1ELA Materials Update HMR Medallion Edition 2010 May 2010
2Board Theory of ActionYou have probably seen these quite a bit, but we want to spend a few minutes to lay the groundwork, so that we continue to see the “Big Picture” in our work.At one of our leadership conferences our Superintendent said, “Our students deserve a wealth of expectations.” These documents are foundational pieces for everything that we do. They give our work purpose and guide our daily actions.Most teachers know and understand the District Goals and Core Beliefs, but are not familiar with the Board Theory of Action. This document is based on Fresno Unified’s Core Beliefs and Commitments. It is the district’s commitment to do whatever it takes to make our students successful. The document includes the Aligned Instructional System.
3The district’s focus remains the same as it has been all year, our focus today will center on CSTP 3: Understanding and Organizing subject matter for student learning and CSTP 4: Planning Instruction and Designing Learning Experiences for ALL Students. Making instruction clear to all students requires that it be carefully planned before ever delivering the content to students.
4Focus Lesson Practice Phase Closure TaughtAssessedWrittenAligned instructional system: We start with the written curriculum, our standards. All our instruction is standard based. Taught curriculum is composed of three elements: 1 our direct instruction model, regardless of content our repetoire of strategies, best practices and structures 3 our core material (L.A., Math, Science, Social Studies…) Assessments: used to check that students are on target for mastery and eventually graduation (GLAS, CST, etc) When planning your lessons we don’t have to reinvent the wheel ….we are looking to refine what we have. Consider the lessons you have already prepared….do they follow the “I do, We do, You do” format…..lesson design. How much time do we want to spend in each component….do we want to be the sage on the stage or give students the opportunity to apply the learning.
5FOUNDATION OF ESSENTIAL BELIEFS CURRICULUMPLANNINGMOTIVATIONINSTRUCTIONALSTRATEGIESMANAGEMENTFOUNDATION OF ESSENTIAL BELIEFSKEY CONCEPTSAreas of PerformanceRepertoireMatchingOverarchingObjectivesCurriculumDesignAssessmentLearningExperiencesPersonalRelationshipBuildingClass ClimateExpectationsClarityPrinciples ofModels ofTeachingSpaceTimeRoutinesAttentionMomentumDisciplinePlanningFrom “Skillful Teacher,” what we bring to the table.
6Three Phase Lesson Design ELA Lesson Design Focus LessonPractice PhaseClosureMini lessonLearning ObjectivesConnections“I do”Directed TeachingModel, Demonstrate, Explain, Think AloudEngagementStudents think to themselves or share with a partner what it is that the teacher modeled/said.ClosureTeacher reminds students of what he/she modeled/ said.Revisit Objectives“We do”Highly Structured Practice,Guided Practice,Collaborative Practice,Check for UnderstandingGradually release of ResponsibilityRevisit ObjectivesRestating the learning of the lesson.Check for UnderstandingIn ELA lesson design, the focus lesson phase has been called “mini-lesson”. In an effort to aligned our language K-12 we are no longer calling this first phase “mini-lesson”. It will be referred to as ‘focus lesson”. (click and the mini lesson wording will disappear. You may want to repeat this step a couple of times to send the message that mini lessons will now be called focus lessons.)Once again, emphasis that the focus lesson phase is the “I do it”.The practice phase is where the students practice their new learning, through structured guided practice (I do it, you help me), guided practice ( You do it and I help you) to finally independent practice (You do it).Closure should be the final phase in all Lesson design lessons.“You do”Independent PracticeMonitoring for on task and success level
7Table TalkDiscuss with your table group the similarities you see between ELA lesson design and MLD.How different or similar is lesson design to how you currently teach?What impact will ELA lesson design have for you next year?
8Outcomes/Objectives Participants will be able to… Have an opportunity to learn about the new and updated components of the HM Medallion Edition (2010).Familiarize themselves with the new HM Medallion Teachers’ editions.Audience will read the outcomes / objectives.
9Similarities What is in the program that remains the same? Start with what is familiar, then bring in the new
10Familiar components Standards-Based Lessons Reading Strategies Comprehension SkillsBack to School UnitTheme at a GlanceLaunching the ThemeDaily Lesson PlansReaching All StudentsChallenge, Extra Support, and ELL HandbooksTeacher Read AloudStudent AnthologyAlpha Friends/Sound Spelling CardsStructure of Daily InstructionReadingWord WorkWriting & LanguageAll grade levels should be using, referring to, the sound-spelling cards. A set of small cards will come with the new program, 1 set per class for K-3. Large cards can be ordered using site funds.
12Online Teacher Support Teacher’s EditionsAll GradesAll ThemesTeacher Resource HandbooksExtra SupportChallengeEnglish Language Learner SupportClassroom ManagementStudent AnthologiesAll of these resources will be available online…you will need a password and an account. No new hard copies of the handbooks, but they will be available online. You will receive new revised student practice books. Readers Library and Phonics library will remain the same, and can be ordered using a “murf” form.
13Ready Reference Instructional Routines Think aloud, Sentence starters, Fluency, Corrective feedback, Blending, Syllable division, Alpha friendsDifferentiated InstructionAfrican American Vernacular EnglishWritingAssessmentsReading Ready Reference: an overview of what is available in the program plus additional information about instructional routines, differentiated instruction, AAVE, Writing, and Assessments. We did not purchase all components, so we will go through and tell you those that are in your boxes and those that are not. Be sure to make a note of it so you don’t wonder whether or not you received it and lost it.
