Stamford, CT Lesson Study Science Literacy

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Stamford, CT Lesson StudyScience Literacy

• Kelly Hunter, Literacy Fellow
• 800 - 830AM Friday, February 2, 2007

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Please sit at the table that matches the number
on your name tag

• Resources at your table include
• Power point presentation
• 5 E Chart and concept maps
• Grade specific lesson plan (1st or 5th)
• Observation protocol and guide

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Lesson Study Key Learning Points

• Science literacy connections
• Five Es of Science Inquiry
• Planning a Unit of Study
• Start with the standards (UBD- Understanding By
  Design)
• Develop essential questions - higher order
  thinking
• Create concept maps
• WILF What Im Looking For - differentiation
• Hands-on / minds-on engagement
• Vocabulary development
• Assessing student learning

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A Research-Based Instructional Model for Learning
ScienceIntegrating Inquiry and Literacy
Strategies taken from Integrating Science and
Literacy Instruction With a Common Goal of
Learning Science Content by Pratt, H. Norby
Pratt
5 Es
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Planning a Unit of Study

• Start with the standards
• Understanding by Designs backwards planning
• CT Science standards
• CT Language Arts standards
• Develop essential questions

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Create a concept map1st grade
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Create a concept map5th grade
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WILF - What Im Looking ForDifferentiating
Learning Experiences

• Example
• WILF I will be able to determine importance in
  a scientific text.
• Could 4 - I could record new vocabulary words
  in my science journal, write the meaning and tell
  how I know what the word means. 
• Should 3 - I should be able to discuss my plans
  for my writing with my partner and then write a
  factual summary of the most important details
  from my reading.
• Must 2 I must work with my partner to
  highlight the important information and circle
  new/interesting/important words in the text.

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Planning a Unit of StudyHands-on / Minds-on
Engagement

• Experiments and manipulatives to spark scientific
  inquiry

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Vocabulary Development Tier 3 (content
specific)
1st Grade Vocabulary Development Graphic Organizer

• 5th Grade Vocabulary Development Graphic Organizer

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Assessing Student Learning
Teachers Using Conference Logs
Student Self-Assessment Forms
5th grade
1st grade
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Stillmeadow Elementary School

• Tag 1
• Lisa Cammarota - Literacy Coach
• Jaclyn Eberhart - 1st grade Teacher
• Facilitator Johnnie Tankersley, Literacy Fellow
• Tag 2
• Mark Woodard - 5th grade Teacher and Coach
• Facilitator Edna Varner, Leadership Fellow

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Hart Magnet Elementary School

• Tag 3
• Wendy Tang - 1st grade Teacher and Coach
• Tamyra Childs - Literacy Coach
• Facilitator Nereida Morales, Literacy Fellow
• Tag 4
• Beverly Milbain - 5th grade Teacher and 1st year
  as a full-time teacher
• Mary Schaefer - Staff Developer at Hart
• Facilitator Becky McKay, Literacy Director

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Julia Stark Elementary School

• Tag 5
• Betsy DeSantis - 1st grade Teacher and Coach
• Facilitator Janet Cumbee, Leadership Fellow
• Tag 6
• Stacey Wood - 5th grade Teacher and Coach
• Sarah Santasiero - Literacy Coach
• Facilitator Kelly Hunter, Literacy Fellow

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Springdale Elementary School

• Tag 7
• Marci Marcus - 1st grade Teacher and Coach
• Cami Murace - 1st grade Teacher and Coach
• Facilitator Rahshene Davis, Literacy Fellow

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Observation Protocol

• Do not help or talk to students or otherwise
  interfere with the natural flow of the lesson.
• Collect data as requested.
• Use these points for areas to focus your data
  collection
• What strategies supported their learning?
• What areas were challenging?
• How did the student achieve the WILF? (must,
  should, could)
• What did the student learn/achieve?
• Once you have identified the numbered student to
  which you have been assigned, follow that student
  throughout the lesson and collect data in
  reference to that student.
• Review any student work related to the lesson at
  the end of the lesson for further review.
• Be respectful of the teaching and student
  learning. Please ensure that all cell phones and
  pagers are turned off. Please remain focused and
  refrain from talking to other observers.
• Do not leave any trace of visitors behind.
  Please make sure you take all of your belongings
  when exiting the room.

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Observation Guide

• Collect data on your student. Data include
• body language such as eye contact and movement
  about the room
• any talk or conversations
• students reading and writing work
• interactions with others, etc.
• Questions to focus your data collection include
• What strategies supported their learning?
• What areas were challenging?
• How did the student achieve the WILF (must,
  should or could)?
• What did the student learn/achieve?

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Schedule

• 830, board the bus to your school
• 845-900 follow your schools facilitator(s) as
  they will give you
• The schools treasure map so you dont miss any
  of the wonderful things to see while touring the
  school
• 900-925 School Walkabout / Treasure Tour
• 930-1030 Lesson Observation - Facilitator will
  give you
• The number of the child you will observe during
  the lesson
• The lesson plan and related resources
• 1030-1100 Lesson Debrief
• Teacher ONLY shares strengths and suggested
  revisions
• Participants write CLARIFYING questions on
  post-it notes for facilitator to pose to the
  teacher
• 1100, board the bus
• 1115, return to this hotel room for the lesson
  rewrite

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Please board your bus.Adhere to the schedule!
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Lesson Debrief

• Silently, take a moment to respond to these
  questions based on the student you observed
• What strategies supported their learning?
• What areas were challenging?
• How did the student achieve the WILF (must,
  should or could)?
• What did the student learn/achieve?
• Now, discuss your responses at your table.

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Lesson Debrief

• On post-its (one issue per post-it), determine
  the strengths of the lesson.
• On post-its, suggest revisions to the lesson that
  would support the learner you observed.
• As a table, discuss how you would classify them.
• Post them in the front of the room.

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(No Transcript)
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Lesson Debrief

• How is your
• frame of reference
• influencing your
• suggestions?

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Frame of Reference

• Influences on your frame of reference
• Thats the way I was taught and I learned it.
• The basal provides the text, activities and
  assessment.
• You dont understand, these kids
• I dont know what I dont know.

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Investigating the Cornerstone Framework
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Your Task

• Find a piece of the Cornerstone Framework in the
  room
• Look for an item that your group didnt note in
  their observations today
• Look for an item that is not on your state
  standards
• Consider ways we can work to increase our frames
  of reference in our roles as
• Knowledgeable Others of Lesson Study
• Facilitators of Lesson Study
• Parent
• Coaches
• Literacy leaders