.eduplace.com/graphicorganizer *http://www.writingfix.com *http://www.readwritethink.org *http://www.teachers.ash.org.au/jeather/writingfun/writingfun.html *http://www.shared-visions.com/explore/English *http://www.bbc.co.uk/schools/ks2bitesize/English/writing.shtml *http://www.ttms.org *http://www.accessexcellence.org/AE *http://www.shmoop/poetry *http://writing2.richmond.edu/writing/wweb.html *http://writing.wisc.edu/index.html *http://www.cdlponline.org *http://www.brainpopjr.com/writing RANDOM SITES *http://www.collegeboard.com/student/index.html?student *http://classroomlearning2.blogspot.com *http://www.getpaint.net *http://www.collegeboard.com/student/index.html?student *http://www.nea.org/readacross/index.html *http://etc.usf.edu/clipart *http://teachers.net/lessons/posts/1927.html *http://www.inspiringteachers.com/index.html *http://www.school-clip-art.com *http://www.softschools.com *http://ali.apple.com DUAL LANGUAGE AND ELL SITES *http://kidshealth.org/kid/en_espanol/esp_land_pg/Spanish_landing_page.html *http://www.literacycenter.net *http://www.colorincolorado.org *http://www.eduplace.com *http://www.languagelizard.com *http://www.cal.org/topics/ell *http://www.dlenm.org *http://rea.ccdmd.qc.ca/ri/Expressions/index.html *http://my.hrw.com/math06_07/nsmedia/tools/glossary/msm/glossary.html *http://www.poodwaddle.com/worldclock.swf *http://www.teacher.scholastic.com/activities/Hispanic *http://www.storyplace.org/storyplace.asp *http://www.nps.gov/history/nr/feature/Hispanic/#twhp *http://www.readinga-z.com/more/highfreq/high_freq_span.html#Anchor-47857 *http://www.wordreference.com *http://www.edhelper.com/Spanish.htm *http://www.csun.edu/%7Ehcedu013/eslplans.html *http://www.songsforteaching.com/store/English-esl-efl-esol-title-up-c-882.html *http://www.usingenglish.com/teachers.html *http://www.eslprintables.com *http://www.esl-kids.com/index.html *http://www.rosettastone.com/scholarship *Using real life material in the classroom. . .magazine articles, horoscopes. .gives them authentic language. . . *provide comprehensible input/abundant context clues using visuals, realia, manipulatives, gestures *Encourage to follow simple directions involving physical actions *Encourage students to join in group songs, chants, recitations *role playing activities *Check comprehension frequently *Chris Biffle.com *Whole brain teaching.com *http://www.usingenglish.com/teachers/lesson-plans/ *spellingcity.com *ESLactivities.com *Think Pair Share *Put a question in the objective. . .have the kids ask you about the objective: Ex: Ask me about math magic? Objective: SWBAT perform mental math. *www.hotchalk.com *face partner, shoulder partner *Quiz, quiz, trade. . .quiz cards with answers on the back, quiz each other, trade your own cards and then move on. *Jot thoughts *not a matter of level of intelligence, it’s a matter of level of dedication. *Have students ask their partners what they think they are going to learn today? *During crime scene lab have students create a picture mock up board for the trial *hold a mock trial. *Metacognitive read aloud. . . .rogerfarr.com (trophies person) *Anticipation. . .response guide. . . *bookadventure.org free as a teacher, class list, kids with a password, read book, take test online and get certificates K-8 *Penguin math. . .like a video game. Little penguin lives. . Gigi the penguin gives rewards. . . *www.lingtlanguage.com *www.lyrics.com *Host a talk show for class *People don’t do what is expected, people do what is inspected! *What is copywrite. . .When you copy it correctly. . . *White boards *Max Brown *Alternate materials- use as many different things to make content comprehensible *Backwards book walk- begin with conclusion from book, then flip backwards through book *Insert Method- check mark fact already known,? mark confusing, ! with new unusual surprising information, + idea new to the reader. *4 corners vocab- hotdog, hamburger fold with 4 corners illustration, sentence, definition, and the word. *Surprise Book- Cover the book cover with butcher paper, then tear off one little piece at a time, give them a slow reveal of what is on the text. *Round robin mummies activity- choose one person to record responses, take 3 minutes to share all the words you know that begin with the letters on the handout related to mummies, each member shares words while recorder writes responses, each group shares list *QAR Question-Answer relationship. . .model this Right there- go back into text to find specific info Think and search- relationship between ideas and info in text Author and me- require reader to use prior knowledge plus info from text On My Own- use own experience and theme or idea from book *Split page note taking- divide paper into half. On left side direct to write down questions, write notes to questions on the right side. Don’t forget who, what, where, why, how questions *Stop and think- stop when reading and model the following Imagine, remember, think of a question, predict, pretend, recall, listen, look, think about, visualize, solve mentally, summarize to yourself, make an inference *Is It Complete- students ask questions and have a sentence CLOZE structure on the board, students indicate with a hand signal that they are finished. They then share. *Group response with white board- ask question, students heterogeneously grouped and have them write on their board. . then randomly call on groups *Give specific feedback *Marzano’s vocabulary stuff is great *Voyager passport *Use Scaffolded Cloze *Possible language functions -aggreeing/disagreeing -explaining -apologizing -expressing likes and dislikes -asking for assistance -expressing obligation -ask for permission -expressing position -classifying -hypothesizing -commanding/giving instruction -identifying -comparing -inferring -criticizing -planning and predicting -denying -refusing -describing -reporting -enquiring/questioning -sequencing -evaluating -warning -wishing and hoping *Language structures to teach: -verb tenses -regular and irregular verbs -plurals -adjectives (possessive, descriptive) -possessives (apostraphes) -contractions -adverbs -mood (imperative, declarative) -voice (active, passive) -negative forms -other nuances of language *Good ELL lessons- lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, review/assessment *Link concepts explicitly to students background experience. *link to past concepts *Emphasize key vocab words *Schema activites, prior knowledge (Velcro in the brain) *preteach essential vocabulary *New term teaching process 1. provide description, explanation, or example as non-linguistic representation 2. Ask students to restate description YOW in their own words 3. Ask students to construct a picture, symbol, graphic representation 4. Engage students in activities that help them add to their knowledge of the terms in their notebooks. 