1 Bushnell Way ES Lesson Study Grade 5 Comprehension Instruction 2nd Read Grade 5 Comprehension Instruction 2nd Read

Overview Purpose Norms Agenda Purpose Norms Agenda

Our Schedule Day 1 Lesson Study/ Collaborative Learning Principles of Learning/ Standards for the Teaching Profession Classroom Data Protocols for Observation and Debriefing Demo lesson Break 10:40-11:00 Debrief the lesson/ Discuss Purpose of each component Lunch 12:-12:40 Six Steps to Comprehension Comprehension Research Articles Day 2 Review Intended Student Learning for each Comprehension Component Cognitively Plan Comprehension Instruction Review Observation and Debriefing Protocols Team Tea ch Comprehension lessons Debrief Lessons Continue planning Comprehension Instruction Day 1 Lesson Study/ Collaborative Learning Principles of Learning/ Standards for the Teaching Profession Classroom Data Protocols for Observation and Debriefing Demo lesson Break 10:40-11:00 Debrief the lesson/ Discuss Purpose of each component Lunch 12:-12:40 Six Steps to Comprehension Comprehension Research Articles Day 2 Review Intended Student Learning for each Comprehension Component Cognitively Plan Comprehension Instruction Review Observation and Debriefing Protocols Team Tea ch Comprehension lessons Debrief Lessons Continue planning Comprehension Instruction

“The ‘performance piece’ aspect of lesson study is the teaching of a lesson with students that is observed by other teachers. Surrounding this lesson is an intensive, collaborative effort by the study group to extract the best ideas in planning, reviewing, and revising the lesson. The entire process moves toward a broad goal or vision of education developed by the school or study group to enhance their students’ lives.” Research for Better Schools Volume 5 Number 2 Lesson Study

“The real ‘lesson’ of lesson study is not product, but process. It compels teachers to examine their own practice in depth, connects them with their students and their professional community, and inspires them to teach better every day.” Research for Better Schools Volume 5 Number 2

6 From isolation… Defining Collaborative Learning Collaborative Learning

7 …to…

8 …collaboration

Leadership/ Shared Responsibility “In a learning community, everyone is a leader, everyone has a voice, and everyone shares responsibility for success.” --Laura Lipton “In a learning community, everyone is a leader, everyone has a voice, and everyone shares responsibility for success.” --Laura Lipton

Principles of Learning Clear Expectations Academic Rigor Accountable Talk Socializing Intelligence Organize for Effort Learning as Apprenticeship Fair and Credible Evaluations Self-Management of Learning Recognition of Accomplishments Principles of Learning

California Standards for the Teaching Profession What connections can you make between the CSTP and the Principles of Learning, collaborative learning & lesson study?

Academic Performance Index- Bushnell Way Elementary YearAPIRank State/Similar Schools AYP / 7Yes / 6Yes / 4Yes / 4No (ELA) /3No (ELA)

Comprehension RosesRoadblocks

Bushnell Way ES Open Court Unit 3 Assessment Scores Grade 5

Data Analysis Look at your individual SOAR data Who are the benchmark, strategic, and intensive students in comprehension? What can we do during whole group and small group instruction to move students from intensive to strategic, and strategic to benchmark? Which students have made gains in Comprehension? Why? Look at your individual SOAR data Who are the benchmark, strategic, and intensive students in comprehension? What can we do during whole group and small group instruction to move students from intensive to strategic, and strategic to benchmark? Which students have made gains in Comprehension? Why?

Observation Evidence vs Opinion Observation Evidence vs Opinion

Assign Observation Roles Orientation Closure Teacher Scripting Time/Pacing Student Engagement Discussion Inquiry Journal Orientation Closure Teacher Scripting Time/Pacing Student Engagement Discussion Inquiry Journal

CST Blueprint CALIFORNIA CONTENT STANDARDS: READING # of Items % 1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. 2031% 1.1 Decoding and Word Recognition: know and use complex word families when reading (e.g., -ight) to decode unfamiliar words Decoding and Word Recognition: decode regular multisyllabic words Decoding and Word Recognition: read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression NA* 1.4 Vocabulary and Concept Development: use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words Vocabulary and Concept Development: demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things) Vocabulary and Concept Development: use sentence and word context to find the meaning of unknown words Vocabulary and Concept Development: use a dictionary to learn the meaning and other features of unknown words Vocabulary and Concept Development: use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words 4

English-Language Arts Content Standards Where in the Teacher’s Edition are the comprehension standards directly and indirectly taught?

Released CST Questions Correlate the questions to the standards. How are the students tested on these standards? Highlight language that can be incorporated into instruction. Correlate the questions to the standards. How are the students tested on these standards? Highlight language that can be incorporated into instruction.

