By Douglas Fisher, Nancy Frey, Olivia Amador, and Joseph Assof
It's summertime again and we are excited to launch the 2nd annual PLA Summer Book Club! We are inviting all PLA educators to join us for another exciting summer of lounging and learning together! This year, we will collaborate together by reading the book The Teacher Clarity Playbook by Douglas Fisher, Nancy Frey, Olivia Amador, and Joseph Assof. This book has abundant cross-curricular examples that span across all grade levels. You will find 9 modules that take you systematically through a process that begins and ends with standards. So sit back, relax, and get ready to collaborate with other educators across 5 states. Enjoy!!
Super excited to start this book club with all of you!! :)
ReplyDeleteThe schedule really helps to hold me accountable!
ReplyDeleteHey Brittany! I'm glad you joined the Book Club! Welcome, welcome.
ReplyDeleteFor some reason I can't open the file that explains the dates. Could you please send it to me.
ReplyDeleteHello,
DeleteI just sent it to your email~ :)
Andrea, can you please send me the file with the dates. I am not sure how to access it. This is my first time doing this, so I am learning. My email is zachbrubaker88@gmail.com.
DeleteThank you!
In this blog post, I’d like to take a moment to reflect on the text first and then jump into the assignment.
ReplyDeleteIn the introduction, I like the umbrella term this book presents and then gives context to - “teacher clarity”, which can be quickly summarized in a few words: when teachers are clear in their expectations and instruction. At once, two events are simultaneously occurring here - 1. Every student is held to an expectation and is fully aware of those expectations while 2. Every student is cognizant of what exactly they are learning and what that learning looks like in action.
I also like the introduction of the four PLC questions that need to be addressed for every lesson plan as I feel that the task of answering them with a collaborative effort that becomes one solid lesson plan gives order and focus to what can otherwise become a chaotic process of ideas, talents, opinions, and philosophies.
It states in the intro of this book that there is an idea of a “collective teacher efficacy . . . [which] more than triples the speed of learning”. With a demographic as in need of academic intervention in their English courses as we have here at Smith Middle School, it is essential that we focus together as a team this year by reflecting weekly on what we can do to ensure that we maintain a high standard of collective teacher efficacy in order to, “efficiently analyze standards, build curriculum, teach, and assess”.
Now onto some notes I’d like to share from my reading of Module 1:
“They require intentional instruction that is sustained over many lessons and learning experiences”. I view this book as guiding us to become much more intentional instructors.
“The nouns in a standard generally represent what it is the student needs to know - the concepts” This is something that I believe most of us English teachers already know, but it’s how this book expounds on this idea with the following three types of knowledge in relation to these nouns or concepts that I find to be so incredibly important as a starting place in which to build curriculum around a particular standard. The book goes on to say about Declarative knowledge/Procedural knowledge/Conditional knowledge that:
“ . . . many of the nouns in a standard reveal the declarative. procedural, and/or conditional knowledge the student needs to learn. Another way of saying this is that these are the content demands . . . many of the verbs in a standard speak to the skills students must acquire in order to make the concepts, and content, useful . . . let’s consider what the term “develop” signals. It suggests that students are constructing knowledge, not simply reproducing facts, which requires them to use declarative, procedural, and conditional knowledge. These are the skills that students must apply to the concepts . . . the outcome might occur in an argumentative essay, a presentation, or a debate”
I completely agree that instruction must be intentional if scholars are to be successful. This also means that planning must be intentional. Scholars must be able to transfer the knowledge/skills acquired during this instruction beyond that class period and make connections between and among other areas of learning (other content areas when applicable). What do you think?
DeleteK. Adams/Jones-Clark
I agree. It is all in the planning. When you plan intentionally, you deliver the instruction intentionally, therefore scholars are intentional in acquiring the knowledge/skills needed to execute.
DeleteExcellent reflections & insights! "It suggests that students are constructing knowledge, not simply reproducing facts, which requires them to use declarative, procedural, and conditional knowledge." ... building higher level thinking skills!
DeleteIs this Mr. Lee from PLA@103? Either way, welcome! I am enjoying reading your contribution to this thread and can not wait to continue learning through the dialog our amazing educators are sharing!
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DeleteHello, this is Stephen (Lee) Robertson @Smith Middle School in Beaumont, Texas. Thank you Nia and Janine for the encouraging words. @KnowledgeSeeker, to answer your question: I can't think of any skills that are as important in life and as cross-curricular as those associated with reading and writing. I like to challenge my students to use these skills in simulations of real-world scenarios - such as analyzing and then responding to a rental leasing contract to solve a very real-world problem of an apartment complex not providing a properly functioning AC unit. It's easy to take situations from our own lives where without our ELAR abilities we wouldn't be able to use the law to prevent others from exploiting us as human beings (in many instances, solely for profit). Drawing from these experiences to simulate real-life scenarios for our students to critically think through and achieve a "victory" at the end makes teaching English so much fun!
DeleteASSIGNMENT: In our first independent practice section, I am choosing to examine a major standard from the reading portion of the ELAR TEKS as well as a major standard from the writing portion.
ReplyDelete_________________________________________________________________________________________________________________
STANDARD(S): READING OF FICTIONAL TEXTS
Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved;
(B) analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central conflict; and
(C) analyze different forms of point of view, including limited versus omniscient, subjective versus objective.
CONCEPTS (NOUNS): inferences, conclusions, structure and elements of fiction, evidence from text —>understanding, linear plot developments (e.g. conflict, rising action, falling action, resolution, subplots) conflicts, resolutions, central character’s qualities, theme, central conflict, points of view, limited versus omniscient, subjective versus objective
SKILLS (VERBS): understand, make, draw, provide, support, analyze, influence, determine
__________________________________________________________________________________________________________________
STANDARD(S): THE WRITING PROCESS
Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;
(C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;
(D) edit drafts for grammar, mechanics, and spelling; and
(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
CONCEPTS (NOUNS): elements of the writing process, text, first draft, genre, intended meaning, audience, topics, strategies, discussion, background reading, personal interests, interviews, thesis or controlling idea, appropriate organizational strategy, sequence of events, cause and effect, compare and contrast, precise word choice, vivid images, point of view, simple, compound, and complex sentences, internal and external coherence, effective transitions, questions of purpose, audience, and genre, grammar, mechanics, spelling, final draft feedback, appropriate audiences
SKILLS (VERBS): plan, draft, revise, edit, publish, compose, select, convey, determine, discuss, interview, develop, organize, strategize, sequence, create, ensure, respond to feedback
Teacher Lee, you have done an outstanding job unpacking the standards for the Writing Process, using the Nouns(Concepts) and the Verbs(Skills). This is an excellent way to begin PLC conversations.
