Graphic_Organizer

Christina's Contributions Stacy's Contributions Dr. M.

** Reading Comprehension Strategy: ** Questioning

** Instructional Level: ** Emerging

** Planning **

· Reading Comprehension Strategy (RCS)

v Name the RCS. Questioning

v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.

Develop and refine a range of questions to frame search for new understanding. (1.1.3) Find, evaluate, and select appropriate sources to answer questions. (1.1.4) Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. (1.2.1) Excellent: Stop Here! The ones below are not specifically about this RCS.

1.1.9 Collaborate with others to broaden and deepen understanding 1.2.3 Demonstrate creativity by using multiple resources and formats

· Reading Development Level Emergent Readers

Note: The levels indicated on the CS4TRC lesson plans correspond roughly as follows: Emerging: Grades K-1 Advancing: Grades 2-3 Advanced: Grades 4-6

However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. I have used some of the advanced lesson with 8th-grade students. LS 5443 students who are interested in serving at the high school level should choose an advanced lesson for this assignment or email the professor for several high school examples from her forthcoming book.

· Instructional Strategies Identify similarities and differences Summarizing and note taking Nonlinguistic representation Cooperative learning Setting Objectives and providing feedback Questions, cues, and advance organizers

Review these strategies on page 13 in CS4TRC.

v Which of these research-based instructional strategies have you used in your teaching? Name them.
 * Similarities and Differences (using a T-chart, 1st graders discuss the similarities/differences with Native American home dwellings) **
 * Summarizing and Notetaking (2nd grade learns to take notes by folding a paper into 6 pieces. Then take a summary of a paragraph and drawing a picture to represent the idea). **
 * Nonlinguistic Representation (Kindergarten and 1st grade, during our publishing unit, we use letters/images to represent a main idea and then publish their class book). **
 * Cooperative Learning (a number of ways this can be utilized, 4th grade has a type of scavenger hunt, once the topic is established, each group forms a question. These questions are **** then switched up to another group, and 1 student from the 2nd group has to determine what resource would be best used and retrieve it. Another student in the group has to find the **** answer). **
 * Questions, Cues, and Advance Organizers (5th grade and History Fair. During our 4 step lesson on the various topics and steps of the research project, students use graphic organizers **** from on-line resources, and plan out there project. Questioning occurs as to what information is needed to further their project, how to organize it, and develop their visual project). **

Please review advance organizers. Admit Slips and Anticipation Guides are the most common. They help students focus on the concept/task at hand or activate/build background knowledg.

I have used:

Identifying similarities and differences - Note the many ways similarities and differences can be scaffolded. Cooperative learning Setting objectives and providing feedback

v Which of these instructional strategies do you need to learn? Name them and describe them.

Yes. Knowing how to teach several notemaking formats for students are various developmental levels is important to our work in school libraries. Agreed.
 * Summarizing and Note Taking (even though I teach a beginning lesson with 2nd graders, I would like to learn how to use a more advanced lesson for 4th and 5th graders. I notice they **** are still writing word for word during lessons and classroom notetaking) **
 * Setting Objectives and Providing Feedback (I do not feel that I cover this area strongly, if at all. So having a stronger understanding of how to teach students to set a goal or objective **** and then evaluate is new to me. I believe I touch on it when the students are working on History Fair (5th grade) and Science Fair (3rd-5th) grades. We talk about the rubric and I help **** them to establish a project and the research needed, but I do not teach in great length the rubrics which I believe helps to support feedback to their objective) **

I need to learn: __Summarizing and note taking__--as a music teacher, this strategy doesn't seem to be the best use of time because it is time consuming. It could be that I don't fully understand the strategy and how it is implemented. Learning how to properly use this strategy would help me to exploit its strengths in any area that I find myself teaching.

Agreed. See above.

