1. 1 2 3 4 SIOP Co-Teaching Goal:
Understand the compatibility of the GANAG lesson structure with other district initiatives:
SIOP
Co-Teaching
Score your knowledge:

2. Traditional Lesson Growing Patterns
Traditional Teacher
Somewhere in the United States
Any day

3. Beginning of the Lesson
Teacher states the objective: “Today we will learn about growing patterns” Teacher models and explains a few examples of growing patterns on the board.

4. Middle of the Lesson
Guided Practice: Students complete the first few problems of a worksheet together with the teacher. (Side A of a Saxon worksheet) Independent Practice: Students complete the rest of the problems independently. (Side B of a Saxon worksheet)

5. End of the Lesson
Closure: “Today we learned about growing patterns.”

6. A GANAG Lesson Growing Patterns
Mrs. Lane’s Second Grade
Denise Crutchfield, Math Facilitator
Grace Hill Elementary
Rogers, AR
Dec. 2, 2010

7. Purpose of the GANAG Structure
To give students the opportunity to actively use the nine high-yield strategies:
(2) Identifying Similarities and Differences
(7) Cooperative Learning
(8) Setting Objectives and Providing Feedback
(3) Summarizing and Note Taking
(4) Reinforcing Effort and Providing Recognition
(9) Generating and Testing Hypotheses
(5) Homework and Practice
(10) Cues, Questions and Advance Organizers
(6) Nonlinguistic Representations

8. G= Goal
A.4.2.6
Recognize, describe, extend, and create repeating and growing patterns using a wide variety of materials to solve problems
(8) Setting Objectives and Providing Feedback

9. G= Goal
Students recorded their learning goal in their notebook, and then THOUGHT about it.

10. 2= I know a little, but I still need to 3= I feel good about it
G= Goal
Next they scored themselves on a scale of one to four and recorded their score in their notebook.
1= I do not know
2= I know a little, but I still need to
practice
3= I feel good about it
4= I could teach this to someone
(4) Reinforcing Effort and Providing Recognition

11. A= Access Prior Knowledge
(10) Cues, Questions and Advance Organizers
“What do you know about repeating patterns?”
“Write it on a post-it-note”

12. A= Access Prior Knowledge
Student’s thinking was shared and posted.

13. A= Access Prior Knowledge
Students reviewed the pattern blocks they would use in this lesson.

14. N= New Information (7) Cooperative Learning
Students worked in pairs as the teacher presented the new information.

15. N= New Information (6) Nonlinguistic Representations
Pattern blocks we used to build the growing patterns.

16. N= New Information
Students used three column notes to organize their information.
(3) Summarizing and Note Taking

17. A= Apply Knowledge (9) Generating and Testing Hypotheses
Students used pattern blocks to work through 6 repeats of the growing pattern . Then they were asked to hypothesize:
“What if my number were 25? Can you figure out how many blocks I would need?
“What if my number were 100?

18. A new growing pattern was presented for students to complete.
A= Apply Knowledge
A new growing pattern was presented for students to complete.
(5) Homework and Practice

19. A= Apply Knowledge
Students used their new information to help complete the Venn diagram .
(2) Identifying Similarities and Differences

20. G= Generalize or Summarize
The objective was revisited.
“Turn and talk with your partner about what you learned about growing patterns today.”
(3) Summarizing and Note Taking

21. G= Generalize or Summarize
A sentence stem was generated.
A number was generated (12).
Student 12 shared what he learned about growing patterns.

22. G= Generalize or Summarize
Students returned to their objective notebooks and scored their knowledge about growing patterns after the lesson.
(4) Reinforcing Effort and Providing Recognition

23. A GANAG Lesson Growing Patterns
SIOP
Infused with
Strategies

24. Purpose of the SIOP Strategies
To make content comprehensible for English Learners
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment

25. G A N
SIOP
Student Use of the High Yield Strategies

26. SIOP Components Lesson Preparation Content Objectives
Language Objectives
Appropriate Content Concepts
Supplementary Materials
Adaptation of Content

27. SIOP Components Building Background
Concepts Linked to Students’ Background
Links Between Past Learning and New Learning
Key Vocabulary Emphasized

28. SIOP Components Comprehensible Input Appropriate Speech
Clear Explanation of Academic Tasks
Use a Variety of Techniques

29. SIOP Components Strategies Learning Strategies Scaffolding Techniques
Higher-Order Questioning

30. SIOP Components Interaction Frequent Opportunities for Interaction
Grouping Configurations
Sufficient Wait Time
Clarify Concepts in First Language

31. SIOP Components Practice/Application
Hands-On Practice with New Knowledge
Application of Content and Language Knowledge in New Ways
Integration of All Language Skills

32. SIOP Components Lesson Delivery
Support Content and Language Objectives During the Lesson
Promote Student Engagement
Pace the Lesson Appropriately

33. SIOP Components
Review/Assessment
Key Vocabulary
Key content Concepts

34. SIOP Components Review/Assessment Regular Feedback on Student Output
Assess Student Comprehension of Objectives

35. G A N
Co-Teaching
Student Use of the High Yield Strategies

36. Station Team CO-TEACHING Parallel One Teach, One Support
Each teacher instructs the same content to half the class
Station
Instruction is divided between 3 or more stations
Team
Teachers work as a team to introduce new instruction, clarify instruction, facilitate discussion and learning
One Teach, One Support
Both teachers are present, but one takes a majority of the responsibility for the content instruction and the other strategically “drifts” around the room asking questions

37. Secondary Math Lesson
What do these pictures have in common?

40. (In some lessons it is appropriate to switch the first “G” and the first “A”)
(10) Cues, Questions and Advance Organizers
(2) Identifying Similarities and Differences

41. 1 2 3 4 SIOP Co-Teaching Goal:
Understand the compatibility of the GANAG lesson structure with other district initiatives:
SIOP
Co-Teaching
Score your knowledge:

42. Marzano, R. J. , Pickering, D. J. , & Pollock, J. E. (2001)
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Pollock, J. E. (2007). Improving student learning one teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development.
Pollock, J. E., & Ford, Sharon M. (2009). Improving student learning one principal at a time. Alexandria, VA: Association for Supervision and Curriculum Development.