Plan Clear Learning

Plan ClearLearningThe following pages provide guides to standards-based planning:

Design Focused Units of Instruction

Think by the Week

Structure Active Learning

Assess to Improve

The Connected Curriculum 2003-04 DePaul Center for Urban Education and Assessment ”2003 2

Teacher’s Choices

v What’s important to teach—what are the relevant goals and standards?

v How do my students learn?

v How will I organize the unit, lesson, and assessments?

Teacher’s Strategies:

1. Think by the week

2. Choose varied activities.

Visual Verbal Active Interactive

Individual Pairs Teams Whole Class

3. Demonstrate, then coach the learners.

4. Check the learning.

5. Check the teaching:¸ Was I clear?¸ Did I give directions in more than one way?¸ Did I give examples?¸ Did I ask students to re-state directions in their own words?¸ Did I ask students to explain what they were learning?¸ …

6. Choose responses to individual needs:—re-model differently—revisit with different kinds of activities—involve students as peer coaches…


ACTIVITIES TO SUPPORT READING/WRITING/LEARNING

WORD KNOWLEDGEInstructional Activities:¸ Teacher displays words andpictures by phonics/structuralpatterns and topic.¸ Teacher develops studentvocabulary through weeklyvocabulary building activities.¸ Teacher lists and thendevelops vocabulary in eachcontent area.

Student Activitiesv Draw words or pictures to explain vocabularyv Chart word-picture-word or word/synonym

word/antonymv Find word in newspaper, bookv Write sentence with wordv Make/complete grammar chart or glossaryv Make/complete prefix-suffix chart/guidev Build vocabulary in the content areasv Write with the ‘words of the week’

FLUENCYInstructional Activities:¸ Teacher reads aloud, thinks

aloud.¸ Teacher coaches reading.¸ Teacher models fluent

reading of a variety of kinds oftexts.

Student Activitiesv Read aloud from texts and their own writingv Re-read texts individually and in groupsv Partner readingv Poetry reading across the curriculum

COMPREHENSIONInstructional Activities:Teacher uses a variety ofstrategies, including:

• DRTA (directed reading-thinking activity)

• Content Reading: PQROST(preview, question, read,organize, synthesize, tell)

• Reading Transfer—read to,read with students; studentsre-read to learn more.

Teacher reads aloud and thinksaloud to demonstrate effectivestrategic reading, learning, andenjoying what you read.

Student Activitiesv Illustrate textv Construct and explain graphic organizersv Answer questions; justify answer choicev Make up questions (and provide answers)v Sequence events in pictures or words (may use

time-line)v Write or match sentences that describe or explain

______.v Infer and explain basis of inferencev Paraphrasev Summarizev Identify main idea or theme and explain its basis

in textv Write the next partv Write a paragraph, poem, booklet, letter about

topicv Make Reader’s guide—write explanation of

strategies.WRITINGInstructional Activities:¸ Teacher focuses on onefeature/element at a time¸ Teacher does “write aloud”.¸ Teacher integrates writing intoreporting learning in allsubjects.

Student Activitiesv Write with focus, organization, support,

coherence, and clarityv Edit writingv Write in a variety of formats—letters, poems,

diaries, fiction, non-fiction, booklets …v Make Writer’s Guide—explains how to write


Think by the Week—example of a developmental learning sequence

What's Important? MondayMake It Clear.

TuesdayTake it, use It.

WednesdayWork with It.

Thursday:Think More.

FridayFix and Finish

WordKnowledge--This week’s focus

Today’s words

Begin word chart.

Today’s words

Add to chart

Today’s words

Expand chart.

Today’s words

Write sentences.

Today’s words

Use to writepoem/story.

ReadingComprehensionUse the basal;expand with thisweek’sstrategy/skillemphasis

FLUENCYTeacher models,students develop

Read Aloud/ThinkAloud (modelfluency andcomprehension)

Teacher-GuidedReading Activity:

Student Fluency:



Student Fluency:



Student Fluency:



Student Fluency:

Read Aloud/ThinkAloud (model fluencyand comprehension)


Student Fluency:

MathThis week’smath skill

Teacher modelsStudents applyStudents startthis week’s mathglossary

Teacher re-presentsStudents useindependently.Studentspractice withpartner.

Students writeexplanation ofthe math.Students use tomake upproblems.

Students solveeach other’sproblems andteacher’sproblem.

Students writeown math bookpages.Teachercoaches in “mathclinic” for some.

WritingThis week’semphasis

Teacher models thisweek’s writing.Teacher presents“writing route”—howto write this way.

