AU Regional ARI Team 2011 Best Practices for Content Literacy 2011 Day One

AU Regional ARI Team 2011

Best Practices

forContent Literacy

2011

Day One

Alabama State Department of Education’s Mission

Statement

To provide the standards, resources, and support needed to ensure all students graduate college and/or career ready


ARI- OUTCOME

Improve Student

Achievement


“I’m Here”by

John WrightLEA Literacy Coach

Huntsville City Schools


I’m

Trying…


I’m here…

Even when it seems I’m not. AU Regional ARI Team 2011

Class seems long

when you don’t understand.


I’m trying to pay attention,But sometimes it’s hard.AU Regional ARI Team 2011

I heard what she said…

But I don’t know what she means.


I read like everyone else…

But the words don’t always make sense.


I feel trapped…

Because reading is hard for me.


I try and follow the rules…

Most of the time.


Things that seem easy to others…Don’t seem easy to me.AU Regional ARI Team 2011

I feel alone…

When I don’t understand.


I get bored…

When my work seems too hard.


I get confused…

And I don’t know what to do.


Things move too fast;I can’t keep up.


Just because I struggle doesn’t mean I don’t care.

All I need is…

Help.AU Regional ARI Team 2011

The Essential Elements of the ARI-PAL Model

• ARI-PAL: Alabama Reading

Initiative-Plan for Adolescent Literacy


ARI-PAL Model Lesson Agenda

Outcome: Participants will demonstrate an understanding of the Essential Elements of the ARI-PAL model.

Before: Quick Write During: Talk to the Text & Say SomethingAfter: 3-2-1


Before: Quick Write

Complete the following sentence.

I know Johnny is learning when…


FiveEssential Elements

make up the ARI-PAL Model


Five Essential Elements of ARI-PAL

Increase Student Achievement

CollaborativeLeadership

Assessment

Professional Development

AcceleratedIntervention

Strategic Teaching


During: Talk to the Text & Say Something

Silently read each section.Talk to the Text as you read; jot

your thoughts in the margin.

Say Something -make a comment or state a question to your partner; this is not a discussion.


After: 3-2-1

3 things you learned about the ARI-PAL model.

2 questions you have.

1 connection you have made.


Five Essential Elements Plan

Outcome-Participants will understand the ARI-PAL model.

Before: Quick WritePurposes: set a purpose for reading, activate prior knowledgeDuring: Talk to the Text & Say Something Purposes: engage with the text, self-monitor comprehension,

integrate new information with prior knowledgeAfter: 3-2-1Purposes: reflect on the content of the lesson, respond to text

through writing, summarize


What Is Strategic Teaching All About?


• Strategic teaching IS NOT just for reading and language arts classes.

• Strategic teaching IS best practices designed to increase student achievement in ALL content classes.


• Strategic Teaching IS NOT just for struggling readers.

• Strategic Teaching IS for all students regardless of their reading abilities.


• Strategic Teaching IS NOT something that you do once a week or on every other Thursday.

• Strategic Teaching IS part of every lesson, every day.


• Strategic Teaching IS NOT something your principal came up with to torture you.

• Strategic Teaching IS based on scientific research about adolescent learning.


BRAIN RESEARCH

AN INCREDIBLE JOURNEY


STUDENTS OF THE 21ST CENTURY

Got Brains?


Brain Research AgendaOutcomes: Participants will discover

characteristics of the adolescent brain. Participants will make connections

between the developing brain and adolescent learning.

Before: Anticipation GuideDuring: Backwards NotetakingAfter: Anticipation Guide


Before: Anticipation Guide

• Read each statement.• Mark in the left-hand column

whether you agree or disagree with the statement.

• When directed, locate your left-brain partner and discuss your predictions.

• Prepare to share whole group.AU Regional ARI Team 2011

During: Backwards Notetaking

How does it work? • Teacher provides students with the graphic

organizer.• Students read chunked text taking notes

on the left side of the graphic organizer. They compare with a partner.

