ICC: Characteristics of Effective Instruction in Literacy

1. ICC:�Characteristics of�Effective Instruction in Literacy Session 2 / Adolescent Literacy November 2009 Me�Me�

2. Checking for Understanding Pass out Checking for Understanding. In the webinar we asked you to compare and contrast Exit Slips with other Write to Learn strategies for example, RAFTs and Written conversation. For our opening activity, I have taken some of those ideas from the Venn diagrams, specifically around RAFTs, and made statements out of them (some true and some false). Your job is read each statement and each symbol�s description and place the appropriate symbol(s) in the column to the right of the statement. You will complete this initial read-through and labeling on your own. Let me share with you my thinking as I read the first statement and reflect on the appropriate symbol or symbols that are appropriate for me. Think-aloud demonstration: �I am going to look at the first statement. As I read that statement I notice a key word, always. I know that when dealing with true/false statements, finality words, such as �always� usually mean the statement is false. Let�s see what I remember about Exit Slips. During the webinar, Becky mentioned that Exit slips are a way for me to check to see how well they understood the content. It is also a way for students to summarize or put the content into their own words. I want students to be Ok with taking a risk with those so I would say that this statement is False, since rarely would I grade an exit slip. But I have a question about RAFTs�they can be more elaborate, so should you grade a RAFT? I am going to put a �?� in that box as well�meaning that I still have a question about that statement.� You would then continue with each statement. Any questions on how to label each statement? When finished labeling�check your understanding with your tablemates. (if there are ones that you have questions about, make sure that your questions are answered or addressed) If you and your tablemates can�t come to an agreement or can�t come to a question, feel free to call in a third party (us). When you are satisfied with your answers, pick one statement and defend your answer. When you defend, you include evidence or examples to support your answers. (Your evidence or examples may be something that you read, in a handout, an observation, etc) You can craft your response on the back of the paper or directly onto the website. We will use this to review and formatively assess your understanding of RAFT and Exit Slips. Pass out Checking for Understanding. In the webinar we asked you to compare and contrast Exit Slips with other Write to Learn strategies for example, RAFTs and Written conversation. For our opening activity, I have taken some of those ideas from the Venn diagrams, specifically around RAFTs, and made statements out of them (some true and some false). Your job is read each statement and each symbol�s description and place the appropriate symbol(s) in the column to the right of the statement. You will complete this initial read-through and labeling on your own. Let me share with you my thinking as I read the first statement and reflect on the appropriate symbol or symbols that are appropriate for me. Think-aloud demonstration: �I am going to look at the first statement. As I read that statement I notice a key word, always. I know that when dealing with true/false statements, finality words, such as �always� usually mean the statement is false. Let�s see what I remember about Exit Slips. During the webinar, Becky mentioned that Exit slips are a way for me to check to see how well they understood the content. It is also a way for students to summarize or put the content into their own words. I want students to be Ok with taking a risk with those so I would say that this statement is False, since rarely would I grade an exit slip. But I have a question about RAFTs�they can be more elaborate, so should you grade a RAFT? I am going to put a �?� in that box as well�meaning that I still have a question about that statement.� You would then continue with each statement. Any questions on how to label each statement? When finished labeling�check your understanding with your tablemates. (if there are ones that you have questions about, make sure that your questions are answered or addressed) If you and your tablemates can�t come to an agreement or can�t come to a question, feel free to call in a third party (us). When you are satisfied with your answers, pick one statement and defend your answer. When you defend, you include evidence or examples to support your answers. (Your evidence or examples may be something that you read, in a handout, an observation, etc) You can craft your response on the back of the paper or directly onto the website. We will use this to review and formatively assess your understanding of RAFT and Exit Slips.

3. Comments from the discussion board�any other thoughts or comments/ Comments from the discussion board�any other thoughts or comments/

4. Additional thoughts from the discussion board regarding written conversation. Any feedback or possible solutions to what this teacher was seeing? Additional thoughts from the discussion board regarding written conversation. Any feedback or possible solutions to what this teacher was seeing?

5. Why�Use of Time?? Read Doug Fisher�s response to our question about the use of time�and complete the It Says, I say and So�discuss with your table mates. When everyone is finished, we will address any questions or concerns that came up. Read Doug Fisher�s response to our question about the use of time�and complete the It Says, I say and So�discuss with your table mates. When everyone is finished, we will address any questions or concerns that came up.

