literacy first elementary intermediate teacher manual sample

A Nationally Proven Instructional Framework

for Teachers Grade 3-5

Teacher’s Manual

Intermediate

3-5

The Literacy First Framework Teaching, Learning and Leading for Academic Achievement

SAMPLE

SAMPLEOverview of Effective Instruction (3–5)

Acknowledgments

“What we have to learn to do, we learn by doing.”Aristotle (384–322 B.C.), Greek Philosopher

Catapult Learning acknowledges the extraordinary efforts of those who worked so diligently to produce this Literacy First Manual and other related documents.

This talented and dedicated team put in many hours of research, writing, and editing. Their collaborative efforts created this Intermediate Teacher’s Manual, Instructor’s Notes, as well as activities and presentations.

Editor Lee Anne Housley

Contributing Authors Jan Bentley Diana Brown Sherry Davis Robin Emerson Beth Fennell Stephanie Hoskin June Lynch Kathy Nauman Donna Nicholson Bonnie O’Neal Linda Powers Ann Simpson

Copyright © 2013 by Catapult Learning, LLC. All rights reserved. These materials are for instructional purposes only in connection with educational seminars. All materials are copyrighted and may not be reproduced in any form.

Revised April 2013

SAMPLE

Catapult Learning • Overview of Effective Instruction (3–5)� iii

Overview of Effective Instruction (3–5)

� v� Common Core Connections

� 1� Lesson 1: Overview of Participant Notebook

� 3� Lesson 2: States of Mind

� 5� Lesson 3: Essential Components of the Reading Block

� 11� Lesson 4: Read-Alouds

� 17� Lesson 5: Academic Learning Time (ALT)

� 23� Lesson 6: Speaking and Listening to Support Learning, Part 1

� 25� Lesson 7: Speaking and Listening to Support Learning, Part 2

� 29� Lesson 8: Identifying Student Success

� 31� Lesson 9: Anatomy of a Lesson (AOL)

� 37� Lesson 10: Anatomy of a Lesson: Application

� 41� Lesson 11: Gradual Release of Responsibility

Table of Contents

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Catapult Learning • Overview of Effective Instruction (3–5)� v

BAlAnCing informAtionAl And litErAry tExt

Building KnowlEdgE in thE disCiplinEs

stAirCAsE of ComplExity

Common Core Connections

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vi� Overview of Effective Instruction (3–5) • Catapult Learning

tExt-BAsEd AnswErs

writing from sourCEs

ACAdEmiC VoCABulAry

A

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Catapult Learning • Overview of Effective Instruction (3–5)� 31

Anatomy of a Lesson (AOL)lesson

9oBjECtiVE Participants will identify the components and sequence of Anatomy

of a Lesson and develop a lesson using the sequence.

ACtiVAtE, AssEss & AugmEnt rElEVAnt

KnowlEdgE

If you want to plan lessons to ensure Academic Learning Time, what are the essential components for every lesson? What are synonymous terms for Zone of Proximal Development?

CritiCAl AttriButEs

1 The Zone of Proximal Development (ZPD) is that which the student can do with a little assistance from the teacher or another student. Synonymous terms are:

a use but confuse;

b correct level of instruction; and

c acquainted but unknown.

2 When students are taught in their ZPD, they are more likely to:

a successfully accomplish the objective;

b stay on task;

c accelerate learning; and

d have fun learning;

and they are less likely to be:

e a discipline problem;

f disrespectful; or

g apathetic or unmotivated.

3 The potential for ALT is significantly increased as a result of teacher planning using the Anatomy of a Lesson format.

Components of Anatomy of a Lesson

1 Activate,�Assess�&�Augment� �Relevant�Knowledge�(ARK)�

a ARK represents approximately 20% of the lesson.

b It determines each student’s Zone of Proximal Development so teachers can ensure students will have a 75–95% success rate when they begin to manipulate content.

c Here the student’s brain is caused to begin to work in the pattern necessary for the activity.

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32� Overview of Effective Instruction (3–5) • Catapult Learning

d Students are helped to understand the lesson objective.

e An emotional hook for the objective is created. Learning attached to emotion is most likely to be encoded into long-term memory.

f It may include: making connections between new content and what students already know; providing new information to help create context and fill knowledge gaps; introducing critical vocabulary; or asking students to raise questions and make predictions.