DeleteHi, I was just wondering if we are going to have a specific task, as we did last year, or should we comment on each Module's Guided Practice and Independent Practice. Thanks
ReplyDeleteHello,
ReplyDeleteJust like last year, the task was released this morning.
Thanks!
Thank you for the update, have a wonderful week.
DeleteHello! I too am super excited about the Book Club. Looking forward to sharing and learning from each of you.
ReplyDeleteHello! I am happy to participate in this years book club as well.So excited about interacting and learning.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteHello! I am glad to be a part of this book club, I look forward to gleaning off of all the educators, and sharing with my scholars.
ReplyDeleteHey Mr. Keys!!! Welcome!
DeleteHello Mrs. Nia I pray your summer is going great, and thank you so much.
DeleteSTANDARD} Common Core ELA First Grade - developing & sustaining foundational language skills
ReplyDelete>FACTUAL CONCEPTS- NOUNS (Declarative Knowledge) sentence, dipthong, photo, syllable, blends, illustrations, vowels, songs, stories, consonant, character, phonics, setting.
>STRATEGIC SKILLS- VERBS (Procedural Knowledge) listening, speaking, alphabetize, identify, contrast, thinking, decode, rhyme, print, spell, match, compare.
>Conditional Knowledge is just how the strategies are allocated in accomplishing the task.
>Example- The greatness of the poem depends on the spelling and rhyming skills of the writer.
Hello everyone, I am excited about the Summer Book Club and I look forward to the learning and collaboration with my fellow educators.
ReplyDeleteHey Ms. Roberts!!! I'm glad you joined!!
DeleteSTANDARD
ReplyDeleteReading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions; (B) explain whether facts included in an argument are used for or against an issue; (C) explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the main idea and the author's viewpoint; and (D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.
CONCEPTS (Nouns): expository text, evidence, text, main ideas, supporting details, understanding, summary, opinions, facts, issue, organizational patterns, author’s viewpoint, ideas within a text, across text, similar or different genres
SKILLS (Verbs): Analyze, make inferences, draw conclusions, provide, support, summarize, demonstrating, explain, argument, used, develop, synthesize, make logical connections, representing
I am choosing to examine a major standard from the Reading TEKS.
ReplyDeleteStandard(s)- Reading/Comprehension of Literary Text, Poetry.
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:
Fig 19 D understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
(A)compare and contrast the relationship between the purpose and characteristics of different poetic forms(e.g., epic poetry lyric poetry)
CONCEPTS (NOUNS):Inference, conclusion, structure and elements of poetry,textual evidence,understanding the relationship between the purpose and characteristics of different poetic forms(e.g, epic poetry, lyric poetry)
SKILLS (VERBS): understand, make, draw, provide, support, compare, contrast
Libby Taylor- Jones Clark Elementary Enjoyed reading Module 1 on my vacay at this time. Since I'm a Dyslexia Teacher my standards will mostly convey with written and spoken language associated with decoding and alphabet principles. Here goes:
ReplyDeleteStandard: Scholars will decode words in context and isolation by applying letter-sound correspondence including single letters such as consonants and vowels.
Concepts (nouns) Scholars, words, context, consonants, vowels, letters, and single letters
Skills (Verbs) decode, isolation, applying, and correspondence
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DeleteHey Libby it's Briana Porter! I hope your summer is going well!
DeleteGM Mrs. Porter!Hope you're having a restful summer!
DeleteThe module notes that "In many subject areas teachers are actually teaching multiple standards at the same time." This is a challenge for many of us because some standards overlap and teachers must have an understanding of their content area and be able to draw upon that knowledge as they work with scholars to access knowledge, apply knowledge in real world settings, and ultimately mastery of content.The practice of unpacking the standard helps to picture what the standard means.
ReplyDeleteI agree. There are so many standards and so much to teach! Trying to do so much sometimes can be overwhelming for students.
DeleteRosemary Graf
Foster Elementary
I do agree that the module notes the delivery of or than one standard at a time which means that the teacher has to go beyond just "reading" the standards. When the standards are examined and applied to the depth and complexity it is stated (dig deep) and not just surface level scholars retain that information.
DeleteI 100% agree! It is a challenge having overlapping content. It does, however, provide a fantastic opportunity to incorporate other standards that need to be reviewed or introduced. The curriculum should be sequenced in a way that flows and builds upon the last. I worked at a school where we seemed to "jump from one thing to the next" with no cohesion. It was confusing and frustrating to the teachers and made little sense to the students.
DeleteI completely agree with your comment regarding teaching multiple standards at once. When I read this in the text I paused and just sat there thinking of all the times this past year I struggled with this concept. I really think it's an important thing to expose our scholars to multiple standards at once, but at times it can cause a lot of confusion. I find that sometimes I need to slow things down a bit and teach one standard at a time, then pair them together in a lesson a few days down the road. Even if my plans don't flow on the timeline I have planned, my scholars always seem to be less frustrated when they master one skill then build upon that with other skills.
DeleteBrianna Cosgrove- George and Veronica Phalen Leadership Academy
When I read that teachers actually teach multiple standards at the same time, I wondered if other teachers in my school are aware of all the standards they are teaching in a lesson.
DeleteBrianna you are on point!!! When the scholars feel frustrated they tend to shut down. I have seen this way too often. They feel they are not competent enough to do the work so why try. Pacing the standards in a way that helps the scholars build on what they know and go from there. Building them up for success.
DeleteHello every one! I am excited to talk about these modules with everyone each week! I must say this first module I took a lot a way from because it is a very new way of breaking down these concepts that I've never done before. I am excited to learn about these modules. What challenged me the most was learning how to break the standard apart the way the module modeled but I did my best!
ReplyDeleteStandard: 1.1.B; use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
Concepts (nouns): problem-solving, plan, strategy, solution.
Skills (verbs): analyzing, formulating a plan, determining a solution, justifying the solution, evaluating the problem-solving process.
Hi!!
DeleteI too am a first grade teacher for PLA at George and Veronica Phalen Leadership Academy in Indianapolis! It's great to see another first grade teacher on here, and I would love to collaborate with you next school year! :)
Hi Mrs. Porter, I hope you are enjoying your summer. I agree that this concept is new to teachers, I also mentioned in my post that teachers are familiar with identifying the verbs and not the nouns. I believe that this concept will help our teachers and scholars by identifying what concepts the scholars must master.