5. Periodically ask students to discuss terms with each other 6. Involve students in games that let them practice terms *Aha moment! Paper about presenter Lists two ideas interesting, two ways apply info, two questions, two things wish presenter had done differently *Outcome sentences *Use COMPREHENSIBLE INPUT -speech appropriate for students -explain academic tasks clearly -use variety of technqieus to make content clear -so they can understand *Monitor your vocabulary, sentence structure, rate of speech, idioms, enunciation, wait time *Graphic organizer with these columns for students to sequence tasks First Next Then Later Finally *TPR total physical response *Enlarged adapted text *Vocabulary cards *highlighting vocabulary *flip books *Teach homophones, homographs, synonyms, and idioms *Taped text *Framed outlines *Scaffolding *Possible scaffolding responses Telling- give answer to keep going Demonstrating- demonstrate with purpose of getting students to do same thing Prompting- focus attention on meaning, structure, or visual cues. Coaching- “you said ____” does that make sense Discussing- focus attention on meaning in the story *Use questioning strategies that promote higher order thinking *Numbered heads together (Jigsaw), number off 1-3, read parts of text then share *Vygotsky in a nutshell I do, you watch I do, you help You do, I help You do, I watch and check *Skinny vs. Fat questions Skinny- simple yes/no/maybe one word answers, take up no time or space Fat- lot of discussion and explanation, interesting examples, take time, in depth *Three story students: idealize, imagine, predict through the skylight *Anticipation/reaction guides- prepare 4-8 true, untrue, misconceptions students discuss each statement, use after learning as a review *Questioning the author- Ask series of questions What is the author saying here? What is the message? Does this make sense with what the author told us before? How does this connect to? Does the author tell us why? Why do you think the author tells us this now? How do things look for this character now? What is the character up to now? How does the author let you know that something has changed? How does the author settle this for us? *SQ3R- Survey, Question, Read, Recite Review *Thinking maps *Visualizing- mental picture comprehension, think alouds, drawing, comic strips *Literature circles- collection of books with variety of levels, students chose books, then share the book with others. *QAR *Metacognitive strategies- plan for learning, monitor comprehension, evaluate how well learned objective, previewing, skimming, scanning, listening selectively, self management, self assessment *Cognitive strategies- manipulate material mentally, or physically by grouping items *Social/affective strategies- interact with another person in order to assist learning as in cooperative learning and asking questions for clarification, or using affective control to assist learning. *Mix cards with questions and answers. . .have students go around and see if they can trade cards with their partners. . .they can trade when the question and answer match. . .this works well if questions have multiple answer parts. . .. students can orally share what is on their cards when done once they are matched up. . .this way they share both a question and an answer Ex. . cards say 7, then some say 4+3 or 5+2 *Are you sleeping- practice what they are learning by singing the song are you sleeping (baa baa black sheep song). . .they have to put this into a song. . .example for weather Is it stormy Is it stormy Yes it is Yes it is See the wind is blowing See the leaves are falling See the clouds Hear the rain *Virginia Reel- Two lines facing each other, one has a question, statement, or problem written on index card along with answer. Read the question or response and the student has to answer the question. With a cue the groups then shift. They trade cards with the other line so they all have a response to do either side. *Magic Buttons- Students have a “I’m thinking” and “I got it” button. . .they put on the I’m thinking button until they get it and then they put the I Got it button on. *Reading processes Before- preview text features, predict what about, access prior knowledge, make plan to meet purpose for reading text, integrate with other materials During- questions, connections, predictions, clarify, evaluate, integrate with other materials After- summarize, connect, evaluate, reread, apply, secure word meanings *Have students make board games *Talk show- students present themselves as a famous person being interviewed, students complete an evaluation of the speaker and how accurate they were *Given a still picture they have to describe what is happening in the still picture of the text. It helps them reflect on the text. *WORDS THERE WAY *MAGIC BOX: Brainstorm hat blowup microphone umbrella hat-raining good ideas Huge sunglasses with red nose Put words from big brain onto word wall Walking brain Noise makers for signals Clappers Fake fingers to touch words Noise one Large ears for listening Glasses with eyes Red nose Magic wand star *Go to party stores and look up stuff *Teaching Strategies for Ethnic Studies by Dr. James Banks *Teachingbooks.net *Picture card of places taped to desk, point to where place is they will be going to next. *bookshare.org *www.rfbd.org *The Shirley Method *Sentence Lifting- taking sentences out of what they actually wrote to try to fix them. Ask questions about the sentences. *Writingfix.com *charts, graphs, illustrations, media, manipulatives, demonstrations, graphic organizers, outlining, labeling, study guides, marginal notes, adapted text, highlighted text *Language objective: how the student will learn the content of the lesson, how will the student use the language to demonstrate comprehension of content? How the student will use language skills to demonstrate understanding of content concepts *Language skills- reading, writing, listening, speaking *pictures, graphic organizers, time lines, graphs, tables, diagrams, outlines, webs, leveled study guides, native language texts, taped texts, adapted texts, jigsaw text reading *Meaningful activites- try out ideas, receive feedback, gain clarification, foster deeper understanding for both the learner and the listener *simplify texts to make available to students *Use sticky notes to make marginal notes *Rewrite text to adapt it to your students. *Levelled study guides *www.avidonline.org *hands on manipulatives *pictures, photos, visuals, multimedia, demonstrations *Self selected vocabulary *Simple and concrete term definitions *Make personal dictionaries or glossaries *Content word wall *Concept definitions map *CLOZE used to teach and review content vocabulary in context -chose sentence strong contextual support for focus word -have students brainstorm possible replacement words -teacher assists students in choosing correct word *Word sorts to categorize by meaning, structure, word endings, sounds *visual vocabulary *Vocabulary through music *Word generation games *Analogy word generation games *Brainstorm words with chunk of a word *Think alouds- models thinking through a concept and problems *I wonder chart- brainstorm about ideas and create I wonder questions *Previewing and predicting -students individually preview learning material look at illustrations, pictures, bold print -with partner write 3 things they think they will learn from the material -transfer final list to chart paper -four person teams share lists with whole group -teacher then reads first section of material or text while students follow along *Summarizing- pick out 10 words in a text that are important in understanding text, write these on chart paper, summary statements written using as many of the words as possible. *Question stems Tell me more about? What do you mean by? What else? Why is that important? What does that remind you of? In other words you said. . .is that accurate? That’s correct. . .can someone else tell me more about? *Information gap activity- each student has only 2 pieces of info needed to solve problem, students work together, share info while practicing language and critical thinking skills *Roundtable- open ended questions students pass paper around the table and each write their own response while teacher circulates. *3-step interview- students are paired, then listen to each other as they respond to a topic, after 3 minutes, they join the other pairs and talk about what was said. *Writing Headlines- practice summarizing by writing headlines for a text, then class votes on most effective headline. *Send a problem- one group sends question or problem to other table, they solve it, then pass it back to the other group *Practice- meaningful short chunks, practice short 10-15 minutes, practice frequent and close together, review periodically, immediate feedback *keep personal learning journals *make or play a review game *Create test questions for other students to solve *Teach concept to other student *Know stages of language acquisition 1. Preproduction- heavily on context, minimal words, indicates comprehension physically, mostly just listens. 