1. Strategic Teaching Planning Activities 2008-2009 Presented by: Jennie Barrett-Middle School Literacy Coach Sandy Luster-High School Literacy Coach Department of Curriculum and Instruction Elmore County Public Schools

2. Step 1: Determine the Outcomes The outcomes of the lesson should move the students closer to mastery of content standards.

3. Step 2: Before Reading Activity Consider the purpose: 1. activate prior knowledge 2. build background knowledge 3. generate questions 4. make predictions 5. discuss vocabulary 6. establish a purpose for reading

4. Consider the content of the lesson: 1. Is it a new concept to most of the students? If so, plan an activity that will allow students to build background knowledge of the concept. (ABC Brainstorm, Quick Write) 2. Is it a review or continuation of content students are already familiar with? It so, plan an activity that will allow students to activate prior knowledge. (Five Word Prediction, Frame of Reference, Anticipation Guide, Snowball Fight, Table Talk) 3. Is there vocabulary in the lesson that may be an interference to understanding? If so, plan an activity that will involve discussion of unfamiliar words. (Five Word Prediction, Pre- reading Plan) 4. Are there particular parts of the content that need to be emphasized? If so, plan an activity that draws attention to important concepts. (Corners, List-Group-Label, Semantic Map)

5. Step 3: During Reading Activity Consider the purpose: 1. engage with text 2. verify and formulate predictions 3. summarize text 4. self-monitor comprehension 5. construct graphic organizers 6. use mental imagery 7. integrate new information with prior knowledge

6. Consider the content of the lesson: 1. Is the text challenging to comprehend? If so, plan an activity that allows students to stop periodically as they read and self- monitor comprehension. (Turn & Talk, Jot Chart, Insert, Margin Notes) 2. Is the text structure unfamiliar or challenging? If so, consider using a graphic organizer to help students organize the information from the text. (Magnet Summary, Graphic Organizer) 3. Is there a large amount of text? If so, consider chunking the text and planning an activity that will allow small groups of students to read portions of the text and share important information with the entire class. (HOTROD, Read, Write, Talk, Coding the Text, Key Words, 3-2-1)

7. Step 4: After Reading Activity Consider the purpose: 1. reflect on the content of the lesson 2. evaluate predictions 3. examine questions that guide reading 4. respond to text through discussion 5. respond to text through writing 6. retell or summarize

8. Consider the content of the lesson: 1. Does the content build upon previous learning? If so, consider planning an activity that allows students to make connections and evaluate new information in light of previous learning. (Biopoems, Paired Summarizing, Gist) 2. Does the content lend itself to visual representation? If so, consider providing the students with graphic organizers as a format for organizing information and concepts. (Graphic Organizers) 3. Does the content contain challenging vocabulary? If so, consider an activity that will lead the student to ownership of important vocabulary. (Quadrant Cards, One Pager) 4. Is the content open to interpretation? If so, consider planning an activity that will promote discussion and critical thinking. (One Pager, 1-3-6, Journal Responses)

9. Step 5: Plan for Assessment of Outcomes 1. Consider work products 2. Consider separate assessments 3. Consider exit slips 4. Consider observational data

10. Step 6: Review the finished Lesson Plan Does the lesson have purposeful before reading, during reading, and after reading activities?

13. Strategic Teaching Reminders The strategic lesson plan form is not required. It is to be used as a thinking guide. It may be helpful to jot down notes as you plan. Before, During and After activities don’t have to be done on the same day. It may take 3 days to complete an entire strategic lesson, especially considering the length of passages in textbooks. Every lesson doesn’t have to have all 3 parts. Strategic lessons don’t have to be done every day. Choose a section in each chapter/unit/selection from your content textbook to use the strategies.

14. Strategic Teaching Reminders The templates are not required but are there for your use if desired. Have students use their own paper as much as possible to save your copies. Use note cards, sticky notes or notebook paper for exit cards or slips. Choose strategies that you are comfortable using. Choose strategies that are comfortable and successful for your students. Adjust strategies as needed, keeping in mind that one of the main points is student engagement. Many strategies may be used for before, during or after reading activities.

15. Strategic Teaching Reminders You must model and teach the strategies in order for them to work. Don’t expect them to work the first time they are used. Teach the students the names of the strategies. Don’t give up. Many strategies don’t work the first time. Make adjustments in your teaching and the setup of your classroom. If group work poses a problem, use pairs instead. If you have 1 or 2 students in a class who don’t want to cooperate, pull them out and have them complete the activity alone. Don’t make the others suffer.

16. Strategic Teaching Reminders The whole idea is to “sprinkle” these strategies throughout all of your lessons. Once the students become accustomed to them, it will be easier for both the students and the teacher. You are not being asked to teach new content. The strategies are a way to teach the same content.