Peer-supported Learning

with Power Strategy Groups

Admit Slip

Write one (or more) things that you already know about Power Strategy Instruction.

AgendaEssential Question: How do I conduct a Power Strategy Group?How do I conduct a Power Strategy Group?

Benchmark: The student will use the eight power strategies in order to help them develop the skills and strategies needed to negotiate complex nonfiction texts.

Guided or Strategic Practice:

How will I use the Power Strategy Books

Launch: Plans for introducing the Power Strategy Books

FCAT 2.0 What are the changes

Develop 8 Power Strategy lessons using public domain text

Exit slip/questions

Power Strategy Texts

Power Strategy Texts allow students to practice specific learning strategies in a small group of their peers.

Each group focuses on one of the eight Power Strategies introduced through the Core Text.

The teacher models a lesson, then the students continue practicing the strategythrough guided and independent learning.

Eight Power Strategies:1 Content/specialized vocabulary2 Text features3 Text structures4 Monitoring understanding5 Previewing text6 Activating background knowledge7 Questioning8 Noting, organizing, and retrieving information

Power Strategy Group Titles

1. Content /Specialized Vocabulary - From Boneshakers to Choppers

2. Previewing Text - Tupac Shakur

3. Text Features - Mental_Floss: Condensed Knowledge

4. Text Structures - Let Me Play: The Story of Title IX

5. Activating Background Knowledge - Dear Miss Breed

6. Monitoring Understanding - Tough Boy Sonatas

7. Questioning Your Way to Understanding - Guinea Pig Scientist

8. Noting, Organizing and Retrieving Information - Us and Them

1.Teacher models a strategy lesson focusing on one of the 8 Power Strategies.

2. Students engage in guided practice – Teacher assesses for understanding.

3. Students then take responsibility for their continued reading, while reinforcing strategy implementation.

4. Groups meet at least 3 days a week to discuss their reading.

5. Groups aim for natural conversation about the books, so personal connections and open-ended questions are welcome.

6. Evaluation is by Teacher observation and student performance task.

7. When books are finished, readers share with their classmates, and then new groups form around a new book.

Since each Plugged-in teacher has only 6 copies of each of the Power Strategy books, how will you (as a group) set up the teaching of the 8 power strategies?

For example:•Two Plugged-in teachers could share their Power Strategy books. Each teacher could then have two Power Strategy groups working at the same time. When students finish, the teachers could switch books.

(18 titles/Whole-group!)

Weigh your options.

Randolph 2 PITR UnitsRibault 3 PITR UnitsParker 3 PITR UnitsMandarin 3 PITR UnitsWolfson 3 PITR UnitsDarnell 1 PITR UnitFletcher 3 PITR UnitsRaines 3 PITR UnitsJackson 5 PITR UnitsBaldwin 2 PITR UnitsPaxon 1 PITR UnitWhite 4 PITR UnitsFirst Coast 2 PITR UnitsPeterson2 PITR UnitsForrest 1 PITR UnitLee 7 PITR UnitsGrand Park 1 PITR Unit

How to hook your students on the book?

Book Launch 1. Each teacher will receive one colored slip of paper. You will have one

minute to think about your response to the question. Be sure to consider the year and think about your rationale.

2. Now, find every person that has the same colored slip that you have. You will have three minutes to find those people and to share your responses.

3. Next, if you have a ____ slip, you will need to find one person who has a ______ slip.

PINK…..BLUE RED…YELLOW

BLACK…ORANGE GREEN…BROWN

You will have two minutes to share your answers. What were the common factors if you agreed? What seemed to be the significant contrast if you disagreed?

Anticipation Guide

1. T or F Female athletic teams should receive the same funding as male athletic teams at the hs level.

2. T or F Athletic teams should not be gender specific. 3. T or F Female athletes earn the same amount of

money as male athletes for endorsements. 4. T or F Female golf pros earn the biggest purse. 5. T or F Female athletic teams (hs and college) receive

the same media coverage as male athletic teams.

FCAT 2.0

10 Changes to Consider

Dessalines Floyd

1Grade 10 passage

length

2100% Multiple-Choice

3140 Minutes Long

4“I see it but I don’t get

it.”

5Post facto

Culture comes from the Latin word cultura, which came from colere, meaning “to cultivate.” Based on the meaning of the root word culture, what does the “theme . . . of Multiculturalism” mentioned in this section suggest about groups of people in a society?

A.Many people in a society are responsible for determining the customs within their group.

B. Different groups of people in a society will support the views expressed by its scholars.

C. A society is enriched by various groups who merit equal respect and scholarly interest.

D. An informed discussion among groups in a society can reveal many conflicting views.

FCAT 2.0Test Item Specifications

Read this excerpt from the essay.

