Week Six Differentiated Instruction/Investment/Planning Workshop February 23, 2009

Objectives We will be able to :  Identify principles of effective teaching to reach all learners  Evaluate a student case study using the principles of effective teaching  Identify and describe strategies for investing students and families in literacy learning  Recognize the steps taken to plan a literature based discussion lesson and apply the steps to our own planning We will be able to :  Identify principles of effective teaching to reach all learners  Evaluate a student case study using the principles of effective teaching  Identify and describe strategies for investing students and families in literacy learning  Recognize the steps taken to plan a literature based discussion lesson and apply the steps to our own planning

Agenda  Agenda Overview (3 min)  Housekeeping (20 min)  Announcements  Blogs; Participation Logs; Book Club Choices; Coming Attractions  Principles of Effective Teaching (40 min)  What are they? (10 min)  “Marcus: Gifted and Challenging” (20 min)  Differentiation (10 min)  Investing our students and parents (35 min)  Motivation (15 min)  A second case (15 min)  Read-Aloud: Chester’s Way (7 min)  Break (10 min)  Think-Aloud: Planning a Lesson (25 min)  Planning Workshop (30 min)  Coming Attractions (5 min)  Agenda Overview (3 min)  Housekeeping (20 min)  Announcements  Blogs; Participation Logs; Book Club Choices; Coming Attractions  Principles of Effective Teaching (40 min)  What are they? (10 min)  “Marcus: Gifted and Challenging” (20 min)  Differentiation (10 min)  Investing our students and parents (35 min)  Motivation (15 min)  A second case (15 min)  Read-Aloud: Chester’s Way (7 min)  Break (10 min)  Think-Aloud: Planning a Lesson (25 min)  Planning Workshop (30 min)  Coming Attractions (5 min)

Blogs Sarah’s responses to groups Participation Logs Rubric Book Club March 16, March 23, April 6 Housekeeping

Book Talks  The Watsons Go to Birmingham-1963 by Christopher Paul Curtis  Ages 9-12  The story of Kenny Watson and his Michigan family in 1963, the heart of the civil rights movement. The book details Kenny’s struggles with his trouble making brother Byron and how his brother’s actions lead his parents to send Byron down to Alabama to live with his strict grandmother. The Watson’s trip happens alongside a devastating event in America’s history, the burning of the Sixteenth Avenue Baptist Church in Birmingham, Alabama.  Available on Amazon.com - new: $6.99, used: $2.50  The Watsons Go to Birmingham-1963 by Christopher Paul Curtis  Ages 9-12  The story of Kenny Watson and his Michigan family in 1963, the heart of the civil rights movement. The book details Kenny’s struggles with his trouble making brother Byron and how his brother’s actions lead his parents to send Byron down to Alabama to live with his strict grandmother. The Watson’s trip happens alongside a devastating event in America’s history, the burning of the Sixteenth Avenue Baptist Church in Birmingham, Alabama.  Available on Amazon.com - new: $6.99, used: $2.50

Book Talk  Breadwinner by Deborah Ellis  Ages  A story about a young Afghani girl living under the rule of the Taliban. The girl, Parvana, has to masquerade as a boy to gain access to food and other necessities for her family. This is the story of her struggle and survival and how she comes to understand the roles of males and females in Afghanistan. It is also the story of the love of a family.  Available on Amazon.com for $8.95, or used from $0.40  Breadwinner by Deborah Ellis  Ages  A story about a young Afghani girl living under the rule of the Taliban. The girl, Parvana, has to masquerade as a boy to gain access to food and other necessities for her family. This is the story of her struggle and survival and how she comes to understand the roles of males and females in Afghanistan. It is also the story of the love of a family.  Available on Amazon.com for $8.95, or used from $0.40