• The teacher then gives his/her notes. Students write any corrections or additional information on the right side.


Notetaking Hints

• Notes are based on key points, concepts, or ideas as the text is read.

• Use single words and/or phrases to keep notes brief and to the point.

This may include:• brief notes about the important points in the text;• sketches of images constructed as the text is

read;• connections to the text; • questions about the text; and• first reactions to the text.AU Regional ARI Team 2011

Brain Research: An Incredible Journey

Chunk 1: “We Do”


Examples of Teacher Notes for Chunk One

• Hormones are not completely at fault.• Sections of the brain are changing at different times.• Growth spurts are followed by the pruning of unused

connections.• Between ages of 13-20, brain prunes by 7-10%; results in lack

of reasoning • Thinking abilities are less than that of younger children• Gray matter (responsible for reasoning and judgment) last

section of brain to fully mature

Connection: Adolescent students look mature, they but act childishly.


Chunk 2: “Y’all Do”

• Partner read chunk two. • Record student notes that are

short and to the point.• Sketching is encouraged.• Share notes with your

partner.


Examples of Teacher Notes for Chunk Two

• Brain functions are linked with teaching and learning• Pruning most dominate in the prefrontal cortex (planning,

working, organization, mood modulation): usually not mature until age 18

• MS students can retain no more than 5-7 bits of info. At one time; short term memory is impacted

• Use it or lose it; whatever is being done by the adolescent at this time is what is being hardwired

• Critical age for learning

Connection: Instruction needs to meet connections in student’s life to become hard-wired


Chunk 3: “Y’all Do”

• Partner read chunk three. • Record student notes that are short

and to the point.• Sketching is encouraged.• Share notes with your partner.


Examples of Teacher Notes for Chunk Three

• Adolescents' days and nights are packed; minimum sleep; brains not ready to wake up until 8:00 or 9:00

• During sleep, new learning is being organized and stored• More sleep is needed during adolescence• Learning a skill to 80% percent mastery is achieved after 24

practices (multiple practices and experiences in unusual situations are essential): exposure to concepts in real world applications

• Lack of sleep interferes with the brain’s work process

Connection: I loved my morning classes; they were my quietest classes. Then I realized that they were still asleep.


Chunk 4: “You Do”

• Read text.• Take your notes.• Share notes with a partner.


Examples of Teacher Notes for Chunk Four

• Safe environment-Students are able to reflect on their mistakes; important to set clear expectations.

• Be concise-Chunking (text, labs, lectures, videos, directions, etc.) allows time for processing for neural connections

• Facilitate-Pure lecture format has been proven ineffective; plan activities that encourage HOT (higher order thinking) questions and make “authentic” decisions to organize info. in the brain

Use hands-on activities and modeling-Students need to interact with new material within 24 hours

• Engage students-Brain needs to be primed to receive info.; allow students to make choices about their learning; allow for critical connections


Examples of Jot Notes for Chunk Four

• Allow movement-Physical exercise will improve the way the brain treats information

• Allow social engagement-Allow students to talk with partners or groups; helps understand their learning and their peers’ learning; capable of metacognition (thinking about how they think); use “think alouds” to model thinking

• Allow multiple encounters with a concept- need to rehearse learning; need many opportunities to encounter material to transfer it to long-term memory; writing can affect working memory capacity

Connection: My instructional plan has more implications than I imagined. My choice of instructional practices and engagement strategies are crucial to my students’ learning. I must make every lesson purposeful and make every moment count!


After: Anticipation Guide

• Reread the statements from the beginning of the lesson.

• Mark new responses in the right-hand “After” column.

• Justify any corrections made after reading.

• Write justifications under the appropriate statements.


Brain Research Lesson PlanOutcomes: Participants will discover characteristics of the

adolescent brain.Participants will make connections between the developing brain and

adolescent learning.

