Deconstruction_Graphic_Organizer

Megan Locke and Thelma Nelson

//A graphic organizer differs from a worksheet in several important ways.// Excellent additions! Brava for critical thinking! Dr. M.
 * **Worksheet** || **Graphic Organizer** ||
 * One correct response for each question or blank || A diversity of responses can be correct ||
 * Formal test-like quality to practice or assess knowledge || Not standardized, more open-ended ||
 * Usually does not include teaching (new information) || Can include new information to capitalize on instructional potential ||
 * Does not take into consideration students who need modifications (IEP) or accommodations || Can meet the needs of all learners. ||
 * Does not always provoke higher level thinking skills || A graphic organizer helps to provoke higher level thinking skills and provides freedom in open ended type questions ||

** Planning **

· //Reading Comprehension Strategy:// Using Background Knowledge

v Which AASL indicators align with this reading comprehension strategy ? Note both the number and the actual language of the indicator. 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.3.4 Contribute to the exchange of ideas within the learning community. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis,synthesis, evaluation,organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.

4.1.1 Read, view and listen for pleasure and growth.
Some of these standards are not closely aligned with the reading comprehension strategy. (Those that aren't can be indicated below.)

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v Which of these research-based instructional strategies have you used in your teaching? Name them. From the research-based instructional strategies listed in //Collaborative Strategies for Teacher Reading Comprehension//,=====

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I have used //Identifying similarities and differences//, especially when doing author studies (comparing texts by the same author) and when teaching comprehension using nonfiction texts (finding similarities and differences between birds/bats or urban/suburban environments). //Summarizing and Note-taking// is mostly taught during our fall social studies inquiry unit on US Symbols and during our spring science inquiry project on habitats. Advanced students begin doing independent research on self-selected topics after the introduction of the fall inquiry unit and use summarizing and note-taking to help them when gathering information. ===== I have used cooperative learning when teaching with novels, requiring students to work in groups to gather and analyze context read. I use summarizing and note taking in all areas of content; summarizing I use more in reading with students summarizing by writing and drawing a summary of information gained. I find note taking is used more in novel units, social studies and science; mainly for vocabulary.

v Which of these instructional strategies do you need to learn? Name them and describe them.
Questions, cues and advance organizers: I need to learn to work efficiently with teaching students how to use advance organizers. Questions, cues and advance organizers help students activate prior knowledge and prepare them for the learning tasks. (Moreillon, 2007). I could learn more about using //Questions, Cues, and Advance Organizers// to help my ELL build on background knowledge on a topic we are learning about.

Good self-assessment. It is interesting to note your overlap and your individual strengths or areas for growth. Questioning is particularly important for resource-based lessons (research/inquiry). It is important to develop a range of strategies for engaging students in questioning.

v What are your questions about the lesson length? You must have at least one.
Is the lesson length considered to be one class period of 60-90 minutes or does it strictly go by what has been taught and what remains? Can a session be split into shorter sessions? The lesson we are evaluating states that it will be taught over 3 sessions (Moreillon 2007, 31). . About how long is a session? Teachers can be strapped for time, more so if they teach in a departmentalized classroom. For me, the session length is dependent on students' attention span and engagement and scheduling issues. In my libraries, a session equals a class period (45 minutes to an hour). Ideally, you would allow a bit more time just in case students were too engaged to stop! Determining how much time students will need to accomplish the learning tasks is an important part of the collaboration. It is possible to conduct the anticipatory set in the classroom and complete the lesson closure and reflection in the classroom if time is short.

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 * 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 have a great idea that I have been contemplating since last year. If I were to become the librarian on my campus I would use the following strategy: Combine our library with our computer lab, have the paraprofessional that is currently teaching basic technology skills to K-6 become my assistant that could checkout books, shelf books, help with Book Fair and work with students when needed, this would free me from being fixed into once a week or every other week schedule allowing me to use more time teaching the inquiry process, reading comprehension strategies and collaborating with staff to meet the needs of our users.

