LPD+Graphic+Organizer


 * Lesson Plan Deconstruction Graphic Organizer **

Lara Sursa's Notes

 * Planning **

· Reading Comprehension Strategy - Using Background Knowledge (CS4TRC pg. 28)

v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. 1.1.2 Use prior and background knowledge as context for new learning. 2.3.1 Connect understanding to the real world. 4.1.1 Read, view and listen for pleasure and personal growth. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. Excellent choices - because they are actually assessed in this lesson.

· Reading Development Level

Emerging: Grades K-1

· Instructional Strategies

v Which of these research-based instructional strategies have you used in your teaching? Name them. Cues and Questions Identifying similarities and differences Verbal summarization Nonlinguistic representations (mainly through drawings) Cooperative learning through student teams Setting objectives and providing feedback while presenting the lesson

v Which of these instructional strategies do you need to learn? Name them and describe them. Identifying similarities and differences-with my classes I use Venn Diagrams, and category matrices, however I have never used webs. This would be a fun and useful activity for my kids. Using a web would encourage my students to be more divergent thinkers and to look at topics from a variety of angles.

Having only worked in a classroom setting with K-2 students, notemaking was not utilized to the extent it might be in higher grade levels. I also have not had any classroom experience with advance organizers, and need experience modelling cooperative learning through collaborative teaching.

Good self-assessment. It is interesting to note your overlap and your individual strengths or areas for growth. Hurray for expanding your the strategies you teach - and for modeling! Yes, there is always room to develop our instructional repertoire to ensure that we reach more students. Questioning and notemaking and summarizing are particularly important for resource-based lessons (research/inquiry). It is important to develop a range of options for engaging students in these strategies.

· Lesson Length

v What are your questions about the lesson length? You must have at least one.

What exactly is one session? How long is that-30 minutes, one hour? Is this on a Flex or Fixed schedule? Would the entire lesson fit into one library visit? Would the reflections need to be completed back in the classroom? In my school, a typical subject session is about 45 min to an hour. We do have a daily reading block that is 90 minutes as a requirement of the Reading First grant. I don't see this lesson being completed in anything less than an hour. How can the classroom teacher and librarian coordinate their schedules to expand available instructional time? The librarian can utilize the class scheduled library time for the lesson as well as find time to visit the classroom to collaboratively work with the teacher in delivering the lesson.

For me, the session length is dependent on students' attention span and engagement and scheduling issues. In my libraries, a session equals a class period (45 minutes to an hour). Ideally, you would allow a bit more time just in case students were too engaged to stop! Yes, aspects of the lesson could be conducted in the classroom before or after the library piece. These are things you will negotiate with your instructional partners during the planning process.

Oops... I expected to read something here about moving from a fixed to a flexible schedule. What are possible strategies to institute this best practice in school librarianship?

· Purpose v How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? Personally I think this is an excellent activity for a library collaboration. The children would view the librarian as a friend and partner to their teacher and it would help to give the children more of a sense of ownership of the library. They need to see the library as an extension of their activities and learning and not just as this "extra" place to visit for 10 minutes and return to their room.

The school library provides an opportunity to extend the lesson begun in the classroom, and serves as a means for connecting students with literature. For this emerging reader lesson, the librarian can extend the lesson by selecting books to read during first grade storytime that complement the lesson and help students make the connections between text-to-text, text-to-self, and self-to-world. Thoughtful responses. If we think about reading and information seeking and reading and writing as interrelated processes, there is very little if anything that we do in schools that is not appropriate for a classroom-library collaborative lesson.

· Objectives Review Bloom’s Taxonomy: []

v List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart. Even in strategy lessons such as this one, we should seek a balance between what we label lower-order and higher-order thinking.
 * Objective || Verb || Level on Bloom's ||
 * 1 || Classify || Analysis ||
 * 1 || Categorize (Category Matrix) || Analysis ||
 * 2 || Compare || Evaluation ||
 * 2 || Identify || Comprehension ||
 * 2 || Record || Knowledge ||
 * 3 || Respond || Application ||
 * 3 || Use || Synthesis ||
 * 3 || Writing || Synthesis ||
 * 3 || Connect || Synthesis ||

· Resources, Materials, and Equipment Children’s Literature Websites Graphic Organizers Materials Equipment

v Which are the different formats or genres used to support learners?

Children's Literature-fiction, Graphic Organizers, Picture book illustrations Notes, rubric v Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them. Overhead/data projector/interactive whiteboard Category Web, Venn Diagram,Text-to-Self Connections Rubric Computer, Internet As school librarians, suggesting resources is a critical part of what we bring to the collaboration table. Always query yourself about your resources. Are they student-centered? Are they the best choices to reach the learning outcomes?

· Collaboration

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. By splitting the group in half the children have more of an opportunity to actively participate in the lesson. By working in smaller groups, students get more individual attention and educators have a better opportunity to check for understanding as the lesson plan progresses. Brava for including benefits to students and to educators. See the example at: http://storytrail.com/Impact/Chapter_3/main1.htm

· Assessment

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. Venn Diagrams Student Contributions Oral/Artistic/Written Responses-Done with a rubric

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Students can self-assess using the rubric. Students can also self assess during the group and partner idea sharing.

Rubrics are one way. Educators must set expectations for the completion of a graphic organizer. Students can self-assess the completeness of their work and reflect on whether or not it was easy or difficult for them to accomplish the learning tasks. These are all self-assessments.

· Standards Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology

v What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.

