3.2+Graphic+Organizer

Deconstruction ** || Heather Garavaglia and Rhonda Bier
 * || **Graphic Organizer: Classroom-Library Lesson Plan

Dr. M. = Red

Lesson Plan Deconstruction Homepage


 * Reading Comprehension Strategy: Making Predictions **


 * Instructional Level: ****Emerging**


 * Planning **

· Reading Comprehension Strategy (RCS)

v Making Predictions, page 86

v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. 1.1.6 Read, view, and listen for information presented in any formant in order to make inferences and gather meaning 2.1.1 Continue an inquiry based research process by applying critical thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems 4.1.2 Read widely and fluently to make connections with self, the world, and previous readings 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas and real world situati o n

I appreciate that you were selective in your choice of S4L indicators.

· Reading Development Level Emerging: Grades K-1

· Instructional Strategies v Which of these research-based instructional strategies have you used in your teaching? Name them. When looking at the strategies that I have used, I noticed that I use similarities and differences quite often. Even though we discuss metaphors and analogies, the majority of time I spend on comparison using webs or Venn diagrams. Summarizing is something I also use. We tend to summarize most often to review our previous day’s lesson. We also use summarization during reading and Texas History. Note-taking is often used as well, especially when we are researching or learning something new. I also use cooperative learning in my classroom. Category web may be different from other webs. It clearly shows similarities and differences. Here's an example: []

Upon reflecting on many past lessons that I have taught, I realize that I have used many of the strategies detailed in the lesson, including nonlinguistic representation and cooperative learning. While cooperative learning takes quite a bit of patience for a primary grade teacher and a great amount of practice for the students, the benefits of cooperative learning in the classroom certainly are worthwhile. I feel that nonlinguistic representation is used on many different occasions in a primary grade classroom without the teacher even recognizing that it is taking place. I know that I did not recognize the use of this strategy in my past, but I now am able to recognize it. Good.

v Which of these instructional strategies do you need to learn? Name them and describe them. I am not sure I would say that I need to learn any of the new instructional strategies. However, I do need to learn how to implement them more. All of these strategies are strategies that I have learned at some point, but have forgotten to utilize or apply along the way. Nonlinguistic representation is something that I used everyday in math when I taught third grade. Nonlinguistic representations could be drawing a picture of what you learned, acting out what you read or any other activity where you have to represent your knowledge in another way other than saying it or writing it down. Questions, cues, and advanced organizers is an instructional strategy in which I feel I am weak. As a teacher of an older grade level, I tend to forget, and sometimes feel as though they may think I am talking to myself, to use a think aloud. I like the idea of having an advance organizer to help activate prior knowledge. Most of the times, I just ask questions and I am only reaching a few of the students that way. Excellent self-analysis. I do not feel that I need to learn any of these strategies, but as a teacher/librarian, there are always ways that we can expand our lessons using new ideas incorporating these strategies. For example, I think the idea of the inside-outside cirlce to share their stories is an excellent idea, but it is one that I have never used for this purpose. I think it is important as educators to continue to keep an open mind when it comes to new ways to incorporate critical instructional strategies in the classroom. Using different ways to organize instruction (groupings and procedures such as insidie-outside circles) can be more effective in the library environment where there is more space. Keep these and the research-based instructional strategies (CSTRCS p. 13) in mind as you plan your collaborative lesson for this course.

· Lesson Length v What are your questions about the lesson length? You must have at least one. Throughout reading the plan, I kept asking myself, “Is two sessions enough time?” This seems very comprehensive and in depth and I would think that the students would be so involved that they wouldn’t have enough time. I guess it depends on the length of each session. Young students can usually attend to a high-interest lesson for 40 minutes. That was my experience with this lesson. However, different groups of students are different on different days. The lesson could be extended if needed or continued in the classroom if the librarian was not available on the next day. It is often advisable to budget extra time when planning. Flexibility is the watchword.

There are many points throughout the lesson that the students could take the lesson in a different direction. How would the teacher/librarian keep the class on track with the goal while also allowing for further exploration of their ideas? Do you mean if their predictions didn't match? That happened and we kept bringing them back to the text and the task at hand. Having two educators helped...


 * Note:** If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box?

I am not in the library yet (so my rose colored glasses may be on), but I was wondering if you could ask the teacher who has the same time the next day if he/she could switch with the teacher you are collaborating with. Meaning, that this week your collaborating teacher would come twice this week, but not next. The teacher she switched with would come twice next week, but not this week. Present it in a way that you have this lesson you want to work with her on, but it needs to be done back to back. That way she can see a benefit from it. Of course students would be welcomed to check out books throughout even if they didn’t get to have library class that day. This is an excellent strategy and can lead to teachers and administrators seeing the value of a flexible schedule. This is another excellent strategy, and it provides a rationale for full-time paraprofessional staffing.

