Presenting instructional content and reviewing guided reading
- 1. PLANNING FOR THE APPLY AND EVALUATE LESSON Understanding Indicators and Analyzing Instruction
- 2. Objectives I can review Presenting Instructional Content descriptors I can understand the expectations for the A and E assignment
- 3. Materials Needed: Please print the TAP rubric ( Please print a PIC note sheet
- 4. Presenting Instructional Content: Using the HO of the TAP that you have, look under the category of 3. Starting at the descriptor of “support the lesson objectives”, highlight key words. Paraphrase each descriptor on the note sheet.
- 5. What Does TAP Say About PIC? 5 Priority TAP order Descriptor for Presenting Instructional Content 1 Visuals that establish: a) the purpose of the lesson, b) preview of the organization of the lesson c) include internal summaries of the lesson 2 Examples, illustrations, analogies, and labels for new concepts and ideas. 3 Modeling by the teacher to demonstrate his or her performance expectations. 4 Concise communication 5 Logical sequencing and segmenting all essential information 6 No irrelevant, confusing or non-essential information
- 6. YOUR TURN: Prioritize There are 6 bullets and 3 sub-bullets listed under Presenting Instructional Content. In groups of 2 or 3, prioritize the bullets based on what you think are most important. Be ready to explain your choices. 6
- 7. MY ANSWERS: Prioritize 7 Priority TAP order Descriptor for Presenting Instructional Content 3-2 1 Visuals that establish: a) the purpose of the lesson, b) preview of the organization of the lesson c) include internal summaries of the lesson 4 2 Examples, illustrations, analogies, and labels for new concepts and ideas. 2-3 3 Modeling by the teacher to demonstrate his or her performance expectations. sympto m 4 Concise communication 1 5 Logical sequencing and segmenting all essential information sympto m 6 No irrelevant, confusing or non-essential information
- 8. Modeling Why is it important for the teacher to model his/her expectations for students? How do you plan for effective modeling during a lesson? How do students clearly know your expectations for their assignments and for what they are to learn?
- 9. SOME CRITICAL ATTRIBUTES OF MODELING: 1. Break tasks to be learned into clearly defined steps or processes that are visually organized or ordered. 2. Make the steps easy to understand and easy to see. 3. Align steps to actions and visuals. 9
- 10. INFORMAL ASSESSMENT: Find the example that probably includes effective modeling and why 1. Teacher passes out worksheet and goes over the first problem. 2. Teacher teaches the ‘3 steps’ needed to solve problems while she solves the problem. 3. Teacher solves a problem on the overhead then asks students to solve the next problem.
- 11. INFORMAL ASSESSMENT: Find the example that probably includes effective modeling and why 1. Teacher passes out worksheet and goes over the first problem. 2. Teacher teaches the ‘3 steps’ needed to solve problems while she solves the problem. 3. Teacher solves a problem on the overhead then asks students to solve the next problem.
- 12. Visuals Visuals are anything seen by students as content: on the board on the walls on the overhead on the document camera in a book what you gesture what you demonstrate 12
- 13. Regarding Instruction….. Telling when used alone, results in 70% recall three hours later and 10% recall three days later. Showing when used alone, results in 72% recall three hours later, and 20% recall three days later. A blend of telling and showing results in 85% recall three hours later and 65% recall three days later.
- 14. Modeling for your A and E lesson: TEK from Guided Reading lesson: (B) identify important facts or details in text, heard or read; (C) determine what words mean from how they are used in a sentence, either heard or read Objective from Guided Reading lesson: The student will read, understand and show evidence of strategies to solve words on a level K.
- 15. Modeling Big 5/Vocabulary lesson: Semantic Web of lions (what they look like, where they live, other) Lives: Looks like: Other interesting facts: Lions
- 16. Modeling Writing: Write one fact that you learned about lions/tigers using one of the words from the index or from the web. .
- 17. Why are we doing this A and E assignment? “Learning deepens when students (and teachers!) engage in reading, talking and writing across many different instructional contexts.” Fountas and Pinnell, 2007 For more information about the A and E assignment, please reference the attachments.
- 18. Objectives I can review Presenting Instructional Content descriptors I can understand the expectations for the A and E assignment