2. Early production- heavy on context, produce words in isolation, 1 or 2 word answers, many errors. 3. Speech Emergent- Begins speaking in short phrases and simple sentences, many mistakes. Limited comprehension. Functions socially. 4. Intermediate Fluency- depend on context, engage in connected narrative discourse, expanded vocabulary, limitation of academic level. 5. Advanced fluency- academically functioning, 2 way conversations, complex grammatical structures, enriched vocabulary, decontextualized vocab *Author signal phrases. . .key words that can save kids from plagiarizing, Author’s name / signal phrase / what author says According to contrary to illustrates requires acknowledges Converts implies responds admits corrects Insists reveals agrees covers instructs Reverts to Announces debates maintains reviews Appeals declares names says applauds Demonstrates notes shows argues denies Observes solicits articulates describes points out Spells out asks designs predicts states Asserts educates prefers suggests believes Elicits proclaims supports calls into question Emphasizes questions teaches claims endorses Recites thinks commends explains reccomends Turns to comments explores refers to upholds Compels feels refutes warns concedes Finds reiterates writes conceptualizes Focuses reminds concludes grants replies Constructs highlights reports *Teach students how to quote authors. . .exactly the same in all ways with quotations around them. Ex: Jones refers to his own mother as “tired, old hag” in chapter eight (7) Ex: Jones explains: “That woman was nothing but a tired, old hag in sheep’s clothing”(6-7) *use cognates- words that sound the same in both languages with same meaning. *SIOP/HQSI in a nutshell 1. Lesson preparation: content objective, language objective, content concepts, supplementary, adaptation of content, meaningful activities. 2. Building background: concepts linked, links made, key vocabulary 3. Comprehensible input: speech, explanations, techniques 4. Strategies: strategies, scaffolding, questioning 5. Interaction: interaction, grouping, wait time, clarify with lesson 6. Practice and application: hands on activities, apply knowledge, language skills 7. Lesson delivery: content objective, language objective, engaged students, pacing 8. Review and assessment: review vocabulary, review content, feedback, assessment *With beginning language learners use yes/no questions, either/or questions, 5W questions *Cambourne’s conditions for learning: immersion, demonstration, expectation, responsibility, employment, approximations, response *http://www.doe.nv.gov/Standards_EngilshSecLang.html *Skimming, scanning, outlining *Learning styles: VATK Visual, auditory, tactile, kinesthetic *Have students share and request info *Let students express personal needs, feelings, ideas *Give and ask *Students read and write invitations and thank you letters *Students role play a telephone conversation *everythingESL.net *The Color Code *Pen pal exchange *Modeling *Examples and non-examples *Hands on manipulatives *Realia *Commercially made pictures *Teacher made pictures *Use technology *Provide hands on materials and manipulatives for students to practice using new knowledge *use all language skills in activities: listening, speaking, reading, writing *Use the FORTUNE TELLER. . . a. Start with a square piece of paper (8.5 inches squared) b. Fold the square in half diagonally to make a triangle c. Fold the resulting triangle in half vertically to make a smaller triangle d. Open up the paper to the original square e. Take each corner and fold it in to meet the center of the square, forming a smaller square when finished. f. Flip the square over so that the smooth surface is on top g. Take each corner and fold it in to meet the center of the square, forming a smaller square when finished. h. Fold the square in half horizontally, creasing the fold, and then open it back up i. Fold the square in half vertically, creasing the fold, and then open it back up, you now have a fortune teller. *Can be used for question-answer and reward systems *Inside, outside circle *Guess (find) the fib- write down 3 statements two are true and one is false. Have to find the fib *Elaborated responses Tell me more about that. . . What do you mean by. . . What else. . . How do you know. . . . Why is that important. . . What does that remind of. . . In other words. . .is that correct *Line Up Activity- think about subject that people have varying degrees of opinions. Line up based on agree, disagree, strongly agree, strongly disagree *Find someone who- find someone who knows the answer to the question, once found they sit down and become helpers for everyone else *Charades- present class with something to form. They make the model together. Must involve everyone. *Inside-outside circle *Use possible saves like 50-50, phone a friend. . .make those up for help. . post on the room. *Use a classroom Wiki a. go to www.pbworks.com b. click “get started” c. click “educational” d. click “try it now” e. select the basic account to start with your free account. f. choose your address- keep it simple g. your site domain will be http://name.pbworks.com h. your workspace is “For Education” i. create your account- you may use your personal email or interact j. select security setting and accept PBworks Terms of Service k. click on “Take me to my workspace” l. Website is ready to go m. for more help go to http://tinyurl.com *Create reader response journals, use interesting and accessible texts BEFORE READING a. Activate Prior Knowledge- read title, look at pictures, jot ideas that come to your mind, skim for key words and read first paragraph, predict what passage will be about, look over passage and mark places where you will stop during reading. b. Set purpose- think about what you will learn or find out as you read, write a question you hope will be answered, write I am reading this to find out. DURING READING a. Read silently and stop and jot every 10 minutes -Write a reaction or reflection about what you have read from a response prompt -ask a question about something you have read -note important information that meets your purpose for reading b. Continue to the next stopping point and stop and jot AFTER READING a. React and reflect -think about what surprised you, confused you, bothered you, or interests you -take 3 