6. Baseline data� What did you notice? What can you say about your students? What do the data indicate your students need to work?

8. A Model for Evaluating Student Responses Review the Qualities of Academic Writing rubric with suggestions for intervention. Read through student samples noting the prompt and context. � I will model my thinking of evaluating student samples. Use "Data to Inform Instruction" form. Practice with your own samples.

9. Explain that we are going to be reading some alarming statistics regarding writing in the United States. In order to read this information, I�d like you to work with a partner. Distribute modified copies of �Cause for Alarm� handouts, 1 per partnership. Explain Written Conversation variation: Directions: Looking on the same paper, take a couple of minutes to read through the handout. Then, without talking, begin to comment on what you have read. You may draw arrows, underline or highlight, ask questions, �. (This variation of Written Conversation could be done using a map, diagram, piece of art, political cartoon, quotation, etc�) Share out some highlights from your comments on the paper. Explain that we are going to be reading some alarming statistics regarding writing in the United States. In order to read this information, I�d like you to work with a partner. Distribute modified copies of �Cause for Alarm� handouts, 1 per partnership. Explain Written Conversation variation: Directions: Looking on the same paper, take a couple of minutes to read through the handout. Then, without talking, begin to comment on what you have read. You may draw arrows, underline or highlight, ask questions, �. (This variation of Written Conversation could be done using a map, diagram, piece of art, political cartoon, quotation, etc�) Share out some highlights from your comments on the paper.

10. Research Says� Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools This data that is so alarming came from Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools by the Alliance for Excellent Education. The good news is that in addition to the startling statistics, research-based recommendations are also presented.This data that is so alarming came from Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools by the Alliance for Excellent Education. The good news is that in addition to the startling statistics, research-based recommendations are also presented.

11. Writing Next Recommends� Effective Elements of Writing Instruction These elements: Help students learn to write well Use writing as a tool for learning Are supported by rigorous research Do not constitute a full writing curriculum Help adolescent students learn to write well Do not constitute a full writing curriculum, even when all elements are presentHelp adolescent students learn to write well Do not constitute a full writing curriculum, even when all elements are present

12. These are the 11 elements of effective writing instruction offered in Writing Next. Notice the last element is �Writing for Content Learning��this includes your Write to Learn strategies. In your handouts you have very brief summaries of these elements. Please find that now. These are the 11 elements of effective writing instruction offered in Writing Next. Notice the last element is �Writing for Content Learning��this includes your Write to Learn strategies. In your handouts you have very brief summaries of these elements. Please find that now.

13. Take Ten� Read these summaries. 2. Respond in your journals: Which of these are you already familiar with? Which of these surprised you- Why? Which of these would you like to learn more about? Find a partner Share your ideas Read the summaries. Respond. You may choose from these journal prompts. (3 minutes) Find a partner. Share your ideas with your partner.Read the summaries. Respond. You may choose from these journal prompts. (3 minutes) Find a partner. Share your ideas with your partner.

14. Writing Now:A Policy Research Brief from NCTE Now we�re going to look at a document called �Writing Now� It is a relatively short research brief that was put out by NCTE in 2008. At this website, a number of reports are available. It�s worth taking a look at if you get a chance! Please find the �Writing Now� document in your handouts. Now we�re going to look at a document called �Writing Now� It is a relatively short research brief that was put out by NCTE in 2008. At this website, a number of reports are available. It�s worth taking a look at if you get a chance! Please find the �Writing Now� document in your handouts.

15. Everyone reads: �Writing in a Changing World� to �Common Myths about School-Based Writing� [pg. 1 - 2] �Research Based Recommendations for Effective Writing Instruction & Assessment� [pg. 6] Individuals read: 1�s: �Common Myths� to �Understanding Writing Now� [pg. 2 - 3] 2�s: �Understanding Writing Now� to �Writing is Authentic� [pg. 3 - 4] 3�s: �Writing is Authentic� to �Writing is Varied� [pg. 4-5] 4�s: �Writing is Varied� to �Further Resources Online� [pg. 5 - 6] Divide up into groups of 4. Decide who in each group will be a 1, 2, 3, and 4. Spend a few minutes reading your assigned pieces.Divide up into groups of 4. Decide who in each group will be a 1, 2, 3, and 4. Spend a few minutes reading your assigned pieces.

16. Using what you�ve gleaned from Writing Now� Now take a few moments to discuss the information everyone read, and also share the highlights of your individual sections.Now take a few moments to discuss the information everyone read, and also share the highlights of your individual sections.