Book Talk  Feathers by Jacqueline Woodson  Ages 8-12  Frannie narrates this story of a newcomer to an all-black sixth grade classroom. The new boy, who appears to be white, is quickly nicknamed “Jesus Boy.” Set in 1971, Woodson's novel skillfully weaves in the music and events surrounding the rising opposition to the Vietnam War, giving this gentle, timeless story depth. She raises important questions about God, racial segregation and issues surrounding the hearing-impaired with a light and thoughtful touch.  Available on Amazon.com for $6.99 or used from $2.25  Feathers by Jacqueline Woodson  Ages 8-12  Frannie narrates this story of a newcomer to an all-black sixth grade classroom. The new boy, who appears to be white, is quickly nicknamed “Jesus Boy.” Set in 1971, Woodson's novel skillfully weaves in the music and events surrounding the rising opposition to the Vietnam War, giving this gentle, timeless story depth. She raises important questions about God, racial segregation and issues surrounding the hearing-impaired with a light and thoughtful touch.  Available on Amazon.com for $6.99 or used from $2.25

Book Talk  Number the Stars by Lois Lowry  Ages 9-12  The evacuation of Jews from Nazi-held Denmark is one of the great untold stories of World War II. On September 29, 1943, word got out in Denmark that Jews were to be detained and then sent to the death camps. Within hours the Danish resistance, population and police arranged a small flotilla to herd 7,000 Jews to Sweden. Lois Lowry fictionalizes a true-story account to bring this courageous tale to life. She brings the experience to life through the eyes of 10- year-old Annemarie Johannesen, whose family harbors her best friend, Ellen Rosen, on the eve of the round-up and helps smuggles Ellen's family out of the country.  Available on Amazon.com for $6.99 or used from $2.14  Number the Stars by Lois Lowry  Ages 9-12  The evacuation of Jews from Nazi-held Denmark is one of the great untold stories of World War II. On September 29, 1943, word got out in Denmark that Jews were to be detained and then sent to the death camps. Within hours the Danish resistance, population and police arranged a small flotilla to herd 7,000 Jews to Sweden. Lois Lowry fictionalizes a true-story account to bring this courageous tale to life. She brings the experience to life through the eyes of 10- year-old Annemarie Johannesen, whose family harbors her best friend, Ellen Rosen, on the eve of the round-up and helps smuggles Ellen's family out of the country.  Available on Amazon.com for $6.99 or used from $2.14

Book Talk  Scorpions by Walter Dean Myers  Young Adult (12 and up)  Jamal, who is pressured to become leader of the Scorpions gang, worries about school, family, and the rough kids on the street. When a fellow gang member gives him a gun, Jamal suddenly gains a new level of respect from his enemies. A realistic look at a boy who wants to do the right thing but gets caught up in the culture of violence. A Newbery Honor selection.  Available on Amazon.com for $6.99 or used from $0.56  Scorpions by Walter Dean Myers  Young Adult (12 and up)  Jamal, who is pressured to become leader of the Scorpions gang, worries about school, family, and the rough kids on the street. When a fellow gang member gives him a gun, Jamal suddenly gains a new level of respect from his enemies. A realistic look at a boy who wants to do the right thing but gets caught up in the culture of violence. A Newbery Honor selection.  Available on Amazon.com for $6.99 or used from $0.56

Book Talk  Out of the Dust by Karen Hesse  Ages 9 and up  Out of the Dust is the story of 14-year-old Billie Jo and her family who are living in the time of the “Dust Bowl” in Oklahoma during the Great Depression. Billie Jo describes her life and the tragedies that affect her family during this difficult time. “There are no tight, sentimental endings here--just a steady ember of hope that brightens Karen Hesse's exquisitely written and mournful tale.”  Available on Amazon.com for $6.99 or used from $0.01  Signature-Karen- Hesse/dp/ /ref=pd_sim_b_2  Out of the Dust by Karen Hesse  Ages 9 and up  Out of the Dust is the story of 14-year-old Billie Jo and her family who are living in the time of the “Dust Bowl” in Oklahoma during the Great Depression. Billie Jo describes her life and the tragedies that affect her family during this difficult time. “There are no tight, sentimental endings here--just a steady ember of hope that brightens Karen Hesse's exquisitely written and mournful tale.”  Available on Amazon.com for $6.99 or used from $0.01  Signature-Karen- Hesse/dp/ /ref=pd_sim_b_2

