Day+1

=Day 1 - Instructional Strategies=

__Homework Review:__
Read and mark-up the //Content Area Literacy Guide.// Bring in your text book or whatever content you use at the beginning of the year.
 * Curriculum map
 * Teacher Text
 * Resource materials


 * Key Question: How will I integrate key instructional strategies into my daily lessons? **

__Objectives:__

 * Participants will be able to… **
 * demonstrate the use of key instructional strategies to improve comprehension through participation in small group activities, discussions, and written reflections.
 * model a Think Aloud strategy in their content area.
 * integrate at least one key instructional strategy into their daily lessons.

__Opening Activities/Do Now:__
**Listen to the poem** narrated by Matt Howe, a Malden High School student: //Help ME! A Reading Biography: A Reflective on Entering High School// media type="file" key="Help me!.mp3" width="240" height="20"

Open and **read the poem**.

//**Why was this poem selected to open the content institute? Could you put another student's name in Jack's place?**//
 * Think/Write**

With a partner (person sitting closest to you) share your response.
 * Pair/Share**
 * Use evidence from the poem to support your response.

Comments on the above questions will be shared with the entire class. __Icebreaker__ ** - **Think/Write/Pair/Share**: //Who was there? How did you learn? At what point did you know that you were successful? What motivated you to learn?//
 * Think/Write:** about a situation where you had a successful learning experience..


 * Pair/Share:** What factors helped you to learn?


 * Three Minute Pause** to help you to reflect on what you learned so far.
 * Summarize key points so far
 * Add your own thoughts
 * Pose clarifying questions

Course Items 1. Graduate Credits 2. Review course syllabus 3. Question and follow-up 4. Notebooks 5. Agenda for the day

** __Activity 1:__ **
The instructor will model **marking up** the text using the first page in the //Content Area Literacy Guide.//
 * What did you notice me saying or doing as I read?





Take a look at the remainder of the mark ups, where did I make a connection?
 * Do I have any questions?
 * What else do you notice?

Take out your homework reading notes from the //Content Area Literacy Guide pp. 1-20.// In **groups of 6**, divide up the readings as follows: In your section __underline **key vocabulary**__, identify the "**most" significant idea,** "**most" important quote or phrase**, and identify at least 5 points in the reading that you. ..
 * 1) Understanding Content Literacy //pp. 4-7//
 * 2) What Content Area Teachers Need to Know (Reading & Writing in Science & Social Studies) //pp. 7-9//
 * 3) What Content Area Teachers Need to Know (Reading & Writing in Math & ELA) //pp. 9-12//
 * 4) Strategic Teaching //pp. 12-14//
 * 5) Best Practices Frameworks //pp. 14-18//
 * 6) Planning Strategic Literacy Lessons //pp. 18-19//
 * agree or disagree with
 * can make a connection to
 * question.
 * affirms your current practice or belief
 * are interested in making part of your practice

To identify the points above, use the coding/comprehension symbols from the handout below:



Once you have identified the **MOST** **significant idea** and selected a **quote or phrase** that is **MOST** i**nteresting** in your reading, use two-column notes: (template)
 * On the content side (right side), write the **MOST significant idea** and record the quote or phrase that is **MOST** interesting or important to share with the group.
 * On the response side (left side or thinking side), write any connections, questions, and points of agreement or disagreement you want to make about the quote or segment.

Open the document below and read the directions for steps __1-6 only__.
 * SAVE THE LAST WORD**
 * [[file:Save+the+Last+Word+3+Two-col+directions-1.doc]]

Use your two-column notes to share your ideas, thoughts and questions with the group. Record important ideas, thoughts, and questions raised by the group.

Debrief as a class** //Each group will share one or two thoughts with the entire class.//


 * Summarize/Three Minute Pause** to help you reflect on what you learned so far.
 * Briefly summarize key points that stood out for you
 * Indude details
 * Add your own thoughts

OR
REFLECTIONS: //What structure and strategies did you notice as you read?// //Were they effective?// //Why did we do it?// Each group will share one or two thoughts with the entire class. Record reflections AND key vocabulary on chart paper.

__ Activity 2 [[image:i_think_you_should_img.gif width="366" height="484" align="right"]]__

 * Think/Write your understanding of a** "**Think Aloud"**
 * What do you know about it?
 * Write your own definition.




 * Think/Write:** Make a prediction about what you are going to learn...
 * **skim** through the article, //Think Aloud Strategy,// pages 21-25
 * notice the headings and words in bold
 * what words do you notice?
 * what clues did you use to make predictions?
 * Pair/Share** your prediction with your partner.

Read and Mark-up the article, //Think Aloud Strategy//, pages 21-25. In your notes identify at least 5 points in the reading that....
 * you agree or disagree with.
 * you can make a connection to.
 * you question.
 * affirms your current practice.
 * you are interested in making part of your practice.