2 Teacher�Input�(TIP)

a SAP and TIP combined represent approximately 65% of the lesson: 45% SAP, 20% TIP.

b The teacher provides enough information and modeling behavior to enable students to begin to manipulate the content. Do not overload students with too much information.

c The teacher must know the critical attributes of the objecive for TIP to be effective.

3 Student�Active�Participation�(SAP)�

a SAP and TIP combined represent approximately 65% of the lesson: 45% SAP, 20% TIP.

b This is where new learning occurs.

c Teachers should expect students to make some errors during this time. However, students should have a 75–95% success rate during SAP.

d Three senses contribute most to building a knowledge base. They are sight, touch and hearing. SAP should incorporate activities that involve the use of these senses (e.g., sorting activities, graphic organizers and guided discussion).

e Reading, clarifying, summarizing, predicting and questioning are examples of mental manipulation of content. All of these are best done in paired discussions.

f Students should be expected to give support for or explain the process they used to obtain the answer (metacognition).

Important note: SAP and TIP do not need to be separated into two distinct parts. It may be more productive for them to be integrated.

4 Identify�Student�Success�(ISS)�and� �Evidence�of�Learning/Success

a ISS is approximately 15% of the lesson.

b ISS is a final check by the teacher to determine what the students have learned during the lesson.

c ISS is often done in pairs.

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d ISS occurs when students repeat what they have learned by doing things such as:

i stating the lesson objective;

ii describing an observed pattern; and

iii explaining a process used.

e Time for reflection is an important consideration for the brain.

f ISS helps cement learning.

g ISS facilitates student pride in learning — students realize they have mastered the lesson objectives.

5 Monitor�and�Adjust�

a Monitor and Adjust is integrated throughout the entire lesson.

b The teacher compares expected academic performance to the actual performance during the lesson.

c The teacher reinforces acceptable performance or reteaches in another way.

idEntifying studEnt suCCEss

List the components of Anatomy of a Lesson in sequence. Which ones are currently part of your lesson planning?


Anatomy of a Lesson

ARK

% %

Howandwhy? Howandwhy?

TIP⇄SAP

Ratio to

% % %

ISS

% %

ExamplesofSAPSAMPLE


Anatomy of a Lesson to Facilitate Academic Learning TimeCreated by Bill Blokker Ed.D.

Begin Lesson end Lesson

20%ARK�

Activate, Assess & Augment relevant

Knowledge

• Ask Questions

• Use Emotional Hook

• Ensure Students Understand Lesson Objective

• Graphic Organizers

65% 15%ISS� �

identifying student success

• Each student reports learning related to objective.

• Students use graphic organizers.

• Students use “I learned” strategies.

• Students label metacognitive processes.

20%TIP�

Teacher input

• Think-Alouds

• Modeling

• Questioning

• Explaining a Process

45%SAP

student Active Participation

• Active Manipulation of Content

• Word Study

• Simulations

• Retelling

• Summarizing

• Clarifying

• Predicting

100%MONITOR�ANd�AdjuST

Monitor student learning and adjust instruction as necessary.

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Lesson Plan and Delivery Evaluation Rubric

LessonPlanCriteria Distinguished Accomplished Proficient Developing

Learning�Target

Postedintheclassroom,clearlydefined,alignedwithgrade-levelcontent,rigorous,outcomedriven,relevant/meaningfultostudents

Postedinclassroom,clearlydefined,alignedwithgrade-levelcon-tent,outcomedriven

Postedinclassroom,clearlydefined

Notpostedinclassroom

Activate�Relevant�Knowledge�(ARK)

APKrelatedtoLearningTarget,create“hooks”togenerateinterest,providesup-porttoensurestudentunderstandingandengagement,linkstudentexperiencesand/orpreviouscontenttonewlearning

APKrelatedtoLearningTarget,create“hooks”togenerateinterest

Reviewofyesterday’slesson

Nointroductiontolessonbeingtaught

Teacher�Input�(TIP)

Purposeforlearningisstated.Teachermodelsexpectedlearning.Think-aloudsareusedtoprovidestudentlearning.Teacherusesavarietyoflearningmodalities(graphicorganizers,videos,manipulatives,learningstrategies).Higher-levelquestion-ingused.Studentsgivenfeedbackrelatedtoaccomplishinglearningtarget.