Before: Anticipation GuidePurposes: activate prior knowledge; establish a purpose for reading;

make predictionsDuring: Backwards NotetakingPurposes: engage with the text; integrate new information with prior

knowledge; self-monitor comprehensionAfter: Anticipation GuidePurposes: reflect and correct predictions; integrate new information

with prior knowledgeAU Regional ARI Team 2011

Parking Lot Postings

Reflect on the learning from the day:• Questions• Concerns• Comments• Connections

This is the ticket to lunch. The purpose is to let the facilitator see whether or not learning has taken place. AU Regional ARI Team 2011

Problem-solving skills are necessary!


Strategic Math Lesson:

The Pythagorean Theorem


8th Grade Course of Study Standard 7

Solve problems using the Pythagorean Theorem• Apply the Triangle Inequality Theorem• Verify Pythagorean Theorem• Apply the Pythagorean Theorem to find the missing length of a side of

a right triangle• Apply the Pythagorean Theorem to determine if a triangle is a right

triangle• Calculate distances on the coordinate plane using the Pythagorean

Theorem.

AHSGE Standard VII, Objective 2: Apply the Pythagorean Theorem.

7th Grade standard: Find the Perimeter of polygons and the Area of Triangles and Trapezoids.

9th Grade Algebra standard: Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of right circular cylinders or right rectangular prisms.

• Applying formulas to solve word problems.


Math Strategic Lesson Agenda

Daily Outcomes:When you leave class today you will be able to:• find missing lengths of sides of right triangles

using the Pythagorean Theorem; and • determine if a triangle is a right triangle using the

converse of the Pythagorean Theorem. COS 7

Before: Anticipation GuideDuring: Jot Notes with Explicit InstructionAfter: Anticipation Guide Reflection


Before: Anticipation Guide

1. Read each statement.2. In the left-hand column mark

whether you agree or disagree with the statement.

3. Discuss your predictions with a partner.


During: Jot Notes

• Read each chunk when directed. Jot down the important information on your paper. These are your notes, so make them brief and to the point; use single words or short phrases.

• Just write enough for you to remember what it means.

• Include a real-life connection or a sketch to help you remember the information if possible.


“I Do”: Who was Pythagoras?

Pythagoras was a Greek mathematician and philosopher. He is credited with discovering the relationship between the lengths of sides of a right triangle.

He found that the relationships had to do with the squares of those lengths:

In any right triangle, the sum of the squares of the lengths of the two legs is equal to the square of the length of the hypotenuse.


“I Do”: Jot Notes

Pythagoras-- • Greek mathematician & philosopher;

and• Credited with finding the relationship

between the side lengths of a right triangle.

Connection: Sounds like Greek to me!


“We Do”: Jot Notes

Read the information from the first chunk of text and the Key Concept box (p. 485).

Remember when taking jot notes, the types of information recorded may include:

• brief notes about the important points in the text,• sketches of the images that are constructed,• connections made to the text,• questions about the text, and/or• first reactions to the text.


Our Jot Notes - “We Do”: p. 485

legs: represented by the variables a and b

• 2 sides that form the right angle

hypotenuse: the side directly across from the right angle;

• represented by the variable c;

• the longest side.

Right Triangle

hypotenuse

cleg a

leg bFormula:a² + b² = c² ORc²= a² + b²


leg b

“Y’all Do”: Jot Notes

Read the information from the second chunk of text (p. 487) and take Jot Notes with your partner.

Remember that when taking jot notes, the types of

information may include:• brief notes about the important points in the text,• sketches of the images that are constructed,• connections to the text,• questions about the text, and/or• first reactions to the text.


Teacher Jot Notes: p. 487

Pythagorean Theorem: If a triangle is a right triangle, then c²= a² + b².

Converse of the Pythagorean Theorem: If c²= a² + b², then a triangle is a right

triangle. To determine if a triangle is a right

triangle when given the 3 side lengths, use the Converse of the Pythagorean Theorem.


