1. Thinking Through Your Lesson Plan Assignment

2. Objectives 11-11:15 Three book talks 11:15-11:20 Review where think-aloud modeling and metacognitive framework fits into the structure of good teaching 11:20-11:40 Sum up big ideas about Guided Reading (and ask questions) 11:40-12:00 Link to lesson plan assignment 12:00-12:10 Writing objectives 12:10-12:15 Introduce Hollis Woods

3. Linking to Our Last Class

4. Metacognitive Teaching Framework Where is think-aloud in the process? Kelly & Clausen-Grace, 2007 THINK-ALOUD SCRIPT part of… #1 Think Aloud –Introduce, Explain, and Define Strategy Components –Notice and apply strategy components –Clarify strategy purpose #2 Refine (small and whole group practice) #3 Let Strategy Use Gel (apply in literature circles and content area studies) #4 Self-assessment/goal setting –Reflect, monitor, and increase use of strategies LESSON PLAN

5. Model, think-aloud, and SCAFFOLD your strategy support Promote Independence by Gradually releasing Responsibility I DO YOU WATCH I DO YOU HELP I HELP YOU DO I WATCH YOU DO

6. Model, think-aloud, and SCAFFOLD your strategy support Promote Independence by Gradually releasing Responsibility I DO - YOU WATCH THINK-ALOUD I DO - YOU HELP REFINE Small group guided practice I HELP - YOU DO LET STRATEGY USE GEL Apply with peers (lit circles, center activities) I WATCH - YOU DO SELF-ASSESS & SET GOALS

7. What Is Guided Reading? Small group time when teachers show children how to read and support them as they read “independently” The heart of a balanced literacy program –Opportunity for students to participate in socially supported activity while constructing meaning –Opportunity to practice/develop reading strategies and tackle books at their “instructional level” –Opportunity for teachers to observe and support individual needs

8. Where does Guided Reading fit into a balanced literacy program? Reading Aloud: experience literary work they cannot yet read (e.g., decode) Shared Reading: participate in reading and learn how print works (MODELING) GUIDED READING (Modeling > Practice) Indep. Reading: Response Journals/Literature Circles: Revisit & Think more deeply about text and co- construct new understanding What does the classroom look like??

9. Guided Reading Across the Grade Levels K-1: Concepts of print; early phonics (letter- sound relationships); intro to genres Grades 2-3: Integrating reading comprehension and vocabulary strategies across multiple genres Grade 4-6: Deeper understanding of story elements (plot, characters, theme) & informational texts (key ideas and supporting details)

10. A guided reading lesson Pre-reading (activate background knowledge, introduce challenging concepts, set purpose) During reading (read at instructional level for a purpose with support; silent/oral reading combined with individualized support) Post-reading (respond to text and apply strategies more independently – with partners or alone)

11. What happens during guide reading? TEACHER’s role Before: Select appropriate text; introduce (activate background knowledge & introduce challenging vocab, ideas, themes); Set a purpose for reading During: Listens in; observes strategy use; interacts when having difficulty; teaches a min- lesson that addresses challenge; makes notes After : Invites personal response/discussion, assesses understanding of what they read

12. What happens during guide reading? STUDENT’s role Before: Engage in conversation about text; ask questions; build expectations; notice info in text During: read the whole text or a certain section for a certain purpose (silently or softly when younger); NOT ROUND ROBIN! monitor understanding & apply strategies/request help when problem solving After : Talk about text; revisit the text; engage in extending and responding to the text (reading and writing)

13. Fitting Into A Balanced Literacy Program Reading aloud Shared reading Guided reading Partner reading Indep. reading Shared writing Interactive writing Guided writing Partner writing Indep. writing Link through themes; Involve family Document progress & adapt support

14. Pre-reading: Develop background knowledge Engage with book’s theme Set purpose for reading (link to objectives) During reading: Modeling strategy Guided reading questions (content & strategy use) Post reading: (CENTERS) Response activities Indep Strategy Application Assessment

15. Lesson Plan Assignment Let’s look at Sample Lesson Plan Lesson Plan Assignment Handout Lesson Plan Template Questions??

16. Writing Learning Objectives for your Lesson Plans

17. 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

18. Writing Learning Objectives Given _____, students will _____ (verb and specifics) with (measurable) ____ % accuracy or to a certain level Reading Process: What strategy will students apply as they interact with this text? Response: How will students respond to the deeper meaning within the text? (theme, character development)

19. Examples Students will use a three-column “prediction journal” to make and revise at least two meaningful predictions in chapters 43 & 44 and state the clues they used to make those predictions. Students will use a “Character Summary” worksheet to describe the personality and physical attributes of an assigned character as well as his/her relationship with Maniac Magee and his/her feelings toward racial segregation.

20. Reading strategy objectives The student will –Predict and confirm –Summarize the key issues –Monitor their understanding –Ask questions/reflect –Show the relationship between concepts –Make inferences and support with evidence –Draw conclusions –Make connections between –Visualize Use your strategy textbook for examples and ideas

21. Reading Response Objectives Discuss change/growth in character Respond to/reflect on “big ideas” or optimistic message Respond by connecting to… Noticing author’s craft (plot, language, etc.) Extend with interdisciplinary connections (art, poetry, drama, Internet workshop, journaling) See p. 421 & 432 for other response ideas! Use your literature genres textbook for examples and ideas

22. Homework Thursday: Video Reflections Due Thursday: Hollis Woods Chapters 1-5 (Summary Notes due for Ch. 1-5) Hollis Woods’ search for a family is a perpetual journey, as she moves from one foster home to another until she meets the Regan family and two rather quirky elderly women who teach her a lot about love, friendship, & belonging