Purposeforlearningisstated.Teachermodelsexpectedlearning.Think-aloudsareusedtoprovidestudentlearning.Checkingforunderstandingisdoneduringthelesson.

Purposeforlearningisstated.Checkingforunderstandingisnotdoneduringthelesson.Noteachermodelingorthink-alouds.

Lessoninformationseemssketchy,unclear.Nopurposeforlearning.Checkingforunderstandingisnotdoneduringlesson.instructionalgoalisnotclear.

Student��Active��Participa-tion�(SAP)

Alignmentbetweenlessonobjectiveandstudentactivity.Studentsarerequiredtoworkathigherinstructionallevelsactivelymanipulatingcontent.Lessonismatchedtostudentlearningneeds(differentiated).Questioningathigherlevelsencouragesstudentstoextend/elaboratetheirthinking.Studentsdemonstratecontentknowledgethroughtheirreading,writing,speakingandactivelistening.

Alignmentbetweenles-sonobjectiveandstu-dentactivity.Studentsarerequiredtoworkathigherinstructionallevelsactivelymanipu-latingcontent.Studentsdemonstratecontentknowledgethroughtheirreading,writing,speak-ingandactivelistening.

Alignmentbetweenlessonobjectiveandstudentactivity.Studentsaremanipulatingcontentatalowinstructionallevel.

Studentsarepassiveinthelearningprocess:receivinginformationfromteacherand/orsupportingresources.

Evidence�of�Learning�(EOL)

Identifying�Student�Success�(ISS)

Studentscanapplylearningtonewareas.Useofrubricsand/ormodelsdevelopedbystudents.Studentscanexplain/justifytheirwork.Formativeassessmentsoccurredthroughoutthelesson.

Studentscanapplylearningtonewareas.Studentscanexplain/justifytheirwork.

Studentcompletedworksheetsand/orteacher-directednotescopiedfromboard.

Noevidenceofstudentlearning.Studentsnotinvolvedinspeaking,authenticwritingoractivelistening.

Monitor�&�Adjust�Instruction

Teacherconstantlyevaluating/monitoringstudentlearningandadjustinginstructiontoaccommodateallstudentlearning.

Teacherprovidedrubricsandmodelstoevaluatestudentlearningatcompletionofproject.

Teacheraskingwhole-classquestionstogaugestudentLearning.

Noevidenceofteachermonitoringstudentlearning.

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SAMPLE


oBjECtiVE Participants will apply Anatomy of a Lesson components to create a lesson.


KnowlEdgE

Reflect on your current lesson planning tool. How does it parallel the components of Anatomy of a Lesson?

CritiCAl AttriButEs

1 When planning a lesson, the teacher will develop two examples or models. One will be used during the TIP; the other will be used by the teacher to begin the SAP as a way to move students into active manipulation of the content of the lesson.

2 Brain research tells us that students must have a purpose for learning in order to connect to prior knowledge and build new knowledge.

3 When activating/assessing relevant knowledge about the content to be learned, the teacher must create activities that cause students to demonstrate their present knowledge/skill.

4 For students to learn the content being taught, it is essential for them to have automaticity and fluency with the content’s technical vocabulary.

5 Teachers use think-alouds during the lesson to scaffold between what students can “do successfully on their own” and what they “use but confuse.”

6 Brain research tells us that the brain remembers the first thing it hears; therefore, teachers should make every effort to make sure that the correct answer to a question is the first one that is given.

7 During the lesson, the teacher expects students to prove their answer is correct by supporting it with information from the text or to explain the process used to create the answer.

8 The teacher uses paired student activities to enable students to be successful and to expand their learning as they manipulate the content of the lesson.

9 The 75–95% success rate is an indicator of both a lesson’s effectiveness, as the student manipulates the content of a lesson, and a student’s readiness for success in independent activity.

Anatomy of a Lesson: Applicationlesson

10

SAMPLE


10 The components of the lesson progression include the following items:

a Objective and why it is important

b Activate, Assess & Augment Relevant Knowledge

c TIP and SAP

i Think-Aloud #1 — model or show example

ii Think-Aloud #2 — model or show example, inviting students to participate

iii Guided Practice — paired discussions, signals, prove answers

iv Independent Activities

d ISS


Talk through your lesson with a partner, identifying each of the components of Anatomy of a Lesson.