In a library with a fixed schedule, there is no reason why classes on the same grade level could not combine over a period of days so the concept can be introduced and taught effectively.

Brava to both of these ideas! To best support buy-in for your scheduling strategies, you can gather some data to present to decision-makers or ask a classroom teacher who has experienced the benefits of classroom-library collaboration to share with other faculty members. Great thinking!

// · Purpose//
The purpose of this lesson is to use and to build background knowledge to make text-to-text connections between two books about characters that are learning to read and write (Moreillon 2007, 31).

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 particular lesson fits well with instruction that should take place in the library because it supports text-to-text connections, an important comprehension skill students must have to help them understand what they are reading. It ties in perfectly with classroom comprehension strategy instruction and reading response expectations.  This lesson connects with the type of instruction as well as learning that should take place in the school library. The library should be a continuation of the classroom, this lesson fulfills this expectation. This lesson would also benefit ELL learners because of the text-to-text connection that is being made between the two stories as they respond in writing and drawing. The five W’s provides a thought process that might otherwise be missing from student learning. Thoughtful responses. If we think about reading and information seeking and reading and writing as interrelated processes, there is very little if anything that we do in schools that is not appropriate for a classroom-library collaborative lesson.

// · Objectives//
After reading //Amber on the Mountain// and //My Name is Yoon//, students will be able to 1. Categorize their ideas about characters' literacy experiences using the five Ws and How. 2. Compare these two book characters' literacy experiences. 3. Make text-to-text connections as they respond to literature in writing and through drawing.

Even in strategy lessons such as this one, we should seek a balance between what we label lower-order and higher-order thinking.
 * ==Objective== || ==Verb== || ==Level on Bloom's== ||
 * Objective 1 || categorize || Analysis ||
 * Objective 2 || compare || Analysis ||
 * Objective 3 || write || Application ||
 * Objective 1 || order || Analysis ||
 * Objective 2 || contrast || Analysis ||
 * Objective 3 || illustrate || Application ||

// · Resources, Materials, and Equipment//

 * =====//Amber on the Mountain//, by Tony Johnston, illustrated by Robert Duncan=====
 * //My Name is Yoon//, by Helen Recorvits, illustrated by Gabi Swiatkowska
 * Graphic Organizers: [|Five Ws and How Category matrix]
 * [|Text-to-Text Connections Rubric]
 * Overhead
 * Data projector/Interactive Whitboard

Excellent analysis. (What a good idea to include links to the Web supplements for this lesson!) As school librarians, suggesting and developing resources is a critical part of what we bring to the collaboration table. Always query yourself about your resources. Are they student-centered? Are they the best choices to reach the learning outcomes?

v Which are the different formats or genres used to support learners?
This lesson uses direct instruction and modeling. This lesson is mostly reading with some elements of writing.

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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.===== This lesson incorporates a data projector or interactive whiteboard. Students could be interviewed about their connections to texts using Flipcams which could be posted on a wiki and shared.   This lesson incorporates a data projector and whiteboard. A Smart Tablet Airliner could be used to allow students to work interactively as they complete their category matrix using the five W’s.  Appropriate possibilities. It seems you have remembered to keep the learning objectives in min d. (Does your school require you to have signed pemission to put students' photos online, or do parents have to specifically prohibit the school from doing so?)

// · Collaboration//
While sharing the book, the educators model completing a category matrix, then divide the class in half. each group compares the second text to the first after completing a category matrix about the new text.

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When two teachers collaborate, students reap the benefit of two perspectives in how the material is taught. Additionally, the teacher-student ratio is greatly reduced, meaning more individualized instruction. =====

When two educators are  co teaching students can be grouped and taught in a smaller group to prepare or catch up for students missing the day before. Co-teaching also allows learning centers that can be facilitated by educators and provides the freedom to work independently. While one teacher is teaching, the other teacher can be monitoring, observing student learning or as an assistant with the lesson being taught. Brava for including benefits to students and to educators. Don't forget the benefits to educators of learning with and from one another.