Teacher re-presents the week’spattern.Students write withthis pattern.

Students co-writewith partner usingthis week’s pattern.

Students writeindependently withthis week’s writingstyle/feature.

Students write apage in their ownwriter’s guide.

ContentThis week’s Topic

VOCABULARYT: Read aloud_______________

S: Draw what youhear

Start this week’sglossary.

COMPREHENSION

Read_________and collect facts

__list facts__picture facts__ ____________

COMPREHENSIONUse graphicorganizer—make a______________to show______________Make up topicquestions: literal,analytic

WRITINGTake quiz—use theWednesdayquestions.

Write about thisweek’s topic:__ sentence__ poem__ paragraph

FLUENCYComplete yourwriting.Present to the classor another class.


Schedule for a Developmental WeekFOCUS Monday

Make It ClearTuesdayTake It and use It

WednesdayWork with It

ThursdayAssess, Clarify

FridayFix and Finish

Start withClarity

¸ Idea of theDay

¸ GraphAttendance

¸ Preview Day

¸ Idea of theDay

¸ GraphAttendance

¸ Preview Day

¸ Idea of theDay

¸ GraphAttendance

¸ Preview Day

¸ Idea of theDay

¸ GraphAttendance

¸ Preview Day

¸ Idea of theDay

¸ GraphAttendance

¸ Preview Day

Words Word PatternSet up worddisplay to expandand use each day

Words CountAdd examples andillustrations toword display.

Words CountAdd examples andillustrations toword display

Word SenseUse this week'swords insentences

Words ExpandAdd examples anduse in sentences.

ReadingwithFluency

Model StrategicReading¸ Read aloudand think out loud



STUDENTSModel StrategicReading

Students chooseand illustratetheir favoritereading thisweek.

GuidedReading

Reading Rotation>Guided reading>Vocabulary/writing>Independent reading




Students leadReading Rotation>Guided reading>Vocabulary/writing>Independent reading

Listenand Do

Rhythm Break(clap syllables/do other exercise)





Math Math Start-UpIntroduce/Demonstrate¸ Patterns¸ Strategies¸ Terms

Math Develops¸ Clarify the week’s math.¸ Students work

in pairs/groups

Math Expands¸ Clarify math.¸ Studentsmake own mathguides and usein pairs/groups.

Check Math¸ Assess and

clarifyas students usethe week's mathindependently.

Complete Math¸ Math Book-

making¸ Math support

for some

Connect Lunch PlusStart graph:this week’sweather

Lunch PlusMusic—draw whatyou hear

Lunch PlusMusic—write whatyou hear

Lunch PlusVideo or othervisuals—writewhat you see

Lunch PlusComplete graph—this week’sweather

Content Topic in Focus¸ Listen to

reading¸ Draw what you

hear.¸ Start thisweek's glossary.

Collect FactsRead to locate andcollectimportantinformation.

Use GraphicOrganizerto analyzeimportantinformation.

Write Contentusing this week’swords—--poem--letter--paragraph--___________

Put It TogetherCombine writing,organizer,glossary, picturesinto content bookor display.

Writewhat youthink

Writea letter to yourfamily to previewthe week.

Writeabout this week'scontent topic.

Edit andillustrateTuesday's writing.

Write/drawwhat youlearned this weekthat youvalue.

Writea poem aboutanything you like.

Connect ¸ Day review¸ Homework

preview

¸ Day review¸ Homework

preview


preview


preview


preview


Think Big-- Map the Content Learning UnitStandards/Descriptors:

Focusing Question or Theme:__________________________________________________Construct the focusing question or theme based on the standards—it should be so clear and big that at the end of five weeks when studentscomplete a project that responds to it they demonstrate that they have met the standards. Then note the activities students will complete.

M Make it Clear

T Expand Knowledge

W Use Knowledge

T Think It Through

F Finish Fluently

Topic/Question

Vocabulary

Topic/Question

Vocabulary

Topic/Question

Vocabulary

Topic/Question

Vocabulary

Unit Assessment: ___ presentation ___ booklet ___ display __”how to” guide

__ _________________________________________


Plan for Departmentalized or Unit-Based Content Teaching/Learning

Topic/Question __________________________________________________

Standard and Performance Descriptor:(What will the students be able to do better by the end of the week?)