Agenda  Agenda Overview (3 min)  Housekeeping (20 min)  Announcements  Blogs; Participation Logs; Book Club Choices; Coming Attractions  Principles of Effective Teaching (40 min)  What are they? (10 min)  “Marcus: Gifted and Challenging” (20 min)  Differentiation (10 min)  Investing our students and parents (35 min)  Motivation (15 min)  A second case (15 min)  Read-Aloud: Chester’s Way (7 min)  Break (10 min)  Think-Aloud: Planning a Lesson (25 min)  Planning Workshop (30 min)  Coming Attractions (5 min)  Agenda Overview (3 min)  Housekeeping (20 min)  Announcements  Blogs; Participation Logs; Book Club Choices; Coming Attractions  Principles of Effective Teaching (40 min)  What are they? (10 min)  “Marcus: Gifted and Challenging” (20 min)  Differentiation (10 min)  Investing our students and parents (35 min)  Motivation (15 min)  A second case (15 min)  Read-Aloud: Chester’s Way (7 min)  Break (10 min)  Think-Aloud: Planning a Lesson (25 min)  Planning Workshop (30 min)  Coming Attractions (5 min)

Quote of the Day “I think there are a variety of ways though, that teachers can begin and continue to know their students, but … I do not feel though that this information must necessarily always be directly given from the students. Simply by watching the way that students interact with one another or how they deal with different situations that arise in the classroom can tell you something about that student.” ~ Katie Kret, 2/2/09 “I think there are a variety of ways though, that teachers can begin and continue to know their students, but … I do not feel though that this information must necessarily always be directly given from the students. Simply by watching the way that students interact with one another or how they deal with different situations that arise in the classroom can tell you something about that student.” ~ Katie Kret, 2/2/09

Principles of Effective Teaching As teachers, it is our job to teach all the children in our classroom Tompkins gives us 10 principles for effective teaching to ensure that we meet the needs of all learners: 1. Effective teachers apply learning, language, and literacy theories as they teach reading and writing We should have an idea of why we’re doing what we’re doing and be able to talk about it to our colleagues, our students and their families

Principles of Effective Teaching 2. Effective teachers support students’ use of cueing systems Strong reading teachers know that students use multiple sources of information to help them read Visual Cues (Phonological System): Does it look right? Syntactic System (Language Structure): Does it sound right? Meaning (Semantic System): Does it make sense? Pragmatic System: What context/code is this in? 3. Effective teachers create a community of learners in their classrooms (similar to Cambourne) Responsibility, opportunity, engagement, demonstration, risk taking, instruction, response, choice, time, assessment 2. Effective teachers support students’ use of cueing systems Strong reading teachers know that students use multiple sources of information to help them read Visual Cues (Phonological System): Does it look right? Syntactic System (Language Structure): Does it sound right? Meaning (Semantic System): Does it make sense? Pragmatic System: What context/code is this in? 3. Effective teachers create a community of learners in their classrooms (similar to Cambourne) Responsibility, opportunity, engagement, demonstration, risk taking, instruction, response, choice, time, assessment

Principles of Effective Teaching 4. Effective teachers adopt a balanced approach to literacy instruction Use a variety of instructional programs (phonics instruction, small group guided reading, read alouds, writing instruction, integrated literacy activities, etc. See Tompkins, p. 26) 5. Effective teachers scaffold students’ reading and writing experiences Use a variety of contexts including modeled, shared, interactive, guided, independent - a Gradual Release of Responsibility 4. Effective teachers adopt a balanced approach to literacy instruction Use a variety of instructional programs (phonics instruction, small group guided reading, read alouds, writing instruction, integrated literacy activities, etc. See Tompkins, p. 26) 5. Effective teachers scaffold students’ reading and writing experiences Use a variety of contexts including modeled, shared, interactive, guided, independent - a Gradual Release of Responsibility