DeleteI am enjoying my summer very much! :) I hope you are as well!
DeleteWhat I found most challenging in this module, was the concept of pacing the standards in the time allotted on the curriculum calendar. I sometimes feel that the students may not fully grasp some concepts in the standards in the time that we are given on the curriculum calendar and that it may be difficult for them to fully apply these standards without additional time and practice.
ReplyDeleteThe standard that I chose was LAFS.2.RL.3.7 – Use information gained from the illustrations and words in print or digital text to demonstrate understanding of its characters, setting, or plot.
Concepts (Nouns) Skills (Verbs)
Information Demonstrate
Illustration Understanding
words in print or digital text
Character setting
Plot
Rosemary Graf
Foster Elementary
I agree as well! You can read about the standards but actually dissecting them by the nouns/concepts & verbs/skills makes them much easier to understand and to imagine mastery from a student's standpoint. For me, it's easier to understand the standard if I write phrases instead of single words. Dr. Lazarus, Forward Focused Flipping Foster :-)
ReplyDeleteLAFS.3.RI.1.2
ReplyDeleteDetermine the main idea of a text; recount the key details and explain how they support the main idea.
Nouns/Concepts: main idea, text, key details
Verbs/Skills: determine, recount, explain, support
Dr. Lazarus, Forward Focused Flipping Foster :-)
Picking apart the standard is a great way for the teacher to know what to expect as student outcomes. The challenge for me is knowing how to successfully analyze how well students have mastered the entire standard. I feel it is great to distinguish between concepts and skills to see how thw standards overlap one another. It is my opinion that this would make it easier to comprise an effective pacing guide.
ReplyDeleteI chose the following Standard: make inferences and use evidence to support understanding.
Concepts: inferences, evidence, understanding.
Skills: make, use, support
Hi Shannon,
DeleteI agree that picking apart these standards is a great way for teachers to realize what to expect in terms of student outcomes. When we break apart the nouns and verbs, we are able to better understand what particular skills the students must master in this standard. Which then makes it easier for teachers to create a measurable sequence of objectives in the way in which they should be taught.
K. Adams (PLA@Jone-Clark)
ReplyDeleteI would have to say the only challenging portion of the module would be creating a pacing guide that would address ALL of the standard as it applies to the actions scholars are expected to perform in relation to the concepts the must master. What I have found is that pacing guides are created with little to no consideration of scholars "actual" prior knowledge/pre-requiste skills needed to demonstrate mastery of the grade level standard. I believe that when the standard is broken down into chunks based on what scholars are to master.
Standard:
Represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models
Skills(Verbs): Represent, use
Concepts(Nouns): Multiplication of decimals, pictorial models, area models, objects, products to hundredth
**I just want to add this standards has 4 targets of learning for the scholars.**
I agree that I too struggle with pacing guides for my class. Not only am I addressing standards that need to be broken down, or differentiated, I am doing so with three grade levels in the same classroom. This study has immediately proven to be helpful and I look forward to the growth that I will experience as a result.
DeleteWhat challenged me in this module: Helping my scholar develop consistent “Conditional Knowledge (knowing when the information should be used)” can sometimes be difficult… but when I see them demonstrate it, it’s such a rewarding feeling! ��
ReplyDeleteVisual Arts Standard Creating 2: Organize and develop artistic ideas and work.
Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. Demonstrate safe and proper procedures for using materials, tools, and equipment while making art. Demonstrate quality craftsmanship through care for and safe use of materials, tools, and equipment. Explain environmental implications of conservation, care, and cleanup of art materials, tools, and equipment.
Concepts (Nouns Declarative Knowledge): ideas, work, artists, designers, experimentation, safety, freedom, responsibility, artworks, procedures, materials, tools, equipment, art, craftsmanship, care, implications, conservation, cleanup, and care.
Skills (Verbs-Procedural Knowledge): Organize, develop, balance, creating, demonstrating, using, making, and explaining.
S. Randle-Filer @ Smith
ReplyDeleteHello Everyone,
My take away from this module came from Learning Intentions and Success Criteria Contribute to Teacher Clarity. What Drives the instruction and paints the picture of learning outcomes. Teachers having the opportunity to collaborate in a way of growing as an educator,in addition to student success. The first two PLC questions should be posted on every teachers whiteboard/blackboard as a motivational guide to INTENTIONAL equip instruction with the EXPECTATIONS of learning.
*Game Time*
What is it I expect my students to learn?
How will I know if they have learned it?
The most challenging part of this module was finding an efficient way for Kindergarten students to show mastery of the skill/standard. Many of them do not write at the beginning of the year so it takes a lot of creativity through drawings, sorting pictures, and listening in on their discussions during turn and talks.
ReplyDeleteI completely agree. This past year was my first year in Kindergarten so I definitely struggled with the idea that sometimes, the students showing mastery of the standard is not necessarily going to be a tangible piece of work - as you said, it may be through discussion (turn and talk, whole group, one-on-one, etc) or drawing pictures. I enjoy this, however, because it gives us the chance to be a bit more creative with our delivery and assignments. As the year went on, it was helpful to have the students try to label their drawings, which helped show me whether or not they were truly understanding the purpose of the lesson a bit more quickly than at the beginning of the year. :)
DeleteCarissa Gangi - Foster Elementary :)
Standard: LAFS.K.RL.1.3 With prompting and support, identify the characters, settings, and major events in a story.
ReplyDeleteConcepts (Nouns): characters, settings, major events, story
Skills (Verbs): identify
One of my favorites. In my first grade class we were called "Reading Detectives" and scholars loved it. I focused on character names, narrator, setting for each story/book we read. Scholars can recall events in the story by remembering character names and what they did.
DeleteI love your idea of being "reading detectives!" What a fun way to engage the kiddos :)
DeleteI also love calling students "reading detectives" as they engage in this important standard. Thank you for sharing that idea!
Delete--Joanne Mathers, Oak Park Elementary School
The most challenging part of this module was that idea that most of us are teaching to more than one standard because of that fact the the standards overlap. We need to be mindful of this so we can use that knowledge to help the students be able to use what they learn in the classroom and transfer it to real world settings.
ReplyDeleteEla standard 3 RL 2.3 Describe characters in a story( traits, motivations, or feelings) and explain how their actions contribute to the plot.