Vocabulary

What will students read? _____________________________________________

Monday: Make it clear Tuesday: Take it, useit

Wednesday: Work withit

Thursday: Think itThrough

Friday: Finish Fluently

Focus__KW l__Teacher Models__Student explains__Homework Connect__ _______________

ActivitiesWORD KNOWLEDGET: Read aloud__________________

S: Draw what you hear

S: Start a glossary of thisweek’s words. (Option:Make it a pictureglossary.)

Report__kwL __Learning Log__Think, Pair, Share__Student explains

__ _______________

HomeworkAdd more words to yourglossary. Use them towrite sentences aboutyour topic.

Focus__ KW l__Teacher Models__Student explains__Homework Connect__ _______________

ActivitiesCOMPREHENSION

Read______________and Collect Facts

__list facts__picture facts__classify facts__________________

Report__kwL __Learning Log__Think, Pair, Share__Student explains

__ _______________

HomeworkMake a “top ten” list ofyour favorite facts.

Focus__ KW l__Teacher Models__Student explains__Homework Connect__ _______________

ActivitiesCOMPREHENSIONUse graphicorganizer—make a__________________ toshow__________________

Make up questions forother students to answer.

Report__kwL __Learning Log__Think, Pair, Share__Student explains__ _______________

HomeworkMake up more questions.


ActivitiesWRITINGTake quiz—use theWednesday questions.

Write about this week’stopic:__ paragraph__ poem __letter__essay __booklet____________

Report__kwL __Learning Log__Think, Pair, Share__Student explains__ _______________

HomeworkWrite more about thistopic.


ActivitiesFLUENCYComplete your writing.Present to the class oranother class

Report__kwL __Learning Log__Think, Pair, Share__Student explains__________________

HomeworkTake your writing homeand share it with yourfamily.


ORGANIZING STANDARDS-BASED INSTRUCTION AND ASSESSMENTSet Five-Week Standards, Benchmarks, Performance Descriptors, AssessmentsFind the standards, benchmarks, performance descriptors at the Illinois State Board of Education web site.You’ll find assessments there, too—and on the next pages.

Standard Benchmark Performance Descriptors Assessment

WordKnowledge

Reading

Writing

Fluency

Math

Content


Then make the FIVE WEEK PLAN.Each week’s focus should develop the competencies you have identified for the five-weekoutcomes. See the next pages for examples.

week 1 week 2 week 3 week 5 Assessment week 5--clarify,expand

WordKnowledge

1A

StrategicReading tointegrate,apply

Goals 1, 2, 4

FluencyGoals 1, 4

WritingandIllustratingGoal 3

MATHChoose thestandards,then focuseach week.

ContentFocus onone contentarea eachfive weeks.


Third Grade Example: Plan for Weeks 1-5Goals, Standards, Performance Descriptors, Assessments

Standard Benchmark PerformanceDescriptors

Assessment

Vocabulary1A Apply wordanalysis andvocabulary skills tocomprehendselections.

Use word analysis skills torecognize new words.Comprehend unfamiliarwords with prior knowledge;verify meaning withresource materials.

Use word analysis(root words,inflections, affixes)to identify words.Use a variety ofresources to clarifymeanings ofunfamiliar words.

Classify wordssingular, plural;provide examples ofnouns, proper nouns,verbs, adjectives.Explain how and whyto use dictionaryMake own wordbook/chart

Reading1B Apply readingstrategies to improveunderstanding andfluency.2A: Understand howliterary elementsconvey meaning.

1B Establish purposes forreading, make predictions,connect important ideas,and link text to previousexperiences andknowledge.

2A Identify literary elementsof theme, setting, plot,character

Set a purpose forreading.Infer before, during,and after reading.

Identify setting,plot, character traitsand effects onstory.

Read new story andlist characters, traits,and events.infer traits, motive,sequence, cause-effect with evidence.Illustrate problem-solution.

Writing3A Use correctgrammar, spelling,punctuation,structure

Construct completesentences with subject verbagreement, appropriate useof parts of speech.

Construct completesentences.Demonstratesubject-verbagreement.Use appropriatepunctuation andcapitalization andparts of speech.

Write/editsentences—withcorrect punctuationand word choice.

Write own guide towriting sentences.

Fluency1B Read withunderstanding andfluency4B Speak effectively

Use appropriate rate whenreading aloud and silently.

Use appropriatepresentationtechniques:volume, rate, tone,pitch.

Adjust rate ofreading tocomplexity of text.

Read aloud withappropriate rate.

Explain how to readaloud and silently withappropriate rate.


Third Grade Example—continued

Standard Benchmark Performance Descriptors AssessmentMathMath specificationsare to be providedby teachersdepending onmath program inuse.