minutes to write about any of these things b. Retell or Summarize what you have learned. *Use reader prompts. . . I was surprised. . . I think. . . I hope. . . I wonder. . . I would. . . I didn’t realize. . . This reminds me of. . . I think it is important to remember. . I can see. . . I’m not sure about. . . In the next part, I predict. . . *Use Teacher-Student B/D/A reading process A-Z ACTIVATE PRIOR KNOWLEDGE a. Teacher calls attention to key words or concepts in the title or book cover and invites students to make connections b. Students write the title and date entry c. Students briefly write ideas triggered by the title d. Students share ideas with other readers SET PURPOSE e. Teacher states general purpose of reading (why are we reading?) f. Teacher asks students to develop questions about what they think will be answered when reading. g. Students write questions down h. Teacher tells students to read along with you but you will stop a few times to allow for them to check their thinking. i. Teacher shows students the Reader Response Prompts. . .Explain that they can be used to help students express their ideas about what has been read. j. Students read reader response stems k. Students put pencils down and listen READ ALOUD / READ ALONG l. Teacher reads the first couple of paragraphs, stops to write a reflection m. Teacher chooses a response stem and writes a reaction to clarify teacher thinking or set new purpose. n. Students watch the teacher write the first reflection o. Students share comments or questions and can set a new focus for reading or write a new question to be answered REPEAT READ ALOUD / READ ALONG p. Teacher stops and tells students to chose a reader response prompt and write for 1 minute. q. Students write for 1 minute READ ALOUD AND FADE OUT r. Students now read silently until you tell them to stop and they chose a new prompt and write for 1 minute. READ SILENTLY UNTIL END OF PASSAGE REACT AND REFLECT s. Teacher asks students to write for at least 3 minutes after completing the text. They should explore their ideas or information by writing what they think is important or interesting. t. Students pick a reader response stem and write for at least 3 minutes. Information that is important, interesting, personal connections, or any other thoughts related to the reading. SUMMARIZE u. Help students recap or summarize what they have read. v. Students put their main ideas together EXTENSION w. Set up a literacy center to extend a concept for word work, writing, further reading x. Use similar texts for guided reading y. Place this text or similar texts in your reading center z. Have students rate journals using rubrics. *Students create individual picture dictionaries *Create personal readers for students- collections of short memorized texts, poems, or dictated stories that are typed or copied and put into a folder for students to read and reread. *Students should reread familiar texts *Include environmental print in a students first language *Include texts written in other languages *Provide thematic instructions *Dr. Asher Total Physical Response *Dr. Terrell Natural Approach *http://www.colorincolorado.org *Go to LakeShore on Green Valley to buy supplies *Phonics phone *CALLA: Cognitive academic language learning approach. . . *Imagine: They imagine the book and close their eyes and imagine what they can think of on the subject. Things they know about wolves. . .feelings, tastes, sounds, smells *Elaborate: Model elaborating: Let me think what do I know already about alligators. I see a swamp and reeds bending over, and the swamp with eyes peeking out of the bog. *Predict: Guess what the story is going to be about. Great with science predict elements. What do you think the subject is going to be about. Read story or kids read story *Confirm: Did what we read confirm what we had imagined, elaborated, and predicted. Helps confirm what they get out of the text. *Tony Steeds: RAN method *Confirm or look at misconceptions at the end *The Big Book of Team Building Games *Challenging team builders, problem solving games, moral dilemma *Gate kids love moral dilemmas, great critical thinking skills *Look for moral dilemmas in the newspaper, CSI stuff *Give you the end of the story, you ask yes or no questions and come up with the story *Show the Apollo 11 scene *Mythbusters, use as a problem solving scenario. Great physical science show. Use as a challenge and see what the kids have to say. *UCOLORADO *UCONN *Barbara Clark *Sylvia Rimm *Linda Silverman *Kathy Nunley BRAIN RESEARCH *Prufrock press out of Tuson. . .chocolate kaper *Tom Sneider Production, high level kits. .decisions, decisions *Zephyr Press. . .lots for gifted kids *Interact simulations, wonderful for gifted learners, not that expensive *Interact story path *Mindware *GEMS kits *National Geographic Geography Bee, stringent rules *Lego robotics *Odyssey of the Mind *Jason Project *Think GEEK *Hearth song *Hatching chick eggs in classroom *Duck pond bonding *PALABRA *SET *STOCK MARKET ONLINE GAME. . .math and science academy *John Wyland *Trout in the classroom through the division of wildlife, take a class first *Logic Mysteries *Chocolate kaper *Moral dilemma: submarine incident in which students were killed in Hawaii when the submarine students toured went up and toppled over the boat. Japanese students died and so they needed to years later get the bodies back. Research this and see what solution they came up with. *Ruby Payne *Identify types of parents Overprotective Hands off approach *FIGURE OUT HOW TO APPROACH EACH PARENT Concerned and appropriate Unavailable Caring but unable to help *The negative parent voice doesn’t help with behavior *Start with adult voice end with positive parent voice *Students need: insistence, support, high expectations *Use metaphor stories that mirror unwanted behaviors and discuss this. *Use a metaphor story one on one with student filling in the blanks to see what was actually happening or what the student actually thought. *Identify types of students *Diffendoofer Day by Dr. Suess Perfectionist- give all details, provide a rubric Bully- student will respect you if you are personally strong Silent- call on student, set up tasks for interaction Entertainer- provide tasks with humor, show sense of humor Social connector- provide opportunity to talk academically Social isolate- paired activities, outline behaviors of classroom Arguer- let student have last word but not last 10 sentences, argue into academic tasks Leader- opportunities for leadership Instigator- outline acceptable behavior, clear consequences, mutual respect Distractor- identify source of problem (can they read) Special needs- identify the need Download music from amazon pertaining to subject They Might Be Giants Science cd is great Pre referral intervention manual..in the library… PRE REFERRAL INTERVENTION MANUAL (Prim book) *STEP UP TO WRITING a. First sentence is blue, attention getter b. Second sentence is green, means go, topic c. Yellow is details “slow down” d. Transition is red, transition e. Green is conclusion Symbols are used to mean each one *Have students go to different classrooms based on what they need to learn…ability grouping as well… *Diamond Card Synonym Antonym WORD Picture Sentence *www.gettyimages.com *Vocabulary races *Quiz-quiz-trade *Word walls *Stop and Jot *Graphic organizers for content areas… *Test with a flow map *Assignment broken down as a flow map, have them work backwards start with the finished project and have them write backwards to break down how to get the project done. *Story organizer -Who… Wanted….. But….. So….. Then….. *Metacognitive, building language acquisition skills: Student reflects: How do you practice….