Concepts: characters, story, traits, motivations, feelings, actions, plot
Skills: Describe, contribute, explain
I agree! When standards overlap, which they do quite often, it works to our advantage. However, it can be overwhelming at times. I am a planner, so I try to pack in as much as I can into big events like family holidays, vacations, etc. but it can sometimes ruin the whole event. When it comes to education I know I am going to have to choose one or two standards that overlap and teach to the requirements of those standards. That being said, I can then relate it to the real world and use those standards as my foundation. Then, I can build and add layers to the foundation to create something over time, not all at once.
DeleteCarissa Gangi - Foster Elementary :)
ReplyDeleteSomething that has challenged me this year in regards to this module was moving from my comfort zone, 2nd grade, to a grade I was very unfamiliar with, Kindergarten. I had gotten used to the 2nd grade standards and had 3 years to practice unpacking them and analyzing them. This year, each standard was new to me, so it took a bit of time to really understand the end goal of each one. I will be continuing to teach Kindergarten for the 2019-2020 school year, and after reading this module, I am even more excited for a fresh start! This module has given me an excellent tool to use to more thoroughly understand what the students need to know and what skills they will need to acquire.
While working through the independent portion of this module, I decided to choose a reading standard that I didn't quite understand what the students mastering it really looked like. This helped me to dig deeper and I plan on using this strategy for many more standards!!
The standard I chose for reading is -
"Actively engage in group reading activities with purpose and understanding."
The nouns being - group reading activities
The verbs being - engage, purpose, and understanding.
The module taught me that the nouns are what the students need to know (so they will need to know what a "group reading activity" looks like), and the verbs are skills they will need to acquire for mastery of this standard (so they will need to know how to engage with others appropriately, and how to understand the purpose of the group reading activity).
Looking forward to the upcoming modules! :)
Carissa Gangi - Foster Elementary
Hi Carissa! I also teach kindergarten at PLA 103 Indianapolis. I love how you broke down that the nouns are what the students need to know and the verbs are the skills that they will need to master the standard. That's a more simple way of looking at things! I also love how you talked about how important it is to know what a group activity looks like and how to engage with others and to understand the purpose of a group reading. This just reminded me that modeling is so important when trying to unpack the standards.
DeleteJacqulyn Ison
PLA@103/Kindergarten
Hi Everyone!
ReplyDeleteI really enjoyed PLA book club last summer and I am so pumped to participate again. I think it's a great way to collaborate with PLA educators all across the country and share our passion to serve our scholars!
The first reading was packed with information that I had to take the time to sit and unpack before I came onto the blog posts. Standards are something that I always find myself struggling to interpret. I seem to have a hard time being able to reach everything that is packed into one standard in the amount of time I have to teach it. I find this even more difficult when I notice my scholars struggling with a topic and I need to take time to break the standard down even more to meet their needs. The standards that are laid out by Indiana sometimes do not always match exactly as the standards do in the curriculum, sometimes finding myself searching for something to line up well. I find it especially difficult to translate these wordy and bulky standards into a language that my first graders will comprehend, without taking away the meaning of the standard completely.
The most challenging part of this reading was taking a standard related to my grade level and breaking it down into its' components. I have always struggled with making sure that I am hitting every aspect of each standard I aim to teach.
1.RL.2.3 Using key details, identify and describe the elements of plot, character, and setting
Concepts (Nouns): details, elements, plot, character, setting
Skills (Verbs): identify, describe
Brianna Cosgrove
George and Veronica Phalen Leadership Academy
We ran into some of the same issues this year with standards not matching the skill that needed to be accomplished. For example, we realized that compare and contrast is not necessarily Kindergarten appropriate.
ReplyDeleteWe also focused on "building up" to the standard by breaking the standard apart and focusing on one key concept at a time such as characters, then setting, then major events. By the end of the year, we were comfortable teaching the entire standard within one lesson.
I love that you mentioned that the entire standard takes time to complete within one lesson. At times, I know I felt that I needed to teach the entire standard immediately. Most likely because I am new to the classroom environment and wanted to see them thrive. It completely makes sense though as it typically does, when it is written down rather than merely in the mind.
DeleteWe also ran into this issue during a professional development earlier this year. We were working on unpacking standards and realized that you have to make sure scholars have the proper skills necessary in order to be introduced to a standard. A lot time we have to teach them building blocks in order to teach the standard. Unpacking standards has really helped me to build on the essential skills that my scholars were lacking.
DeleteAs a teacher of students with exceptionalities, using Access Points standards, as well as teaching multiple grades. What is challenging is ensuring that I am reaching each student in the classroom as well as including the rigor needed to help them grasp what is being taught.
ReplyDeleteBreaking apart the standard into nouns and verbs is truly going to help me focus on what is a key concept that can be focused upon so that I am not overwhelming not only the students, but also myself in trying to teach the standard. Additionally as the standards are broken apart, each year adds a progression which can be expanded upon in small group with that particular grade level rather than trying to teach it to every student.
LAFS.K.RI.1.AP.2a
Discuss key details and main topic of a preferred text
LAFS.1.RI.1.AP.2a
Discuss key details and the main topic of a preferred text
LAFS.2.RI.1.AP.2a
Identify the main topic of a multi-paragraph informational text.
I can see that the nouns for this standard for all three grade bands is: Main topic and the verb is: identify
The only difference is either in a "preferred text" or "multi-paragraph" text. Since they are all exposed to texts throughout the year, simply focusing on "main idea" will help them both learn the meaning when they are asked about "main idea" but it also provides them with varying ways to accomplish, or better put, scaffold, previously learned concepts at a broader level.
This PLA is exciting for me because I am able to collaborate with those of you from different grade levels and in classrooms that teach typical students. The classroom environment of self-contained, has both built up my capacity to differentiate but it can also feel a bit isolated and I hunger to learn how to enhance my craft. I am truly grateful for this PLA.
Hello,
ReplyDeleteI am new to the PLA Family and I am so excited to be a part of this amazing organization! I will be teaching 5th Grade at GVP in Indianapolis this coming Fall.
I was really intrigued by this module because I have never looked at lesson planning this way. In college I was taught to read the standard and find the tools to teach it effectively, but I was not introduced to breaking the standard down in such depth. I think this is going to be so beneficial for all of us in the PLA Family. Not only does it make us read between the lines of what the standard is saying, but it also allows us to collaborate, create, and plan exceptional lessons for our scholars. It will take a little bit of getting used to for me personally, but I am sure it will become easier as time progresses!
Welcome to the PLA family!
DeleteBreaking down the standards this way is definitely not taught in college the way it should be, but I promise once you start doing it you will see so much improvement in what you teach and how well the scholars grasp the concepts. Remember that collaboration is key and don't be afraid to ask for help.
