Presented by Adria F Merritt adriamerrittnnk12vaus Learning Targets I can create lessons that organize instruction into meaningful chunks gradually release students to help ensure mastery ID: 502299
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Slide1
Chunking for Mastery
Presented by: Adria F. Merritt
adria.merritt@nn.k12.va.usSlide2
Learning Targets
I can create lessons that
organize instruction into meaningful
chunks;
gradually
release
students to help ensure mastery;
p
urposefully
connect
reading and writing;
anchor reading, analysis, and discussion to a guiding question;
p
rovide
multiple
opportunities for students to practice essential skills;
use graphic organizers as a tool for students to make inferences and draw conclusions using
relevant
evidence from the text as support;
utilize meaningful student dialogue as a means to
frequently
check for understanding.Slide3
Instructional Practices that Work
Gradual Release
I Do
(Model)
We Do
(Guided Practice with a small group or partner, with teacher feedback in the moment)
You Do
(Independent Practice to check for strengths and needs)
Lesson Chunks
Infuse 10-15 minutes of direct instruction with frequent formative assessments
Graphic
O
rganizers
Use the language of
Curriculum Framework
Require
relevant, specific
supporting details
Analyze to determine the
writer’s intentSlide4
Do Now
L
ist
grammar
skills you are responsible for teaching.Slide5
…Just Commas
Commas in a series
Commas in a compound sentence
Commas to separate adjectives that are interchangeable
Commas to separate the dialogue from the tag
Commas with dates and addresses
Commas with interrupters
Parentheticals
Appositives
Introductory phrases and words
Direct address
Nonessential words, phrasesSlide6
Let’s Get Started
Consider text(s)
What essential reading skill does your text lend itself to explicitly exploring?
What guiding question does the text allow students to consider?
Consider questions that spark debate
Questions that prompt students to look for text support
What writing skill does your text lend itself to explicitly exploring?
Consider writer’s craft: the skills you can SHOW students that expert writers useSlide7
Chunking your LessonSlide8
On Your Whiteboard
Have a BRIEF dialogue with your neighbor.
Write the conversation on your whiteboard.Slide9
Grammar Instruction Cycle
Assign a quick write.
Conduct
Direct
Instruction ( I do, we do, you do) to teach a
skill
Apply the skill to the quick write.
Take
students to text currently reading
to
see
obvious
evidence of
the skill.
Apply the skill to authentic writing, their most recent essay or other product.
Practice the skill in Do
Nows
, TEIs, SOL format.Slide10
Let’s Get Started
Consider text(s)
What essential reading skill does your text lend itself to explicitly exploring?
What guiding question does the text allow students to consider?
Consider questions that spark debate
Questions that prompt students to look for text support
What writing skill does your text lend itself to explicitly exploring?
Consider writer’s craft: the skills you can SHOW students that expert writers useSlide11
Guiding Question
Does our society accept women and men as equals?Slide12
Silently read the short story “Girls Can’t Play”. Consider the following guiding question:
Does our society accept women and men as equals?Slide13
Does Our society Accept women and men as equals?
“Text support”
“Text support”
YES
NO
Slide14
The Approach
Use the language of
the Curriculum Framework
Require
relevant, specific
supporting details
Analyze to determine the
writer’s intent
MODEL It! Show the students HOW to deconstruct the text.
Give students some independent think time to address the text.
Allow students to practice in pairs. The meaningful dialogue is purposeful.
Keep your model available as a visual scaffold.
Require independent practice.
Use with a variety of texts and skillsSlide15
What is conflict?
The problem or struggle in the story.Slide16
Conflict: Essential Knowledge
Example
: A struggle with another classmate or the computer crashing while you are writing a paper
Types of External Conflict
individual vs. individual
individual
vs. nature
individual
vs. society
individual
vs. supernatural
individual
vs. technology
Example
: A struggle to make a decision or overcome a feeling
Type of Internal Conflict
Individual vs. self
External Conflict: Takes place between a character and someone or something else
Internal Conflict: Takes place in a character’s mindSlide17
Is It Internal Or External?
Internal
or External
Type
1.
2.
3.Slide18
Is It Internal Or External?
Internal
or External
Type
Conflict
1.
Although your friends think you are attractive, you think the opposite. You are overly critical about physical appearance.
2.
For the past mont
h at school you have been bullied by older students. The students typically call you names and even poke at you. Finally, one day you get fed up and scream, “Don’t ever touch me again!”
3.
Your school
has a state level hockey team- for boys. When you and a group of girlfriends want to start a girl’s hockey program, you are told, although it is a nice idea, there is no money in the athletic budget.Slide19
The Approach
Use the language of
the Curriculum Framework
Require
relevant, specific
supporting details
Analyze to determine the
writer’s intent
MODEL It! Show the students HOW to deconstruct the text.
