1. Structuring a Content Area Reading/Thinking Lesson EDC448 Dr. Julie Coiro

2. Today’s Learning Objectives Check in: Diverse Text Assignment?? Text with controversial issue? Connect the main components of a good content literacy lesson (before, during, and after) to your lesson plan assignment Begin planning your lesson using Backwards Design principles Craft a learning objective about reading in your content area that is clear, precise, and measurable

4. Understanding the Main Components of Your Lesson Plan Assignment (Do you have a topic, text, and lesson objective in mind??)

5. Key Reading Strategies (M&M DAVIS) MONITOR AND CLARIFY INFER PREDICT MAKE CONNECTIONS ASK QUESTIONS VISUALIZE SUMMARIZE DETERMINE IMPORTANT IDEAS

6. Model, think-aloud, and SCAFFOLD your strategy support; note Beuhl’s three phases of instruction in Ch. 2 Promote Strategy Use and Independence by Gradually Releasing Responsibility

7. Elements of Your Content Literacy Lesson Plan Assignment Context of the Lesson Objectives and Standards Opportunities to Learn Instructional Procedures (pre, during, and post) Assessment Reflection Connect these pieces to the Three-Part Learning Framework (remember Inspiration outline?) and Buehl’s three parts = (1) Frontloading learning, (2) guiding comprehension, and (3) consolidating learning

8. Lesson Plan Pieces to Hand In (Refer to this slide!) Typed plan in lesson plan template (download from the wikispace) Hard copy of your 2 texts with relevant think-aloud notes on text or stickies (mark up your text; explicit commentary of your thoughts about the strategy you are modeling) Graphic organizer with title & directions Assessment task with finished example Your completed points sheet with questions Your final reflection (after taught)

9. Working Backwards… to design a good lesson

10. Designing An Educational Trip to France OBJECTIVE: (poorly written) Students will learn more about culture, geography, history, and language by visiting Paris for 2 weeks. Groups 1: List the educational activities you will plan for students. Groups 2: List what you hope students will understand when they return from their trip.

11. Learning Objectives for Paris Trip Educational Activities What will students understand?

12. Why Backwards Design? (Wiggins & McTighe, 2005) “Twin-sins” of traditional lesson design –“Hands-on without being minds-on”: engaging experiences that lead only accidentally, if at all, to insight & achievement –“Coverage”: marching through the text and/or curriculum to cover as many facts as possible

13. Understanding by Design To understand: –To wisely and effectively USE (transfer) what we know in a certain context –To APPLY knowledge & skill effectively What are your desired results? –Start your lesson design with these results…not with your instructional methods and activities Communicate your desired results with clear purposes and explicit performance goals

14. Understanding by Design 1. Identify desired results –What should students know, understand, and be able to do? How does this connect with your standards? 2. Determine acceptable evidence –How will you know if students have achieved the desired results? What will you accept as evidence of proficiency? 3. Plan learning experiences and instruction –What are the most appropriate instructional activities that students will need to equip them with the needed knowledge and skills?

15. Writing Learning Objectives for your Lesson Plans

16. Three Criteria for a Learning Objective Clear –Usually just one sentence Precise –Precise verbs that reflect the thinking your students will be doing –Set a context (Given…; After…; Before…) Measurable –How will you measure the “quality” (%age or criteria met) –Start with the top level and work backwards through average and below average

17. Writing Learning Objectives Given _____, students will _____ (verb and specifics) with (measurable) ____ % accuracy or to a certain level Content: What will students learn? Reading Process: How will students think/interact/engage with this content material? –(see RI Reading and/or Writing GLE’s)

18. Link reading/thinking strategy objectives to your content… The student will –Set a purpose for reading … –Predict and confirm… –Summarize the key words… –Monitor their understanding of… –Ask questions/reflect … –Show the relationship between concepts … –Make inferences and support with evidence… –Draw conclusions… –Make connections between… –Visualize…

19. Some examples - English CONTENT: Given a set of quotes, students will write a dialogue poem with high-level descriptive verbs to relate to the main character in Speak. READING/THINKING: Given a graphic organizer, students will make inferences and connections from their quote set to examine the advantages and disadvantages of being an outcast in society.

20. Example - Math CONTENT: Students will solve for a single variable involving two-step equations to 85% accuracy. READING/THINKING PROCESS Students will recognize key phrases that correspond to an equation and formulate the correct equation from a given word problem involving a two-step equation to 85% accuracy.

21. Example - History CONTENT: Students will summarize the main points to two sides of the argument about whether or not Japanese American internment camps were necessary. READING/THINKING: Students will write an essay that compares and contrasts the prisoners’ views and the government’s views of the internment camps.

22. Example - Science CONTENT: Given a graphic organizer, students will identify three differences between human and marine animal sound reception and three structures used by marine animals for sound reception with 80% accuracy. READING/THINKING: Given graphic organizers and a guided note outline, students will organize main concepts on sound reception in Ch. 6, while identifying supporting ideas and identifying relationships between different anatomical sound receptors in marine animals with 80% accuracy.

23. Example: Foreign Language CONTENT: Students will work collaboratively to create a French menu that shows their understanding of the French culture, new vocabulary, and creativity. READING/THINKING: Given a sample restaurant dialogue in a French restaurant, students will interpret the meaning of key vocabulary in context and categorize the term as either food, verbs you would use in a restaurant, or items you would find in a restaurant.

24. Today’s Learning Objectives Review the lesson planning resources in your Strategy Guides text Connect the main components of a good content literacy lesson to your lesson plan assignment Begin planning your lesson using Backwards Design principles Craft a learning objective about reading in your content area that is clear, precise, and measurable

25. Homework: SKIM, note, & organize key ideas Short & Fitzsimmons (2007). Double the Work: Challenges and Solutions