**What learning strategies did you use to support your understanding?** Share your responses with your group. Each group will then share one or two thoughts with the entire class. Revisit your prediction for accuracy and revise if necesssary.

Three Minute Pause to help you to reflect on what you learned so far?
 * Summarize key points so far (What strategies have you used this morning?)
 * Add your own thoughts (What are you most comfortable with?)
 * Pose clarifying questions

In your group, share one of the most important questions that emerged for you during this session.

Look through your resources to identify a concept that you will teach your students in the next week or two. W**rite** a Think Aloud on a strategy or skill that your students would need to understand a concept. Use the directions below: **Directions:** //(refer to Think Aloud strategy sheet for further details)// 1. Consider what students need to know how to do during the reading or problem solving task. 2. Identify where you might pause during the passage to “think aloud” for your students. 3. Mark the pauses with a sticky-note with a short notation of what you’ll say. 4. Explicitly explain the think-aloud strategy before using it. 5. Read the text or solve the problem with the students as you do the think-aloud. 6. Model the chosen thinking tasks by stopping to articulate what’s going on in your head.
 * Think Aloud **

In **content groups** (3 to 4 people who teach the same course) each person will take a turn, in 1 to 3 minutes, modeling their Think Aloud. Members of the group will provide feedback:
 * **hot feedback** - What did the presenter do well?
 * **cool feedback** - What suggestions could improve the Think Aloud?

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__ Activity 3 __
Model GIST using article by President Barack Obama

Example using Cartoon:


 * GIST** Strategy [[file:Get the Gist.doc]]

In **groups of 4** divide the article (3 or 4 paragraphs per person). Each person will identify the main idea for their section using GIST. 1. Each member will share their section summary with their group and record on chart paper. 2. The group will then summarize the entire article in 10 words or less and record on chart paper. 3. Each group will share their summary and post their chart paper. 4. The class will decide which summary most accurately reflects the main idea.

In order to summarize, what skills did you have to use?
 * Reflections:**
 * Select the most appropriate definition and defend it.
 * What are we asking kids to do when they summarize (handout)



__ Activity 4 - Jigsaw __
1. Each group will divide the reading //Meaning is Motivating (see below).// Reread and mark-up your assigned section and take notes in two-column format. In your notes you should identify the ** key concepts ** and points in the reading that .....
 * you agree or disagree with.
 * you can make a connection to.
 * you question.
 * affirms your current practice.
 * you are interested in making part of your practice

Remember to identify the points above, use the coding/comprehension symbols. Summarize assigned section in 12 words or less.

All Groups - Introduction pg. 17-18
 * Reading Groups:**
 * 1) 1 - Providing Mastery Goals pg. 19-20
 * 2) 2 - Making Tasks Relevant pg. 20-22
 * 3) 3- Using Hands-On Activities pg. 22-23
 * 4) 4 - Mastery versus Performance Motivation; Theory and Research pg. 23-24
 * 5) 5 - Transforming Text to Meaning pg. 24-26
 * 6) 6 - Scaffolding Mastery Motivation pg. 27-28
 * 7) 7 - Providing Reteach Opportunities pg. 28-30
 * 8) 8 - Rewarding Effort over Performance pg. 30-31



2. Re-group with others, **expert group**, who read the same section number. Share notes and reach **consensus** on group summary, which should be stated in 12 words or less. 3. Go back to your original group, **home group**, and share your outcomes from the reading. From your selected reading share...
 * 3 important outcomes and the
 * group summary.

> In your content groups discuss the following questions:
 * Turn and Talk:**
 * What questions emerged for you today?
 * What **content** are you going to teach for your lesson?
 * What strategies might you use?


 * Exit Slip:[[image:Ticket_to_Leave.jpg width="161" height="114" align="left"]]**

Individually write your responses to the above questions using the "Ticket to Leave" document.



__Homework:__
Read and mark-up //Meaning is Motivating,// and take notes in two-column format. In your notes you should identify the ** key concepts ** and at least 5 points in the reading that ..... Remember to identify the points above, use the coding/comprehension symbols__.__
 * __you agree or disagree with.__
 * __you can make a connection to.__
 * __you question.__
 * __affirms your current practice.__
 * __you are interested in making part of your practice__

Model your Think Aloud that you wrote and practiced today in as many of your classes as possible. Bring student work from the Think Aloud and reflections to our next professional development opportunity in November.

Select an additional strategy from our work today and make it part of your practice. Bring student work, reflections, and questions to professional development day #2 in November.


 * Remember** that all resources and directions are available on the wiki and please refer to your director and/or teacher leader for further support.