Solve problems withthis five weeks’ math.Explain how you solvedthem.Make my own mathglossary,booklet/chart/guide.

Content17A locate anddescribe places,regions, features;

17C: Understandrelations betweengeographic factorsand society

Identify physicalcharacteristics ofplaces;

Explain geographicrepresentation; usemaps to gatherinformation aboutpeople, places,environments.

Describerelationships amonglocation of resources,population, economicactivities.

Draw map including locallandmarks; Locatecommunity, state,nation—exact andrelative—on globe; drawmap of community; locateplaces on map withnumber-letter grid; explainparts of a map;Compare urban and ruralcommunities.

List, illustrate, explainfeatures of a city;diagram relationships;Write own guide to cityincluding map andvocabulary terms.


Example—five week plan based on standards/assessments

Third Grade Priorities Weeks 1-5week 1 week 2 week 3 week 4 Week 5 assess, clarify,

expand

WordKnowledge

1A

Assessstudentphonics WordKnowledge

Set up wordwall

Proper nouns

Identify/classifysingular andplural nounsThis week’swords:

ClassifyVerbs andverb tenseUsedictionaryThis week’swords:

adjectivesUse dictionaryand alphabetizeto 3rd letterThis week’s words:

Classify wordssingular, plural;provide examples ofnouns, proper nouns,verbs, adjectives.Explain how and whyto use dictionaryMake own wordbook/chart

StrategicReadingGoals 1, 2, 4Apply to basalPlus—read avariety ofmaterialsacross thecurriculum

Read/listen toidentify/infertraits ofperson/character 1B, 2A

Follow 1, 2-stepdirections (4A)

Read/listen toidentify/infersequence,cause-effectwith evidence 1B,C, 2A

Take readinginterestinventory.

Read/listen toidentify/infermotive 1B,C, 2A

Describe andillustrateproblem,solution—fictionor non-fiction.1B

Read new story andlist characters,traits, and events.infer traits, motive,sequence, cause-effect withevidence.Illustrate problem-solution.

FluencyTeachermodels/studentspractice dailyGoals 1, 4

This week’sread aloud:

Emphasis:appropriate rate





This week’s readaloud:


Students read aloudwith increasedfluency. Studentsexplain how to readwith appropriaterate.

WritingandIllustratingGoals 3, 4

Writecompletesentences:punctuationreview

Add details todescriptivesentence;correctpunctuation

Writesentences todescribeplaces (relateto geography)

Write sentencesto describeplaces

Write/editsentences—correctpunctuation andword choice.Write own guide towriting sentences.

MATHChoose eachweek’s focus.

Solve problems withthis five weeks’math. Explain how.Make my own mathbooklet/chart/guide.

CONTENTCITYGeographyGoal 17A,B,CResearchGoal 5

Location:Where arewe?citygeographykeymapschool

Place: Cityplacescommunitygovernmentmap keymayorpeople

Region: Cityareascentraldowntownlakelakeshorelocationsuburb

Movement: Citytransportationeast, north, riversouth, travel, west

List, illustrate,explain features ofa city; diagramrelationships;Write own guide tocity including mapand vocabularyterms.


EXAMPLE LESSON PLAN – THIRD GRADE

What's Important?

MondayMake It Clear.

TuesdayTake it, use It.

WednesdayWork with It.

ThursdayThink It Through.

FridayFix andFinish.

Vocabulary/WordKnowledgeThis week’s pattern:Singular/plural words

Today’s wordscity, citiescommunity,communitiesperson, persons,people

Today’s wordsalderman,aldermenproblem, problemstax, taxes

Today’s wordsboundary,boundariescompass,compassesdirection, directions

CHECKPOINTDraw pictures of fiveof this week’s words;give your pictures toanother student toidentify your words.

Add examplesand use insentences.

Graph howmany wordswe’ve learnedthis week.

ReadingComprehensionRead/listen toidentify/infer sequence,cause-effect withevidence

Read Aloud/ThinkAloud How to figureout sequence.

Teacher-GuidedReading GroupActivity: use basal,guide reading withquestions in basal;students maketimeline.

Read Aloud/ThinkAloud How to figureout cause-effect.

Teacher-GuidedReading GroupActivity:use basal, guidereading withquestions in basal;students maketimeline, identifycause-effect.

Read Aloud/ThinkAloud (modelcomprehension)How toidentify/infercause-effect.

use basal, guidereading withquestions in basal;students maketimeline, identifycause-effect.

