Housekeeping • Cell phones…. Yeah, you know… • Bathroom breaks / breaks • Parking Lot • Lights?
Who’s This Lady? • My high school students call me Ms HB; PLEASE call me Kate • Degrees • BA, English, Siena College, Magna Cum Laude; Teacher Certification Concentration • MS, Reading & Language Arts, CCSU, awarded faculty recognition award • Teaching Experience: • Naylor Elementary School, Hartford, grades 7 & 8 English (Jan-June) • Fox Middle School, Hartford, grades 7 & 8 English (2 years) • Portland Middle School, Portland, CT, grades 6-8 Spanish (1 year) • Parker Junior High School, Arizona, grade 7 Writing (2 years) • Weaver High School, Hartford, grades 9-11 English, Ramp-Up to Advanced Literacy (4 years) • Classical Magnet School, Hartford, grade 10 English (5 years)
More?! • Other Professional Trappings • BEST/TEAM Trained • Served as cooperating teacher for 7 student teachers • Girls Tennis Coach, Facilitator for Dragonboat teams • Curriculum Writing at District-level & School-level • 10th Grade Team Leader • Co-Leader of English Department • Presented at NEASC Conference on Differentiation • Initiated mini-programs to attempt to “Bridge the Gap” for at-risk students • Initiated 10th-grade AP “Study Group” • Personal Info • Married, 2 children: Indigo (5) & Genevieve (2) • Musician (singer, guitarist, keyboardist) • Tennis Player (USTA)
Today’s Agenda • Introduction • Seminar • Syllabus Review • Pre-Assessment • Story Share • Model Lesson • (Assessment Jigsaw)
Discussion, Paideia Seminar Style • Handouts You Need: • Individual Participation Goals • Seminar Text: “CCT Discipline-Based Professional Teaching Standards for Teachers of English Language Arts”
General Outline for Paideia Seminar (Socratic-Based): • Pre-Seminar • Content (background information, controlling ideas & values) • Process (goals, guidelines) • Map (Seminar Facilitator’s Responsibility) • Seminar • Opening • Core Questions • Closing • Post Seminar • Process (reflect upon individual and group goals) • Content (“real-world” application)
Process: Seminar Guidelines • Listen • Speak loudly • Think deeply • Refer to text • Address others respectfully • Look at and address the speaker • Class Goal? Let’s decide on one & record it on the back of your seminar text… • Individual Goals? Choose 2 & record them on the back of your seminar text…
Seminar: Content • Ideas & Values: Education, Equality, Same and Other • Content: • CT’s 1999 Common Core of Teaching document was designed to “present a comprehensive view of an accomplished teacher” • Replaced an earlier document: CT Teaching Competencies and the CT Competency Instrument • In 2006, the Connecticut State Department of Education unveiled English Language Arts Curriculum Framework • This document has since been replaced by the Common Core State Standards, adopted as of July, 2010: there exists a “crosswalk” between the expanded CT Framework and the Common Core State Standards on the CT State Department of Education website
Seminar Round Robin Opening Question Closing Core Questions
Post-Seminar Activity(10 minutes) • On an individual basis, please complete the following questions: • Reflect on your individual and our group goals—how did you do? how did we do? • Choose a standard and “squeeze” it down to a 7-word “chunk”—a fragment sentence is okay. (Only the most essential words remain!) • Compare this document to the Language Arts Frameworks (“SparkNotes” version). What major similarities and differences exist? Which document is more useful to you at this juncture? Why? • Volunteers? Care to share?
Transparency in My Practice • Initiating Activity: Ideals of English Teacher-dom • Handout: “CCCT 1999 ELA Seminar Plan Form” • Collective brainstorm: how did I facilitate the seminar? You might consider: • Preparation • Discussion facilitation • Closure • How could you apply this to your future classroom? THINK-PAIR-SHARE • Lingering Questions: Parking Lot? • Oh, and here are some resources for Seminar…
Start Time: 10:25 • End Time: 10:35
Syllabus Review(oh thank goodness… I thought she forgot it…) • Five minutes to review packet individually • “Mark it up!” Highlight/underline/make notes to yourself • Create 3 questions you have about the packet, and write them legibly on the li’l sticky-notes • (Let me know if 5 minutes is insufficient…) • Shared Review/Clarification
Pre-Assessment Inventory (So, whaddya know?) • Directions: • Write your name at the top • Self-assess your current knowledge level by “X”-ing or checking off the appropriate box for each item • Please be honest about your familiarity with the items, knowing that this is a safe learning environment • Stuff you might be wondering: • YES, you will turn this in. • NO, you will not be graded on it. • WHY ARE YOU DOING THIS? • GUESS! Please list some possible reasons why I might be asking you to do this activity on the back • We’ll answer this question together…
Activity: “Processing the Pre-Assessment” • RIGHT NOW! • Organize yourselves into three groups* • Determine your role for this activity: • Reporter: responsible to accurately report his/her group’s findings • Idea Collector: documents the group’s ideas & organizes them for the Reporter • Borrower**: Subtly or overtly thieves ideas from other groups (your choice) • Contributor: EVERYONE has this role! • Make sure you get the handout: “Thinking About Pre-Assessment: Note Sheet”
Activity: “Processing the Pre-Assessment” (cont) • Procedure: • Discuss the questions on the handout, completing your role to the best of your ability (10 minutes) • Actively Listen and Think during other groups’ “Report-Outs” • The Questions: • What is a pre-assessment? • How can pre-assessments be used? • How did you feel taking a pre-assessment? Why do your feelings about this matter (or do they?)?
Recording Our Brilliance • What is a pre-assessment? • Way for the teacher to assess what the kids know before the material is covered in class • Assemble general consensus of student’s prior knowledge • Way to assess prior knowledge • Way for students to reflect on what they already know • Allows teacher to organize objectives • Gather info about what students know before teaching & learning occur • Should have broad questions that are deliberate and purposeful • How can pre-assessments be used? • As refresher for students * • Method of focusing activity • Give it back to students so they can see what they learned • At beginning of year, unit, lesson to gauge where students are * • Should contain What do you know/ what do you think open-ended questions • Create student engagement by prompting curiosity • Method for students to become aware of what they need to work on • CONCEPT MAP • Study Tool • How did you feel taking a pre-assessment? Why do your feelings about this matter (or do they?)?
How did you feel taking a pre-assessment? Why do your feelings about this matter (or do they?)? • Fun • Minimal anxiety • Inadequate • Comfortable with some concepts; nervous about others • Created deep reflection— METACOGNITION • Encouraging—look at all the stuff I’ve learned in just 6 weeks • Could cause students to “shut down”—include some “gimmes” • Presentation is key—open-ended, non-graded surveys cause less anxiety • Could increase students’ self-esteem if they already know stuff • Prompts curiosity (intrinsic motivation) • How will my students feel about this assignment • Four different options -> increased level of success & increased accuracy of results
Story Share • Wha’cha got? • Where can we find it? • Why do you like it so much? • Who could you teach it to?
Start Time: 11:58 • End Time: 1:00
NOW WHAT? • (Did you already move your seat? Why would we do that?) • An Island Like You: Model Lesson! • My expectations for you: • Active participants throughout the simulation • Take notes, write questions, make connections • Try to wear the hats of “student” and “teacher” simultaneously
Deconstructing “Day in the Barrio” • Etapas Primeras (First Steps) • Read the poem silently to yourself as many times as you feel necessary (please, a minimum of 3 times!) • Freewrite in silence about the impact the poem has on you. (Your choice: handwritten or computerized!) • Allotted time: 10 minutes +/-
Deconstructing “Day in the Barrio”(Strategy: “Text Rendering”) • Select “chunks” of text from the poem that particularly resonated with you (inspired/ aggravated/ pleased/ displeased (etc.) you) & mark these chunks with your mini-stickies • Group 1: Form a circle, bringing your materials with you • Group 1: Rotating in a circle, read your chunks aloud • Wait for the “silence” • It’s okay to repeat • (Let’s practice a bit) • Group 2: Allow the chunks to “wash over” you, listening primarily, referring back to your text on an as-needed basis • SWITCH Roles
Deconstructing: Written Reflection • On a fresh sheet/document, record any new understandings or realizations that you’ve come upon as a result of this activity • More info: • DON’T LOOK AT YOUR first reaction, please… • Your choice of mode: list, freewrite, paragraph, etc. • Think-Pair-Share • New realizations about the poem? • New realizations about a strategy?
Processing the “Deconstructing” Activity • What were students expected to do? • What did the teacher do? • What worked? Why? • What didn’t work? Why? • What could happen “next”? • (Limitations of this set-up)
“Abuela Invents the Zero” • Partner-Read the story aloud • feel free to ask your partner to pause if needed • Take active notes as you read* • Record questions as you read** • When you finish the story, answer each others’ questions (if possible) • Let the teacher know when you’re done • Time: 15 minutes +/-
“Abuela Invents the Zero”Comprehension Check • Factual: Why was Abuela in New Jersey? • Factual/Inferential: How did Constance feel about her grandmother? • Inferential: What expectations did Connie’s mother have for Connie with regard to Connie’s grandmother? • Evaluative: Is Connie an insensitive clod, or is she a typical teen? Why? Refer back to the text. • Residual questions of your own?
Activity: “Constructing Abuela” • Roles (Choose): • Youth Advocate: responsible for collecting evidence • PR Staffer: in charge of Abuela’s “image” • Requisitos (Requirements) • Copy 3 revealing quotations from the text, and artfully write them on the silhouette (In-text MLA citation, please) • “Dress” Abuela in appropriate, respectful clothing, jewelry, etc. as you “see” her from the story (Use the art supplies!)
Abuela’s Art Gallery • Inspect, View, Engage with, Consider the other “Abuelas” • Note (to yourself) • similarities & differences among the abuelas • new understandings/different perspectives • detectable biases
Written Reflection: “Constructing Abuela” • PR Staffer: Write a well-supported paragraph about how Abuela’s behavior is justified in the story, explaining the gravity of Connie’s mistreatment of Abuela. • Youth Advocate: Write a well-supported paragraph explaining how Connie’s behavior is developmentally appropriate and should not be condemned by Abuela.
Processing the “Constructing” Activity • What were students expected to do? Make a list • What did the teacher do? Make a list • What worked? Why? • What didn’t work? Why? • What could happen “next”?
CLOSURE • Review Agenda—any lingering questions? • For next session: • Burke (10: pp. 266-286); Burke (11: pp. 292-311); Burke (16: pp. 381-384) * • Gallagher (pp. 144-148) • SIOP Chapter 3 • Complete Blog Post #1 • Actively Read AILY: “Bad Influence” & “Arturo’s Flight” • Work on AILY Lesson • Work on Short Story Unit • Exit Slip: On a sheet of paper, please write: • Name • Something you learned from today’s class • Something you’d like to know about today’s class • Something that surprised you today
Jigsaw: “Textural…” Article • Assignments • Intro 438-439 • Parker School 439-440 • Arbor School 440-441 • Challenges… 441-end • Procedure • Silently read assigned portion of text • Take note of: • Main idea • Supporting evidence • Classroom applications • Share your notes with the class/Actively listen to others