// · Assessment//
The students' contributions to the half-class category matrix show their ability to identify and categorize details of the story. They think-pair-share the connections between the texts. Students respond to one or both books by writing a paragraph. Their text-to-text connections are assessed using a rubric. In all cases, educators look for the students' proficiency at making text-to-text connections.

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them.
In this lesson, students are assessed both formally and informally. Informal assessment includes teacher observations of students ability to make text-to-text connections. Formal assessment includes the students' contribution to the matrix and their written response to one or both books which is assessed with a rubric. Megan gave appropriate answer that was required.

Good.

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? There is little opportunity for self-assessment with the exception of think-pair-share, where students can give each other feedback. Working in small groups opens opportunity for self-assessment when sharing and collaborating with group members. Rubrics are just one way. Educators must set expectations for the completion of a graphic organizer. Students can self-assess the completeness of their work and reflect on whether or not it was easy or difficult for them to accomplish the learning tasks. These are all self-assessments.

//·// //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.
[|Third Grade TEKS] from the Texas Education Agency (TEA)

110.5 English Language Arts and Reading, Grade 3  3 Listening/speaking/audiences/oral grammar (C) ask and answer relevant questions and make contributions in small or large group discussions 4 Listening/Speaking/Communication (A) use vocabulary to describe clearly ideas, feelings, and experiences 9 Reading/Comprehension (A) use prior knowledge to anticipate meaning and make sense of texts (E) draw and discuss visual images based on text descriptions (G) identify similarities and differences across texts such as in topics, characters, and themes 10 Reading/Literary Response A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning), in writing, and through movement, music, art, and drama

3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to: (C) ask and answer relevant questions and make contributions in small or large group (6) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. The student is expected to: discussions (K-3); (D) self-select independent-level reading such as by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3); and (9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to: <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 9pt;">(A) use prior knowledge to anticipate meaning and make sense of texts (K-3); <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">(B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3); <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 9pt;">(D) monitor his/her own comprehension and act purposefully when comprehension breaks down using such strategies as rereading, searching for clues, and asking for help (1-3); <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">(E) draw and discuss visual images based on text descriptions (1-3); (G) identify similarities and differences across texts such as in topics, characters, and themes (3); (10) Reading/literary response. The student responds to various texts. The student is expected to: B) demonstrate understanding of informational text in a variety of ways through writing, illustrating, developing demonstrations, and using available technology (2-3); <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 9pt;">(12) Reading/inquiry/research. The student generates questions and conducts research using information from various sources. The student is expected to: (A) identify relevant questions for inquiry such as "What Native American tribes inhabit(ed) Texas?" (K-3); <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">(B) use alphabetical order to locate information (1-3); <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 9pt;">(14) Writing/purposes. The student writes for a variety of audiences and purposes and in various forms. The student is expected to: (A) write to record ideas and reflections (K-3); <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">(B) write to discover, develop, and refine ideas (1-3);

Fine Arts: <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 9pt;">(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create artworks based on personal observations and experiences; (B) develop a variety of effective compositions, using design skills; and <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">(C) produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.

TEKS provided by Texas state standards for language arts [|www.tea.org] Which of the TEKS does this lesson actually ASSESS?

Note: These lesson plans were published before AASL's Standards for the 21st Century Learner were available.

v Which AASL indicators align with this lesson? Give both the number and the description for each.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.2 Organize knowledge so that it is useful. 4.1.6 Organize personal knowledge in a way that can be called upon easily.