17. Respond in Your Journals: 5 minutes to respond� Feel free to look back into the documents and/or refer to your characteristics of effective instruction handouts.5 minutes to respond� Feel free to look back into the documents and/or refer to your characteristics of effective instruction handouts.

19. Today�s Strategies: Quick Write Strategies 1. The Most Important Thing About� 2. Writing Break Creative Write to Learn Strategies 3. Biopoem 4. �I Am� Poem 5. Diamante Today we are going to introduce 5 strategies to you. Some may be new, some may not! List strategies� Kay will be introducing our first �quick write� strategy��The Most Important Thing About��Today we are going to introduce 5 strategies to you. Some may be new, some may not! List strategies� Kay will be introducing our first �quick write� strategy��The Most Important Thing About��

20. A Write to Learn (Quick Write) Asks students to synthesize and determine what is important. Can be the beginnings of a formal/published piece of writing. First time�read portions of the book, the most important thing about by Margaret Wise Brown Model an example, make one together, collaboratively and then individually. A Write to Learn (Quick Write) Asks students to synthesize and determine what is important. Can be the beginnings of a formal/published piece of writing. First time�read portions of the book, the most important thing about by Margaret Wise Brown Model an example, make one together, collaboratively and then individually.

21. Strategy #2 Writing Breaks Writing breaks are another �quick write� strategy Writing breaks are an instructional strategy that allows students to take a moment to process new information, write about it, and share it with a classmate. The hope is that they will not result in broken pencils. Instead�Writing breaks are another �quick write� strategy Writing breaks are an instructional strategy that allows students to take a moment to process new information, write about it, and share it with a classmate. The hope is that they will not result in broken pencils. Instead�

22. The Steps� Organize students into pairs Pause and give prompts Write Read partner�s paper Teacher moves about the room Partners talk Large group sharing Teacher addresses confusions 1. Organize students into pairs prior to the lesson. (They need to be sitting near their partners.) 2. Pause (at pre-planned spots)�this should not be spontaneous 3. Write for a brief period (usually __________ minutes) They should understand that this exercise depends upon clear & legible handwriting. Students trade papers and read silently. Teacher moves about the room looking at student work. Use what is seen formatively. Partners talk briefly. 7. Conclude with brief large group sharing. (Call on two or three pairs for a quick summary of their comments. ***Creates accountability since no one knows who will be asked to share!) 8. Before moving on, address any misinformation or confusion. Possible 1. Organize students into pairs prior to the lesson. (They need to be sitting near their partners.) 2. Pause (at pre-planned spots)�this should not be spontaneous 3. Write for a brief period (usually __________ minutes) They should understand that this exercise depends upon clear & legible handwriting. Students trade papers and read silently. Teacher moves about the room looking at student work. Use what is seen formatively. Partners talk briefly. 7. Conclude with brief large group sharing. (Call on two or three pairs for a quick summary of their comments. ***Creates accountability since no one knows who will be asked to share!) 8. Before moving on, address any misinformation or confusion. Possible

23. Why Writing Breaks? Writing Breaks� Enhance retention Express and deepen learning Can act as a formative assessment Enhance retention: Remember, kids recall 10% � 30% of what they read, hear, and see� By incorporating writing breaks at regular intervals, [about every ten to twenty minutes], retention increases because writing and then talking about it moves the �sticking rate� into the 70% � 90% range! Express and deepen learning: Can act as a formative assessment: Enhance retention: Remember, kids recall 10% � 30% of what they read, hear, and see� By incorporating writing breaks at regular intervals, [about every ten to twenty minutes], retention increases because writing and then talking about it moves the �sticking rate� into the 70% � 90% range! Express and deepen learning: Can act as a formative assessment:

24. When to use Writing Breaks� During� Presentations Reading Discussions Presentations might include films, lectures, slide shows, speeches, demonstrations, etc. Presentations might include films, lectures, slide shows, speeches, demonstrations, etc.

25. How Often? During� Lectures: Every 10-12 minutes Large Group Discussion: Every 10-12 minutes Films: Every 15-20 minutes In-Class Reading: Every 10-20 minutes Incorporate� After studying a graph, diagram, chart, or picture By using natural breaks! It is recommended to stop and write at certain intervals, depending on the activity. After studying � for a minute Natural breaks: after key scenes, at the end of each page, at designated headings, etc.It is recommended to stop and write at certain intervals, depending on the activity. After studying � for a minute Natural breaks: after key scenes, at the end of each page, at designated headings, etc.