(memorize spelling words) Teacher inputs: Well when I was in sixth grade I did…. Teacher models: Teacher does the strategy Student tries: Why don’t you try this strategy…student does the strategy Discussion: So what did you just do…did it work..how do you know.. What could you do differently next time… *Make a fool out of yourself… *CALP starts off at the BICS level…use the BICS analogy or life story to explain the CALP. *CHOSE THE 10 MOST IMPORTANT SENTENCES in the text, great strategy *Deep comprehension through multiple interactions with a book: 1. read book in native language if needed 2. read book in second language 3. explore story structure Ex: If you give someone something they will try to take a lot more Students write a story about this 4. realia or pictures 5. play with words: students change words within story structure 6. create alternate text- students write and illustrate Ex: If you give a ____ a _____ fill it in yourself for If you give a mouse a cookie. 7. create an innovation on the text- publishing format Ex: If you give a teacher help with their grade book… *Word wall ideas: have a word wall section for English, Math, and Science…Put a picture with each word… *Gradual Release of Responsibility Model: DEMONSTRATION *I Hate English *All right robin structure: we are going to work on our double bubble map on our own and after we are done, each of us will write a response to the double bubble map, you will present the response *Cover up the words in the book and let kids predict what the book is all about… *www.clusty.com *On Solid Ground by Sharon Taberski *Graphic representations *Making physical models *Generating mental pictures *Drawing pictures *Pictographs *engaging kinesthetic activity *produces nonlinguistic representations *Victor Borge: uses sounds when talking to represent grammar in sentences *teacherdiscovery.com *To teach food webs you give everyone part of a rope and actually create a living food web in the class. Students represent the different animals of the food chain. Have one person tug on the rope and mention how every person in the food web can actually feel the pull of the rope. This way students learn that every part of a few web affects the other parts. *GROUP LANGUAGE EXPERIENCE STORY 1. Go on a field trip, have an experience. . . .As students tell you about a story. . .type using dictation what they say. . .Then go over what they said on the paper. Each and every student was engaged 2 .. . ..print out what has been said on a handout, write squares around the section you are going to be looking at and number them (concentrate only on that box) and you go through and fix the words they have said. Note: you could focus on "or" words and have students try to use "or" words from a word list so this can end up on the board. You could use this with science vocabulary words, have a word list and students say the words. . . 3. Reread the LEA story as a class or have learners read with partners, place the published story in a binder for the students to read all year long. STORIES ARE WRITTEN THAT ARE LONGER AND MORE COMPLEX THAN OTHERS. . . If a kid is not engaged they have to go over and read a book and can't participate. . . Students have binders with the stories and they read the stories from the binders. Basically becomes a published version of their own stories. . . 20 minutes per day. . .lasts about a week each month. . . STORY ABOUT ANTS STORY ABOUT COCKROACHES. . . Students can work in pairs. . .one student tells story while the other writes down the story. . . LOW ANXIETY, SPEAKING ALL THE TIME, SENTENCES BECOME MORE COMPLEX *GROUP POWERPOINT CREATION: Students tell you to take pictures of them that represent certain words. They tell you what color to make the slide, they tell you what sentences to write on the slide and you create it with them. Students can then talk about the presentation and these sentences can be added to the slide. *Building Academic Vocabulary. . .Marzano, Pickering *Brain based learning: -engages the whole brain -both parts and whole -brain seeks meaning -moderate challenge+high feedback -threat and high stress impair learning -brain thrives on high volume input -primary source of learning is nonconscious -emotions drive attention, meaning, memory -memory is stored in multiple pathways -all learning is mind/body linked -humans have a social brain -language is instinctual -parallel processor can do many things at once -learning engages whole physiology -search for meaning is innate -search for meaning comes through patterning -emotions critical to patterning -learning involves focused attention and peripheral perception. -facts should be embedded in natural and spatial memory -learning is enhanced by challenge and inhibited by threat. *Orchestrated immersion: learning environments that immerse the student in educational experience. *Relaxed alertness: eliminate fear, provide challenge *Active processing: allows the learner to consolidate and internalize information by processing it. *Give students a personally meaningful challenge. *Active processing of experience: students must gain insight about a problem there must be intensive analysis of the different ways to approach it, and about learning in general. *HOW CAN I TURN THIS LESSON INTO AN IMMERSIVE ENVIRONMENT!!!! *Rich, stimulating environments using student created materials and products are evident on bulletin boards and display areas. *Places for group learning like tables and desks grouped together, to stimulate social skills and cooperative work groups. Have comfortable furniture and couches available for casual discussion areas. Carpeted and areas with large pillows who prefer not the work at a desk or table. *Link indoor and outdoor spaces so students can move about using their motor cortex for more brain oxygenation. *Safe places for students to be where threat is reduced, particularly in large urban settings. *Variety of places that provide different lighting, and nooks and crannies. Many elementary children prefer the floor and under tables to work with a partner. *Change displays in the classroom regularly to provide a stimulating situations for brain development. Have students create stage sets where they can act out scenes from their readings or demonstrate a science principle or act out a dialogue between historical figures. *Have multiple resources available. Provide educational, physical and a variety of setting within the classroom so that learning activities can be integrated easily. Computers areas, wet areas, experimental science areas should be in close proximity to one another. Multiple functions of learning is our goal. *Flexibility: This common principle of the past is relevant. The teachable moment must be recognized and capitalized upon. Dimensions of flexibility are evident in other principles. *Active and passive places: Students need quiet areas for reflection and retreat from others to use intrapersonal intelligences. *Personal space: Students need a home base, a desk, a locker area. All this allows learners to express their unique identity. *The community at large as an optimal learning environment: Teachers need to find ways to fully use city