Student ReadAloud/ThinkAloud—how toidentify/infer cause-effect

use basal, guidereading withquestions in basal;students explain howto make timeline,identify cause-effect.

Studentsexplain whatthey learnedthis week intheir readingguide/report.Students applythis week’sreadingstrategiesindependently.

FluencyThis week’s reading:poem about Chicago

Teacher modelsStudents readwith partner



Student models Students readfor anothergroup/class

MathFocusSkill/concept of theweek—forexample, how tomeasure area.

Teacherdemonstrateshow to measurearea, studentstake notes ofsteps to solveproblem--“math path”.

Teacher modelsagain, studentsapply to solveproblems inpairs.

Student models.Students apply tosolve problems inpairs. Studentsmake upproblems forother pairs.

Students takemathchallenge—solveproblemindependently,write explanationof steps.

Students writetheir ownmath guidewith exampleproblem andsolution andsteps.

WritingThis week’s emphasis:Add details todescriptive sentence;correct punctuation

TeacherdemonstratesStudentsapply—Chicagopeoplesentences.

TeacherdemonstratesStudentsapply—Chicagogovernmentsentences.

Students workindependently,teacher coaches.Sentences aboutChicago placesand people.

Students edit theirwork.Combinesentences withother students tomake a sentencestory.

Studentsillustrate theirwork.

ContentTopic:City Places

VOCABULARYT: Read aloudnewspaper storyabout event inChicagoS: Draw what youhearS: Start this week’sglossary.

COMPREHENSIONRead aboutcities.list interestingfacts. Thenchoose your topfive facts.Pair and share toput together a topten fact list.

COMPREHENSION

Make a map thatshowshow our communityis part of Chicago.

Make up questionsabout Chicago.

WRITINGTake quiz—use theWednesdayquestions.

Write about Chicagoplaces. Writesentences or apoem.

FLUENCYMake a display,booklet;share it/showit—take it topresent toanother class.


Assessment Organizer EXAMPLE This is an example for every fifth week’s assessments.

Monday Tuesday Wednesday Thursday FridayMATH READING WRITING and

VOCABULARYSCIENCE orSOCIALSTUDIES

Fix, Finish,Expand withFluency

PerformanceDescriptors: Appliedskills, WordKnowledge, andstrategiesemphasizedprevious four weeks.

PerformanceDescriptors:Applied skills,strategies, andWord Knowledgeemphasizedprevious fourweeks.

PerformanceDescriptors:Applied skills andvocabularyemphasizedprevious fourweeks.

PerformanceDescriptors:Applied content,skills emphasizedprevious fourweeks.

Assessments

K-8Complete this chart.Show or write whateach word/symbolmeans. (numbers,terms and operationswords/symbolslearned this fiveweeks)

2-8 Plus:

Write an explanation ofeach math term(teacher lists terms orstudents provide).

Solve this problem.Explain how you solveit.

Then solve theseproblems using moremath skills.

Assessments

K-8Read the story/history,draw the characters.Tell what happens andwhy.

3-8 PLUS—addedperformances

Explain how you use thisskill or strategy of reading.

Read this text and use thegraphic organizer toexplain it.

Read the following textand answer the questionsabout it.

Teacher providesquestions—literal,inferential, analytic,evaluative. Includemultiple choice and short-answer.

Assessments

K-8Write/draw whateach word means.

Correct the followingwords/sentences.

2-8 Plus:Plan and write a:__paragraph__essay__story__poem__ ______________

about_________________Be sure it has clear:

• Focus• Support• Organization• Conventions• Integration

Assessments

K-8Write or draw whateach word means.

Write or draw toexplain what youlearned about______.

Answer the followingquestions

2-8 Plus:Write an explanation ofthe following topic.

Complete thisgraphic organizer toshow what’simportant tounderstand aboutthis topic.

Assessments

FluencyStudents read aloudwith increasedfluency and explainhow to read withexpression and/orhow to read withappropriate rate.

ComprehensiveStudents completeportfolio for the fiveweeks’ learning.


Assessment Week EXAMPLESExample of Activities to Continue Learning All Week—boldfaced items are the assessment activities of the day. Theothers are designed to help students FIX and EXPAND the competencies of the five weeks.

Monday Tuesday Wednesday Thursday FridayReading Students read aloud

and think aloudusing the strategiesthey have learnedduring the previousfour weeks.

ASSESSMENT:Studentswrite/draw inresponse toquestions abouta reading.

Grades 2-8Multiple choiceand short-answerquestions.