26. Prompts for Writing Breaks� What�s coming up in your classroom? Discuss with your partner a prompt you may be able to incorporate in the near future. Consider a lesson, a film, a demonstration, etc. that�s coming up soon in your classroom. PROMPT HANDOUT: See prompt handout for ideas. (General/Content-Specific) Discuss w/ a partner! Consider a lesson, a film, a demonstration, etc. that�s coming up soon in your classroom. PROMPT HANDOUT: See prompt handout for ideas. (General/Content-Specific) Discuss w/ a partner!

27. Writing Break Variation� Test Preparation Tool Writing breaks can also be used as a test prep. tool! Have students reread writing breaks from the unit. After reading, ask them to list and discuss everything else they remember. Pay attention to what doesn�t get mentioned much. Focus review on that information. Avoid spending a lot of time reviewing the information they already know.Writing breaks can also be used as a test prep. tool! Have students reread writing breaks from the unit. After reading, ask them to list and discuss everything else they remember. Pay attention to what doesn�t get mentioned much. Focus review on that information. Avoid spending a lot of time reviewing the information they already know.

28. Creative Write to Learn Strategies 1. Bio poem 2. �I Am� poem 3. Diamante In session #1, we introduced the RAFTS strategy. It involved creativity and thinking, so the element of time would not be as big of an issue with this kind of write to learn strategy. Today I�m going to introduce three additional �creative� write to learn strategies. We�re going to spend a moment looking at the biopoem, the �I am� poem, and the diamante. It�s possible you�ve seen these template-based strategies before; if that�s the case, hopefully the applications we offer will be new. In session #1, we introduced the RAFTS strategy. It involved creativity and thinking, so the element of time would not be as big of an issue with this kind of write to learn strategy. Today I�m going to introduce three additional �creative� write to learn strategies. We�re going to spend a moment looking at the biopoem, the �I am� poem, and the diamante. It�s possible you�ve seen these template-based strategies before; if that�s the case, hopefully the applications we offer will be new.

29. The Bio PoemA portrait in words�  Gives students the opportunity to reflect on material within a poetic form. Traditionally, when teachers hear �bio poem�, they think of a poem about someone�s life. Today, as we use bio poems as a write to learn strategy they can be applied in so many different contexts. 2. Allows writers to synthesize what they have learned about a person (self, character), a place (The Lincoln Memorial the day of the �I Have a Dream� speech, A school in Japan), A Thing (nutritious meal, a tennis racket), Concepts (time), Event (9-11) Gives students the opportunity to reflect on material within a poetic form. Traditionally, when teachers hear �bio poem�, they think of a poem about someone�s life. Today, as we use bio poems as a write to learn strategy they can be applied in so many different contexts. 2. Allows writers to synthesize what they have learned about a person (self, character), a place (The Lincoln Memorial the day of the �I Have a Dream� speech, A school in Japan), A Thing (nutritious meal, a tennis racket), Concepts (time), Event (9-11)

30. Bio Poem Template Line 1. First Name Line 2. Four traits that describe character Line 3. Relative (brother, sister, daughter, etc.) of ____________ Line 4. Lover of ____________ (list three things or people) Line 5. Who feels ____________ (three items) Line 6. Who needs ____________ (three items) Line 7. Who fears ____________ (three items) Line 8. Who gives ____________(three items) Line 9. Who would like to see ____________ (three items) Line 10. Resident of ____________ Line 10. Last name This is the suggested template for the bio poem. This template may be modified as needed for various applications. You have a copy of this template, along with some examples, in your handouts. This is the suggested template for the bio poem. This template may be modified as needed for various applications. You have a copy of this template, along with some examples, in your handouts.

31. Have template in front of you! Talk through each line�how the template is followed, etc. Have template in front of you! Talk through each line�how the template is followed, etc.

32. Here�s a physical education example of a bio poem a student might write about basketball. (Just read it)Here�s a physical education example of a bio poem a student might write about basketball. (Just read it)

33. Application of Bio PoemWriting Break Prompt: Consider what you�ll be teaching soon in your content area. On your writing break handout, brainstorm a list of people, places, things, concepts, and events that could potentially be the subject of a bio poem assignment. You have 3 minutes or so to brainstorm. Please trade papers with a partner sitting next to you, and read each other�s brainstorming lists. After reading, please talk to each other about the contents of the lists. Does anything stand out? Do you have questions? 2-3 groups share out a few good ideas. You have 3 minutes or so to brainstorm. Please trade papers with a partner sitting next to you, and read each other�s brainstorming lists. After reading, please talk to each other about the contents of the lists. Does anything stand out? Do you have questions? 2-3 groups share out a few good ideas.