6. Effective teachers organize literacy instruction in four ways  Basal reading programs, literature focus units, literature circles, reading and writing workshop 7. Effective teachers connect instruction and assessment  Knowledge of how to administer assessments and knowledge of how to use them as diagnostics to inform instruction  Preassess --> Teach --> Monitor --> Reteach --> Assess 8. Effective teachers become partners with parents  Provide information, encourage volunteering, supporting literacy at home, supporting family literacy Principles of Effective Teaching

Understanding Marcus Small group discussion questions: What invisible/visible characteristics does Marcus possess that affect teaching and learning? Who noticed these characteristics? Using Tompkins’ Principles of Effective Instruction as a lens, evaluate what was done at his old school and his new school. What do you feel was done well? What could have been done differently? Whole group discussion questions: What types of differentiation have you see in your classroom?

Differentiated Instruction  content/topic  process/activities  product  environment and teaching strategies  content/topic  process/activities  product  environment and teaching strategies

Differentiate the content/topic  Compacting curriculum: assess knowledge, skills, attitudes and provide alternate activities for those who have mastered content  Acceleration/deceleration: adjust the pace that students move through the curriculum  Flexible pacing based on student needs  Exploration of more advanced or complex concepts  Extensions of the regular curriculum  Learn about students’ interests: guide students’ exploration of a topic  Compacting curriculum: assess knowledge, skills, attitudes and provide alternate activities for those who have mastered content  Acceleration/deceleration: adjust the pace that students move through the curriculum  Flexible pacing based on student needs  Exploration of more advanced or complex concepts  Extensions of the regular curriculum  Learn about students’ interests: guide students’ exploration of a topic

Differentiate the process or activities  Adjust questions: target level of questioning to students’ ZPD  Open-ended questions that promote critical thinking  Flexible grouping and pacing to assure appropriate challenge and support  Anchoring Activities: list of activities students can do at any time (during transitions, if they finish early) geared toward specific needs or enrichment  Vary Participation Structures: peer teaching, reading buddies, independent study projects, learning centers  Vary Learning Styles and Multiple Intelligences  Adjust questions: target level of questioning to students’ ZPD  Open-ended questions that promote critical thinking  Flexible grouping and pacing to assure appropriate challenge and support  Anchoring Activities: list of activities students can do at any time (during transitions, if they finish early) geared toward specific needs or enrichment  Vary Participation Structures: peer teaching, reading buddies, independent study projects, learning centers  Vary Learning Styles and Multiple Intelligences

Differentiate the Product  Tiered Assignments: series of related tasks vary in their complexity  Learning Contracts: agreement as to what and how students will complete assignments  Sophisticated Products:  Professional in nature  Address real problems, audiences, and concerns  Synthesize rather than summarize information  Include a self-evaluation component  Tiered Assignments: series of related tasks vary in their complexity  Learning Contracts: agreement as to what and how students will complete assignments  Sophisticated Products:  Professional in nature  Address real problems, audiences, and concerns  Synthesize rather than summarize information  Include a self-evaluation component

Differentiate the environment and learning styles  Comfortable environment: lighting, noise level, seating arrangements  Learning styles: individual, small group, whole class  Multiple intelligences  Comfortable environment: lighting, noise level, seating arrangements  Learning styles: individual, small group, whole class  Multiple intelligences