Nonlinguistic representations--I may have used this more than I thought without realizing it. I like to use metaphors while I'm teaching. When teaching rhythm concepts, I would often use chairs for the beats and students as the notes. I would place them in the chair or chairs according to their note value. It really made sense to the students and I wonder if this is an example of nonlinguistic representation. I realize we are talking about reading for this lesson, but reading is music is reading as well, only in another language. I can see where this strategy could be very powerful in helping students to fill in gaps of knowledge. I suspect that the music/reading connection is very strong. Do you know about the OMA Project? [] __Questions, Cues, and Advanced Organizers__--I've never been really big on using organizers. Having to use them in this class has helped me to see their value. · Lesson Length 1 session

v What are your questions about the lesson length? You must have at least one. Considering how short of time some librarians have with their students, what is the acceptable amount of times for students to come back to continue the same lesson? Or should the lesson be encapsulated in one visit?
 * The lesson is noted as having 1 session in length. My question: how long is a "session" as from my personal experience, my time frame is ten to fifteen minutes of actual teaching once per week. How do you do all of the components of the lesson in fifteen minutes? **

Session length is about 45 minutes. See CS4TRC page 15. I do not believe that librarians who have shorter class periods will be able to utilize the lessons in my book. I also don't believe they can positively impact student learning in 10- to 15-minute blocks. Hence the imperative for flexible scheduling...

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?

What are you strategies for helping librarians move their administrators and faculties forward to flexible scheduling?

· Purpose The purpose of this lesson is to record questions posed before, during, and after reading a text and to utilize a VENN Diagram to compare questions.

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? I think this is a great library lesson. It teaches the students to search for meaning in what they are reading. As librarians, we should be teaching students how to make and inquiry and how to solve information deficits. By teaching them the questioning process, we are teaching them to inquire and find answers to those inquiries. The final burning question helps them to understand that they may need to look outside of the current source of information to find their answers.

I like the resources this lessons uses to teach students. As librarians, not only do we instruct in inquiry and problem-solving skills, but we also teach the students and the staff the resources available to use in the classroom with curriculum. It's also a great way to diversify a lesson to reach the advanced students.

Agreed. 1. pose before, during, and after questions using key vocabulary 2. compare questions asked by two groupsand identifiy unanswered questions.
 * · Objectives After reading The Day of Ahmed's Secret students will be able to;

Review Bloom’s Taxonomy: []

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.

** Example: **
 * Objective || Verb || Level on Bloom’s ||
 * Objective 1 || Question || Analyze ||
 * Objective 4 || Identify || Understanding ||
 * Objective 3 || Compare || Analyze ||
 * Objective 2 || Use (vocab) || Remembering ||
 * Objective 5 || Choose || Evaluating ||

From student-friendly objectives - Brava. Notice the different levels operating in one lesson.

· Resources, Materials, and Equipment Children’s Literature //The Day of Ahmed's Secret// by Florence Parry Heide and Judith Heide Gilliland, illustrated by Ted Lewin (2 copies) Websites Egypt Pathfinder: [] Graphic Organizers Questioning Category Matrix--Emerging Lesson (Web Supplement 5A), Venn Diagram (Web Supplement 5B), Question Evaluation Graphic Organizer (Web Supplement 5C) Materials Photos of modern day Egypt and Cairo. Rose Water and cups Equipment Computer, projector, white (Smart) board for interaction

v Which are the different formats or genres used to support learners? A fiction picture book is used to support learners. ( Genre can be Multicultural/Geography) Book, computer, graphic organizer's, kinestetic activity, visual (pictures) and olfactory/taste sensory (rose water)

Sadly, when I have taught this lesson, many students didn't care for the rose water... I may not include tasting it the next time I teach it. Starting off with a "bad" taste in your mouth... Everyone, however, liked the smell.

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. 1. Internet/website - for my 4th graders, we actually do a book reading on Egypt, and then wrap up by activities, there are lots of on-line games and learning tools that students could do in a rotation station w/laptops and approved websites. 2. Smartboard (whiteboard) - I have used these boards in teacher and they are wonderful. You could actually pull a location site up in Egypt and show the students what Egypt looks like. You can also use this board to demonstrate the note-taking skills or Venn Diagram and use the different colored markers for each section of the notes/diagram stage. 3. Projector/computer - use could show a power point presentation and use the Voice Over technique to comment on specific learning targets. __Technology tools used in lesson__: *Egypt pathfinder (web) *data projector or interactive whiteboard __Tools I would use__: *Google Earth would be fun to use in this assignment: Students could "fly" to Egypt from the school to give them an idea of how far away Egypt is from where they are living.