· Purpose v How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? This is exactly the type of instruction I plan on seeing in the school library. Along with the other hats librarians wear, I want students to know that we are teachers and we care about their learning. Students also see how the books they enjoy, and find in the library, serves two purposes: education and enjoyment. This lesson will also show the teachers how I can support them and their curriculum. I want them to view me as a partner in their students’ education. The last reason, which is selfish, is that it will keep me actively teaching and helping students learn. This is the exact type of lesson that "should" take place in all school libraries. Unfortunately, I have been in schools where this type of lesson does not take place at all. This lesson incorporates literature, cooperative learning, nonlinguistic representation. The ideal library would incorporate this type of lesson into the curriculum on an ongoing basis.

Hurray for interdisciplinary teaching! Librarians can justify this with research. This is how the brain works!

· Objectives v List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.

Agreed.
 * Objective || Verb || Level on Bloom’s ||
 * Objective One || makes || Comprehension ||
 * Objective Two || record || Application-I am thinking it is higher than just comprehending the page being read, but they have to record through nonlinguistic representation (draw or illustrate). ||
 * Objective Three || retell || Comprehension ||

· Resources, Materials, and Equipment //<span style="font-family: 'Arial','sans-serif';">If You Give a Mouse a Cookie, by Laura Numeroff //<span style="font-family: 'Arial','sans-serif';">, illustrated by Felicia Bond //<span style="font-family: 'Arial','sans-serif';">If You Give a Moose a Muffin //<span style="font-family: 'Arial','sans-serif';">, //If You Give a Pig a Pancake//, or //If You Take a Mouse to School//, by Numeroff and Bond. (multiple copies) Graphic Organizers: Materials: Overhead, data projector, or interactive whiteboard
 * Using Cartoons to Make Predictions or Inferences
 * Teacher Resource: Storyboard for Numeroff/Bond Series
 * Storyboard for Numeroff/Bond Series
 * Storyboard Self-Assessment Rubric
 * large white construction paper folded into sixteenths
 * pencils
 * crayons

v Which are the different formats or genres used to support learners? <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif;">The lesson is centered on the Laura Numeroff and Felicia Bond series. The main titles (who share similar patterns) are: //If You Give a Mouse a Cookie//, //If You Give a Moose a Muffin//, //If You Give a Pig a Pancake//, and //If You Take a Mouse to School//. Students are also given graphic organizer which helps organize their thoughts.

v Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them. <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif;">An overhead projector and document camera, or interactive whiteboard, or overhead is the technology used in this lesson. I am not sure that I would use any more technology. Depending on the lesson and how it is going, I may utilize the overhead in having the students show their graphic organizer to the rest of the class. If time permits or the lesson were to be futher extended, the students could each make a slide in Powerpoint to illustrate their story. The slides could then be combined to create an entire class story in a Powerpoint presentation.

Here's a photo of educators team teaching: [] One of the librarian's objectives was for the classroom teacher to learn to use the document camera!

· Collaboration v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif;">On the first day having two teachers helps with the flow of the lesson. One teacher is able to read while the other writes the students’ predictions. Had there just been one teacher, the teacher would have to read a page, put down the book, and then record the answers. Even though the transition between reading and documenting may be minimal, it is still down time. Down time is when students sometimes get off track. With the lesson flowing, the students will more likely stay focused and on task. On the second day the student to teacher ratio is a benefit. The educators benefit because they are able to work more with a smaller number of students therefore giving the students more individualized attention if needed. I agree with the previous paragraph. In addition, the teachers are able to both supply ideas when the students are brainstorming possible predictions.

Agreed - again.

· Assessment v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif;">The major tool for assessment is the Storyboard Self-Assessment Rubric. Throughout the lesson though, teachers are monitoring and assessing the students through observation and questioning the students about their graphic organizer.

Students' retellings function as another assessment. Remember: educator observation is a legitimate assessment - and don't let "them" tell you otherwise.

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif;">Besides the rubric at the end, students are given the opportunity to self-assess throughout. One example that I found is under the student practice procedure on day two. Procedure number eight has the students raise one finger if a word on the page matches their predictions. The students may also be assessing themselves when the teacher writes her prediction in. Students may be able to monitor how they are doing on the storyboard by observing the teacher and her predictions as well. Excellent observation.

· Standards v What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.