Welcome to George and Veronica Phalen Leadership Academy! I teach first grade at GVP! :)
DeleteThis comment has been removed by the author.
ReplyDeleteStandard:
ReplyDelete5.ML.1 Identify how information found in electronic, print, and mass media is used to inform, persuade, entertain, and transmit culture.
Concepts (nouns):
Information, electronic, print, mass media, culture
Skills:
Identify, inform, persuade, entertain, and transmit
This standard is FILLED with potential for classroom learning. In a culture that is technology driven and focused on social media, we could really create a project that is relevant to our scholars in the 5th Grade. Pulling resources from all of the places listed in the standard would allow our scholars to investigate and collaborate as a group to share their ideas on how the transmission of information and news reaches our culture on a daily basis. What an awesome theme to explore for any classroom, allowing the scholars to then create their own information to share, while testing the power of technology at the same time.
Good morning everyone! I am excited to talk about these modules with everyone each week! What challenged me is having a physical education background so I have not seen many grade level standards, but I will do my best to break them down.
ReplyDeleteStandard: 6.AF.2: Apply the properties of operations (e.g., identity, inverse, commutative, associative, distributive properties) to create equivalent linear expressions and to justify whether two linear expressions are equivalent when the two expressions name the same number regardless of which value is substituted into them.
Concept: properties of operations, equivalent linear expression
Skills: Apply, create, justify
The challenge for me in this module is ensuring I stay focus on the skill that is being stated. Sometimes I tend to elaborate more than needed which can be overwhelming for the students.
ReplyDeleteStandard: Texas History 7.2F Contrast Spanish, Mexican, and Anglo purpose for and methods of settlement.
Concepts(Nouns): Spanish, Mexican, Anglo, Purpose and Methods of Settlement
Skills(Verbs): Contrast
As I look even deeper the other noun is: key details and the verb is to “discuss”. I missed that piece earlier. It is important to reflect and re-evaluate and make corrections when teaching. It is a good way to have more compassion and patience for students.
ReplyDeleteHello all!
ReplyDeleteMy name is Hayley Long and I will be working at Jones-Clark Elementary School as a first grade teacher.
I learned some great information from this module and also was able to brush up on breaking down standards. What challenged me in this module was deciding which parts of the standard applied to declarative knowledge, procedural knowledge, or conditional knowledge. I was also challenged by thinking about all of the other aspects that go into breaking down a standard such as what do my students need to learn before this standard? What do my students already know? How will I meet the needs of all learners?. I found it to be difficult to simply just think about choosing the nouns and verbs without getting lost in many other trains of thought. However, once I let go of the other aspects of breaking down a standard and simply focused on choosing the nouns and verbs, I felt that I was better able to see the benefit in doing this.
I appreciated how this module discussed that often, we are teaching more than one standard at a time. As an elementary school teacher, I know this to be very true. With limited time it is imperative for us to intertwine standards when possible, as this is also very beneficial to the development of the scholars. I was glad to see that when teaching an interdisciplinary lesson you follow the same format and just add both standards instead of one.
Below is the standard that I chose. It is from the Texas essential knowledge and skills ELA standards for First grade.
7. Reading/Comprehension of Literary Text/Theme and Genre.
Studentsanalyze,make inferencesanddraw conclusionsabout themeand genrein different cultural, historical, and contemporary contextsand provide evidencefrom the textto supporttheir understanding.
Concepts: students, theme, genre, contexts, evidence, text, understanding.
Skills: analyze, make inferences, draw conclusions, provide, support.
Hello Haley,
DeleteYour comment is great! Your thoughts on unpacking the standards are like mine. The complexity of breaking them down is much easier when choosing the nouns and verbs. This module brings relief to my life of planning lessons. I am predicting a great year ahead.
Ramona Muhammad, Smith-PLA/ Beaumont, TX
Hello Haley!
DeleteI teach first grade for PLA as well but in Indianapolis at George and Veronica Phalen Leadership Academy! I'd love to collaborate with you at some point in the school year!
I love seeing the cross-network conversations and support that is occurring! I also wanted to extend a welcome to Haley! Happy to have you with PLA!
DeleteOne of the challenges I see when reading Module 1 is finding ways that the students can apply or demonstrate their understanding of the concept in different ways. Everyone doesn't learn the same so we need multiple ways to test students knowledge of the concepts.There are several skills that are required of the students so we want different forms of assessments that will support these skills and concepts.
ReplyDeleteAnalyzing the standards and planning for lessons is essential to a lesson and this will support the students in becoming proficient learners.
3.RL.2.3. Describe character in a story (their traits,motivations,or feelings) and explanin how their actions contribute to the plot.
Concepts(NOUNS)characters, traits, motivations, feelings,actions, and plot
Skills(VERBS) Describe, explain, and contribute Angela Posey
Hi, hope you are doing well, I am not sure were the other Modules are going as I haven't looked forward yet :). I hope they do address your challenge of how to find multiple ways of demonstrating mastery of a standard, as I agree with you in that there are different ways a student learns and demonstrates mastery of the learned material. Also, I agree with you that planning is the foundation of a well taught lesson. BTW thanks for the card/gift :).
DeleteHello!
DeleteI really resonated with your comment about how a challenge was finding a way for student to apply or demonstrate their knowledge in different ways. This is very important to consider when planning a lesson. I also agree with your statement that in a given standard, there are usually more than one skill that is being addressed. Therefore, it is pivotal that we create opportunities for our students to demonstrate their knowledge in various ways.
So true, each scholar will learn things differently, but our job as educators is to make sure that the get it at their level not the level of everyone else. I believe we put more pressure on them to get the standards than we focus on making sure they understand it or can relate to it.
DeleteHi everyone, I hope you are enjoying the downtime and summer.
ReplyDeleteChallenge: Well, I think it wasn’t so much as of a challenge, but a moment when I just realized: How when I plan I just skim and find the standard that goes with my lesson, there is no deep thought process involved. I don’t take the time to analyze and dig deep into the standard. I do take the time to reflect on my lessons, and I see how using this approach, I could have saved, time and have more clarity of the objective of my lesson. I am actually excited to see where these modules take my future lessons, as planning is one of my favorite elements of teaching.
Standard: 3.RL.2.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Concepts: (nouns): questions, text, text as basis, answers.
Skills (verbs): Ask, answer, demonstrate understanding, referring.
School: PLA 103 Indianapolis
Hello Anna,
DeleteYour comment is honestly reflective. It appears that we have a similarity as to how we choose to pick a standard that goes with the planned lesson. This module helped me to identify this about myself and it seems that I was working hard and not smart. I am excited to develop new concepts for unpacking standards.
