1. Grainger County Schools Daily Lesson Planning
2nd Grade
Unit 4
September 2015

2. Gs of GANAG Goal- Set a learning goal based on the standards.
Access Student Prior Knowledge
New information (declarative/procedural)
Application
Goal- Revisit the goal. Score to the standards.
One way we can ensure that we are focusing on students learning is to have students interact with the goal at the beginning and the end of the lesson, and then make sure we are scoring student’s progress towards that goal during and/or after the lesson.

3. Gs= Opportunities for 2 Strategies
2-2-2
By asking the students to interact with the goal, they are setting their objective and providing you feedback.
If you choose to have them score their effort, you will hit #4 Reinforcing effort and providing recognition.

4. Identify Learning Objectives
Your goal starts with your standards.

5. State the Learning Objective as a Goal
Goldilocks Rule
Not too Broad
Not too Specific
“Just Right!”
OTAT pg. 30
State the learning objectives in simple language and in terms of knowledge rather than learning activities.
Pg. 7

6. I can use pictures and words to understand characters in a story.
Mrs. Smith began her planning with the pacing guide.
RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting or plot.
Goal:
I can use pictures and words to understand characters in a story.
The goal comes directly from the standard
2nd Grade Example- Mrs. Smith (WS)

7. Mathias examples

8. Gone are the days when we just posted the objective on the board
Gone are the days when we just posted the objective on the board. It is now an integral part of each lesson.

9. Small Change = Student Interaction
TEACHER’S goal
LEARNER’S goal
Dr. Pollock is helping us to change our focus from Master TEACHER to Master LEARNER.
One way to help ensure that our students are becoming master learners, is to have them interact with the goal of every lesson.
*This can be confusing- we are not talking about students “creating” their own goal- instead we are talking about students internalizing the lesson goal as THEIR goal not the teacher’s goal.
Research shows that if the student perceives the goal as the teacher’s goal they are less engaged and process the goal in the cerebellum.
(Over simplified explanation) Student interaction with the goal moves the thought process to the frontal lobe.

10. G= Feedback the beginning of
I think sometimes understanding that the goal is the beginning of the feedback loop is one of the most overlooked aspects of teaching.
Setting the goal is crucial!
Feedback

11. Goal Scoring Tools
These tools do not have to be complicated. They can be as simple as hand signals or a blank piece of paper.

12. Scoring Rubrics
Here are some scoring rubrics our teachers have created.
3rd Grade- Jessica Sallis GH (top left)
3rd Grade- Kim Myer ET (top right
K- Aticha Jamison (ET) and Sue Jordan (GH) (bottom left)
5th- Jenny Humbel (GH)

13. 1 2 4 3
The 4th grade team at Lowell began using these descriptors to help their students understand it was O.K. to be a 1,2 or 3.

14. Two Minutes
Once you have established routines, it takes about two minutes to have students interact with the goal.

15. 2 simple steps 1. See & Hear the Goal 2. Interact with the Goal
Make sure students:
1. See & Hear the Goal
2. Interact with the Goal
Read it
Say it
Write it
Score it

16. GOAL: I can use the author’s clues to determine the meaning of a word.
2nd GRADE
GOAL: I can use the author’s clues to determine the meaning of a word.
Students write the goal for the lesson in their notebook and score themselves.
Mrs. Eides (JM) wrote the goal on the board as students wrote it in their interactive notebook.
(8) Setting Objectives and Providing Feedback

17. Systematic, Sequential Phonics
Whole Group
Subject
Standards
Reading
Reading Literature
Reading Informational Texts
Language (Vocabulary Acquisition)
Word Study
Systematic, Sequential Phonics
Reading Foundations (Phonics and Word Recognition)
Writing
Language (Conventions of Standard English & Knowledge of Language)
Small Group
Reading Foundations (Fluency)
Speaking & Listening
Let’s review…

19. 2nd Grade Unit 4- week 1 1 Standards
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Monday- I can identify a diagram and tell how it is helpful. (RI.2.7)
Tuesday- I can use diagrams to help me understand new words. (RI.2.4)
Wednesday- I can use diagrams to help me understand what I am reading. (RI.2.7)
Thursday- I can use diagrams to help me understand what I am reading. (RI.2.7)
Friday- I can use a diagram to add information to my writing. (RI.2.7)

20. APK Goal- Set a learning goal based on the standards.
Access Student Prior Knowledge
New information (declarative/procedural)
Application
Goal- Revisit the goal. Score to the standards.
We have talked a lot about the G’s of GANAG.
One way we can ensure that we are focusing on students learning is to engage students with the goal at the beginning and the end of the lesson, and then make sure we are scoring student’s progress towards that goal during and/or after the lesson.

21. Three Minutes
It takes about 3 minutes to Access Student Prior Knowledge

22. APK= Opportunities for 3 Strategies

23. 3 simple steps
Use an image, story, object or even notes from the day before.
2. Ask students to respond to a cue or question. If possible, have students write down their response (a word, phrase, numbered list, sketch or pictograph).
3. Pair share to help students fire each other’s neurons- allowing for every student to participate.
Does the image help me access prior knowledge?
Does the cooperative learning insure that every child gets to participate in the learning?

24. Scale of 1 to 10
1- Teacher asks a question, takes 1-2 responses and moves on to new information
5- Teacher asks all students to take out their notebooks, look through notes from the day before, circle 1-2 key words or phrases that are not clear, and write a question to share with the class
10- Teacher uses a non-linguistic representation, asks students to think-pair-share, and write or draw a response in their notebooks

25. 2nd Grade Unit 4- week 1 1 Standards
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Monday- I can identify a diagram and tell how it is helpful. (RI.2.7)

26. Have you ever built something with these?
I am going to use an IMAGE of some legos
I am going to ASK- “Have you ever built something with these? How did you know what to build?
Turn and tell you neighbor-

27. Have you ever used something like this to help you?

28. N of GANAG New information (declarative/procedural)
Goal- Set a learning goal based on the standards.
Access Student Prior Knowledge
New information (declarative/procedural)
Application
Goal- Revisit the goal. Score to the standards.

29. G N Define diagram Provide guided practice To find diagrams
I can identify a diagram and tell how it is helpful. G N
Define diagram
Provide guided practice
To find diagrams
Explain how they are helpful

30. RI.2.7
RI.4.7
diagram
a drawing, sketch, plan, or chart that makes something clearer or easier to understand  2

34. G A Provide an opportunity for students to PERFORM the goal.
I can identify a diagram and tell how it is helpful. G A
Provide an opportunity for students to PERFORM the goal.

36. Gs of GANAG Goal- Set a learning goal based on the standards.
Access Student Prior Knowledge
New information (declarative/procedural)
Application
Goal- Revisit the goal. Score to the standards.