§110.3. English Language Arts and Reading, Grade 1. (b) Knowledge and skills. (1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to: (A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3); C) participate in rhymes, songs, conversations, and discussions (K-3); D) listen critically to interpret and evaluate (K-3); E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3);

(4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to: (B) use vocabulary to describe clearly ideas, feelings, and experiences (K-3); (C) clarify and support spoken messages using appropriate props such as objects, pictures, and charts (K-3); and (D) retell a spoken message by summarizing or clarifying (K-3).

(11) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to: (A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2); (B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3)

(12) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to: (A) use prior knowledge to anticipate meaning and make sense of texts (K-3); (B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3); (C) retell or act out the order of important events in stories (K-3); (D) monitor his/her own comprehension and act purposefully when comprehension breaks down using strategies such as rereading, searching for clues, and asking for help (1-3); (E) draw and discuss visual images based on text descriptions (1-3); (F) make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3); and (G) identify similarities and differences across texts such as in topics, characters, and problems (1-2).

(13) Reading/literary response. The student responds to various texts. The student is expected to: (A) listen to stories being read aloud (K-1); (B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1); (C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1); (D) connect ideas and themes across texts (1-3); and (E) describe how illustrations contribute to the text (K-1).

(14) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts. The student is expected to: (G) analyze characters, including their traits, feelings, relationships, and changes (1-3); (H) identify the importance of the setting to a story's meaning (1-3); and (I) recognize the story problem(s) or plot (1-3).

Which of the TEKS does this lesson actually ASSESS? v Which AASL indicators align with this lesson? Give both the number and the description for each. 1.1.9 Collaborate with other to broaden and deepen understanding. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.2.3 Demonstrate teamwork by working productively with others. 4.1.8 Use creative and artistic formats to express personal learning. 4.1.5 Connect ideas to own interests and previous knowledge and experience. Are all of these assessed this lesson? When you design your own lesson, you will want to select three or four that you will actually **assess**. Implementation **

· Process

Ooops... Do you believe the motivation provided in this lesson will engage readers? Why or why not?

Motivation

v What are your ideas to increase student buy-in to this lesson? Give at least one. Allow students to share their answers to the "think back" questions. Many children will be too busy thinking about their own answers to move on and enjoy the story.

Let students pick which story to read from the two that were selected for the lesson. Have additional related book titles available and let students know that the books will be available for check out following the lesson. You will always be able to go beyond published lesson plan ideas for motivation when you can focus that component of the lesson on actual students, their backgrounds, unique needs, and their interests.

Student-friendly Objectives

v Are these objectives at the instructional level of the targeted students? Give an example. Yes-children love to write/draw/tell a response they have to books and stories. Yes-with guidance, the children would enjoy filling in the category matrix.

v Are there terms in these objectives that may need to be taught to students? Give an example. Words like Category Matrix will need to be explained in "kid-friendly" terms that would be familiar-such as a graph or chart. Venn Diagram-you may need to explain exactly how it works.

Good. Educators need to ensure that students know all the terms even in student-friendly objectives. Of course you will be modeling some of these terms. With repeated use through co-teaching and collaboration, students will comprehend more terms - because they will be used in both the classroom and the library.

Presentation

v Describe the modeling aspect of this lesson. Each educator models making text-to-self connections in response to the book. Ideally, one educator tells and writes his response, and one tells and draws his response. Review the rubric. This does keep the lesson moving, which helps students remain engaged.

v How are the benefits of two or more educators maximized in the presentation component? It allows the students to see each one in the learner position. It allows for a true role-play of the student and teacher jobs.

Student Participation Procedures or Student Practice Procedures

v Are the directions clear? Give an example. Yes -Raise a hand to pause the reading. -Name the category. -Tell your idea.

Guided Practice

v How are the benefits of two or more educators maximized in the guided practice component? Each student will be able to contribute at least one idea to the category web - this may not be possible if one person was working alone with a large group. The educators can give more individual attention student partners to ensure they stay on task and understand how to use the Venn diagram. Participation is a good measure of engagement. Lowering the student-to-teacher ratio to impact student achievement has not been documented consistently in the research. But any educator who has worked with a group of 15 students and compared the experience to working with 30 KNOWS there's a huge difference -- for both students and educators.

Closure

v Are students active in the closure component? What are students doing for closure? Yes Students can share their sentences and illustration in half-class groups with the educators facilitating. Students can self-assess using the rubric.

Reflection

v How is the reflection component related to the learning objectives?

The reflection component is an opportunity to evaluate the success of the lesson plan and assess how well students made the intended connections identified in the learning objectives.

By reflecting on the students' comprehension and text-to-self connections identified in the learning objectives, the lesson plan can be modified as needed to achieve the intended results. Students (and educators) need to practice reflection. In strategy lessons, we are teaching students how to think about their thinking. The metacognition that results from reflection is essential.

· Extensions

v What are your other ideas for extensions to this lesson? Describe at least one. What if this activity was revisited the following week to see if there was information the children wanted to add? Follow up during a library visit with another story on feelings about starting a new school year such as THE KISSING HAND by Audrey Penn, and continue the discussion about text-to-self connections. Modeling and guided practice will most likely need to be repeated numerous times before students are ready to do this work independently. You are wise to follow up with another text-to-self lesson to review and practice this strategy. That can be done with another book on the same theme (as you suggest), a book another genre or a text in another format. (Be careful to give students different contexts in which to use this strategy so they will generalize and transfer it.) P.S. Never let a published lesson plan compromise your creativity. You and your collaborator will know the abilities and interests of your students and should adapt all lessons to the students in your care.