space and natural space to use as a primary learning setting. Technology, distance learning, community and business partnerships, all need to be explored by educational institutions. *Enrichment: The brain can grow new connections at any age. Challenging, complex experiences with appropriate feedback are best. Cognitive skills develop better with music and motor skills. * 3 Step interview: Student B talks about their experience with a topic Student A talks about their experience with a topic Student A tells others what student B said Student B tells others what student A said *Students make a personal Word-wall of their own. . . *Rivet Strategy: Set out lines for each letter out of each word. . . ___ ____ ___ ____ ____ _____ ___ 1 2 1 1 2 1 1 Vowels get 2 points, consonants get 1 point . .students give letters. . .then you fill it in and you get points per letter that was given. the empty lines are called rivets *Hang less Hangman *Interview a word. . .Ask questions to the word For example: Terrible Are you useful? Yes as a description What is your purpose? To make things negative What do you love? Everything bad What are your dreams? Nightmares You can have a hat and kids work in pairs. . .the word is on the hat. . then students wear the hat and ask questions about the word they are wearing and they have to guess what the word is. *Use the same interview sort of thing but with pictures on the hat. . . *Guessed meanings: You give a word in context and students guess what the words mean. . .then lead students to guess the meaning. . .conversational *Have students create a word/picture. . .a picture of a flower with the word flower used to make the outsides of the flower. *Rainbow words: You write a word three times, you use different colors each time they trace over the letters to create a rainbow. *Rara folders: books are taken home 3 books, parents sign off to make sure they read 20 minutes a night. *Inference riddles. . .Give one clue at a time and students guess the word. You get 10 clues on what the word is. . .if you get it wrong each time for 10 clues it gives you the answer. . .Students need to infer what the word is. . . *Use the game 21 questions for vocabulary words. . . *Letters! You are the postperson. . .when they are done they can write a letter to anyone they want and you will deliver it for them (pen pals, principles, teachers, other students in other classes) *Never call them games call them “enrichment activities” in the lesson plan *Give students a vocabulary/spelling choices list with different selections . . . they get to pick 1. Write your words in ABC order 2. Write your words three times each 3. Say and spell your words out loud 5x each 4. Write 10 of your words in sentences, a paragraph, a poem, or a story 5. Type your words on a computer or a typewriter 6. Write each of your words with a synonym a word that means the same 7. Write each of your words with an antonym a word that means the opposite 8. Do a word sort with your words 9. Find your words in a newspaper or magazine and circle them, or cut them out and glue them on a paper. 10. Write each of your words divided into syllables 11. Write a definition for five of your words 12. Make a word search with your words at puzzlemaker.discoveryeducation.com 13. Solve your word search 14. Do a word sort with your words 15. Do a practice spelling test with a sibling or parent (you can write them down or spell them out loud) 16. Make your spelling words out of play-dough 17. Make rainbow words by writing your words and tracing over them with 3 different colored pencils, markers, or crayons. If you can think of another way to study your words, let me know. Perhaps we can add it to the list. . . *Students create a homework log which has each day spelled out MONDAY *I read____________ *My spelling choice__________(pick from the list provided *My math game was __________(teach math game and they take it home) *Parent signature:_____________(sign) *Trying to get kid on your side: You know. .. if you continue to work this way I am going to get into trouble. . the principle is watching me and I’m going to get in trouble if you continue to do this. . . *Talk with gestures and facial expressions and use pantomime *Make input more comprehensible to the student *Rephrase and restate information *Partner up students with different primary languages *Create authentic communication context where students have a need to negotiate meaning. . . . *Dramatic play *Seminar discussions *debate: will use language to defend their positions. . . *allow students to share their personal experience in learning situations *Writing *Eliciting prior knowledge *Strategies for language acquisition: label objects in the room, teach with plenty of visual cues, pictures, maps, diagrams, real objects, graphic organizers *Integrating learning. . .can not teach math in isolation. . .nothing in isolation. . .must be combined together. . . *Create a web planning calendar that is subject based. . . THEME Ex: Trees SOCIAL STUDIES STANDARD TO BE TAUGHT MATH STANDARDS TO BE TAUGHT LANGUAGE ARTS STANDARDS TO BE TAUGHT SCIENCE STANDARDS TO BE TAUGHT *Henry Winkler books, great writer about students that have problems learning *True story of the three little pigs *Boys may not read books but they read magazines or internet articles on what they like. . .Promote this kind of reading. . . *Students write fortunes on a piece of paper written in a good sentence. . . *When writing is written wrong white out their name and put the papers elsewhere. . have students that are done early go over and fix other kids papers and post this. **Teach Like A Champion: Doug Lemov. . .coorelated schools based on data, OUTLIERS guy. . .visited schools and saw the best results, 49 things seen in classrooms. . DVD. . .shows visual examples of what it looks like in the classroom. Lemov’s taxonomy. . uncommon schools person. . . . . *Anchor charts: students add to the chart over time with the word on the wall *I can provide a training on. . . . . . . . . TOOLBOX. . . . . . . . . *Wiki teacher. . .Justin White. . . *Rolling numbers. . Serious focused learning. . .KIPP schools. . . Structured procedure of rolling numbers. . teach students to associate fingers with numbers and rap or songs *POWS. . .number of the week. . . *CORE COMPLEMENT STANDARDS: national standards: rigorous, clear, specific, teachable, learnable, measurable, coherent, grade by grade, internationally benchmarked standards. Prepares students for the global economic workforce *The Case Against the Zero by Douglas B. Reeves *WIN- Work In Now program after school: all students get same day detention after school for not completing work. *5+1 System that works. . .5+1 a. Common exam practice test b. Questions included on chapter unit test, BAMMING, practice tests parallel to final test. REFLECTIVE OF INTERIM AND CRT QUESTIONS c. Questions in daily review d. Common assessments continually given to monitor progress e. Ongoing monitoring of students, targeted help f. Differentiation meets needs g. CFU, white boards, responders h. Connect to real world i. Efficient and effective use of class time j. Sprial reviews, long term reviews k. Interactive notebooks. . . l. Vocabulary, homework, tests m. +1 conferences with parents earning grade of C n. Note taking o. Word problems incorporated. . . p. Closure of lesson q. +1 debriefing session with students after the test r. Teachers have relationships with their