Ramona Muhammad, Smith-PLA/Beaumont, TX
Hi Anna,
DeleteI agree with what you mentioned that sometimes it is easy to just skim over standards instead of putting intention and thought into breaking it apart. I also agree with the fact that in using the method of puling out those nouns and verbs, it makes writing clear and concise objectives much easier. We always strive as teachers to make our lessons clear and understandable for our students. This process makes it that much better.
Hello to all:
ReplyDeleteI posted my thoughts and I commented. Please feel free to let me know your thoughts. I like to challenge myself to be a better Teacher each year.
I Teach in Detroit Michigan and I love my kids!!!!
We have 8 days left of school and I am looking forward to learning a lot from all of you and looking forward to thinking outside of the box, while learning and polishing up on some new concepts.
Looking forward to hearing from you all!!
Have a great summer!
Marty
aka: Coach
:)
Hello everyone,
ReplyDeleteI hope you all are enjoying your weekend.
PLC CONVERSATIONS:
1. What challenged you in this module?-- My challenge was separating the standards as they run together. This makes planning longer as I attempt to include multiple objectives.
2. How will you package and pace the standards? Would a pacing guide for all standards be useful? --I will package and pace the standards by connecting the unified standards as students master the skills and knowledge before going to the next standard that leads to the next one(s). I feel a pacing guide will be useful.
3. How will you know if you analyzed the standard(s) correctly?--I will know if I analyzed the standard(s) correctly by unpacking using the methods demonstrated in the book separating the nouns and verbs to determine what concepts to be identified.
Ramona Muhammad--Smith-PLA/Beaumont, TX
Planning is one of my favorite components of teaching! I student taught at CFI where teachers were making up their own units based off of the standards compared to my first year of teaching where we had curriculum (its like I experienced the best of both worlds!). One of the challenges that I have during planning is spending so much time on unpacking the standard and trying to find new ways to teach the standards that I sometimes forget to think about what I want the students to be able to do after the lesson.
ReplyDeleteStandard:K.RF.2.4 Identify and name all uppercase (capital) and lowercase letters of the alphabet
Concepts (nouns): uppercase/lowercase letters
Skill: identify, name
If I think of unpacking standards when creating lessons, I think it will be easier to keep focus on the end goal of what I want my students to be able to do! Something to look forward to in the fall.
Jacqulyn Ison
PLA@103/Kindergarten
Hello everyone,
ReplyDeleteMy name is Quentina Offord. I will be at Jones-Clark in Beaumont, Tx. I am a positive behavior interventionist. I really enjoyed module 1. I think it will help the student understand their assignment because they know how to look for the skills they will learn. Breaking it down to nouns and verbs help me understand the standards for the example in the text.
Quentina Offord
Jones-Clark elementary/ PBI
Breaking down the standards still takes a lot of time and thought for me. The most challenging part of this module for me is being able to focus on the prior knowledge that is necessary for scholars to complete mastery each standard. With scholars coming into a room with all different skills sets, finding out their prior skills are important and crucial to helping break down the standards.
ReplyDeleteAnother challenge is creating ways for scholars to show that they can apply their knowledge rather than just reciting it or memorizing it.
The standard I chose is:
2.OA.A.1Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.
nouns- addition, subtraction, one and two step word problems, unknowns in all postitions
verbs- use, solve, adding to, taking from, putting together, taking apart, comparing,
Charlene Long-Trix, Detroit
What challenged me in this module is Knowing exactly how to apply what they have learned in my class to there core classes. I believe one of the greatest compliments is being able to, tie lessons from one subject area into the next. Concepts learned from one are should be able to lead a student into a process of thinking that will make it beneficial for other areas of thinking, such as separating verbs and nouns, it will better help the student to break down the concepts from the skills.
ReplyDeleteIn today's world we it seems as though Technology is the leading way that students are being taught, we must be able to teach them how to effectively look up and utilize the different tools that can help them to be better equip with writing as well as reading and math. Analyzing how well a student is doing can come in many forms, as I agree with many of you we must also be able to distinguish between our learners and the skills that make them successful.
Hi Jerry!
DeleteI feel this comment is very positive regarding intentional progressions. This could be a teacher's greatest accomplishment for a lesson. Realizing a scholar is on track to fully learning the targeted standard. I agree with your thoughts on students using technology for learning. And the importance of teachers showing them the most effective tools.
Module 2 - The academic standards I choose to work with are CC1.31A, CC1.31B, CC1.32B, CC1.31F for English Language Arts- 1st & 2nd grade.
ReplyDeleteThis standard deals mainly with scholars learning to read any type of literature AND respond to it by comprehension.
This module also breaks down the Learning Progressions. The order in which specific content is mastered should be intentional. As teachers, we should be able to frame a reading curriculum in accordance with our scholar's/class' learning progressions.
According to one Content Code { identifying words by sounding out blends, sentences by pointing out nouns & verbs, and phrases by knowing a real complete sentence }
Another CC {able to make connections among ideas/evidence; able to re-tell key details like characters & setting; able to appeal to the senses/feelings; able to tell the sequence of events. }
A last CC {can ask/answer questions such as who, what, why, where, when to demonstrate an understanding of the key details. }
Recognizing the many differences in student's learning techniques and timely mastery of standards; keeping the entire class on the same learning progressions at the same time may be unattainable.
Module 2- Unpacking the standards benefit both the teacher and the students. A well sequenced lesson identifies the concepts and the the skills that students are to learn. I've noted that when working with English Language Learners (ELL's)effective lesson sequencing allows for smoother transitions from one concept/skill to another in a given standard. When I plan with the end goal in mind; I can plan for what I intend to happen during each lesson which will allow students to make the transition between lessons smoothly. They will also be better prepared to absorb new material when it is presented. Additionally, it allows me to scaffold learning by providing additional supports(specific skill activities, organizers, etc...)that meet individual student needs as students encounter the more difficult and complex concepts leading to mastery.
ReplyDeleteChallenge: As teachers we are faced with not only providing the necessary content and knowledge but making sure students are able to apply that knowledge once it’s taught. I am hoping to gain more insight throughout this book study regarding intentional and purposeful instruction. Planning itself can be a challenge at times when trying to cover all grounds however, the model/outline presented in module 1 is interesting and provides a different perspective for which content to be taught can be viewed.