Agenda  Agenda Overview (3 min)  Housekeeping (20 min)  Announcements  Blogs; Participation Logs; Book Club Choices; Coming Attractions  Principles of Effective Teaching (40 min)  What are they? (10 min)  “Marcus: Gifted and Challenging” (20 min)  Differentiation (10 min)  Investing our students and parents (35 min)  Motivation (15 min)  A second case (15 min)  Read-Aloud: Chester’s Way (7 min)  Break (10 min)  Think-Aloud: Planning a Lesson (25 min)  Planning Workshop (30 min)  Coming Attractions (5 min)  Agenda Overview (3 min)  Housekeeping (20 min)  Announcements  Blogs; Participation Logs; Book Club Choices; Coming Attractions  Principles of Effective Teaching (40 min)  What are they? (10 min)  “Marcus: Gifted and Challenging” (20 min)  Differentiation (10 min)  Investing our students and parents (35 min)  Motivation (15 min)  A second case (15 min)  Read-Aloud: Chester’s Way (7 min)  Break (10 min)  Think-Aloud: Planning a Lesson (25 min)  Planning Workshop (30 min)  Coming Attractions (5 min)

Investment  Video and Discussion:  8th grade Baltimore classroom  A teacher’s library  3 Column Note Taking:  1. What does the teacher KNOW about her students?  2. What is the teacher ABLE TO DO for her students?  3. What does the teacher BELIEVE about teaching and about her students to invest her students?  Video and Discussion:  8th grade Baltimore classroom  A teacher’s library  3 Column Note Taking:  1. What does the teacher KNOW about her students?  2. What is the teacher ABLE TO DO for her students?  3. What does the teacher BELIEVE about teaching and about her students to invest her students?

Investment Problem Solving: The Case of Kristen  Work in groups to read through and think through Kristen’s case - use what you read to inform your thinking  What is at the heart of the issue?  What would you try with the student?  What would you try with the parents?  What could have been done to prevent this situation?  Draft an with your responses and send to Sarah Group 1: Melissa, Gina, Jessica, Paula Group 2: Alison, Lyndsay B., Katalin, Ally W. Group 3: Colleen C., Lindsay P., Sara, Mandy Group 4: Colleen G., Kelley, Lauren, Liz Group 5: Tiffany, Andrea, Katie K., Rachel W. Group 6: Tim, Rachael A., Kati H., Lisa Group 7: Shannon, Janie, Brandon, Julie Problem Solving: The Case of Kristen  Work in groups to read through and think through Kristen’s case - use what you read to inform your thinking  What is at the heart of the issue?  What would you try with the student?  What would you try with the parents?  What could have been done to prevent this situation?  Draft an with your responses and send to Sarah Group 1: Melissa, Gina, Jessica, Paula Group 2: Alison, Lyndsay B., Katalin, Ally W. Group 3: Colleen C., Lindsay P., Sara, Mandy Group 4: Colleen G., Kelley, Lauren, Liz Group 5: Tiffany, Andrea, Katie K., Rachel W. Group 6: Tim, Rachael A., Kati H., Lisa Group 7: Shannon, Janie, Brandon, Julie

Agenda  Agenda Overview (3 min)  Housekeeping (20 min)  Announcements  Blogs; Participation Logs; Book Club Choices; Coming Attractions  Principles of Effective Teaching (40 min)  What are they? (10 min)  “Marcus: Gifted and Challenging” (20 min)  Differentiation (10 min)  Investing our students and parents (35 min)  Motivation (15 min)  A second case (15 min)  Read-Aloud: Chester’s Way (7 min)  Break (10 min)  Think-Aloud: Planning a Lesson (25 min)  Planning Workshop (30 min)  Coming Attractions (5 min)  Agenda Overview (3 min)  Housekeeping (20 min)  Announcements  Blogs; Participation Logs; Book Club Choices; Coming Attractions  Principles of Effective Teaching (40 min)  What are they? (10 min)  “Marcus: Gifted and Challenging” (20 min)  Differentiation (10 min)  Investing our students and parents (35 min)  Motivation (15 min)  A second case (15 min)  Read-Aloud: Chester’s Way (7 min)  Break (10 min)  Think-Aloud: Planning a Lesson (25 min)  Planning Workshop (30 min)  Coming Attractions (5 min)