students. *Literacy Café Menu (www.thedailycafe.com) Comprehension. . .I understand what I read Check for understanding, back up and reread, monitor and fix up, retell the story, use prior knowledge to connect with the text, make a picture or mental image, ask questions through the reading process, predict what will happen and confirm with text, infer and support with evidence, use text features (title, heading, caption, graphic), summarize test with sequence of main events, use main idea and supporting details to determine importance, literary elements (genre, plot, character, setting, problem/resolution), explain cause and effect relationship, compare and contrast within and between text. Accuracy. . .I can read the words Cross checking (do the pictures and/or words look right? Does it sound right? Does it make sense?), use the picture (do the words and pictures match?), use beginning sounds and ending sounds, blend sounds stretch and read, flip the sounds, chunk letters and sounds together, skip the word then come back, trade a word/guess a word that makes sense Fluency. . .I can read accurately with expression and understand what I read Voracious reading, read appropriate level text that are a good fit, reread text, practice common sight words and high frequency words, adjust and apply different reading rates to match text, use punctuation to enhance phrasing and prosody (end marks, commas) Expand vocabulary. . .I know, find, and use interesting words Voracious reading, tune in to interesting words and use new vocabulary in my speaking and writing, use pictures illustrations and diagrams, use word parts to determine meaning of words (prefixes suffixes origins abbreviations), use prior knowledge and context to predict and confirm meaning, ask someone to define the word for you, use dictionaries, thesauruses, and glossaries *Behaviors that support reading: get started right away, stay in one place, work quietly, read the whole time, increase stamina, select and read “good fit” books. *Cultural Analysis: Give students a Venn diagram with (Teacher values) (Student values) and have them list similarities and differences between them and us. . .Focus on the similarities you have rather than the differences. . . *Institute the motto “What gets checked, gets done” *Make a team binder with careful documentation when working with others, it shows that time isn’t being wasted. *Steps to making a team: Sylvia & Pruitt 2003 a. Forming: team members become a unified group b. Storming: turmoil interferes c. Norming: conflict is reduced d. Performing: clear understanding of goals, outcomes, team member roles e. Adjourning: team disperses *Have strict meeting procedures to maintain time and focus *Things to plan as a team -daily time to meet -rules in every classroom verses rules in individual classrooms -protocols for warning about behavior, contacting parents, writing infractions, referrals. -guidelines for written work -guidelines for accepting late work -when and how will completed assignments be returned to students -parents informed of progress -procedures for taking work home -bonus points -meeting with parents? How, when, who? -parent contact? How, when, who? -bathroom procedures -homework each night? -tests each day -grading homework -notification of missed homework -supplies *Rich conversations: conversations in teams in which answers are found rather than problems discussed. *Postcards: send early notes to open the lines of communication *Dialogue journals (Nancie Atwell): authentic communication on a variety of topics -share the journals as a team/ split responsibility for reading journals -write full page reflection to dig deeper -must write to an assigned person: teacher, administrator, student, family, parent -answered promptly within 24 hours Ex: What do you expect to learn this year? What have you heard about me? What do we need to know about you so that we can teach you effectively Give a quote and ask students what they think about it Give a scenario, arrest, case study, court case and ask about it Describe yoru reading habits -team tool *Have students come up with their own slogans for the class and vote on the best ones *Give professional looking assignments in the form of emails from project managers. . . *Push students to achieve a 6 on the Nevada Writing assessment holistic rubric a. Focuses and develops ideas in a sustained and compelling manner, showing creativity and insight. b. Clarifies and defends or persuades with precise and relevant evidence; clearly defines and frames issues. . . c. Effectively organizes ideas in a clear, logical, detailed, and coherent manner using appropriate structures to enhance the central idea or theme. d. Demonstrates involvement with the text and speaks purposefully to the audience in an appropriate, individualistic, and engaging manner. e. Uses multiple sentence structures and word choices effectively and with a sense of control for stylistic effect. f. Commits few, if any, errors in standard English rules, for grammar/ usage and mechanics. *Common sentence starters for COGNITIVE STRATEGIES Planning and goal setting: My purpose is. . .My top priority is…To accomplish my goal, I plan to… Accessing prior knowledge: I already know…This reminds me of…This relates to… Asking questions: I wonder why…What if…How come… Predicting: I’ll bet that…I think…If___then___... Visualizing: I can picture…In my mind, I see…If this were a movie… Making connections: This reminds me of…This happened to me when…I can relate to this because… Summarizing: The basic idea is…The key information is…This passage is saying… Personalizing: The character I most identify with is…I really got into the story when…I can relate to this character/author if _____ because _____ Forming interpretations: What this means to me is…I think this means…The idea I’m getting is… Monitoring: I got lost here because…I need to reread the part when…I know I’m on the right track because… Clarifying: I need to know more about…I still do not understand…I think this means ___, but I need to check… Revising meaning: At first I thought___, but now I think__...My latest thought about this is…I’m getting a different picture here because… Analyzing the writer’s work: An important line for me is…This word/phrase stands out because…The author uses____ to show ____... Reflecting and relating: This big idea is…A conclusion I have is…This is important in my life because… Evaluating: I like/don’t like ____because…This could have been more…if…, The important message to me is… Adaptations: I would make this story better by…If I was the author, I would have…would have been different, then… *SIOP Lesson plan checklist Preparation: -Write content objectives clearly for students -Write language objectives clearly for students. -Choose content concepts appropriate for age and background -Identify supplementary materials (graphs, models, visuals) -Adapt content to all levels of student proficiency. -Plan meaningful activites that integrate lesson concepts -Plan language practice opportunities to develop skills Building background: -Link concepts to students backgrounds and experiences -Link past learning to new concepts -Key vocabulary Comprehensible input: -Use speech appropriate for level: slow, enunciate, simple structure -Explain academic tasks clearly -Use a variety of techniques: modeling, visuals, hands on, activities, demonstrations, gestures, body language Strategies: -Opportunities