SAMPLE


Literacy First Instructional Model

objective(s)

ArK: Activate, Assess & Augment relevant Knowledge (20%)

tip/sAp: teacher input (20%)/student Active participation (45%)

iss: identify student success (15%)

SAMPLE

SAMPLEStrategies for Complex Text (3–5)

Acknowledgments

“What we have to learn to do, we learn by doing.”Aristotle (384–322 B.C.), Greek Philosopher

Catapult Learning acknowledges the extraordinary efforts of those who worked so diligently to produce this Literacy First Manual and other related documents.

This talented and dedicated team put in many hours of research, writing, and editing. Their collaborative efforts created this Intermediate Teacher’s Manual, Instructor’s Notes, as well as activities and presentations.

Editor Lee Anne Housley

Contributing Authors Jan Bentley Diana Brown Sherry Davis Robin Emerson Beth Fennell Stephanie Hoskin June Lynch Kathy Nauman Donna Nicholson Bonnie O’Neal Linda Powers Ann Simpson

Copyright © 2013 by Catapult Learning, LLC. All rights reserved. These materials are for instructional purposes only in connection with educational seminars. All materials are copyrighted and may not be reproduced in any form.

Revised April 2013

SAMPLE

Catapult Learning • Strategies for Complex Text (3–5)� iii

Strategies for Complex Text (3–5)

� v� Common Core Connections

� 1� Lesson 1: Selection of Text

� 5� Lesson 2: Close Reading

� 7� Lesson 3: Selecting Complex Text

� 13� Lesson 4: Planning and Implementing a Close Reading Lesson

� 17� Lesson 5: Close Reading for Complex Text: Lesson Plan Template Instructions

� 21� Lesson 6: Close Reading for Complex Text: Lesson Plan Template

� 25� Jackie Robinson

Table of Contents

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Catapult Learning • Strategies for Complex Text (3–5)� v

BAlAnCing informAtionAl And litErAry tExt

Building KnowlEdgE in thE disCiplinEs

stAirCAsE of ComplExity

Common Core Connections

SAMPLE

vi� Strategies for Complex Text (3–5) • Catapult Learning

tExt-BAsEd AnswErs

writing from sourCEs

ACAdEmiC VoCABulAry

A

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Catapult Learning • Strategies for Complex Text (3–5)� 1

oBjECtiVE Participants will examine and select appropriate texts that will support instruction in a variety of literacy processes.


KnowlEdgE

What factors do you consider when selecting text for skill instruction, independent student reading, read-alouds or Close Reading?

CritiCAl AttriButEs

Teachers’ selection of text facilitates the accomplishment of learning outcomes in whole group, flex group, literacy stations and MIRP. Selecting the appropriate text to match the learning objective(s) assists students with a high probability of independent student success. Texts selected for students to read may be at students’ independent or instructional level dependent upon the teacher objective(s). Students also need to be exposed to challenging text with teacher-planned scaffolding to decrease students’ frustration levels. Common Core standards refer to two types of texts: Literary and Informational.

1 Literary Text is plot driven and follows an organizational flow including characters, setting, events, problem and solution. Literary texts include stories, folktales, legends, fables, fantasy, realistic fiction, myth, dramas and poetry including nursery rhymes and the subgenres of narrative poems, limericks and free-verse poems.

When analyzing literary text for instructional purposes, teachers should ask the following questions:

a Is there a developed and clear literary structure?

b What are the main themes of the text?

c Are the meanings literal/figurative/ambiguous?

d Is there a clearly discernible point of view?

e What knowledge is required to determine and understand the text’s meanings?

f Is there a logical order of events and a relationship between events and topics?

g Are readers provided clear references?

h Are ambiguous pronouns avoided?

i Is there a smooth transition between topics?

Selection of Textlesson

1

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2� Strategies for Complex Text (3–5) • Catapult Learning

2 Informational�Text�is discipline oriented and informs, explains, describes, presents facts and persuades with little or no dialogue. It includes various text features such as headings, subheadings, graphs, illustrations, photographs, charts, maps, captions and digital sources on a range of topics. Examples of informational texts include biographies, autobiographies, history, social studies, science, the arts, technical text, magazines and newspapers.