Excellent suggestion. Never let a published lesson plan limit your creativity.

· Collaboration Educators divide the class in half. Each half of the classread the same book and completes a class-sized questioning category web. Both educators facilitate as the groups compare their questions using a Venn diagram and complete the question evaluation graphic organzier.

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. By decreasing the size of the instructional setting, students who are more timid have greater opportunity to speak up and feel more comfortable sharing their questions in front of a smaller group. Teachers are able to have an increased awareness of individual students and meet them at their level. I might even divide the class from the beginning of the lesson (where the rose water is being distributed) in order to maximize the time students spend experiencing the rose water and asking questions about it.
 * Using the same instructional tools and books whle dividing students into smaller groups helps to ensure that students receive the same instruction, while in a smaller group setting allows for more "one-to-one" instruction and learning opportunities. It also allows the instructor to check for understanding from each student in a smaller setting. **

Agreed. Then when groups come back together to compare, they also realize that there is not one "right" answer. (See above about rose water...)

· Assessment Educators monitor students' ability to pose questions and to identify similarities and differences in their questions. The Venn diagram shows the comparision and the question evaluation sheet shows which question most influenced each student's comprehension.

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. Question/Answer using Venn Diagram, and Completion of Graphic Organizer using brainstorming ideas. Describing the sensory perception of the rose water to a partner allows feedback and descriptives of personal experience/s (which is embedded longer in the memory).

Agreed. Did you read the information on my Web site at: []

Teachers monitor use of key vocabulary words in questioning and the students' ability to pose questions and to compare and contrast. The Venn Diagram is a key tool in helping monitor this. v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. --As questions are being posed by others, students are able to find motivation to pose their own questions. 2.4.3 Recognize new knowledge and understanding. --While filling out the charts, students can confirm when their own questions have been answered. 4.4.2 Recognize the limits of own personal knowledge. --Students can see the extent of their own knowledge as they are asking questions about the story before it is read. 4.4.3 Recognize how to focus efforts in personal learning. --Students will ask questions about what they want to know more about when the story has concluded, or if their questions have been anwered. 4.4.4 Interpret new information based on cultural and social context. --This story lends itself perfectly for students to compare and contrast Egypt's culture to their own. 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for others viewpoints (this is from "describe the rose water to a partner" segment.) 4.4.4 Interpret new information based on cultural and social context (learning about a new culture, places/people/objects used)

I am confused about your responses above. Are there opportunities in this lesson for students to self assess their work?

· Standards Reading and/or writing __Reading keywords__: answer or pose questions; culture; comprehension; vocabulary; compare events of characters and conflicts in literary selections from a variety of cultures to their experiences. Listening and speaking __Writing keywords__: prewriting; organize ideas using webs, maps, or lists (Venn diagram); generate topics Other content areas __Social Studies keywords__: geography; places have distinct physical and cultural characteristics; communities Information literacy Keywords: organize, information for practical application: evaluate information Educational technology Websites, interactive technology (Smart Board), power point (suggestion) for photos of Egypt past/present

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. Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading Subchapter A. Elementary (4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A) predict what might happen next in text based on the cover, title, and illustrations; and (B) ask and respond to questions about texts read aloud. (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to: (A) identify and use words that name actions, directions, positions, sequences, and locations; (B) recognize that compound words are made up of shorter words; (C) identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures); and 9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic of an informational text heard. 23) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.

