WELCOME TEACHERS!!! Please sit at a table and begin to fill out the pink table profile sheet with your tablemates. Discuss the excerpt of qualities of best practice in teaching reading. Keep the following questions in mind: –How do these qualities relate to your teaching? –Is this list important to teachers? –Were there any qualities that you thought might be worthy of the list that were missing? –Were there any areas of concern?

Professional Development- Session 1- Who are we? Katie Boe -Teaching for her 4th year, one in Georgia and 3 at Minnesota Internship Charter School -In the Reading Licensure program at the U of M (this program includes a leadership piece) Eugene Kharam -Teaching his 4th year, all at Menlo Park Academy at Northeast, Minneapolis

What are the goals for the sessions and this session? Overall Goal: To become aware of the key elements of good literacy instruction. Overall Goal: Provide information and products that can be used immediately in your classroom for the benefit of the students Overall Goal: To create an atmosphere of collaboration and support between all staff

Where are we going? Exemplary literacy instruction is characterized by the following (Lee, 2004): –Explicit instruction that addresses comprehension strategies. –Students’ reading widely across genres and topics. –Students’ writing across subject matters and genres. –Alignment with standards and assessments. –Application of literacy skills. –Meaningful feedback.

Session Layouts: Each session will have a different topic: explicit instruction, teaching strategies with explicit instruction, reading widely, writing widely, assessment and feedback, and application of literacy skills. This set-up will provide breadth but NOT depth. Next year, PLCs will be put into place to further examine these areas of reading instruction.

Session 1 Explicit/Direct Instruction

Explicit Instruction I do, We do, You do Begins with a stated purpose Teacher demonstration (I do) Guided Practice (We do) Independent Practice (You do)

1) Stated Purpose The teacher tells the students what they will be doing, how they will be doing it, and why they will be doing it. 2) Teacher Demonstration The teacher models for the students how to accomplish the task talked about in the stated purpose

3) Guided Practice The teacher and the students work together to accomplish the task. The teacher gives feedback throughout. 4) Independent Practice The students work by themselves or in small groups to accomplish the task.

I do, We do, You do Video yrW8 Fill out double journal entry (blue sheet)

After Clip Discuss your response with the members of your table. Focus on your response entries and how you might use this in your teaching. Key points of discussion…

Watch Video Clip bok644 Fill out Reflecting on Practice three column sheet (orange sheet)

After Video Clip Discuss with group members your responses to Reflection on Practice Worksheet.

After Video Clip, cont. Whole group discussion of clip –What did you see in the clip? –What did she do well? –How did the students respond? –Why did the students respond this way? –Is there anything from this clip you would like to put into place in your own classroom? Something you would like to try out? –Where should the teacher go from here?

Caution about explicit instruction This should not be the sole method of learning in a classroom!!! Benefits of explicit instruction It can help fill the holes that many struggling readers have Follows the model of gradual release of responsibility and provides a means for student metacognition.

Next Session: Teaching Comprehension Strategies with Explicit Instruction August 24th, 2010 (tomorrow) Please bring a short story or piece of text that you plan on using in your classroom this year. Read the article provided and be prepared to discuss the points listed with the article Familiarize yourself with the Explicit Direct Instruction Lesson Plan Template (green sheet)