for students to use strategies: problem solving, predicting, organizing, summarizing, categorizing, evaluating, self monitoring. -Use scaffolding techniques to support students through levels of understanding. -Variety of questioning types: literal, analytical, interpretive, encourage elaboration of responses Interaction: -Provide frequent opportunities for interactions -Use group configurations that support language and content objectives of the lesson. -Provide sufficient wait time for students. -Give opportunities for students to clarify key concepts. Practice/Application: -Provide hands-on materials and manipulatives to practice using new content and knowledge. -Provide activities for students to apply content and language knowledge. -Provide activities that integrate all language skills: reading, writing, listening, speaking. Lesson Delivery: -Support content objectives clearly -Support language objectives clearly -Engage students 90-100% of the time in which students are doing something or having a task -Pace the lesson appropriately to the students ability level Review/Assessment: -Give a comprehensive review of key vocabulary -Give a comprehensive review of key content concepts -Provide feedback to students regularly on their output -Assessments of student comprehension and learning should be throughout the lesson on all objectives: spot checking, group response. *From Good To Great: A great leader is that when that leader leaves what they leave behind stays behind. *Leadership and Renewal *Finding good multicultural books article: http://www2.scholastic.com/browse/article.jsp?id=3757 *Teaching As Leadership by Steven Farr *Set big goals with your students. . . Big goals for content standards Big goals for language objectives Big goals for social standards Ex: “All students will be life long readers” Rigorous Standards set the lower level of achievement 1. What measurable academic progress should my students achieve? 2. What traits, mindsets, and skills will best serve my students? 3. What pathways to opportunity are in front of my students that should informt he big goal? 4. What student interests and motivations could shape the big goal? Take a subjective goal and turn it objective, make a rubric or gather data that relates to the goal, then set a big goal based on this. * http://www.teachingasleadership.org *Pygmalion effect: based on the ancient greek sculptor whose love for his statue made her come to life. The self-fulfilling prophecy of high expectations. *Three critical components in classroom curricula: a. Students will UNDERSTAND Universal concepts Ex: Systems are interdependent Organisms adapt to changing environment Rational numbers b. Students will KNOW Critical factual knowledge memorized knowledge Memorized for test Ex: Newton’s laws, key vocab, causes of something, names and contributions of historical figures, formulas c. Students will be able to DO (processes / skills) “set” of skills professions use in their job Transfer across curriculum (language arts or math skills) Not tied to a specific topic Ex: create tables, graphs, charts to display scientific data Analyze source documents to evaluate historical info Use context clues in reading to determine meaning *Let’s Get Acquainted Night: invite families to your school *Name your classes give them team names like THE WIZARDS! Have certain nights for certain classes in which parents are invited and the theme is used throughout the parent night. *Reverse open house: Students are experts that show their parents where to go and how to do certain skills they have learned. *Friends: Think of student influencers as the friends you can get on your team to help with a student’s learning. *Teach students how to communicate what has been learned to their parents. *Portfolio show off day *Student led conferences in which students and parents discuss their work samples and academic progress. 1. Preparation: a. Portfolios with student evaluations, work, progress charting b. Students and parents answer pre-discussion questions -three things I want to discuss with my parents are. . . -what I need to explain to my parents about my goals includes… -The thing that I’m most proud of it… -I need to work on… -I want to tell my parents that I need help with… -I wan tto tell my parents thank you for… 2. Conferencing: Have a step by step plan listed out that must be followed. 3. Evaluation: get feedback from parent/student -How was the student/parent conference beneficial to you and your child -What was the most pertinent information that you gained? -What do you still want to know? -What were your expectations of the event prior to conferencing with your child? -What do you feel your child’s teachers need to know? *http://www.schoolnotes.com *http:/www./teacherweb.com *Parent phone calls: 1. Say something positive 2. Address issue 3. Say something positive *Have students talk about issues with parents on the phone. *Cross curricular unit on the brain and metacognition: Ex: Math graphs sleep, English reads article on sleep, science learn sleep cycles *http://faculty.washington.edu/chudler/neurok.html neurobiology for kids *Brain as a filing cabinet analogy *Brain as a toolbox analogy *Assign teacher and student mentors for failing students *Zero alert detention after school to make up assignments *Braggin Rights list *Make sure that you ask the following questions of a unit: Did the instruction or assessment improve learning? What evidence proves this is true? What are my goals for this unit? How will students demonstrate mastery? What does mastery look like? How will the unit develop deeper knowledge of the subject content and standards? How will the unit build on students prior learning? How can we relate this learning to other subjects? What evidence did the student provide to demonstrate mastery? Did the student build on prior learning? How do I know? What connections did the student make that I did not anticipate? What misconceptions does the student still have? *Institute the following: EXAMPLE IS OUR GREATEST TEACHER *www.landmarkcases.org *Keep your students on edge, not sure what to expect, this will motivate them to pay attention and learn. *Provide a clue like experience for students. If you are going to be learning about something. . have seemingly random events such as the delivery of a message, a random sound playing, a video clip, a guest arrival. . .these will help build the suspense for what is being learned. *Pick a theme such as “citizenship” and all classes can focus on building this theme in the planning. *READING STRATEGIES -Make connections between the text and real life -Make a prediction about what will come -Stop and think about what you’ve read -Ask questions as you read -write about what you read -visualize -use print conventions key words, bold print, italicized words, capital letters, and punctuation. -Retell what you’ve read -Reread -notice patterns in text structures -adjust your reading rate- slow down or speed up *Japanese lesson study *Rainforest ideas: http://www.rainforest-alliance.org/education.cfm?id=main *http://www.teachingbooks.net/home Login name: jmcalpine@interact.ccsd.net Password: ccsd *THE NEXT IDEAS CAN BE CALLED RESEARCH BASED based upon James H. Stronge Qualities of effective teachers. . .funny that most are so obvious, but I guess it means something to call them research based! *http://www.ted.com/talks/taylor_mali_what_teachers_make.html The poem I like