 * **Reading/Comprehension of Literary Text/Fiction** |||||| <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif;">** Oral and Written Conventions/Conventions ** ||
 * Kindergarten || First || Second || Kindergarten || First || Second ||
 * 8(A) retell a main event from a story read aloud || 9(A) describe the plot and retell a story's beginning, middle, and end with attention to the sequence of events ||  || 16 (B) speak in complete sentences to communicate || 20 (B) speak in complete sentences with correct subject-verb agreement || <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif;">21 (B) speak in complete sentences with correct subject-verb agreement ||


 * **Listening and Speaking/Listening** |||||| **Subchapter A Reading/Comprehension Skills** ||
 * Kindergarten || First || Second || Kindergarten || First || Second ||
 * 21 (A) listen attentively by facing speakers and asking questions to clarify information || 27 (A) listen attentively by facing speakers and ask relevant questions to clarify information || 28 (A) listen attentively by facing speakers and ask relevant questions to clarify information || ( C ) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud) || ( C ) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud) || ( C ) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions) ||
 * 21 (B) follow oral directions that involve a short related sequence of actions || 27 (B) follow, restate, and give oral instructions that involve a short related sequence of actions || 28 (B) follow, restate, and give oral instructions that involve a short related sequence of actions || (D) make inferences base on the cover, title, illustrations, and plot || (D) make inferences about text and use textual evidence to support understanding || (D) make inferences about text and use textual evidence to support understanding ||
 * 22 (A) share information and ideas by speaking audibly and clearly using the conventions of language || 28 (A) share information and ideas about the topic under discussion, speaking clearly at an appropriate page, using the conventions of language || 29 (A) share information and ideas about the topic under discussion, speaking clearly at an appropriate page, using the conventions of language || (E) retell or act out important events in stories || (E) retell or act out important events in stories in logical order || (E) retell important events in stories in logical order ||


 * **Listening and Speaking/Teamwork** ||
 * Kindergarten || First || Second ||
 * 23 (A) Follow agreed-upon rules for discussion, including taking turns and speaking one at a time || 29(A) follow agree-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions || 30(A) follow agree-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions ||

v Which AASL indicators align with this lesson? Give both the number and the description for each. 1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather meaning 1.1.9 Collaborate with others to broaden and deepen understanding 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems 4.1.2 Read widely and fluently to make connections with self, the world, and previous readings 4.1.3 Respond to literature and creative expression of ideas in various formats and genres

You selected more than I did. [] See my notes on the class feedback.

· Process Motivation
 * Implementation **

v Will this invitation to learn be effective in capturing students’ interest? Why or why not? I think so. First of all it is a cartoon and most kids love cartoons. Students are also engaged in the cartoon by having to make a prediction. They are not just “reading” it. An important part of this is the think-pair-share. This engages students who may or may not have a prediction. Hearing their partners may help them create their own. Not all students have the same experiences so it helps hearing what others have to say. Absolutely! Children love the Numeroff stories due to their silly nature, and when given the chance to participate in them in an interactive manner, they will enjoy the experience on a deeper level.

v What are your ideas to increase student buy-in to this lesson? Give at least one. <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif;">I think creating the scene in real life might increase student buy in. Students love seeing their teachers “act” or be silly. Instead of having the cartoon, you could have the two teachers “act” out a scene. The librarian could give the teacher something (like an ice cream cone) and then the teacher drops it. They could then ask the students how the teacher likely would react. They could create a few small scenes having the students predict what will happen next. The teacher or librarian could ask for examples of gifts that students have received in the past and discuss whether or not that gift led to another need. For example, did receiving a new gaming system lead to the need to buy more games? Pose the question of can one gift lead to wanting another one? Another great idea!

Student-friendly Objectives v Are these objectives at the instructional level of the targeted students? Give an example. The objectives are on an instructional level. Since the educators read a similar book and model predicting, students are given the opportunity to receive the background that they need to make their predictions. The books are similar so that students are able to see and apply the pattern to other books. Yes, these objectives are at the correct instructional level. Nonlinguistic representation and cooperative learning are used daily in primary classrooms. Specifically, making predictions about what will happen next in the story is used on a regular basis when learning about patterns in books in lower grade levels.

v Are there terms in these objectives that may need to be taught to students? Give an example. <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif;">There are four terms that I think may need to be taught to the students. Prediction, storyboard, and retell are terms they may not know. I think students will understand these terms after the presentation from the teacher and librarian. In fourth grade I still have students see the word information and think of expository text or something that is real important given to them. I think it might need to be explained that you are constantly gaining information. Prediction is a term that I have always found difficult for primary grade students to understand. However, these Numeroff titles are excellent resources for demonstrating the meaning of prediction.

<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Yes, you will need to explain the terms used in the student-friendly objectives. This is one benefit of classroom-library collaboration. When educators build a shared vocabulary, students learn the meaning of challenging terms (such as "prediction") and what is expected of them in both the classroom and library.

