English Language Arts Model Lesson Training Grade 6

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English Language Arts Model Lesson Training Grade
6

• DAY ONE

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Welcome!!

• Model Lesson Coordinators
• and
• Reading Teacher Representatives

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Presenters

• Linda Trendell
• Model Lesson Manager
• ltrendel_at_houstonisd.org
• Gary Loss
• Model Lesson Writer, Middle School
• gloss_at_houstonisd.org
• Model Lessons
• Weslayan B
• HISD Route 10
• 713-892-6838

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Overview of the Day

• Introduction to Model Lessons
• Materials
• Model Lesson Overview
• Reading Teacher Support
• Modeling Strategies
• Guiding Readers and Writers

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Model LessonsCurriculum, Instruction,
Evaluation

• Curriculum
• TEKS (Texas Essential Knowledge and Skills
• HISD CLEAR (Clarifying Learning to Enhance
  Academic Results)
• Objectives and Content Specifications
• Instructional Support
• Teacher Tools, CLEAR Online, Model Lessons,
  Teacher Laptop
• Evaluation
• TAKS (Texas Assessment of Academic Skills)

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Calendar

• Implementation Calendar
• Training Dates

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Materials

• Textbooks
• The Language of Literature
• Houghton Mifflin English
• Houghton Mifflin Spelling and Vocabulary
• Interactive Reader

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Materials

• Instructional Books Provided
• Listen to This Developing an Ear for Expository
  Text (Read aloud)
• Daily Oral Language Plus

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Materials

• Professional Books Provided
• Guiding Readers and Writers
• Expanded List
• Campus Professional Library

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Model Lessons

• Print Copies
• CLEAR Online

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Model Lesson Components

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

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Overview

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

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Lesson Plans

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

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Lesson Plans

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

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Supplementary Materials

• Appendix (A_)
• Background Information
• Lengthier explanations of concept development
  phase, student practice activity, or assessment
  instructions
• Teacher Tips/Notes
• Options
• Blackline Masters (B_)
• Resources and Routines (TR_)

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How to Use the Plans Suggestions/Recommendatio
ns

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

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How to Use the Plans Suggestions/Recommendatio
ns

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

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Unit One a brief look

• Study Skills

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Every Unit Contains These Strands

• Reading selections
• genre/theme
• predicting, connecting, visualizing, questioning,
  evaluating
• skills
• Writing piece
• process
• skills
• Vocabulary concept/activity
• TAKS Moment

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Overview

• Summary
• Concepts
• Key Terms
• Lesson Summary
• Assessment
• Objectives
• Unit Resources

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Lesson 1Learning Routines

• Skills Menu
• Grammar and Conventions (DOL)
• Spelling
• Word Study
• Read Aloud
• Notebooks
• Independent Reading Log

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Lesson 2Choices in Independent Reading

• Reading Questionnaire
• Prewriting a Reading Autobiography
• Independent Reading/Selecting a Book
• Creating a Reading Environment

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Lesson 3 Getting Ready Prereading and
Prewriting

• Science Explorer Textbook
• Expository Text Features
• Reading Strategies
• Connecting
• Predicting
• Drafting My Reading Autobiography

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Lesson 4 Read, Cover, and Retell A
Summarizing Strategy

• Summarizing Text
• Vocabulary Activity What in the Word?
• Bookmark
• Bulletin board
• Drafting / Skill
• Subjects and predicates
• Rubric

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Lesson 5 Whats the Big Idea? Main Idea and
Supporting Details

• Visualizing
• Main Idea Web
• Peer Revision
• Compound subjects and predicates
• Combining sentences

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Lesson 6 Picture This Graphic Information in
Expository Text

• Outlining
• Interpreting Graphic Information
• Vocabulary, continued

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Lesson 7 Time Out for TAKS

• Notebook Check-up
• Word Wall
• TAKS Moment
• Proofreading and Editing

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Lesson 8 Unit Test

• Editing and Proofreading
• Independent Reading
• What in the Word?

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Supplemental Instructional Guide for Teachers of
Reading
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ELA / Reading Configurations

• Elementary
• Middle School
• ELA Teacher
• Reading Teacher
• Combined

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Project CLEARFour Strands Twenty four goals
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Reading Guide Overview

• Intro
• Features
• Resources
• Focus Skills
• Evaluation

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Unit 1 Outline

• Objectives
• Activities
• Resources

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Unit Support

• Recommendations / theme
• Expository Texts / Features
• Text Structures
• Sequence
• Cause and effect
• Comparison and contrast
• Expository Retells

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Modeling Reading and Writing Skills

• THINK-ALOUDS

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What Can a Think-Aloud Do?

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

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Who Can Do aThink-Aloud?

• Teacher presents/students listen.
• Teacher presents/students assist.
• Students present/others assist.
• Students present/teacher monitors.
• Think-alouds can be done in an oral and/or
  written form.

See Unit 1, A7 for additional information.
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The Steps of aThink-Aloud
Adapted from Improving Comprehension with
Think-Aloud Strategies by Jeffrey Wilhelm

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

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The Steps of aThink-Aloud

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

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The Steps of aThink-Aloud

• State your purposes.
• Watch out for sensory overload.
• Select your focus strategy/ies. It is better to
  work on one thoroughly than diffuse your effort
  and energy.
• Use the think-aloud to reinforce attentive and
  active listening.

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The Steps of aThink-Aloud

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

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The Steps of aThink-Aloud

• Discuss the cues in the text that lend themselves
  to the use of the selected strategy.
• Connect the think-aloud to other reading
  situations and real life situations.

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The Steps of aThink-Aloud

• Provide practice.
• Provide more modeling.
• Have students participate in modified
  think-alouds.
• Provide strategy reference lists.
• Have students write about the strategy.
• Logs/Journals
• Thought Bubbles
• Use Post-its.

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Practice a Think-Aloud

• Introduce book Every Living Thing, by Cynthia
  Rylant
• Develop a think-aloud focused on making
  inferences (Use a template)
• Deliver your think-aloud.
• State your purpose
• Target your strategy
• Discuss cues from text and connect to the strategy

Teacher Presents/students listen
Teacher presents/students assist
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Practice a Think-Aloud

• Model
• Model
• Model

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Practice a Think-Aloud

• Your turn....

Student presents/others assist (Use template)
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Guiding Readers and Writers

• Jigsaw Activity

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Activity

• Read material (Skim and Scan)
• Discuss
• Summarize
• Share
• Recommend classroom activity/application

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Homework...

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