34. The �I AM� Poem The purpose is the same as with the biopoem� for reflection and synthesizing information.The purpose is the same as with the biopoem� for reflection and synthesizing information.

35. Please find the suggested template for the �I am poem� in your handouts. (3 stanzas, stems) � However, as with the bio poem, this template may be modified as needed for various applications. Please find the suggested template for the �I am poem� in your handouts. (3 stanzas, stems) � However, as with the bio poem, this template may be modified as needed for various applications.

36. �I am� Poem Example [Stanza 1] I am a Characteristic of Effective Instruction I wonder no more about what my learning target is I hear students self-assessing and experiencing success I see adjustments being made to teaching and learning I want to meet every students� needs I am a Characteristic of Effective Instruction Here is an example of the first stanza of an I Am Poem. As I share it with you, read it as a riddle. What CoEI am I writing about? (Assessment for Learning) I�m not going to take the time to read them, but complete examples are available in your handouts. Here is an example of the first stanza of an I Am Poem. As I share it with you, read it as a riddle. What CoEI am I writing about? (Assessment for Learning) I�m not going to take the time to read them, but complete examples are available in your handouts.

37. Diamante Bullet 2: Template-based!! Once again, modifying that template is OK!! Bullet 2: Template-based!! Once again, modifying that template is OK!!

38. Diamante Template[Same topic] Line 1: Your beginning topic Line 2: Two adjectives describing your topic Line 3: Three �ing words about your topic Line 4: Four nouns describing your topic Line 5: Three �ing words about your topic Line 6: Two adjectives about your topic Line 7: Repeat line 1 Template for ONE topic!Template for ONE topic!

39. Diamante Example Conflict Overwrought, Interesting Motivating, Troubling, Advancing Person, Self, Society, Nature Resolving, Exciting, Culminating Tense, Stressful Problem This is an example of a diamante that carries the topic of �conflict� throughout. READThis is an example of a diamante that carries the topic of �conflict� throughout. READ

40. Diamante Template[contrasting topics] Line 1: Your beginning topic Line 2: Two adjectives describing your topic Line 3: Three �ing words about your topic Line 4: Two nouns describing your first topic, then two nouns describing your ending topic Line 5: Three �ing words about your ending topic Line 6: Two adjectives about your ending topic Line 7: Your ending topic online template available at http://www.readwritethink.org/materials/diamante/ Template for CONTRASTING topics! Point out where in the poem the topic changes� Online template!�Website is also listed in your handouts on the examples page�Template for CONTRASTING topics! Point out where in the poem the topic changes� Online template!�Website is also listed in your handouts on the examples page�

41. Diamante Example Multiplication Repeated, Duplicated Thinking, Counting, Arranging Patterns, Product, Quotient, Inverse, Shrinking, Reducing, Partitioning Quotative, Remaining Division An example with contrasting topics (Read�point out where topic changes)An example with contrasting topics (Read�point out where topic changes)

43. See What You Can Do� Choose� 1. Create a Poem: A Biopoem �I Am� Poem Diamante Remember, model! 2. Plan Upcoming Implementations 3. Learn to Record Student Data Online Option 1: Create your own example of a biopoem, I am poem, or diamante. Refer back to your Writing Break for ideas. It would be great if you could produce a sample poem that you could use to model the assignment for your students before turning them loose to try it on their own. (It would be OK for them to develop their first poem with a partner as well.) Plan Learn to enter student data online� In the lab w/ Kay!Option 1: Create your own example of a biopoem, I am poem, or diamante. Refer back to your Writing Break for ideas. It would be great if you could produce a sample poem that you could use to model the assignment for your students before turning them loose to try it on their own. (It would be OK for them to develop their first poem with a partner as well.) Plan Learn to enter student data online� In the lab w/ Kay!

44. Expectations- Reminders for next time 2nd data collection (within one week) Discussion board (6 times by Dec. 15th) Implementation of strategies (min of 8) by Jan. 15th and record online by Jan. 15th Collection of student samples (3-5) from a strategy implemented