<span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">1.1.2 Use prior and background knowledge as context for new learning. 1.1.6 Read, view and listen for information presented in ant format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.3.4 Contribute to the exchange of ideas within the learning community. 2.1.2 Organize information so that it is useful. 2.2.4 Demonstrate personal productivity by completing products to express learning. 2.3.1 Connect learning to the real world. 3.1.3 Use writing and speaking skills to communicate understanding effectively. 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstration of respect for other viewpoints. 4.1.5 Connect ideas to won interests and previous knowledge and experience. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.4.4 Interpret based on cultural and social context. <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; line-height: 115%;"> All of these standards indicators work to a greater or lesser extent. When you design your own lesson, you will want to select three or four that you will actually **assess**.

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//Questions:// Activate prior knowledge. Students think-pair-share as the educators ask questions. Think back to how you first learned to read and to write. Who were the people who helped you? What tools did you use? Were you at home or in school? How old were you? What made you want to learn to read or write? How did you do it?===== //Cues:// Read the title and the author's and illustrator's names on the book. Students will think-pair-share what they think the book may be about. Tell students to notice how the character feels and what happens to her as she learns to read and write. Review the 5 Ws and How and the categories for thinking about the story elements. Students will listen for the ideas during the reading.

v What are your ideas to increase student buy-in to this lesson? Give at least one.
To help and support ELL's buy-into this lesson, flip through illustrations to help build background knowledge and language (in adition to reading the title, author, and illustrator). Good illustrations can be intriguing to students.

<span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Students will buy-in to this lesson through the real life experiences and how the experiences of others relate to their own experiences. I would have them answer the questions to activate prior knowledge by thinking and sharing with a partner and then writing about the experiences in short note form to use for the five W’s and how chart that will be used later in the lesson. <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> You will always be able to go beyond published lesson plan ideas for motivation when you can focus that component of the lesson on actual students, their backgrounds, unique needs, and their interests.

//Student-friendly Objectives// Day 1 1. Listen for the 5 Ws and How. 2. Categorize ideas.

Day 2 1. Categorize ideas using the 5 Ws and How.

Day 3 1. Compare two book characters' experiences. 2. Write a paragraph with text-to-text connections. 3. Illustrate the paragraph.

v Are these objectives at the instructional level of the targeted students? Give an example.
These objectives will be at the instructional level of the majority of the students. By third grade, the majority of students are "reading to learn" instead of "learning to read." Students should be able to apply what they have learned in this lesson by making text-to-text connections in self-selected texts and writing a literary response. ELL students may need additional support, including language objectives and sentence frames for writing the paragraph with text-to-text connections.

<span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">For third graders, most can freely understand and complete these objectives with very little guidance until it comes to categorizing ideas using the 5 Ws and How and could possibly struggle with making the text-to-text connections because of the concept that relate the two together. Their real life experiences and illustrating will help to make the text-to-text connection easier for them, especially ELL students

v Are there terms in these objectives that may need to be taught to students? Give an example.
Categorize and compare may need to be pre-taught to students. ELL will definitely need clarification which could be in the for of a language objective with sentence frames. For example, on the matrix sentence frames could be added below the question. Ex: Describe what happens when the main character learns how to read and write. //When __(name of main character)__// learns to read and write, _//_//.

<span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The terms that need to be pre-taught are categorizing ideas and text-to-text connection. For example: show students how to categorize ideas in a small group setting. In creating an understanding for text-to-text explain that it is almost like two people texting each other to make that connection and now we are going to make a connection between two books (texts) just like we are texting on our phones. Sounds silly I know, but they would get it, because it’s their world! <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;"> Educators need to ensure that student know all the terms even in student-friendly objective. Of course with repeated use through co-teaching and collaboration, students will comprehend more terms. Brava for your additional and specific ideas and relating the learning experience to students' lives.

v Describe the modeling aspect of this lesson.
On Day 1, both teachers model think-alouds when identifying information that fits into the categories on the matrix. On Day 2, it is mentioned that think-alouds could be used to model the process of gathering and recording information on the 5Ws and H chart (if needed). On Day 3, the teachers model taking turns on the matrix using text-to-text connections. It is mentioned that educators could provide a written model of a paragraoh through shared writing if needed.