Although it maintained a humble exterior, the Montana dude ranch where I was to meet my latest client was much more than a corral-and-bunkhouse affair. A chef with a tall white hat prepared gourmet meals; the massage sign-up sheet was posted on an easel by the front desk; the fax and copy machine were to the left.

The words chef, gourmet, and massage are French words that have been absorbed into the English language. What does the use of these words tell readers about the services being provided by the dude ranch?

A. The dude ranch provides activities and services that appeal to the children of the clients who come to fish.

B. The dude ranch appeals to clients who are looking for more refined services during their fishing vacation.

C. The dude ranch allows its staff to participate during their free time in the many activities that are available.

D. The dude ranch mainly attracts those clients who will need to continue working during their vacation.

FCAT 2.0Test Item Specifications

6Next Generation

and Common Core

7Mostly non-copyrighted

8Use of prior knowledge

9Text Features

10We have to ‘wait and

see’

Any questions?

Works Cited

Florida Department of Education TEST DEVELOPMENT CENTERhttp://sharepoint.leon.k12.fl.us/tdc/external/default.aspx?RootFolder=%2ftdc%2fexternal%2fShared%20Documents%2fReading%20and%20Writing%20Assessments%20%2d%20Supplemental%20Documents&View=%7b45C1B3FC%2d9DBA%2d44BF%2d8B2B%2dA594D6E16830%7d

Reading Content Assessed by the FCAT 2.0- Appendix Bhttp://fcat.fldoe.org/fcat2/pdf/readappB.pdf

DRAFT FCAT Test Item Specifications (based on NGSSS)http://fcat.fldoe.org/pdf/specifications/ReadingGrades9-10.pdf

FCAT 2.0 Test Design Summary and Content Focus Reports (2006-2009)http://fcat.fldoe.org/fcatpub2.asp

Grades 9 -10 (Reading)Dessalines FloydDistrict Literacy Specialist

Guiding Principles for Developing Literacy

1. Students need high-interest and challenging reading material, with models, practice material, and longer selections drawn from sources that are commonly found in academic text.

2. Students need learning opportunities that develop critical thinking.

3. Students need to experience process-oriented instructional approaches that encourage development of self-monitoring and metacognitive habits.

4. Students need learning opportunities that promote use of prior knowledge to facilitate prediction and comprehension.

5. Students need to have learning opportunities for integrating reading and writing.

6. Students need learning opportunities that provide for partnership and collaboration.

The Power Strategy Learning Guides were designed to allow your students to participate in the modeled lesson and continue practicing one of the eight Power Strategies through guided and independent practice with a partner. You are provided with 8 full-color, consumable copies of the Power Strategy Learning Guides as well as a reproducible version in the Resource Binder.

Through the Power Strategy Learning Guides, TEACHERS will:• Introduce and model the power strategy lesson

Through the Power Strategy Learning Guides, STUDENTS will:• Discover applications for the Power Strategy• Explore nonfiction text using the Power Strategy• Practice the Power Strategy with peers

- “Now you are in charge!” guides students through the text- “Go high tech!” provides technology challenges- Group projects for authentic assessment- Multiple-choice and open-ended assessment

Power Strategy Lesson

Uses a variety of strategies to establish purpose for reading;

plans for readingpreviews textdetermines possible support and challenges of text

Recognizes organization features of expository and informational Text structures:

compare/contrastquestion/answerproblem/solutioncause/effectsequence/chronologydescriptionrecognizes and uses cue words writers use to alert readers to organization structure uses knowledge to support comprehension and as potential organizational tools for writing

Identifies and uses text features to support comprehensionAnd develop nonfiction pieces of writing that are considerate to readers

Uses a variety of strategies to identify content-specific,specialized vocabulary words;

Chooses and uses appropriate context-specific, specialized vocabulary words to enrich nonfiction writing.

Recognizes importance of monitoring understanding during reading;

Uses a variety of strategies to support comprehension before, during, andafter reading (metacognition)

Uses strategies to assess current level of background knowledge;

determines amount of background knowledge needed to access the text

uses features of text to connect current background knowledge to information that will be gained during reading

Ouestions the text, the author, and self as a way to focus, connect predict, infer, analyze, and sunthesize the text;

Asks important questions to focus reading for information

Uses questioning to anticipate readers’ questions when writing

Uses strategies to note important information;

organizes information based on learning styles and purpose for use

retrieves information to use for demonstrating learning and other writing purpose

Write about your plan for Power Strategy Instruction:  

One thing you will use in your class:  

One thing you want to know: