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Welcome to…
Presented by HISD Professional Support & Development © 2013
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Session Norms
■ Be present in the work (actively engaged)
■ Monitor equity of voice (engage in purposeful talk, monitor air time)
■ Practice consideration of colleagues (e.g., limit sidebars)
■ Take care of yourself (ask questions, give feedback, make yourself comfortable)
■ Have fun!
What do you see?• Independently brainstorm 3
reasons why these students might seem disengaged. (1 minute)• As a group, share your ideas.• Find three common reasons
and record on chart paper provided.• Be prepared to share out
whole group.
Student engagement is affected when…
• Students do not understand what is being presented (comprehensible input).
You’re not teaching me!
• Students are not interested in what is being presented (personalization).
You’re not reaching me!
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Objectives CONTENT OBJECTIVE LANGUAGE OBJECTIVE
• Teachers will become familiar with the Turn the Light On and Do I Really Get It? literacy routines.
• Teachers will infuse the literacy routines into a model lesson.
• Teachers will clarify their understanding of the Turn the Light On and Do I Really Get It? literacy routines by:
Participating in a funnel activity.
Viewing exemplar videos.
Participating in a Pictionary and a Silent Vote activity.
Revising a lesson plan using the newly learned routines.
Funnel ProtocolMost
important sentence
Most important
word
Turn the Light On Do I ReallyGet It?
• Read the “Why it Works”paragraph on both coaching guides.
• Select a sentence from each guide that resonates with you.
• Choose one word that seems mostimportant from each sentence.
Leave the tip of the funnelblank for now.
Most important sentence
Most important
word
Connection
Shoulder Partner
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Turn the Light On
As a table group, find one word that connects all three images together.7
As teachers…•Our goal is to help make content
comprehensible and minimize any confusion that students may have.
•We must find innovative ways to ‘hook’ the students’ interests and capitalize on the MAQ factors that influence Second Language Acquisition. (Motivation, Access to Language and Quality of Instruction).
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Coaching Guide
• Skim the back page of the coaching guide to familiarize yourselves with the elements of the routine.
http://houstonisdpsd.org/literacy-routines/turn-the-light-on
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Turn the Light On Model VideoYou will also watch the video through three different lenses and debrief your experience using the following stems:
1. “As a student, I felt…”
2. “As a teacher, I felt that the lesson…”
3. “As an administrator, I felt that the lesson…”
Table Group6
Turn the Light On Pictionary
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Play Pictionary
Draw
• Independently, read the coaching guide.
• As you read the second page, draw/sketch/doodle an image that represents each of the components on separate index cards. (6 minutes)
• DO NOT SHARE your images!
• Let’s play: (4 minutes)
Shuffle your index cards.
Participant A, show your visual to
participant B.
Participant B try to guess the
component represented.
Participant A may provide clues.
Switch and repeat!
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Coaching Guide
• Skim the back page of the coaching guide to familiarize yourselves with the elements of the routine.
http://houstonisdpsd.org/literacy-routines/do-i-really-get-it
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Do I Really Get It? Model Video
Table Group6
You will also watch the video through three different lenses and debrief your experience using the following stems:
1. “As a student, I felt…”
2. “As a teacher, I felt that the lesson…”
3. “As an administrator, I felt that the lesson…”
Do I Really Get It? Speed Dating
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• Revisit the coaching guide and annotate using the following symbols: (2 minutes)
! I currently do this in my classroom
+ I want to do more of this in my classroom
? I have questions or am unclear about this
• We are going to ask you to create two lines facing each other.• Please make sure you are facing
another participant.• You will each have 30 seconds to
share to one “!”. Wait for my signal to move.
• You will now share one “+”.
• Finally, share one “?”.
1. Most of my questions and checkpoints should be planned in advance.
TRUE2. It is important to check for understanding of both the content and the directions.
TRUE3. Monitoring Teacher Talk is one of the elements of this routine.
FALSE4. When you are monitoring students, you should stand in the front of the room to get a better view of the whole class.
FALSE5. The “Stretch It” technique is a way to extend superficial responses.
TRUE
Do I Really Get It?
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Now Let’s Practice• Each table group has a brown
envelope with a sample lesson.• As a group you will identify one
key opportunity to embed Turn the Light On, and one key opportunity to embed Do I Really Get it?. • You will have roughly 5 minutes
to complete this exercise.
• Take 30 seconds and select a representative.• Representatives, please be ready
to: State the two moments
selectedWhy your group felt that those
were the most appropriate places to insert the routines
Reflection
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• Now, revisit your group’s list from the warm up activity.
• Think about the model/exemplar videos we viewed, and the activities we engaged in.
• Quickly turn and talk to the person on your left about how these two routines can remedy the reasons on your list.
Exit Ticket & Survey• Independently, complete the funnel that you started earlier in the
session. Please post your response on the padlet using the following sentence frame:
“Turn the Light On connects to Do I Really Get It? by____________.”
• You can access the padlet by scanning the QR code on your participant’s guide or via the link below:
• Lastly, there is a short survey attached to your participant’s guide. Please complete before leaving.
Beatrice Akala, Secondary ELA/ESL Teacher Development [email protected]
Lois Barker, Secondary ELA/ESL Teacher Development [email protected]
Donna Johnston, Secondary ELA/ESL Teacher Development [email protected]
Sharmia Jones, Secondary ELA/ESL Teacher Development [email protected]
Georgina Castilleja, Secondary ELA/ESL TDS Team [email protected]
