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What strategies will you use to accomplish your objectives?
Partner reading, small group work, picture manipulatives, sentence strips, direct vocabulary instruction.
What are the roles and responsibilities of the collaborating teachers?
Ann and Kristin team teach this group. The reading specialist pushes in, but there will be a substitute in her place tomorrow. During this block the ESL teachers are responsible for the reading component of the language arts block. Generally the class is split between reading comprehension strategies and guided reading.
What led up to this lesson and what will follow the lesson?
Pre-reading activity for Diego – anticipation guide
Background knowledge building-internet artwork by Diego, map of Mexico and Europe
Introduction of biographies
Direct vocabulary instruction
Read aloud of Diego
Students will create a timeline of Diego’s life. They will create a timeline of their own lives. They will then use the timeline and interview questions to write a biography of a classmate. They will also read other biographies.
Do you have any concerns?
Observations
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Comments
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Before the students came K explained that the procedure in the morning is usually for the students to read independently in books they self-select from the “browsing boxes” organized by reading levels. During that time, the two teachers confer with each student to check their homework.
Each student is to read for 20 minutes each night and write a summary.
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The teacher shared a rubric that they use to evaluate the summary and give student feedback.
They have a different assignment page if the reading is nonfiction. She indicated that they need to prepare a different rubric for the evaluative feedback.
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A introduced the Big Idea and showed a visual example.
K This is what our goal is to make a timeline.
We have been practicing sequencing the pictures and adding the sentence strips. Later you will write your own story related to your timeline.
K introduced the content objective.
She asked why it was important to make a timeline.
N Do we put everything in a timeline?
S No just the most important things.
She expressed how they would later also make a timeline to write about their own lives.
K asked students to buddy read the book of Diego. They had read it as a group twice.
K When you partner read, what are you doing.
S Reading with fluency.
K Yes you are reading with fluency,
But one person reads and then the other person reads.
Ss took their seats quickly and all began to read.
Each teacher worked at a different table with individual students to conference about their reading homework.
The teachers commented specifically on things that they saw that were positive.
K I like the way you started with your sentences in different ways.
I like the interesting beginning.
Then they focused on a specific skill that is needed. K I notice that you are forgetting to put periods. Tomorrow we will check to see if you remember the periods. Continue to start your sentences in different ways.
One teacher finished with her student before the other partner was done. The teacher directed that student to reread what they had read together before his partner could join him.
N Referred to the rubric to provide guidance to the student to make sure that the student checked herself when she did the assignment.
Each student has a reading folder. They write their summaries in the folder, so they can see their own progress.
The first pages of the folder I looked at were designed to help scaffold a plot line.
The first page has a heading of Who-Characters over a box. The child is to draw the character and then explain on the few lines underneath.
The next box is headed with Where-setting
The students draw a related picture and then describe the setting on the lines below.
The students then continued drawing pictures in the top portion of the back page. Below their pictures they summarized their stories.
When the students finished partner reading the assigned story. They went to the bins and selected other stories. Some read together. Some read quietly.
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The big idea, content objective and language objective are written on the board.
The sequence of activities is also written.
SIOP Evidence of Lesson planning with objectives
Evidence of Understanding by Design.
Explaining the end goal in the introductory activities is also reflection of UBD. Students know at the beginning of a lesson the performance tasks they will do at the end.
Instructional conversations are identified by CREDE research as one of the five indicators of effective learning environments. Both teachers used instructional conversations in their conferences.
It is evident that classroom procedures are well established. The students know what to do when they finish a task. They know what behaviors are expected when they are reading together or independently.
SIOP Practice and application
Review and Assessment
Strategies
The students are practicing reading, writing about and orally retelling what they read in very consistent ways that get progressively more complex.
The strategies they will use to retell a story are being carefully taught and practiced.
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K asked students to put their books away and come to the rug. They did so in an orderly way.
Before we start, I want you answer this question. What is a timeline?
Turn to your partner.
Both K and A were interacting with and supporting partners who were expressing the timeline.
K In some of your classes you were learning about George Washington. This is an example of the timeline of George Washington.
The timeline starts with his birth.
If the person died, it ends with his death.
The teacher restated some of the events that were all supported with visuals.
When we do our activity sequencing the pictures of Diego’s life, we are going to do it in the form of a timeline.
You are going to put the pictures in order first.
We would like you to use your chronology words.
Remember that when you tell your summaries you use the chronology words.
You have a couple of new words that we learned yesterday.
During (remember we studied that during is something that is happening at the same time.
K gave the directions.
She then asked students to restate the directions as she wrote them.
K Wrote what the students said.
When one said to put the pictures in order, she said yes, let’s use the word “sequence”
N supported the meaning of the word sequence.