Presentation v Describe the modeling aspect of this lesson. <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif;">Modeling is apparent throughout the presentation. Modeling is shown when one educator reads the book stopping after each page while the other educator writes the information down on the storyboard. When writing the information on the storyboard, the students see how to fill out the storyboard. During the reading aloud of the Numeroff book, the teacher pauses to discuss with the students what might possibly happen on the next page before each "gift" is revealed. The teacher also encourages students to think about their own background knowledge and then discusses whether the prediction made sense after turning the page. This models for students what it looks like to make a prediction.

v How are the benefits of two or more educators maximized in the presentation component? <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif;">I think the major benefit of having two educators during this time is that the presentation is able to flow. As I mentioned earlier, there is no down time. The page can be read and right then the information can be presented on the storyboard. Also, while one educator is working on his/her part, the other can monitor to make sure students are on track. Students benefit by having two educators in there. Sometimes information has to be presented in a different ways to try and reach other students. <span style="color: #ff00ff; font-family: 'Arial','sans-serif';">The second day the benefit is that the class can be divided into two groups. The teacher is able to work with a smaller group, therefore being able to work more closely with the students. During the closure activity, the students are able to be exposed to a different book other than the one they have read. I think that the main benefit is helping each other flow through the book, as one hand is needed to cover up the text, and more hands are needed to record the predictions made by students. Also, two teachers would be very useful for the inside-outside circle portion of the lesson. This could be a tricky step for the little ones to grasp for the first time, so one teacher is able to step in and help individuals with the sharing process while the other teacher is able to discuss what is shared as a whole group.

Agreed.

Student Participation Procedures or Student Practice Procedures v Are the directions clear? Give an example. <span style="font-family: 'Arial','sans-serif';"> I find the directions for the student participation on the first day fairly clear. The glossary at the back of the book is a benefit for new teachers who may not know what think-pair-share is. (Again, this is a term that may have to be taught, but this strategy will be used over and over again in both settings.) The practice procedures on day are extremely clear and give step by step instructions as to what the students are to do. The directions are very clear. If only there were more detailed lesson plans out there such as this and the others in our book, especially for new teachers/librarians. There are many great ideas floating around out there but leave the teacher to try to figure out the best way to execute them. This walks a teacher through a high quality lesson that engages students. Published lesson plans must be extremely detailed.

Guided Practice v How are the benefits of two or more educators maximized in the guided practice component? <span style="color: #000000; font-family: 'Arial','sans-serif';"> By having two educators in the classroom it is easier for the educators to monitor the students and their comprehension. Students are also more likely to get feedback quicker because there are two educators to reach all the students. If a student is struggling, one of the educators can help that student while the other continues the guided practice. On day two, because there are two teachers, more students will be able to receive help on an individual basis if they are stuck while trying to make their own predictions. The teachers will be able to ask students questions to help them think or ask questions to think through whether or not their prediction is logical.

An excellent rationale for co-teaching? Yes!

Closure v Are students active in the closure component? What are students doing for closure? <span style="font-family: 'Arial','sans-serif';"> On the second day the students are more active than in the first. On the first day, the students are watching one educator retell the story using the storyboard. They are seeing how the self-assessment rubric is used. The second day the students are sharing their storyboards and retelling the story to a member of someone who read the other book. In this activity, they are not only sharing, but being a good listener for the other student. Yes! The students are engaged but not active in the closure component on the first day. They are able to enjoy the class storyboard that they helped create. On the second day, they are active participants in the closure component. As they share during the inside-outside circle, they are able to share what they created and also see what their peers created. Yes!

Reflection v How is the reflection component related to the learning objectives? <span style="font-family: 'Arial','sans-serif';"> The first question listed under the reflection asks students how the predictions were made. This helps students realize that they used their background knowledge to make predictions. The questions presented during the reflection component help students to understand what the term prediction means when it might have been harder to understand in the beginning of the lesson. They are able to stop and reflect on how the whole prediction process works and that they played a part in the prediction process.

· Extensions v What are your other ideas for extensions to this lesson? Describe at least one. <span style="color: #ff00ff; font-family: 'Arial','sans-serif';">As a fourth grade writing teacher, I really like the extension activity listed. Having students write their own stories is great. Using Supplement A, teachers can have a basket of pattern books and graphic organizer at a center. During center time, students can choose a book and create predictions on that book. Students could also take their prediction storyboard and share with other classes to “advertise” the book. Good idea. When reading through this lesson, I was thinking about how fun and engaging it could be for the class to go share their stories with another class that has done the same lesson. Yes!