ReplyDeleteStandard: LAFS.K.SL.1.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Concepts (nouns): text, media, questions, key details
Skills (verbs): confirm, present, ask, and request clarification
As I viewed some of the standards that must be tackled. The standard that I focus heavily upon is reading. What challenges I face are that due to the fact that all of the students in the classroom have some sort of exceptionality, it is difficult to not try to teach one concept as a one size fits all plan. It is necessary for the component to be broken into several small plans, into mini-lessons. I am sure each of you faces this as well. The class I teach covers 3 grade bands additionally.
ReplyDeleteThe standard I am going to work with is one from last week.
LAFS.1.RI.1.AP.2a
Discuss key details and the main topic of a preferred text.
The noun are: details, main topic, and preferred text.
The verb is:discuss, but I am going to add an additional one that is not listed and that is "choose"- since preferred text infers they must have a preferred text in mind.
Discuss in my classroom looks different since many of the students are limited verbal or completely non-verbal, so this is going to require some additionally planned visual choices but being sure to allow this to be authentic and not merely my suggested choices.
What I envision is discussing a topic they like and then using this as a learning experience to define the word "discuss". This can be verbally, non verbally, but in the end it means to communicate thoughts about something. It has to become real to them as well as other students quickly so we can move into applying it to a text.
We would also have to define the words: main, topic, preferred, details, and text. Sometimes these terms can be taken for granted as being understood, or more often, I have to refrain from simply telling them what the words mean.
I would most likely have to teach this at different levels as some students have prior knowledge and I would not want to waste valuable learning time with redundant instruction.
This could happen during our daily five time and they could discuss their books in a group of "read to someone" as an activity included in their tasks.
We could come back as a whole group where we popcorn out the main topic from the texts they chose and some details they used to determine their responses.
This is also a way for the students who may not have been exposed to this previously to hear and see their peers in action which only strengthens the community of learning, but it also allows me to assess their learning.
Barbara
ReplyDeleteI agree, that unpacking the standards helps both the teacher and the student. Since I am fairly new to the classroom setting, I find that if I don't I am not effectively evaluating the amount of rigor these standards command.
Additionally, as you said the scaffolding piece is intentionally considered and therefore can be done more efficiently. Someone like me struggled in the beginning and even currently at times with appropriate pacing. Unpacking the standards helps to better plan for the amount of time the lesson will truly take.
Stacey's comments struck a definite chord with me. It seems that all of our students at Foster Elementary have some type of challenge/exceptionality going on and therein the standards have to be "unpacked" and the learning progressions must be gleaned with reflection on which students needs what and how to remediate. In the ferreting out of each progression, the student remains at the center of attention versus the threaded progression. Too frequently, I get caught up in working toward the standard or progression and forgetting that the student and reaching the student is always the goal. It is not a standard and progression of teaching to student. Rather it is a bringing of the student to the standard.
ReplyDeleteLast week I unpacked LA FS 2 RI1.1. I am repeating it here as I do not see it and want to make certain that it appears.'
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Concepts: questions, who, what, where, when, why, how,
understanding(gerund), details, text
Skills: ask, answer, demonstrate
I chose this standard because it is a basic necessity of nearly every reading lesson.
( I hope my comment to one of the prior comments in Week One was logged in correctly.)
Thank you.
Marsha Leibson
In looking at LAFS.2.RI.1.1
ReplyDeleteAsk and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Concepts: questions, who, what, where, when, why, how, understanding, details, text
Skills: ask, answer demonstrate
The progressions I found were:
Define, determine, and identify the "who" - characters
Define, determine, and identify the "what" - plot, what is happening
Define, determine, and identify the "where/when" - the setting
Define, determine, and identify the "how" - order
Define, determine, and identify "key detail" - demonstrating how to choose what detail/ culled statement is crucial.
Feedback here is most welcome as unpacking standards is a new skill for me.
Thank you.
Marty Castellon - Trix Academy - Detroit Michigan K-8
ReplyDeleteModule 2: Sequencing Learning Progressions
Unpacking the standard will impact all scholars learning by providing a pathway to proficiency.
In my classroom - I liked to say that I feel that I am very organized but always, always open to suggestions all the time. I am a Health / P.E Teacher and I am constantly looking for feedback from the classroom teachers on our students -how they are doing in the classroom.
I am a firm believer that you "Cant always run before you crawl" which pretty much sounds to me what this lesson is trying to tell us in Module 2.
I believe the rate of learning may be a little different based on knowledge, experience, culture, surroundings, area and upbringing.
I do believe that the progression is a huge ladder board for all scholars to learn. When I teach a skill, I always start at the beginning no matter what, to see what my students (know, understand, and how they might use it in a everyday setting) of life.
Its a progression of life - and I believe its helps to increase self-esteem!
With the variety of abilities I see in the gym- we have an understanding that everyone has a chance to learn, and that everyone has a chance to get better within their skill level, and ability. With the way I have my " I can statements" up in the classroom - I believe I follow the 4 Sequencing Learning Progression - already. I am a firm believer in this module - This is huge when you are teaching - Math, or Reading. When you can hone in on your scholars and learn their depth of knowledge and start there - then I believe you can start teaching them what they need to know and how it relates to them and the subject they are learning.
I would like to see this more used in schools - in all aspects. I think Teachers and students would also have a better relationship. The expectation of the classroom is based on how the teacher sets it - but the expectation of the student may be what he is accustomed to from his environment or home life.
So that is where - us as the teachers need to take little steps in the
Sequencing Learning Progressions to see what our scholars know so that at the end they are proud of what they learned - and feel comfortable asking questions.
This is how they will be more successful and it will also help on any behavioral issues in the entire building.
Libby Taylor Jones Clark-Sequencing Learning Progressions
ReplyDeleteMake it manageable for students which gives them a path to learning and how to develop their learning intentionally. When teaching Dyslexic Scholars you can not teach a load of strategies or introduce two or more skills in one lesson. Instead, I might give them a visual with a short description and allow them to tell me what might the lesson cover. It allows them to a quick connection to life's experiences and they can adapt it to other subjects. In my class having visuals are non-negotiable/acting out is sometimes used so that students can out of his/her seat and move around the classroom. Repetition for strugglers is the way to go!
Knowing which areas t6hat students are struggling with helps us to sequence the material. More hands on and allowing the students to see from a viewpoint of how it applies is very important, not every student is good at listening some students have to put it into action in order to follow the sequence in which learning takes place. Just like a computer program I cannot expect a student to jump right into making flyers until I have walked them or allowed them to work the program in sequence first.