One student said the next step was to match the sentences with the pictures.
K Said that they were missing one step.
S Talk about the pictures.
K Yes we need to talk about the pictures before you match the sentences to with the pictures.
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SIOP
Interaction
The teachers are not only giving the students opportunities to orally share with each other, they are supporting their efforts and encouraging additional language. They ask the students to expand on an idea.
SIOP review and practice
of content from the class.
Building Background
They are using familiar information to introduce the timeline.
Comprehensible input.
The visuals on the timelines promote comprehension.
The pictures that the students are sequencing are in color and clear.
Asking students to repeat the directions, not only clarifies what students are to do, but recording what they say LEA provides a literacy source for students with low literacy skills. It offers an opportunity to reinforce the word sequence and to emphasize the need to really talk about the pictures, not just sequence them.
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Students went quickly to a table or the floor.
K I like your strategy. You’re spreading all of the pictures out first.
K I’m going to give you a list of the words.
K attention I forgot to say one very important thing. I forgot to tell you to use your new vocabulary words from the story.
John just used the word ill.
Another student said, “Carlos fell ill.”
N monitored Remember to use your sequence words.
S (After consulting the chronological words) said, “One day Carlos fell ill and died”.
The students continued using the chronology words as they sequenced each picture.
They were seeking ways to incorporate the word during.
The teachers circulated to different teams.
K said to one student, “Wow, that’s a lot of language.” I asked her to repeat.
S “Diego fell ill like his brother Carlos, so the healer took him and so they could take care of him. Then they went to the hut and Diego used the herbs to get well.”
Another S One day Diego went to Italy. (He consulted the words.) During that day he saw murals. He loved them. When he went back to Mexico, he wanted to paint murals.
The teachers were supporting vocabulary and asking more complex questions.
They were focusing on use of the new vocabulary, “I like the way you used the words.”
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Exemplary focus on language objectives!
The vocabulary from the story was on the board, each word with a magnetic clip. This is a strategy that makes it easy for students/teacher to manipulate the new words.
Giving the chronological words provided support for the words needed for sequencing.
The teachers circulated and commented on how the words were being used.
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After the pictures were sequenced, the teachers gave them sentence strips. They used roundrobin to read each sentence and match them with the pictures.
When a group finished they were asked to read the whole story.
N monitored the rereading of the sentences by one group that wasn’t done as K called one group for Guided Reading.
While K worked with one group, two other students read independently.
After an introduction which I couldn’t hear because I was focusing on another group, the students in the Guided Reading group began to read the story. Each student was orally reading quietly. N was supporting one of the readers.
In other areas of the room, 3 students were reading quietly to themselves.
One girl was reading out loud to herself.
Her voice was a little disruptive to some other readers.
N worked at a separate table with one student with very limited skills.
She asked the student if she had heard of the Three Billy Goats Gruff before. She said yes.
Then the teacher did a picture walk. During the walk she asked questions like,
Why do you think you want to go across the bridge?
What do you think is going to happen next?
K went to a student who had finished reading in the Guided Reading Group. She went to that student and told him that she would like him to read it again to develop fluency.
She modeled how to read a page with expression and fluency. I want you to practice that. I will come back and see how you improve. She then went back to the student who had needed a lot of support.
He was then going to reread.
N left the group when all of the students were rereading and went to one of the students who was reading independently.
The teacher asked the student to explain what he was reading. He was reading nonfiction book about different sources of electricity. The student explained. The teacher asked what solar meant.
She asked him to predict what would be explained next.
Whenever the students are called to the group teachers would say,
I like the way ---- is ready.
I like the way – is listening etc.
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The tasks progress in difficulty from oral to literacy tasks. Such progression is very important for ELLs. Literacy is an extension of oral activities.
All students are engaged in literacy tasks.
Use of recommended Guided Reading strategies was evident. (All of the students in the group were reading out loud or silently rather than having the students take turns.)
Again effective Guided Reading strategies are implemented. The teacher assesses prior knowledge and does a book walk. She incorporates predictions during the book walk.
Encouraging students to read with expression can make rereading much more fun for students.
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Students went to the rug at the end of the period.
Teachers told the students what they should do if their homework hadn’t been corrected.
N Who can tell me what we learned today?
S Timelines tell what happened in people’s lives.
N restated.
K asked if timelines can be about other things not only about a person’s life. They discussed that it could be.
N used a bean bag to throw to students to share.
K it’s time to give out stars.
T gave prizes.
Students had to be seated to be ready.
Students who had certain number of stars could pick out a prize.
The stars were recorded on a chart.
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SIOP
The students review the big idea and the objectives of the lesson.
Even though the students were studying the timeline for a person’s life, it was important to augment this understanding.
Ex.
A timeline is a way of recording a series of important events.
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