1. Cues, Questions, and Advance Organizers
Display this slide as the participants arrive for the day.
Welcome everyone to the session.

2. Thought for the Day
“A teacher affects eternity: He can never tell where his influence stops.”
– Henry Adams
Read quote.

3. Quick Write
What does your own experience say about the effectiveness of cues, questions, and advance organizers to activate students' prior knowledge?
Read the slide.
Ask the participants to independently answer the question.
Ask the participants if anyone would like to share with the whole group.

4. Celebrate Effort - Reflection
What did you experience when using a five-step vocabulary development process in your classroom?
What went well?
What would you do differently next time?
Prompt participants to get out their half page reflection (fieldwork between sessions) and student work sample.
Ask questions on the slide.
Distribute certificates (see Appendix E) as appropriate.

5. Today’s Agenda Objectives Participant Activity Outline
What did you learn?
For next time …
Also for next time …
Read item one - Objectives
When the facilitator gets to the Participant Activity Outline item, he/she will point out that instead of everything being listed on the agenda slide that the information for the day’s activities is within their participant activity outline handout.
Continue reading the agenda.

6. Objectives
After completing Cues, Questions, and Advance Organizers and its fieldwork, teacher participants will be able to…
Describe the specific strategies, research generalizations, and resulting classroom implications for the Cues, Questions and Advance Organizers strategies.
Recognize the ways in which they currently use Cues, Questions, and Advance Organizers as part of their practice.
Review the Professional Learning Goals (objectives) for Session Seven with the participants.
These are the learning objectives for the session.

7. Objectives (Continued)
Recognize when Cues, Questions, and Advance Organizers are used appropriately and meaningfully at their grade-level range.
Assess their own use of Cues, Questions, and Advance Organizers in their classroom.
Continue reviewing the objectives for Session Seven with the participants.
These will be reviewed again at the end of the session in an effort to recognize personal growth.

8. Question
Does your mental image help to determine what is important for your own learning today?
Read the question.
Be sure to provide enough time for participants to share responses with each other.

9. Learn About It: Mental Set Questions
Why is it important that teachers use the instructional strategy of Cues, Questions and Advance Organizers in their instructional practice?
How can the use of the Cues, Questions, and Advance Organizers instructional strategy help reinforce student learning?
Facilitator reads the questions and asks participants to write a quick response in their notes.
Participants are asked to share their thinking with the group.

10. Objectives
After completing Cues, Questions, and Advance Organizers and its fieldwork, teacher participants will be able to…
Describe the specific strategies, research generalizations, and resulting classroom implications for the Cues, Questions and Advance Organizers strategies.
Recognize the ways in which they currently use Cues, Questions, and Advance Organizers as part of their practice.
Ask if the participants feel they have reached these objectives.

11. Objectives (Continued)
Recognize when Cues, Questions, and Advance Organizers are used appropriately and meaningfully at their grade-level range.
Assess their own use of Cues, Questions, and Advance Organizers in their classroom.
Ask if the participants feel they have reached these objectives.

12. For next time … Fieldwork
Use the advance organizer you created today in your classroom.
Write a half page reflection on the experience and what you might do differently next time.
Be prepared to share your experiences with your colleagues.
Explain to participants that before the next session they need to complete their fieldwork and written reflection.
Participants should also be prepared to share their experiences with the whole group.

13. Also for next time … Be sure to participate in the online discussion.
Our focus will be on the “Identifying Similarities and Differences” strategy.
To prepare, please read Chapter 2 of Classroom Instruction that Works.
Tell participants that next session’s focus is on the Identifying Similarities and Differences strategy.
Ask them to prepare by reading Chapter 2.

14. Any Questions?
Are there any questions?

15. References
Marzano, R. J. [et al.] (2001). A Handbook for Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R.J. and Pickering, D.J. (2005).
Building Academic Vocabulary Teacher’s Manual. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2005). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Upper Saddle River, NJ: Pearson Education, Inc.