K-2: Students makepuppet show basedon story.3-8: Studentsexchange testquestions, answerthem, discuss theiranswers and thequestions.

Students writeabout what theyhave read thatthey liked.

Students make alist of ways to be agood reader.

WordKnowledge

Students makeglossary of words bycategories—mayinclude pictures andwords.

Studentscomplete glossaryof words.

ASSESSMENT:Students writesentences withtheir vocabularywords (K-1 matchwith pictures)

Students checkspelling andcorrect if needed.

Students putcompleted workinto portfolio.

Fluency Students read aloudwith partners.

Students readaloud withpartners.

Students read apoem aloud withpartners.

Student partnersprepare poem orprose for classread aloud.

ASSESSMENT:Students presenttheir favoritepoem or prosewith increasedfluency.

Math ASSESSMENT:K-2: Students use

numbers2-8: Students make

glossary ofwords frommath.

3-8: Students solveproblems, writeexplanations ofsolutions forproblems

K-2: Studentsmake mathbook pages

3-8: Studentsreview

the test itemsand discuss thestrategies.

K-2: Studentsillustrate math bookpages.

3-8: Students writetheir own step-by-step guides to themath learned.

K-2: Studentsfinish BIG BOOK.

3-8: Studentspresent mathlessons to eachother.

K-2: Studentsshare BIG BOOKwith other classes.

3-8: Students makeup more testquestions andsolve them usingtheir step-by-stepguides.

Writing Students write mathsentences.

Students writeabout what theyread.

ASSESSMENTStudents maketheir own guide towriting with theskills focused onduring this time.

ASSESSMENTcontinues:Students writeabout contentusing their ownguides.

Students writeabout their favoritelearning.

Content Work on student-written text /bookletabout the topic(kindergarten textsmay be pictorial)

Continue to workon booklets aboutthe topic(Should includegraphics.)

Continue to workon booklets aboutthe topic

ASSESSMENT:Students presentbooklets to eachother; teacherassesses

Class presents toanother class


Organize Performance-Based Learning and Assessment

Active Learning/Assessment ProjectsThe following activities can be set up in Learning Centers as well as activities for think-pair-shareor home/family involvement. They also can be used as assessments if students complete themindependently.

Collect and classifyinformation in a data bank.

Make a glossary. Rewrite your textbookchapter so a younger studentwould enjoy it.

Create or complete adiagram.

Create or complete a chart. Organize information for adebate on this topic.

Create or complete atimeline.

Create or complete a map. Write a letter from someonein this situation.

Create or complete a graph. Each student writes onepage in a class chapterabout the topic.

Make an alphabet of wordsthat help explain this topic.

Write a booklet about thetopic.

Write a diary as if you were aperson in the situation.

Make a top ten fact list.

Construct a multiple-choicequestion.

Draw a cartoon to show thesequence.

Change the ending.

Write an open-endedquestion about the topic.List three possible answers.

Use pictures or symbols tocommunicate the topicwithout words.

Illustrate your textbookchapter.

Write what’s next. Outline a page or chapter. Add a character to the story.

Construct a crosswordpuzzle.

Write a poem about thistopic.

Make a display that showswhat’s important.

Write directions on how andwhen to use this skill.

Make your own punctuationguide.


DePaul Center for Urban Education and Assessment

Self-Check/Peer Coaching Priorities

Elements of EffectiveInstruction

Demonstrations

Teacher MakesLearning Clear

__teacher posts goals/objectives__teacher previews lesson__teacher “thinks out loud” about how to--read a story, solve a problem,

read content__teacher asks students to clarify instructions__teacher posts directions and gives them orally__teacher models/demonstrations

Teacher Guides Actively __teacher maintains eye contact__teacher organizes activities so students work in pairs/groups as well

as individually__teacher circulates to guide/coach/assess

Students ThinkThoroughly

__teacher uses a variety of questions__students ask questions__students paraphrase and illustrate learning__students note what they learn—learning log or think-pair-share__students make/complete graphic organizers to analyze and

synthesize__students use skills/knowledge independently__at end of lesson teacher asks students to explain what they learned

Vocabulary IsConnected

__word wall posted (and illustrated)__word wall vocabulary used in activities__phrases/sentences posted__students write explanations__students illustrate vocabulary__students use current vocabulary in writing

Writing Makes Sense __teacher explains writing by “thinking out loud” and posting steps towrite effectively and excellent examples

__students write and illustrate in a variety of formats__students improve their writing for focus, support, organization,

conventions, integration—one element at a time

Documents

Plan Clear Learning