Tip:
Highlight text to annotate it
X
Lesson plans have to include strategies.
This is a good time to sort of stretch people,
to try some strategies perhaps that they haven't been using
in the past.
That's at least what I've been advocating with my groups.
Students who are reading the books at the lower lexile levels
are going to need more support, more scaffolding.
How can we have a strong start of a lesson
so students are making a connection
to what they've already learned?
MARY COLOMBO: You're building the knowledge and skill
very purposefully to meet the end goal,
which is to demonstrate it through the CEPA.
When we're working in stage three
and developing the lessons,
it's also important to make sure that
we include a variety of instructional strategies.
Even veteran teachers who are using lots of strategies
can always learn one more,
and that might be the strategy that will get through
to a particular group of children
or a particular student.
The dinosaur took them to a place
where they can have a cave.
PATRICIA JURANOVITS: As we develop lesson activities,
we want to make sure that we're scaffolding them.
COLOMBO: Teachers have that ongoing assessment happening
that informs them about how students are doing
and who might need some additional support going ahead
or who might need to be accelerated.
JURANOVITS: So we're walking students
a little bit deeper into the process
and as you're doing that,
providing them with real world connections
so kids can relate to it.
This picture makes me remember my grandfather,
who died in the war.
This might be something as simple as turn and talk.
"We honor the men and women
who have fought and died to keep our country free."
JURANOVITS: After some instruction, the teacher stops.
Turn and talk.
JURANOVITS: Turn and talk to your partner
and just share and repeat
what you've just learned from the teacher.
Or you can do a think aloud.
I wonder what he's doing.
Why does he have all those flags?
COLUMBO: Displaying your thinking to students
so that they're hearing firsthand
the thinking process that you would use.
Really making sure that we tap all the different talents
and abilities that students have.
How will students really access this content
when I know they struggle with language issues?
What can we do about that?
How can I make this accessible for visual learners?
How can we get students to push beyond their comfort level?
How did the illustrations in the book help us?
COLUMBO: What kind of instructional activities
do I need to engage my students in
so that they are prepared to provide evidence
of understanding, knowing and doing?
The advice I would give to teachers
is commit to perhaps one strategy you would incorporate
in your day-to-day teaching every week.
As long as we're getting students thinking about
what it is we're going to be learning and interesting them,
then we're engaging them, and that's really important.
It says...