A3.2+Graphic+Organizer

A3.2 Graphic Organizer

Collaborators: Alissa Dawe and Jacqueline Gurley Dr. M.

** Graphic Organizer: Classroom-Library Lesson Plan ** ** Deconstruction ** ** Copy and paste this graphic organizer onto your wiki page. Using different colors, each member of the partnership must respond to each bullet. **
 * || ** Lesson Plan Deconstruction – A.3.2 **

A graphic organizer differs from a worksheet in several important ways. || ** Worksheet ** || ** Graphic Organizer ** || A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CS4TRC. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing.
 * One correct response for each question or blank || A diversity of responses can be correct ||
 * Formal test-like quality to practice or assess knowledge || Not standardized, more open-ended ||
 * Usually does not include teaching (new information) || Can include new information to capitalize on instructional potential ||
 * Less flexibility || Greater differentiation and support for ELLs and special education students ||
 * Does not always stimulate higher-order thinking skills || More likely to provoke higher-order thinking due to open-endedness of the possible responses ||

** Important: ** 1. Each partner should use a **different color font** to indicate her/his contributions to this collaborative assignment. Do not use black! 2. Where you see a **diamond-shaped** bullet (turned into a ‘v” by wikispaces), you will need to provide a response. 3. “Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn **zero points**, except as noted on the checklist.

** Reading Comprehension Strategy: **


 * Instructional Level: **


 * Planning **

· Reading Comprehension Strategy (RCS)

v Name the RCS. Making Predictions and Inferences﻿ Making Predictions and Inferences

v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. __Indicator 1.1.2__--Use prior and background knowledge as context for new learning. For me, this is too many for just one RCS (making predictions/inferences). See RCS and S4L Alignment Matrix - []

__Indicator 1.1.6__--Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. __Indicator 2.1.5__--Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. ﻿Indicator 1.1.1 - Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in own life. Indicator 1.1.2 - Use prior and background knowledge as context for new learning. Indicator 1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. Indicator 1.1.9 - Collaborate with others to broaden and deepen understanding. Indicator 2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situtations, and further investigations. Indicator 2.1.5 - Collaborate with others to exchange ideas, develop new understandings, make decisions and solve problems. Indicator 2.4.4 - Develop directions for future investigations.

Note: When you click on the text tool, you can choose the alignment. · Reading Development Level

Note: The levels indicated on the CS4TRC lesson plans correspond roughly as follows: Emerging: Grades K-1 Advancing: Grades 2-3 Advanced: Grades 4-6

However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. I have used some of the advanced lesson with 8th-grade students. LS 5443 students who are interested in serving at the high school level should choose an advanced lesson for this assignment or email the professor for several high school examples from her forthcoming book.

· Instructional Strategies

Review these strategies on page 13 in CS4TRC.

v Which of these research-based instructional strategies have you used in your teaching? Name them. Identifying similarities and differences (with Venn diagrams and category webs) Summarizing Nonlinguistic representations Cooperative Learning Setting Objectives and providing feedback Think-Aloud Strategies Questions ﻿Identifying similiarities and differences  Summarizing  Nonlinguistic representations  Cooperativer learning  Setting objectives  Providing feedback  Questions, cues, and advance organizers

v Which of these instructional strategies do you need to learn? Name them and describe them. __Note taking and notemaking__ -- I have limited experience teaching notetaking to young students. I like the idea of notemaking, which is having students record needed information in their own words. This would greatly help students avoid accidentally plaigerizing material. __Cues and Advance Organizers__--These help students activate their prior knowledge and think about possible story events before they read. I usually do this verbally, but I haven't usually written the prior thoughts down. __Notemaking__ - learners record information in their own words. I would like to learn a way to teach younger students. Yes, it is important to know several notemaking strategies to teach at different developmental levels. On page 100 in CS4TRC, there is an example of the deletion/substitution method. Search the Big6 site for the Trash and Treasure model. · Lesson Length

v What are your questions about the lesson length? You must have at least one. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- Can you have a day or two inbetween the two sessions of the lesson and the lesson still be effective? Or do you have to do the lesson on back to back days? <span style="color: #800080; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">﻿  On the second lesson day, how much time will need to be spent re-teaching from the first lesson? Yes, depending on students and how much prior knowledge they had going into the lesson, a day or two between lessons is possible. My preference is for back-to-back days. That avoids the very problem of reteaching. School librarians who work on fixed schedules often spend an enormous amount of time reteaching. **Note:** If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box? <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- My strategy is to work with a select few classroom teachers and classes more than once a week. The idea being that once these teachers see that I can help them more than once a week and that we can be a team, they will share this with their colleagues and their colleagues will want to try. This will allow me the opportunity to get them thinking about the benefits of a flexible schedule. Yes, everyone is from Missouri and must be shown! Don't forget to show your administrator, too. Getting him/her on board can take the library program forward at a much faster pace. · Purpose

v How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? This lesson is completely connected to my idea of instruction that should take place in the school library. Making inferences while reading is a critical part of reading comprehension, and students must know how important it is to effective reading. Being able to predict events that may happen in a story is also a crucial skill for readers. The school library is a great place to reinforce lessons about making predictions and inferences that are taking place in the classroom. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">The purpose of this lesson is connected to my idea of instruction that should take place in the school library because it uses literature to teach and expand objectives and TEKS. The two main purposes of this lesson, infer and predict, are skills that students will use in many aspects of their lives. Being able to teach the students these skills through literature at a young age will allow the students to succeed in their lives further down the road. Also, these two purposes are major parts of reading comprehension. Agreed. I believe school librarians do themselves, the library program, and the profession a disservice when they define their work in terms of a narrow definition of "information literacy.”   · Objectives

Review Bloom’s Taxonomy: []

v List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.

Agreed. Notice how students are working at multiple levels of Bloom's.
 * Objective || Verb || Level on Bloom's ||
 * Objective 1 || Compare || ﻿Analyzing ||
 * Objective 2 || Combine || Applying ||
 * Objective 3 || Record || Remembering ||
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Objective 1 || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Compare || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Analyzing ||
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;"> Objective 2 || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Make || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Applying ||
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;"> Objective 3 || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;"> Record || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;"> Creating ||

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

v Which are the different formats or genres used to support learners? The picture book format and the fiction genre will appeal to students and support different learning styles and abilities. The graphic organizers will help visual learners see the information, and they will help all learners organize the information. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">﻿Graphic organizers - keeps students focused <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Vocabulary Cues - build vocabulary <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Predictions/inferences graphic organizer - clearly identify on organizer

v Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them.

The technology tools used are an overhead, data projector, or interactive whiteboard. Ideally, a teacher and/or librarian could use a document camera attached to a data projector to project the graphic organizers so all students could see the educator organize their thoughts and information. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Technology Tools used: Yes. · Collaboration
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Overhead projector //or//
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Interactive whiteboard //or//
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Data projector

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. Two educators coteaching this lesson allow the student-to-teacher ratio to be lowered. Students will receive more individualized attention due to a lower ratio. During the modeling stage of the lesson, having two educators present also allows them to model the "think-aloud" process that many students have trouble understanding. Students can see that the "think-aloud" process could be a discussion between two people or it could be their own thoughts with themselves while they are reading. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">This lesson maximizes the benefits of two edcuators coteaching because it allows for increased teacher student time. The ratio of students to teachers is lowered by half. It allows for more differentiated instruction﻿. Students are able to be more involved because there are two educators willing to hear their thoughts. Allows students to see two different people come together for one common goal. Agreed. · Assessment

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. The lesson states that the students can be assessed during the partner phase of the activity. It also states that teachers will have to determine how to assess the completeness of the graphic organizer. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">﻿Tools for assessment: The work done with the students' partners can be assessed and the educators will set criteria for assessing the completeness of graphic organizers. Yes. It is especially important for educators to set the expectations for the completeness of a graphic organizer. A checklist such as the one used for this assignment may also be appropriate. v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Students can self-assess during their partner work by looking the Spanish words up in the glossary. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Yes. They can check their English translations of the Spanish words from the story in the glossary in the book. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Indicator 1.4.1 - Monitor own inforamtion-seeking processes for effectiveness adn progress, and adapt as necessary. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Indicator 1.4.2 - Use interaction with and feedback from teachers and peers to guide own inquiry process <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Indicator 1.4.4 - Seek appropriate help when it is needed. Agreed. You would need to determine how you would measure these (as well as the additional S4L indicators you list below). · Standards Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology

v What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated. I think this is the "right" number of TEKS for a lesson of this length (and depth). <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">TEKS: 4.10 Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to: <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">(4.10)H - draw inferences such as conclusions or generalization and support them with text evidence and experience TEKS:

(B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;
Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available. I am from the "less is more" school of standards/indicators/objectives. These are the ones I chose for this lesson: http://storytrail.com/Impact/Chapter_6/main2.htm   v Which AASL indicators align with this lesson? Give both the number and the description for each. __<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">1.1 Skills: __ <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Implementation <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">1.1.9 Collaborate with others to broaden and deepen understanding. __<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">1.4 Self Assessment Strategies: __ <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. **<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">L2 - Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. ** __<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">2.1 Skills: __ <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">2.1.1 - Continue an inquiry based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">2.1.2 - Organize knowledge so that it is useful. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">2.1.5 - Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. __<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">2.2 Dispositions in Action: __ <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">2.2.3 - Employ a critical stance in drawing conclusions by demostrating that the pattern of evidence leads to a decision or conclusion. **<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">3L - Share knowledge and participate ethically and productively as members of our democratic society. ** __<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">3.1 Skills: __ <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">3.1.1 - Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">3.1.2 - Participate and collaborate as members of a social and intellectual network of learners. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">3.1.3 - Use writing and speaking skills to communicate new understandings effectively. __<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">3.2 Dispositions in Actions: __ <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">3.2.1 Demonstrate leadership and convidence by presenting ideas to others in both formal and informal situations. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">3.2.2 - Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">3.2.3 Demonstarte teamwork by working productively with others. 1.1.6--Read, view, and listen for information presented in any format (textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9--Collaborate with others to broaden and deepen understanding. · Process Motivation
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">L1 - Inquire, think critically, and gain knowledge **

Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design.

v Will this invitation to learn be effective in capturing students’ interest? Why or why not? <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">﻿ Showing the book jacket of Chato's Kitchen to students to introduce the lesson will capture the students' interest. Students love a good story, and the non-traditional artwork on the cover of the book will pique their interests about this story. Showing the students the signs written in spanish and challenging them to guess what they say will also interest students. When students hear that they might be able to figure out words from a different language by thinking and using clues, they are bound to be tempted to try it. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">﻿This invitation to learn will be effective in capturing students' interest because the illustrations on the cover of the book jacket are different than most books. The colors are deep and require students to really look at it. The Spanish signs allow the students to all look at different ones allowing for many different answers if the teachers call on them basically giving more than one student the opportunity to answer. Once most of the answers have been found, the students will have to think and remember which ones are left to discuss. v What are your ideas to increase student buy-in to this lesson? Give at least one. Have a bilingual teacher address the students in English, while substituting some key words in Spanish. Once the students realize that they can determine the meanings of spoken Spanish words, they will be interested to see if they can do it while reading also. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">﻿Using bright colors and posters, write largely one Spanish word on each board that will label objects in the library. This will strike up the students interest in what is happening in the library. These are wonderful ideas. Never let a published lesson plan limit your creativity. If you didn't have a bilingual teacher (or aide or parent) who could work with you, you could combine both of your ideas and talk about anything while interjecting words that are unknown to students (even sophisticated words in English). Student-friendly Objectives

v Are these objectives at the instructional level of the targeted students? Give an example. If students were taught and definitely understood the vocabulary of the student-friendly objectives, then I think the objectives could be considered at the instructional level of the students. For example, they would need to understand that "Infer Spanish word meanings from their context" as "Figure out Spanish word meanings from the clues in the sentence." <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">I believe these objectives are at the instructional level of the targeted students. Example: "Record evidence or predictions as notes." At the beginning of students elementary careers they are having to record their answers on paper. v Are there terms in these objectives that may need to be taught to students? Give an example. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">-Yes. **Infer**  -Yes. Context  Yes. It's good to check to see if the unknown terms are related to the lesson objectives. It is reasonable that some of these would need to be taught. Presentation

v Describe the modeling aspect of this lesson. During this lesson, the educators model how to use context clues to help them infer the meanings of Spanish words while they are reading. The educators will stop during reading and model their thought processes of predicting and inferring by thinking-aloud, The educators will clearly spell out how they are making connections between their background knowledge, what the text says, and their prediciton of a future event. The educators will also model how one partner reads the story and the other records information on the graphic organizer. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">While reading the story, both educators will be modeling how the students should be acting, how their brains could be thinking and what they should be doing during think alouds. The educators will model how one reads and the other records the thoughts of both students. The educators will stop at specific points in the story and think aloud the process of predicting the next part. They will discuss what evidence they have run across so far that allows them to get to their predictions. Yes, the modeling is a strength of this lesson and any lesson in which educators can model strategies, procedures, and expectations. v How are the benefits of two or more educators maximized in the presentation component? Students will benefit from seeing two educators work together while thinking aloud. It will help students understand the thought processes that are involved in thoughtful groupwork.

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Day 1 <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Day 2
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Two or more educators involved in the presentation component allows students to vizualize two different thought process of "thinking aloud".
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">It also allows two adults to be watching the students for questionable looks and disruptive behavior.
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Teaches cooperation
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Encourages social skills
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Smaller groups allow for more diverse instruction and interaction

Student Participation Procedures or Student Practice Procedures

v Are the directions clear? Give an example. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- Yes. "2. Read the story and stop at Spanish words." Yes. "4. Make predictions while reading and record them as notes on the graphic organizer." Guided Practice

v How are the benefits of two or more educators maximized in the guided practice component? Two or more educators will be able to make sure students get individualized attention during the guided practice component if needed. Two educators can also monitor and assist with the partner work more effectively than just one. Two or more educators benefit the students during the guided practice component of the lesson because it allow for a smaller teacher to student ratio. This smaller ration allows for more individualized instruction. Also, the educators are able to observe more closely the students ability to work together, debate and if the groups are having difficulty the educators can step in and help out without worrying about controling the rest of the class. Agreed. Two educators can also monitor students guided practice, which will be especially helpful for supporting students in practicing a higher-level thinking skill like drawing inferences. Closure

v Are students active in the closure component? What are students doing for closure? <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- Yes, the students are active in the closure component. The students are regrouped in pairs and are comparing their inferences and predictions with each other. Students are able to discuss and review when they thought the mice would out smart the cat. Students are active during the closure component of the lesson. Students are regrouped with other groups and are able to compare the inferences and predictions that they made. Educators often summarize for students to save time. We should always lobby for making time for students to practice self-assessment and metacognition in the closure and in the reflection. Reflection

v How is the reflection component related to the learning objectives? The reflection component of the lesson allows the teachers and students to reflect on how the learning objectives were achieved. The reflection will explain how students achieved the learning objectives. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">﻿The students are able ot review their thought processes and ideas they had for the activity and connect them with the objectives from the beginning of the lesson. Then they are able to think whether or not these new skills can be used in the future. · Extensions

v What are your other ideas for extensions to this lesson? Describe at least one. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- The learner will create a new word and use context clues and pictures to allow others to infer their word. The learner will make a poster displaying their new word with context clues. This activity can be done independently or with a partner. The posters will be displayed around the library to allow other students the opportunity to practice their prediction and inference skills and/or question what the posters are about. This will give the librarian the opportunity to give a "Mini Lesson" on the topic. <span style="color: #800000; font-family: 'Comic Sans MS',cursive;">This sounds like an effective way to practice this strategy (and it's fun). As you noted in your Webspiration, books with other non-English words - or nonsense words as in the advanced lesson in this chapter - can also reinforce this strategy. <span style="color: #800000; font-family: 'Comic Sans MS',cursive;">Brava for our thoughtful and thorough analysis of this lesson. ** Remember: ** Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!

** Plus Individual Reflection – 20 Possible Points – See the A.3.2 Rubric for details. **