<span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Day 1: One teacher reads, the other records information in the class size category matrix. Day 2: Teachers read and reread, if appropriate, use think-aloud to model the process of gathering or recording information on the 5 Ws and How Category Matrix. Day 3: Educators take turns reading from the matrices, using one color marker for similarities and another color for differences. <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 20pt; line-height: 115%;"> v How are the benefits of two or more educators maximized in the presentation component? Throughout the lesson, both educators are taking turns reading, recording, and modeling. Educators are using each other to model sharing and working together each day. Educators are involved throughout the entire lesson. There is not one educator doing more than the other.

<span style="color: #e36c0a; font-family: 'Arial','sans-serif';">Each educator shares in the process of teaching as well as the responsibility of the student learning that takes place. When two educators work together they create, present, model, and apply a well balanced classroom that provides students with thriving opportunities to achieve more. <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;">

What could be the difference in the impact on students if this lesson were taught by just one educator?

v Are the directions clear? Give an example.
Students need to have prior knowledge about the procedures and expectations of think-pair-share. Think-pair-share buddies should already be established prior to the lesson and expectations for discussion/sharing. I have always had students sit knee-to-knee during think-pair-share because it is my expectation that the students look at each other when they speak and listen. On Day 3, the teacher-librarian may need to clarify their expectations for a paragraph, as that may differ from one teacher to another. Differentiation could come into play as well, as a few students (GT) may be expected to produce more than the other students.

<span style="color: #e36c0a; font-family: 'Arial','sans-serif';">Expectations for the work should be addressed from the beginning and the student friendly objectives should be posted ahead of time or during the introduction so that the students know exactly what is expected of them from start to the final product. I know when I do a project or a Webquest I go over what is expected from the beginning.

<span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;"> Thoughtful analysis.

v How are the benefits of two or more educators maximized in the guided practice component?
The teacher-student ratio is reduced and both educators are conferencing with students and monitoring their progress throughout the lesson.

<span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The benefit of two educators in the guided practice is the lower teacher-student ratio that also provides the opportunity for individual student conference. <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 20pt; line-height: 115%;"> One-on-one writing conferences are so important and so difficult to do with just one educator.

<span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Yes, students are active during closure by think-pair –share connections between characters of the texts and sharing with the class the ideas that were formed. Students also form a inside-outside circle to share their paragraphs and illustrations with a partner in a rotation. <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 24pt; line-height: 115%;">

v How is the reflection component related to the learning objectives?
It is important that students understand how learning a specific strategy will help them in reading. The reflection is directly reading to the objectives because they are reflecting on text-to-text connections and thinking about new text-to-text connections across other stories they have read.

<span style="color: #e36c0a; font-family: 'Arial','sans-serif';">The reflection is reflecting back on what was learned during the lesson and the outcome of the text-to-text connection which is aligned with the objectives. To reflect is also to evaluate what might be added to remove from a lesson such as the books or movies mentioned in the reflection. <span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 24pt; line-height: 115%;"> Students (and educators) need to practice reflection. In strategy lessons, we are teaching students how to think about their thinking. The metacognition that results from reflection is essential.

v What are your other ideas for extensions to this lesson? Describe at least one.T
The classroom teacher and teacher-librarian could continue to collaborate in teaching students to make connections. Maybe the next collaboration could teach text-to-self connections or text-to-world connections.

Modeling and guided practice will most likely need to be repeated numerous times before students begin to use this strategy in their independent reading. What other types of texts can you bring together to help students develop text-to-text connections? Yes, you may co-teach other background knowledge strategies lessons.

<span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">As an extension, allow students to group by experiences and write about their own experiences. Also allowing time to collaborate with each other on their different experiences to write a handbook (kid’s self-help) helping others learn to read and write.