Chapter 113. Texas Essential Knowledge and Skills for Social Studies Subchapter A. Elementary 12) Culture. The student understands how people learn about themselves through family customs and traditions. The student is expected to: (A) identify family customs and traditions and explain their importance;  (B) compare family customs and traditions; and  (14) Science, technology, and society. The student understands ways in which technology has changed how people live. The student is expected to:(A) describe how his or her life might be different without modern technology; and  (B) list ways in which technology meets people's needs.  16) Social studies skills. The student communicates in oral and visual forms. The student is expected to: (A) express ideas orally based on knowledge and experiences;

§126.2. Technology Applications, Kindergarten-Grade 2. 5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) acquire information including text, audio, video, and graphics; and  (B) use on-line help.  6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to: (A) determine the success of strategies used to acquire electronic information; and (B) determine the usefulness and appropriateness of digital information. (8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (A) use communication tools to participate in group projects; and (B) use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment. Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.

Which of these TEKS are actually being assessed in the lesson as written?

v Which AASL indicators align with this lesson? Give both the number and the description for each. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 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. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

2.4.3 Recognize new knowledge and understanding. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributions questions and ideas during group discussions.

4.4.2 Recognize the limits of own personal knowledge. 4.4.3 Recognize how to focus efforts in personal learning. 4.4.4 Interpret new information based on cultural and social context.

The S4L that I chose for this lesson are on my Web site.

** Implementation **

· Process Motivation Working with the entire class, distribute small cups of rose water. Let the students know that this kind of water is sold on the streets in Cairo, Egypt. Ask students to smell, taste, and drink the water slowly and describe its smell and taste to a partner.

Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design.

v Will this invitation to learn be effective in capturing students’ interest? Why or why not? I believe this will be very effective in capturing students’ attention. Students at any age level love to be actively involved in learning, but students at this particular age level, first grade, are captivated by hands on experiences. Actually getting to taste the rose water will be very exciting for some. I have experienced students actually wanting to come up with more difficult questions to "out-do" the other team. I have to use competition as a source, but it acutally motivates many students. So having two teams come up with questions may actually drive the questioning phase up another level.

Agreed.

v What are your ideas to increase student buy-in to this lesson? Give at least one. I think that the buy-in to this lesson is already dramatic, but to increase student interest even further, students could actually make the rose water themselves. Students will also be able to visualize the setting if photos are presented. And to interact it on a Smart Board (technology) which is new for this grade level, will also be a great motivation to interact.

Agreed. I think the camel photos are the most intriguing to most of the students. They may have seen camels in the zoo and have some background knowledge with these animals... or with pyramids.

Student-friendly Objectives 1. Ask before, during, and after questions. 2. Use key vocabulary words. 3. Compare questions asked by two groups. 4. Identify unanswered questions. 5. Choose the most important question.

v Are these objectives at the instructional level of the targeted students? Give an example. Yes, I think these objectives are at the instructional level of 1st grade students. For example, in objective 4, students must identify unanswered questions. Once the questions have been written down, students will be able to check off questions that have been answered, making it simple to find the questions that have not been answered. Always, every student regardless of their age, should continue to increase their vocabulary words and knowledge. Just because you may be working with emergent readers, they should have a foundation in vocabulary words. And teaching students at an early age to compare/contrast only helps to build problem-solving and inquiry skills.

Agreed.

v Are there terms in these objectives that may need to be taught to students? Give an example. In student objective 2, “use key vocabulary words”, I think that some students may still need assistance in knowing what a vocabulary word is and also the meaning of the word “key” may need to be explained. If students have not used a Venn diagram, then an explanation of how it works and how it will be used in the class lesson for questioning. Understanding how to formulate a good question (review the 5 "w's") and choosing (evaluating) the best question, because everyone will want their question on the board.

Teaching vocabulary and formulating "good" questions are two areas where the lower student-to-teacher ratio will be especially useful.

Presentation

v Describe the modeling aspect of this lesson. All throughout the presentation, the teachers are showing the students how to ask questions by posing questions themselves. I think it is important not to pose too many questions because that could “steal” a question that a student might have had. The teachers also model thinking aloud and model asking and answering questions throughout the story. I like how the educator starts of by introducing the key elements in a story such as author/illustrator. They also model the special features in the books (double-page spread) and ask students to identify and pick up clues about the story before jumping right into the story. Students can use recall, vocabulary words, context clues. etc. to help the story come alive and remain embedded.