ARTICLE

Steps to Building Comprehension Step 1 - Unit Opener Step 2 - Preparation for the Selection Reading Step 3 - Pre-Reading Discussion Step 4 - Reading the Selection Step 5 - Discussion using Handing-Off Step 6 - Record New Learning Step 1 - Unit Opener Step 2 - Preparation for the Selection Reading Step 3 - Pre-Reading Discussion Step 4 - Reading the Selection Step 5 - Discussion using Handing-Off Step 6 - Record New Learning

A Closer Look at Comprehension

A Closer Look at Comprehension What is the purpose of… Activating prior knowledge Building Background Clues, Problems and Wonderings Selection Vocabulary Comprehension Strategies Comprehension Skills Activating prior knowledge Building Background Clues, Problems and Wonderings Selection Vocabulary Comprehension Strategies Comprehension Skills

English Learner Support Guide “Provides both teacher and students support for OCR to ensure access and ultimate success for all students during the regular reading class time. The goal for English learners is to understand and use English in social as well as academic contexts so that they can fully participate in all academic learning.”-pg. vi ELSG

26 Lesson Design Study Day 2 Comprehension and Writing

Give One Get One Name three key points you remember from yesterday in three separate boxes. Share your points with your colleagues and collect different ideas to fill your remaining squares. Name three key points you remember from yesterday in three separate boxes. Share your points with your colleagues and collect different ideas to fill your remaining squares.

Framework for Lesson Design and Reflection Handout #13 WHAT? WHY? HOW? WHO? Standards Curriculum Teaching Models, Strategies, Methods Theories of Learning and Teaching Knowledge of Learners Educational Philosophy

Learning Styles We must ensure ALL students learn. Sometimes that means adjusting the way we teach. Study the Cultural Characteristics and Implications for Instruction. Discuss and give examples for each. We must ensure ALL students learn. Sometimes that means adjusting the way we teach. Study the Cultural Characteristics and Implications for Instruction. Discuss and give examples for each. Handouts #13a & b

Cognitive Planning

DEMO

Debrief Protocol 1.Teacher responds to the “Key Questions for Debriefing the Lesson” 2.Observers share observation evidence 3.Everyone shares “two stars and a wish” for the lesson (including the teacher) 1.Teacher responds to the “Key Questions for Debriefing the Lesson” 2.Observers share observation evidence 3.Everyone shares “two stars and a wish” for the lesson (including the teacher)

Unit Planning What are the Key Elements of your unit? Read the gold pages and sum up the key elements in 3-4 bullet points (teal pages for OCR 2002) These Key Elements are what you will reference throughout the unit and during each selection What are the Key Elements of your unit? Read the gold pages and sum up the key elements in 3-4 bullet points (teal pages for OCR 2002) These Key Elements are what you will reference throughout the unit and during each selection

35 Lesson Study Day 3

Goal On an index card, write one personal goal for yourself today You will have an opportunity to reflect on your goal at the end of the day On an index card, write one personal goal for yourself today You will have an opportunity to reflect on your goal at the end of the day

Remember that we are looking for evidence, not opinion.

Assign Observation Roles Scripting the lesson Teacher Student Time/Pacing Reference the Cards Student Engagement Scripting the lesson Teacher Student Time/Pacing Reference the Cards Student Engagement

Debrief Protocol 1.Teacher responds to the “Key Questions for Debriefing the Lesson” 2.Observers share observation evidence 3.Everyone shares “two stars and a wish” for the lesson (including the teacher) 1.Teacher responds to the “Key Questions for Debriefing the Lesson” 2.Observers share observation evidence 3.Everyone shares “two stars and a wish” for the lesson (including the teacher)

Schedule for Lesson Study Day 3 7:45-8:00 Opening and Reminders 8:00-8:55 Lesson 1 Debrief Lesson 1 9:00-10:00 Lesson 2 Debrief Lesson 2 10:00-10:20 Break 10:25-11:25 Lesson 3 Debrief Lesson 3 11:30-12:30 Lunch 12:350-1:35 Lesson 4 Debrief Lesson 4 7:45-8:00 Opening and Reminders 8:00-8:55 Lesson 1 Debrief Lesson 1 9:00-10:00 Lesson 2 Debrief Lesson 2 10:00-10:20 Break 10:25-11:25 Lesson 3 Debrief Lesson 3 11:30-12:30 Lunch 12:350-1:35 Lesson 4 Debrief Lesson 4

Planning for IWT Plan lessons/activities that will support the word knowledge lessons Plan extra teaching Preteach the blending (small group) Reteach or extend the lesson (whole group or small group) Must Do and May Do activities (ex: sort word with the ow and ou_ spellings) Plan extra teaching Preteach the blending (small group) Reteach or extend the lesson (whole group or small group) Must Do and May Do activities (ex: sort word with the ow and ou_ spellings)

Lesson Study Group Reflections Is “lesson study” leading us to think in new ways about everyday practice? Is “lesson study” helping us to develop our knowledge of subject matter and of student learning and development? Is “lesson study” leading us to think in new ways about everyday practice? Is “lesson study” helping us to develop our knowledge of subject matter and of student learning and development?

Goal Read the goal you wrote for yourself this morning. Reflect on whether you met this goal or are still working on it. Read the goal you wrote for yourself this morning. Reflect on whether you met this goal or are still working on it.

Lesson Study Reflection and Evaluation