14Reading Tool Kit 1-3 Intervention in 5 areas of reading Designed for small group instruction and interventionLessons designed around the “I do, We do, You do” formatThe reading Tool Kit provides intervention support in Phonemic Awareness, Phonics and Decoding, Oral Reading Fluency, Vocabulary and Reading Comprehension.
15Curious About Words K-3 Daily lessons provided for all selections Lessons designed to take minutesVocabulary development lessons are oral lessons based on listening skillsVocabulary is different than in the selectionCurious About Words provides daily lessons for additional vocabulary development, in addition to the vocabulary presented in the selections. Intended to be done in a small group format, this is for differentiating your instruction.
16ELD Support System Manual Supports EL learners by providing guidancefor teachers in providing support fortheir students.Broken down by ELD levelAddresses oral and foundational skillsSelection and academic vocabularyComprehensionCognates and idiomsThis manual provides you with information on how to support your ELL in a small group format, be it a structured UA, or even a small group intervention format after you’ve done structured guided practice and the other students are working independently. Some of what you see in there is what you already do in Frontloading and application to the core. Consider those strategies and apply to other areas. Cognates and idioms and the oral foundational skills tab provides you with crucial information that you want to call out to those students needing it.
17Novel Unit / MagazineAdditional theme, taught at the end of the year, after CSTGrades 3-6Lessons based on a 5-day plan, intended to provide a variety of reading experiences.Provides opportunities to review taught reading skills and strategies.Students are provided with a magazine which is equivalent to the anthologyThe leveled chapter books that are referenced in this manual were not purchased.The magazines will become the student anthology for this unit. The lessons (about 4 weeks worth) cover one article each day. It has the same components as your regular HM lessons, but formatted more explicitly in the I do We do You do format.
18Manipulative KitKit can be used for independent activities that support word work, and other literacy lessons.Kit is referenced as a resource at the beginning of the theme.Kit includes activities, games, letter cards and trays, and for certain grade levels magnetic letters, and wipe-able sentence strips.Very similar in all grade levelsK-2 the same and 3-6 the same
19Upgraded components…* Integrated Daily Fluency InstructionIntegrated Daily Writing InstructionDifferentiated Instruction (Universal Access)Embedded ELD Scaffolds and Extra SupportsKindergarten has a new Challenge section*As per requirements set forth by
20Upgraded components…* Corrective Feedback for Phonics/Structural Word Analysis (Word Work)Non-standard English Support (for speakers ofAAVE) in marginaliaStudent Practice Book*As per requirements set forth by
21What we did not purchase ELD component/ kitPortals (4-8 intervention)Vocabulary ReadersBounce (decodable graphic novel)Write SourceGive them their TE’s
22Daily Fluency Instruction Teacher support for Modeling Fluency within marginalia of TE.Focused attention includes expression, accuracy, intonation, phrasing practice or rate.New purple section direct instruction of fluency skills, not independent practice of “speed reading”. Fluency in daily lesson plans in reading section as well as in the new purple strand. Recommend that Day 3 be done as Day 1 and then everything shifts.
23More fluency support within the “Reading” instruction Fluency rubric included to help with monitoring of fluency skills
24Table TalkLook through your TE for the purple section in the planner andlocate the areas in the TE that address Fluency.2. Identify where in the planner we can adjust how Fluency is taught.Move day3 to day 1 for instruction of Fluency
25Integrated Daily Writing Instruction This Writing component is more comprehensive than previously. A genre and writing trait are taught an modeled for each selection. This is in addition to the pencil pages. Our district is moving towards expository text in writing.
26Table TalkAs you look at the writing, compare it to the pencil pages in your TE. Discuss with your table any discoveries you make.Genres do not match up. District is planning training in this area.
27Differentiated Instruction Universal Access This is the old UA pages re-named * vocabulary readers are worth the money to buy with school site funds…they can be purchased through the district warehouse We have not purchased all the “readers” referenced here, but the readers we do have could be used to teach the skills listed.
28Table TalkAs you look at the Differentiated Instruction page, discuss with your table how you might use this resource page to enhance what you are currently doing.Structured UA or UA after practice phase in Lesson Design
29Vocabulary Development 2-6 A third resource for teaching vocabulary: the Vocabulary Development component should be used as needed: ( 1st , 2, and 3 also has a separate “Curious about Words” component). 2-6th:get vocabulary word cards + instructions in the T.E. The read aloud here is meant to be used for extra help with vocabulary, these vocabulary words are different than those that are introduced in the selection, or in “Curious About Words”. Vocabulary Readers not purchased.
30Table Talk1. Discuss with your table any strengths or weaknesses that you see.The district is currently planning training in this area.
31Corrective FeedbackCorrective Feedback for phonics and structural analysis: this component is new, and was included because a of change in the laws and regulations required by CDE.
32Non-standard English Support 6th Grade exampleAlso included as required by CDE.
34Table Talk1.Discuss with your table how this information may support instruction in your classroom.
35Remember:As you leave here with your new materials, and begin to plan for next year, keep in mind that the lessons you will deliver should be planned using best practices and the “I do, We do, You do” model…lesson design.When you cognitively plan, use those components that will help get your students where they need to be.Focus LessonPractice PhaseClosure