The basic structures of informational text are as follows:

a Cause/Effect: The reader identifies or explains one or more causes and the resulting effects(s).

b Problem/Solution: The reader identifies or explains the problem(s) and one or more ways that the problem(s) was resolved.

c Compare/Contrast: The reader identifies or explains the similarities between two ideas, objects or processes.

d Time/Sequence: The reader identifies or explains a procedure, a process or a series of events in the order they happen.

e List/Describe/Enumerate/Collect: The reader identifies or explains information collected about a topic such as facts, attributes or characteristics.

When analyzing informational text for instructional purposes, teachers should ask the following questions.

1 Is there relevant and accurate content?

2 Is there a clear point of view and/or purpose?

3 Is there a discernible main idea and a developed and clear organizational structure?

4 When there is argumentation within the text, is it supported by evidence in the text?

5 What is the main purpose of the text?

6 Are there multiple purposes?

7 Are the purposes explicit or implicit?

8 What knowledge is required to determine and understand the text’s purpose(s)?

Measures�of�Text�Complexity�

When exposing students to complex texts, teachers should evaluate the text’s complexity through three measures: Qualitative, Quantitative, and Reader and Task Considerations.

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1 Quantitative�dimensions�of�text�complexity�refer to those aspects of text complexity, such a word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently and are typically measured by computer software.

2 Qualitative�dimensions�of�text�complexity refer to those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose, structure, language conventionality and clarity, and knowledge demands.

3 Reader�and�Task�Considerations�refer to variables specific to particular readers such as motivation, knowledge and experiences, and to the task assigned and questions posed.

Such assessments are best made by teachers, employing their professional judgment, experience and knowledge of their students and subject (Common Core State Standards: Appendix A, p. 4).

General�Text�Selection�Considerations

1 A variety of texts should be available to support students’ literacy development during read-aloud modeling, independent reading and skill instruction.

2 Students should practice the application of word study, fluent reading and comprehension skills in both decodable and authentic texts.

3 Texts selected for students to read should be at the student’s independent or instructional level, not at the frustration level (Blevins 2001).

Independent�Level:�The level at which a student can read a text without the teacher’s assistance. Word recognition is at 95% or better.

Instructional�Level:�The level at which a student should receive reading instruction. The student reads the text with teacher guidance. Word recognition should average 90% or better.

Frustration�Level:�The level at which a student cannot read a text adequately. Word recognition averages less than 90%.

4 Text selected for skill instruction must be appropriate for the application and practice of the skill.

5 A text or a portion of a text may be used to teach multiple skills.


What criteria will you consider when selecting text for flexible-skill group instruction, read-aloud modeling in whole group, Monitored Independent Reading Practice and Close Reading?

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Close Readinglesson

2oBjECtiVE Participants will identify the purpose of Close Reading and analyze

its essential components.


KnowlEdgE

“Quick-write” your definition of Close Reading.

CritiCAl AttriButEs

Definition�of�Close�Reading

1 Close Reading of a text involves an investigation of a short piece of text, with multiple readings done over several instructional lessons. Through text-based questions and discussions, students are guided to deeply analyze the text, to make inferences and to cite evidence from the text. The Close Reading process requires the reader to examine meanings of words and sentences, syntax, and the different levels of meaning. (Brown, S., Kappes, L. (2012). Implementing The Common Core Standards: A Primer on “Close Reading of Text.”)

2 The primary objective is to provide students the opportunity to assimilate new textual information with their existing background knowledge and prior experiences to expand their schema.

3 The second purpose is to increase effective reading behaviors of readers when they engage with a complex text.

a Identifying one’s own purpose for reading the text

b Determining the author’s purpose

c Expanding one’s own schema

d Considering the structure of an academic discipline

4 Key Components of Close Reading:

a Chunking the complex text in short passages to match the focus of the objective(s) being taught

b Limited frontloading

c Repeated readings of text to answer planned text-dependent questions

d Annotating text while reading (Fisher, D., Frey, N. (2012). Close Reading in Elementary Schools. The Reading Teacher, 66, 179–188.)

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6� Strategies for Complex Text (3–5) • Catapult Learning


Based on the critical attributes discussed, how does the Close Reading process benefit students?

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literacy first elementary intermediate teacher manual sample

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