“I Do” Example 1 You are planning to purchase a new

digital flat screen television. The TV has a length of 40 inches with a height of 30 inches. What size is the flat screen?

Hint: The size of a television is given by the length of the diagonal of its screen.


The television’s diagonal is the hypotenuse, c, so the legs are 30” and 40”.

Since a² + b² = c², then 30² + 40² = c²

(30•30) + (40•40) = c²

900 + 1600 = c²

2500 = c²

√2500 = √c²

50 = cThe television has a 50 inch diagonal, so it’s a 50 inch flat screen television.


“I Do” Example 2

The mobile phone company is anchoring wires to the top of a 1200 ft high communication tower. The cable for the support wire is 1300 ft long, and the company requires you to use the entire cable. How far from the base of the cell phone tower will it need to be anchored?


The cable length is the hypotenuse, 1300 ft., so the legs are 1200 feet and b feet.

I know that the formula is:

a² + b² = c² 1200² + b² = 1300² (1200•1200) + b² = (1300•1300) 1,440,000 + b² = 1,690,000 b² = 1,690,000 – 1,440,000 b² = 250,000 √ b² = √250,000 b = 500The cable should be attached 500 ft from

the base of the tower.AU Regional ARI Team 2011

“We Do”: Example 3

Solve for the unknown side in the right triangle to the nearest tenth:

a = 15 units; b = ? units; c = 25 units.


“We Do” 3: a = 15, b = ?, c=25

Begin with the formula: a² + b² = c² 15² + b² = 25² (15•15) + b² = (25•25) 225 + b² = 625 225 – 225 + b² = 625 – 225 b² = 400 √ b² = √400 b = 20 units


“We Do”: Example 4 In a baseball diamond the distance

between each of the three bases and home plate is 90 feet and all form right angles. How far does the second baseman have to throw the ball in order to get the runner out before he slides into the home plate?

Hint: Sketch it out. Then use the Pythagorean Theorem to solve this problem.


“We Do” 4: Baseball Problem

Formula: a² + b² = c²The distance from 2nd base to home plate is the

hypotenuse, c. So: 90² + 90² = c² (90•90) + (90•90) = c² 8100 + 8100 = c² 16,200 = c² √16,200 = √c² 127.279 = c (127.3 to the nearest

tenth)The second baseman has to throw the ball about

127.3 feet to get it to home plate.


“Y’all Do”

Solve the following six problems with your partner on the back of

the Jot Notes:From the Glencoe Pre-Algebra textbook:

pp. 488-490: # 1, 2, 20, 22,43 – explain your choice and

reasoning46 – answer in a complete

sentenceShow all of your work.AU Regional ARI Team 2011

After: Anticipation Guide

• Reread the statements from the beginning of the lesson.

• Mark new responses in the right-hand “After” column.

• Justify any corrections made after reading and working problems. Show all work underneath each statement.


Math Strategic Lesson PlanDaily Outcomes: When you leave class today you will be able to find

missing lengths of sides of right triangles using the Pythagorean Theorem, and determine if a triangle is a right triangle using the converse of the Pythagorean Theorem. COS 7

Before: Anticipation GuidePurposes: make a prediction; activate prior knowledge; Set a purpose for learningDuring: Jot Notes with Explicit InstructionPurposes: discuss vocabulary; practice solving problemsAfter: Anticipation Guide Reflection Purposes: reflect on the content of the lesson; assess students’ knowledge; verify

predictions


A Lesson about Learning


Strategic Biology Lesson:

Classifying Organisms


Biology Lesson Agenda

Daily Outcome: Students will explain the way in which living organisms are sequenced and classified using key terms.

Before: List-Group-LabelDuring: Reciprocal TeachingAfter: Magnet Summary


Spiraling StandardsAlabama High School Graduation Exam

Objective 1: Distinguish among the taxonomic groups by major characteristics.

Course of Study Standard #9 Differentiate between the previous five-kingdom and

current six-kingdom classifications systems.