Agreed.

v How are the benefits of two or more educators maximized in the presentation component? By having two teachers present the lesson, teachers and student interaction is maximized. Students are freer to speak up and voice their questions and comments. Teachers are able to give attention to more students individually. Educators can also give more direct attention to the lower and higher end students, even to pair up these students as partners will help model and co-teach during the lesson.

Agreed.

Student Participation Procedures or Student Practice Procedures 1. Think-pair-share possible questions. 2. Ask questions as complete sentences. 3. Suggest answers as notes.

v Are the directions clear? Give an example. Students may need to have think-pair-share clarified if they have not used this process previously. “Suggest answers as notes,” may also need to be clarified that students answers are going to be written down. Student may need an understading of the difference between asking questions and answering. Many are so used to being asked questions they have never really thought of developing a question themselvs. So helping them remember the 5 "w's" when asking a question may help give some guidance.

One of the positive potentials of classroom-library collaboration for instruction is the use of vocabulary and strategies (such as think-pair-share) in both the classroom and library environments. The more students are exposed to and practice the more likely they will learn and retain.

Guided Practice Monitor students as they pose questions. Remind students to focus on asking rather than answering questions. Provide additional modeling as needed.

v How are the benefits of two or more educators maximized in the guided practice component? Teachers are able to easily monitor a smaller number of students and to assess their ability to pose questions. Teachers are also able to better intervene if students are off track. Helping them remember the 5 "w's" when asking a question may help give some guidance. Agreed. Now you are singing my song! Coteach. Coteach. Coteach. ;-)

Closure With a third color marker, pose and record "after reading" questions. Review all of the questions posed. Bring the two groups together. Use a Venn diagram to record simaliarites and diffent questions.

v Are students active in the closure component? What are students doing for closure? Students are active in the closure activity by pairing with their partners to make sure all questions have been answered. They must also vote or agree upon the burning question. Students actively participate by completing the Evaluation Graphic Organizer and voicing the question that helped them the most in understanding the story. Evaluating which question assumes the highest level of learning. Student teamed up may a student who helps to model and coteach another student, but also has to learn "team" participation (give and take). The educators may have to redirect if questioning becomes off-task, but this can be done with the simple use of reminding what students have seen and tasted, as this will help give some guidance into the working relationship and the evaluation of the questions.

Hopefully, they will be prepared for the cooperative learning through the educators' modeling.

Reflection How did questioning keep us engaged in the story? How did it help us understand the story? Did we all ask the same questions? Did we all find the same questions useful? Do we have the same final burning question?

v How is the reflection component related to the learning objectives? Sharing what they have learned also helps students to relate to one another and you can "build" on the experience by asking students to "add to that" which creates a collaborative community among the students. Even the most timid student can help add to the reflection of learning. The reflection takes students back to the initial learning objectives by evaluating the effectiveness of student questions that were posed. It helps students analyze the thinking of the two different groups and to identify similarities and differences between the groups.

Agreed.

Extensions Extensions c onduct an inquiry based on the students’ final burning questions. This extension can be conducted with both educators facilitating. It can also be conducted in the library with a small group or with half the class, giving the classroom teacher the opportunity to work with the other students in the classroom.

v What are your other ideas for extensions to this lesson? Describe at least one. We use Culture Gram for our Social Studies databases. This would be great to show the students all about Egypt, Cairo and do a compare/contrast on communities and cultures between US and Egypt. Teachers can introduce other books concerning modern Egyptian culture. The librarian may be able to extend the lesson to include the music teacher and learn about the music of Egypt and the instruments used.

Yes. Yes. Yes. In your extensions you focus on other content areas. Transferring their knowledge and skills is so important to learning. Brava for your thoughtful and thorough analysis of this lesson.

** Remember: ** Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
 * Plus Individual Reflection – 20 Possible Points – See the A.3.2 Rubric for details **