1 Content Literacy Practices 2011 Session One. OUTCOME: Improve Student Achievement.

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Presentation transcript:

1 Content Literacy Practices 2011 Session One

OUTCOME: Improve Student Achievement

Quick Write Complete the following sentence. I know Johnny is learning when…

Five Essential Elements

Increase Student Achievement Collaborative Leadership Assessment Professional Development Accelerated Intervention Strategic Teaching

What Is Strategic Teaching All About?

Strategic teaching IS NOT just for reading and language arts classes. Strategic teaching IS best practices designed to increase student achievement in ALL content classes.

Strategic Teaching IS NOT just for struggling readers. Strategic Teaching IS for all students regardless of their reading abilities.

Strategic Teaching IS NOT something that you do once a week or on every other Thursday. Strategic Teaching IS part of every lesson, every day.

Strategic Teaching IS NOT something your principal came up with to torture you. Strategic Teaching IS based on scientific research about adolescent learning.

BRAIN RESEARCH AN INCREDIBLE JOURNEY

Brain Research Lesson Plan Outcomes: Participants will discover characteristics of the adolescent brain. Participants will make connections between the developing brain and adolescent learning. Before: Anticipation Guide Purposes: activate prior knowledge; establish a purpose for reading; make predictions During: Jot Notes Purposes: organize information; summarize and practice note taking; make connections After: Anticipation Guide Purposes: reflect and correct predictions; integrate new information with prior knowledge

Left-Brain/Right-Brain Partners Select two partners by signing up with a left-brain and a right-brain partner (make two clock appointments basically). When directed, meet and discuss a given topic.

Before: Anticipation Guide Read each statement. Mark in the left-hand column whether you agree or disagree with the statement. When directed, locate your left-brain partner and discuss your predictions. Prepare to share whole group.

During: Jot Notes “Jot” notes (or marginal notes) are based on key points, concepts, or ideas as the text is read. Use single words and/or phrases to keep notes brief and to the point. This may include: brief notes about the important points in the text; sketches of images constructed as the text is read; connections to the text; questions about the text; and first reactions to the text.

Brain Research: An Incredible Journey Chunk 1: “We Do”

Examples of Jot Notes 7 to 10 percent of brain is pruning away lacks reasoning and judgment hormones are not completely responsible acts childishly physical appearances deceiving Connection: Adolescent students look mature, but act childishly.

Chunk 2: “Y’all Do” Read the text. Write jot notes that are short and to the point. Sketching is encouraged. Share notes with a partner. Share notes with the whole group.

Chunk 3: “Y’all Do” Read Chunk 3 with a partner. Take jot notes.

Chunk 4: “You Do” Read text. Reflect individually. Take jot notes. Meet with your right-brain partner and reflect on your jot notes.

After: Anticipation Guide Reread the statements from the beginning of the lesson. Mark new responses in the right-hand “After” column. Justify any corrections made after reading. Write justifications under the appropriate statements.

Parking Lot Postings Reflect on the learning from Session 1: Questions Concerns Comments The questions, concerns, and comments will be addressed at our next meeting.