7th Grade Life Science Course of Study Standard #4 Describe organisms in the six-kingdom classification

system by characteristics.recognizing genus and species as components of a scientific nameidentifying contributions of Aristotle and Linnaeus to the early history of taxonomy


Before: List-Group-Label

• List living organisms.• Group these organisms into logical

categories.• Label the categories.• Write an explanation of the logic

behind the grouping.


Making Connections

Real life examples of organization that are present in daily living:

• iTunes: search by genre, author or artist, album name and title

• Post Office: mail is sorted by country, zip code, street and house or apartment number

• Shopping in a grocery store: like items are organized together - fruits and vegetables, dairy products, meats, canned goods and cereals


During: Reciprocal Teaching

Job Bank:• Word Builder – selects vocabulary that is important to the

understanding of the text and try to define• Keeper – chooses details and facts that stand out• Summarizer – describes the text in a comprehensive and

concise statement• Questioner – makes connections to the text by asking

questionsDirections:• Read text and write notes• Share note taking• Discuss additional thoughts • Pass the card to the right and continue process


Reciprocal Teaching Modeled

Section 1: BiodiversityBiologists have named and classified almost

two million species. However, they estimate that the total number of species on Earth is much greater. Over time, scientists have created various systems of classification to organize their knowledge of the tremendous number of species. Each system places species into categories based on particular characteristics.


Job Examples• Questioner: Why is categorizing species

important? What species am I?• Word Builder: Classified – to name;

Species – types of living things• Keeper:

– 2 million species– categorized based on particular characteristics

• Summarizer: Systems of classifying species were developed to organize the millions of species on Earth.


82

Chunking the Text

Chunk 1 “Classifying Organisms”

Chunk 2 “Taxonomy”

Chunk 3 “The Linnaean System” & “Levels of Classification”

Chunk 4 “Binomial Nomenclature”


Mini-lecture Chunk 1“Classifying Organisms”

• Biodiversity – millions of identified species of plants and animals make up the variety of organisms in ecosystems.

• Classification systems are needed to organize all of these organisms in a meaningful way.

• Classifying organisms is important so that the diversity makes sense based on a multitude of characteristics of the organisms.


Mini-lecture Chunk 2 “Taxonomy”

• Organisms are sorted, grouped, and identified by a classification system (taxonomy).

• Organisms can be put into two groups – animals and plants.

• Classifying organisms needed to be more exact so a common language could develop related to living organisms.


Mini-lecture Chunk 3 “Linneaen System”

& “Levels of Classification”

• The form and structure of living organisms are the basis for a hierarchical system of organization.

• It consists of seven levels that range from large, general categories to small, discrete categories: kingdom, phylum, class, order, family, genus, and species.


Mini-lecture Chunk 4“Binomial Nomenclature”

• There are two-part names for species that help identify organisms by the way in which they are written.

• Examples: – Homo sapien– Chaos chaos– Terrapene carolina


Magnet Summary

• Choose five words from the reciprocal teaching word builder card.

• Explain the way in which living organisms are sequenced and classified using the chosen words.


Biology Lesson Plan

Daily Outcome: Students will explain the way in which living organisms are sequenced and classified using key terms.

Before: List-Group-Label

Purposes: build background knowledge, develop understandings about concepts, make connections to the concepts

During: Reciprocal Teaching

Purposes: engage with the text; identify vocabulary; summarize; generate questions; identify main ideas

After: Magnet Summary

Purposes: identify key terms or concepts from a reading which will be used to organize important information into a summary


Planning Strategic Lessons: A Step By Step Guide

• Five Components of a Strategic Lesson, p. 2• Questions to Consider When Planning a

Lesson, p. 3• Steps 1, 2, 3, 4, 5, and 6; pages 5-8• Sample Planning Forms, pages 9-11• Literacy Strategies


You Will Survive!


Documents

AU Regional ARI Team 2011 Best Practices for Content Literacy 2011 Day One