School of Education Week 8: March 22nd

2 School of Education Agenda  Housekeeping Attendance, Reading Logs  Read Aloud Facilitation Theme: (Power, Oppression, & Resistance)  Teaching The Giver Big Ideas or Themes  Break  Children’s Literature and Content-area Learning Learning to Read and Write Reading and Writing to Learn  For Next Time

3 School of Education Teaching the Giver  Why do we have children read this novel in schools?  What challenges or tensions might arise when reading The Giver in a classroom?  What could be taught and learned while reading this book?  How might a teacher organize the reading of The Giver with students?

4 School of Education Children’s Literature and Content-area Learning  Learning to Read and Write  Reading and Writing to Learn

5 School of Education Writing to Learn  Learning Logs  Double-entry Journals  Simulated Journals  Quickwriting  Note taking

6 School of Education Writing to Demonstrate Learning  Reports Individual and Collaborative Posters, All About…Books, Alphabet Books, Class Collaborations, Individual Reports, Essays  Essays Personal, Comparison, Persuasive Controversial Five-paragraph Essay (intro, body, conclusion); thesis statement  Poems Formula, Free-form, Models I Am Poems, For Two Voices, Found Poems  Mulitigenre Projects Identify a common or unifying thread Present information in three or more genres

School of Education BREAK

8 School of Education Read Aloud Facilitation Theme: Power, Oppression, and Resistance

9 School of Education Integrated Novel Unit  Working with a small group of four others, you will create an integrated novel unit based on a young adult novel. Your group’s unit must be interdisciplinary, that is, it should meet language arts content objectives as well as content objectives for at least two other content areas (e.g., math and social studies). More information will be given about the assignment in class. The novel unit is worth 15 points.  Your unit should be inspired by or centered around a piece of children’s literature. Your unit will include a title, time frame, and targeted grade level and an organizing theme or topic; a summary of the focal text; a list of 3-5 language arts and content-area standards (2 per content area); an annotated bibliography for a text set; a selection of prereading, during reading, and after reading instructional activities (2-5 in each area); a list of topics for minilessons, and ideas for a culminating project or projects for students.

10 School of Education Thematic Unit  Interdisciplinary units integrate… Reading, writing, listening, speaking, viewing, and representing Content areas such as social studies, science, math  Students are often involved in the planning of units  Textbooks may be used as one of many resources  Students share their learning at the end of the unit

11 School of Education Developing a Thematic Unit  Determine the focus of the unit. Identify Organizing Center, Majors Concepts or Big Ideas, Essential Questions  Choose literacy and content-area standards.  Collect a text set.  Plan and sequence instructional activities.  Identify topics for minilessons.  Brainstorm possible culminating projects.

12 School of Education Curriculum Standards  National Curriculum Standards NCTE/IRA NCTM  State Curriculum Standards Massachusetts Curriculum Frameworks  Local Standards District Standards Pacing Guides

13 School of Education Text Set  A collection of books and other reading materials on a particular topic.  Text sets should include different genres, a range of reading levels, and multimedia resources that present a diversity of perspectives  Types of texts include stories, informational books, poems and songs, reference books, encyclopedias, websites and webquests, films and videos, newspaper articles, magazines, photographs, copies of primary source materials, atlases and maps, brochures and pamphlets, models and diagram

14 School of Education Instructional Activities  Prereading Build background knowledge and interest in reading the book.  Reading Independent reading, literature circles, read alouds  Responding Including discussions, learning logs, graphic displays  Exploring Study vocabulary, learn comprehension strategies, analyze text features and factors, research related topics  Applying Students apply learning through written, oral, and mulitmodal projects

15 School of Education Plan a Minilesson  Introduce the Topic What is the new or focal content that you will teach? How does it connect to what students already know?  Share Examples What examples can be shared from the text(s)?  Provide Information What new information can you provide students? What misconceptions need to be clarified?  Guide Practice How can you invite and support students in identifying examples of the topic in the text(s). How can you invite and support students in producing instances of the topic themselves?  Assess Learning How will you gauge students’ understanding of the topic?

16 School of Education For Next Time  Reading Log  Read Aloud Facilitation