Read Aloud  Chester’s Way by Kevin Henkes  Part of a series of books by Kevin Henkes about a group of mice who go throw some growing pains  Relatable to kids  Good to teach writing: narrative story structure, rising action, beginning - middle - end  Good to teach reading: text to self and text to text connections; predictions; character evaluations  Chester’s Way by Kevin Henkes  Part of a series of books by Kevin Henkes about a group of mice who go throw some growing pains  Relatable to kids  Good to teach writing: narrative story structure, rising action, beginning - middle - end  Good to teach reading: text to self and text to text connections; predictions; character evaluations

BREAK  Return at: 11:10  Sign up for book club books  Return at: 11:10  Sign up for book club books

Agenda  Agenda Overview (3 min)  Housekeeping (20 min)  Announcements  Blogs; Participation Logs; Book Club Choices; Coming Attractions  Principles of Effective Teaching (35 min)  What are they? (10 min)  “Marcus: Gifted and Challenging” (15 min)  Differentiation (10 min)  Investing our students and parents (35 min)  Motivation (15 min)  A second case (15 min)  Read-Aloud: Chester’s Way (7 min)  Break (10 min)  Think-Aloud: Planning a Lesson (30 min)  Planning Workshop (25 min)  Coming Attractions (5 min)  Agenda Overview (3 min)  Housekeeping (20 min)  Announcements  Blogs; Participation Logs; Book Club Choices; Coming Attractions  Principles of Effective Teaching (35 min)  What are they? (10 min)  “Marcus: Gifted and Challenging” (15 min)  Differentiation (10 min)  Investing our students and parents (35 min)  Motivation (15 min)  A second case (15 min)  Read-Aloud: Chester’s Way (7 min)  Break (10 min)  Think-Aloud: Planning a Lesson (30 min)  Planning Workshop (25 min)  Coming Attractions (5 min)

What support will you provide for a focus student throughout the lesson? Daily Lesson Plan Template is on the ANGEL site; Under Assignments Folder, “Language Arts Lesson and Reflection” Daily Lesson Plan Template

McGee (pp ): Choose books that are...  Worthy of deep thinking  Have multiple layers of meaning  Have gaps for readers to fill  Are appealing to children and the teacher  Worthy of deep thinking  Have multiple layers of meaning  Have gaps for readers to fill  Are appealing to children and the teacher

Goldenberg (pp ): Planning for instructional conversations  Select text appropriate for students  Read the story several times  Select a theme (big idea) to focus the discussion, at least initially  Consider what background knowledge students will need  Decide on starting point for the discussion  Think through the discussion mentally--what are possibilities  What follow-up activities will help you know what students learned?  Select text appropriate for students  Read the story several times  Select a theme (big idea) to focus the discussion, at least initially  Consider what background knowledge students will need  Decide on starting point for the discussion  Think through the discussion mentally--what are possibilities  What follow-up activities will help you know what students learned?

Almasi: Student roles during a discussion  Inquisitor: students ask questions  Facilitator of interaction: students encourage each other to participate  Facilitator of interpretation: restate, clarify, make personal connections, compare/contrast, examine author’s style  Respondent: students talk to one another  Evaluator: students challenge each other’s ideas and say whether and why they agree or disagree  Inquisitor: students ask questions  Facilitator of interaction: students encourage each other to participate  Facilitator of interpretation: restate, clarify, make personal connections, compare/contrast, examine author’s style  Respondent: students talk to one another  Evaluator: students challenge each other’s ideas and say whether and why they agree or disagree

What is a Think Aloud?  It’s an instructional strategy that allows teachers to model thinking and cognitive processes for students as they complete a task.  It is usually an authentic task where students get to peek inside the heads of their teachers - writing a story, solving a math problem, using comprehension strategies to read a text, and so on.  Today’s think aloud:  Writing objectives  Developing assessment  Developing activities  It’s an instructional strategy that allows teachers to model thinking and cognitive processes for students as they complete a task.  It is usually an authentic task where students get to peek inside the heads of their teachers - writing a story, solving a math problem, using comprehension strategies to read a text, and so on.  Today’s think aloud:  Writing objectives  Developing assessment  Developing activities