ReplyDeleteI agree completely Jerry! For me Module 2 really outlined the importance of differentiating our instruction. The sequence of learning progressions may not be the same for all students and we do them a disservice when we try to make them all fit one sequence of learning progressions. This means we have to base these decisions on student performance data so we truly know what each student already knows. It's nice to wish that this work would already be done for us by our district or the curriculum writers but then it wouldn't match the needs of our students. It does, however, highlight the need for collaborative planning with teachers who have similar students. - Dr. Lazarus, Principal, Forward Focused Flipping Foster :-)
DeleteI truly believe that when we collaborate with one another about our students it give the students a sense of knowing that they are being taught.
DeleteIn Module 3, the point that stuck out the most for me was that, "When students know what they are supposed to be learning, they are three times more likely to learn it." This is HUGE! I also loved the comparison of the less effective, task focused intentions to the more effective, learning focused intentions. That's basically compliance vs. engagement! I love when students' exit tickets prompt them to explain their learning so you can really see if they understood the learning intention. - Dr. Lazarus, Principal, Forward Focused Flipping Foster :-)
ReplyDeleteModule 3 was talking to me, when I am intentional in my teaching students will be engaged, They will want the information when you bring it to them. We also have to challenge them to go past just their level, we have to be intentional in causing their brain to expand but not overload. Scholars want to feel a sense of ownership, when they have accomplished a task or lesson they want the whole world to know it, and we have to foster that we have to celebrate with them and celebrate them.
ReplyDeleteWell said. I agree that when we are direct and intentional, the students will remain engaged and succeed at a higher rate.
DeleteThat was me
DeleteThe challenge for me is determining the different levels of ability and understanding and then developing a lesson that can address each students varying level while still being intentional and bringing all students to the same final understanding. Though the lesson would be very direct it will be important to differentiate the instruction and prepare various tactics for teaching the same concept. Students will develop as a group and progress quicker when everyone has a understanding of each concept. Students will also begin to take charge of their own learning.
ReplyDeleteThe challenge is consistently being intentional with the outcomes. At times, I can become so excited about the learning that is taking place, I get off track with what the focus is supposed to be on.
ReplyDeleteSince I have three grade levels as well as different learning abilities, at times I can over focus on one standard for one group and then under focus on the others.
This summer I believe I am already being more intentional about considering all the students that I am planning for and designated small groups for each learning progression.
I plan to incorporate more independent practice time to increase their engagement, with 20 percent instruction and 80 percent practice/application.
Data is critical to planning as it provides measurable outcomes and effective ways to evaluate for future lessons.
Hi, Ms. Overstreet. It is great to see you here. I hope that you are having a wonderful summer and enjoying your family.
DeleteI am sitting here and ...have been for a while..and have been reflecting on and thinking about your challenge. And I agree, what a challenge that that must be. Having students over three grade levels and I am sure with such different academic abilities and needs...and keeping very focused on what each student needs to be learning. And if each student is meeting the standard. Wow! I agree with your goals of data and independent practice. :)
Joanne Mathers, Oak Park Elementary
Week 4-Stacey Overstreet
ReplyDeleteThe lesson this week really brought my thinking to more of a concrete analysis of how to plan not only the lesson, defining the terminology, elaborating learning intentions, but truly how to craft success criteria. The video was an excellent representation of how effective planning can be and the importance of not only knowing the standard; but being open to hearing the thinking of others. Additionally, recognizing what is really being asked, and keeping it simple. It is imperative that student’s have practice time to apply what is being learned and that they truly know what success looks like at the end of the lesson.
• LAFS.K.W.1.AP.1b -State an opinion or preference about the topic.
• LAFS.K.W.1.AP.2a-With prompting and support, create a permanent product (e.g., select/generate responses to form paragraph/essay) that contains a main topic and details about an informational topic.
Learning Intention: Student’s will state an opinion through marking their reading with a heart labeled sticky note to reference their favorite part. Their success will be defined by their ability to mark the book and then being able to verbalize or through the use of pictures to indicate their thinking. An addition to the lesson would be for students to write in their reading response journals their thoughts using decoding skills for spelling.
Success would be defined based on the appropriate level of learning for students would be based on differentiated expectations based on student abilities. Some students would glue letters to make their words, some would use stamps, some would write their thoughts on their own. The rubric would have already been created based on prior classroom planning for reading to self and work on writing, but the new rubric we would brainstorm and write out the expectations together prior to their independent learning time beginning.
The “I can statements” would be I can label my favorite portion of the text with a heart by myself. I can discuss the reason this portion of the book was my favorite. I can write out my favorite part of the book or draw a picture of my favorite part.
When students are successful and they know it, they are naturally more internally driven to continue to build upon their success.
As the text stated, success criteria have been shown to increase students’ internal motivation. Classrooms that contain high levels of trust, where students can practice without fear of punishment for errors but instead, praised for effort, they are more willing to attempt even the most challenging tasks. For the lesson listed above, I will know that student’s internal motivation has increased by the way the assist with getting their peer’s back on task during the read to self and work on writing portion of today’s lesson. They will know they have been successful when they see the stamina level increase based on the charted stamina growth chart in both reading to self and work on writing. I will also be able to gauge their success based on what I review in their work on writing journals, their ability to place their sticky note on their favorite portion, and if their written response shows growth each week.
Understanding how students are learning the information, and then being able to apply it is one way I would defines success for my scholars. What challenged me is being able to get them to see their own success. My scholars may be able to perform it for me, but my objective would be to get them to perform it for any and every one. I get over excited when my scholars are ahead of the success standard. I will pull them to help other scholar. when you give them a task after they have mastered it the best thing you can do is challenge them in the next area of growth and that can be through peer teaching or tutoring.
ReplyDeleteI am really enjoying the topics in the weekly reading. It is helping me to refocus and reflect.
ReplyDeleteAngela Posey @ Phalen Academy 103
Hello, Summer Book Club. My name is Joanne Mathers and I teach Kindergarten at Oak Park Elementary. I signed up for the book club, and ordered the text. I then read the text. I missed the first week because I was very busy packing up my classroom and my children had a big dance recital. I then got further behind on blogging each week. I have spent the last nights clicking and reading and learning from all of you. I am excited to jump in and continue to learn with you all. And please forgive my (rather extreme) tardiness. Blessings to all. And if I could add... how wonderful it is to work with such great educators. The time and attention you have taken to your responses is admirable. And shows your dedication to your students and to your own learning. And that is what education is all about. A lifetime of learning. Blessings to you all! --Joanne Mathers, Oak Park Elementary School
ReplyDelete