1. Whole Group Teaching and Learning Owatonna Public Schools
Core Instruction
If you remember, the last time we were here we gave an overview of the districts vision for a systematic approach for teaching and learning. Our goal was to help connect the dots for what has been happening district wide and where we are headed primarily in the area of learning targets and enduring understandings.
Our purpose today is to clarify and lay the foundation for whole group reading instruction so that district-wide we are all on the same page and have the same expectations. (why)
Whole Group
Teaching and Learning
Owatonna Public Schools

2. Balanced Literacy Framework/ Gradual Release of Responsibility
Checking for Understanding
Establishing purpose using learning targets
Directions: Use stickers to reflect on core reading instruction
Modeling and Think Aloud
Shared Demonstration
Text rigor for whole group instruction
5 min.
Need more support
Starting to understand
Confident

3. Learning targets
I understand the district’s framework of whole group instruction
I can effectively incorporate the components of whole group instruction in my teaching

4. Balanced Literacy Framework
Whole Group
Balanced Literacy Framework
Review key components…
Approximate time frame min.
Comprised of 2 key components
Demonstration (focus lesson)
Shared Demonstration
Responsibility shift from teacher directed “I do it” to more shared responsibility “we do it together”.

5. It is important to understand that the gradual release of responsibility model is not linear.
Students move back and forth among each of the components as they master skills, strategies, and learning standards.

6. Balanced Literacy Framework
Whole Group
Balanced Literacy Framework

7. Whole Group Instruction What should all students know and be able to do?
Approximate time frame
15-30 min.
Comprised of 2 key components
Demonstration (focus lesson)
Shared Demonstration
Responsibility shift from teacher directed “I do it” to more shared responsibility “we do it together”.

8. Focus Lesson – designed to make the learning transparent
Key Features: Brief segment (5-15 min.)
Establishing the purpose
Unpacking learning targets
Modeling Expert Thinking
The focus is on explaining not telling
“I” statements used throughout the entire process to make your thinking transparent.
Think of your students as interns training to be independent readers and thinkers
They need the insight of why they are doing something so they can know when to use it on their own.
Focus lesson should tie directly to learning targets and enduring understanding and answers the question…What do we want all students to know and be able to do?
2 key features:
establish a specific purpose (keep it focused…a singular or limited focus)
modeling your thinking (focus on the PROCESS of thinking not the OUTCOME of thinking)
Teachers establish purpose in a variety of ways. Simply posting standards on the wall is not establishing purpose with students. Students need to be involved in the process, to talk about the purpose, and to understand the goal of the instruction. Students need to be provided with clear explanations of the purpose and the activities that are linked with the purpose.

9. Shared Demonstration - means to jointly construct meaning
Key Features
Cooperative and supportive way of engaging learners…each participant has equal involvement
teacher-managed blend of modeling, student input and discussion…teacher leads dialogue with probing questions
Targeted feedback

10. A Balanced Approach to Challenge in Literacy Instruction
Read-aloud – the teacher reads to students
Text level – substantially above grade level
Accessibility – probably frustration level for most students
Who does the work – the teacher does all the print work; the teacher and students work together to make meaning
Shared reading – teacher and students read a text together
Text level – on or a little above grade level
Accessibility – probably frustration level for many students
Who does the work – the teacher and students do the print and meaning work together

11. Checking for Understanding Every phase of instruction should be accompanied by a means of checking for understanding…
What methods do you find especially successful for checking for understanding?

12. Characteristics of Effective Teachers
Awareness of purpose
Task orientation
High expectations for students
Enthusiastic, clear, and direct
Lessons consistently well prepared
Students on task
Strong classroom management skills
Predictable routines
Systematic curriculum-based assessment to monitor student progress
A team of CIERA researchers led by Barbara Taylor and David Pearson examined which school and teacher factors were characteristic of the schools that were most effective in terms of student reading growth and achievement in the primary grades K-3. This was a qualitative study with 14 schools from four states participating.
Tableman, 2004

13. Checking for Understanding…
Submit responses at PollEv.com/wendyeggermo185