Give
students some independent think time to address the text
.
Allow students to practice in pairs. The meaningful dialogue is purposeful.
Keep your model available as a visual scaffold.
Require independent practice.
Use with a variety of texts and skillsSlide20
Grammar Instruction Cycle
Assign a quick write.
Conduct
Direct
Instruction ( I do, we do, you do) to teach a
skill
Apply the skill to the quick write.
Take
students to text currently reading
to
see
obvious
evidence of
the skill.
Apply the skill to authentic writing, their most recent essay or other product.
Practice the skill in Do
Nows
, TEIs, SOL format.Slide21
The Story Continues
“Girls Can’t Play”
How will Hazel’s game with Timmy and his friends play out?
Stay true to the story (
character traits, point of view
);
Must have at least
six
exchanges between ;
DIALOGUE
must be punctuated correctly;
Include narration (Be mindful of the narrator’s point of view).Slide22
Punctuate the following conversation correctly.
Need an outfielder? I called over. Timmy shaded his eyes and scowled. You mean… you?
Why not? I crossed my arms, hugging the mitt to my chest. I’m a darned good catcher.
Nah. Girls can’t play baseball one of Timmy’s friends said with a laugh.Slide23
Punctuate the following conversation correctly.
Need an outfielder? I called over. Timmy shaded his eyes and scowled. You mean… you?
Why not? I crossed my arms, hugging the mitt to my chest. I’m a darned good catcher.
Nah. Girls can’t play baseball one of Timmy’s friends said with a laugh.
Turn to the bottom of page 27 and top of page 28 to check your work.Slide24
Punctuate the following conversation correctly.
“Need an outfielder?” I called over. Timmy shaded his eyes and scowled. “You mean… you?”
“Why not?” I crossed my arms, hugging the mitt to my chest. “I’m a darned good catcher.”
“Nah. Girls can’t play baseball,” one of Timmy’s friends said with a laugh.Slide25
The Story Continues
“Girls Can’t Play”
How will Hazel’s game with Timmy and his friends play out?
Stay true to the story (
character trait, point of view
);
Must have at least
six
exchanges between ;
DIALOGUE
must be punctuated correctly;
Include narration (Be mindful of the narrator’s point of
view).Slide26
Connect the Skill to the State Assessment
SOL Practice Items
–
Virginia
Department of
Education
http://www.doe.virginia.gov/testing/sol/practice_items
/Slide27
Let’s Get Started
Consider text(s)
What essential reading skill does your text lend itself to explicitly exploring?
What guiding question does the text allow students to consider?
Consider questions that spark debate
Questions that prompt students to look for text support
What writing skill does your text lend itself to explicitly exploring?
Consider writer’s craft: the skills you can SHOW students that expert writers useSlide28
Instructional Practices that Work
Gradual Release
I Do
(Model)
We Do
(Guided Practice with a small group or partner, with teacher feedback in the moment)
You Do
(Independent Practice to check for strengths and needs)
Lesson Chunks
Infuse 10-15 minutes of direct instruction with frequent formative assessments
Graphic
O
rganizers
Use the language of
Curriculum Framework
Require
relevant, specific
supporting details
Analyze to determine the
writer’s intentSlide29
Learning Targets
I can create lessons that
organize instruction into meaningful
chunks;
gradually
release
students to help ensure mastery;
p
urposefully
connect
reading and writing;
anchor reading, analysis, and discussion to a guiding question;
p
rovide
multiple
opportunities for students to practice essential skills;
use graphic organizers as a tool for students to make inferences and draw conclusions using
relevant
evidence from the text as support;
utilize meaningful student dialogue as a means to
frequently
check for understanding.Slide30
Resources
Behrens, Rebecca. “Girl’s Can’t Play.”
Scope
January 2015: 26-30.
Newport News Public Schools. (21012).
Anchor Lessons for
Grammar
[Middle School English Curriculum. Retrieved
from
http://sbo.nn.k12.va.us/curriculum/
Newport News Public Schools. (2013).
Instruction
Cycle for Grammar and Revision. [
Middle School
English Curriculum]. Retrieved from
http://sbo.nn.k12.va.us/curriculum
/
Schmoker
, Michael. (2011).
Focus: elevating the basics to
radically improve student learning. Alexandria, VA:
ASCD
.Slide31
Disclaimer
Reference within this presentation to any
specific commercial or non-commercial product,
process, or service by trade name, trademark,
manufacturer or otherwise does not constitute
or imply an endorsement, recommendation, or
favoring by the Virginia Department of
Education
. Slide32
Adria
F. Merritt
adria.merritt@nn.k12.va.us