Steps for Planning a Literature Based Discussion Lesson Decide on the GLCEs and Objectives: Knowledge, Capacity and Commitment (use Bloom’s Taxonomy handout to help choose your verbs for objectives) Brainstorm ideas for your lesson (activating prior knowledge, interpretive questions - Use Bloom’s Taxonomy handout to help formulate questions) Take notes about your ideas Use LA lesson template (download from ANGEL) to develop your draft Bring draft plan to class on March 2 for in-class workshop You will need to send me your draft lesson plan in draft form by 9 a.m., March 6 as an attachment: File name: LASTNAME.LPDraft.doc

Planning Workshop Let’s come back together at 11:57 for coming attractions

Coming Attractions: Week 7 - Reading Comprehension Readings  Everyone reads (CHANGE FROM THE SCHEDULE):  Tompkins, Chapter 7: Facilitating Students’ Comprehension: Reader Factors, pp  Jigsaw Readings (All on Angel - Week 7:  On ANGEL: Carlisle (2001) How can I help children with Learning Disabilities? - Rachael A., Andrea, Katalin, Rachel W., Colleen C., Jessica, Janie  On ANGEL: Stahl (2004). Proof, practice and promise: Comprehension strategy - Lyndsay B., Alison B., Melissa, Colleen G., Ally W., Paula, Gina  On ANGEL: Miller (2002). Schema: Thinking aloud-Showing kids how - Kati H., Julie, Lisa, Mandy, Lindsay P., Lauren, Kelley  On ANGEL: Neufeld (2005). Comprehension instruction in content area classes - Liz, Katie K., Tiffany, Shannon, Tim, Sara, Brandon  In Class:  Bring a draft of your lesson plan to class (just what you have so far)  Also, print off the “Peer Review of Language Arts Lesson Plan Draft” and bring to class (in Week 7 readings folder) Readings  Everyone reads (CHANGE FROM THE SCHEDULE):  Tompkins, Chapter 7: Facilitating Students’ Comprehension: Reader Factors, pp  Jigsaw Readings (All on Angel - Week 7:  On ANGEL: Carlisle (2001) How can I help children with Learning Disabilities? - Rachael A., Andrea, Katalin, Rachel W., Colleen C., Jessica, Janie  On ANGEL: Stahl (2004). Proof, practice and promise: Comprehension strategy - Lyndsay B., Alison B., Melissa, Colleen G., Ally W., Paula, Gina  On ANGEL: Miller (2002). Schema: Thinking aloud-Showing kids how - Kati H., Julie, Lisa, Mandy, Lindsay P., Lauren, Kelley  On ANGEL: Neufeld (2005). Comprehension instruction in content area classes - Liz, Katie K., Tiffany, Shannon, Tim, Sara, Brandon  In Class:  Bring a draft of your lesson plan to class (just what you have so far)  Also, print off the “Peer Review of Language Arts Lesson Plan Draft” and bring to class (in Week 7 readings folder)

For next week: Week 7 What’s Due?  Due on 3/2: Notebook: Write a response to the “What do you think?” scenario in the Week 7 readings folder on Angel and bring a hard copy to class on 3/2 to turn in  Due on 3/2: Submit your participation log thus far to Angel dropbox - File name: LastnameLog.doc (Ex. LittleLog.doc)  Due on 3/6: Submit a draft of your lesson plan to the dropbox on Angel- File name: Lastname.LPDraft.doc What’s Due?  Due on 3/2: Notebook: Write a response to the “What do you think?” scenario in the Week 7 readings folder on Angel and bring a hard copy to class on 3/2 to turn in  Due on 3/2: Submit your participation log thus far to Angel dropbox - File name: LastnameLog.doc (Ex. LittleLog.doc)  Due on 3/6: Submit a draft of your lesson plan to the dropbox on Angel- File name: Lastname.LPDraft.doc