Lesson+Deconstruction+Graphic+Organizer

**I had just posted this on another page. Too funny! Here is my message:**
 * Ashley,**

Ashley,

Here is the graphic organizer. We need to select the Lesson that we want to deconstruct as well as one of the Web 2.0 mind mapping tools. We can choose from: Bubbl.us, Cacoo, and Wallwisher. I have not used any of these before so I am open to any of them. Have you used one before? If not, we can check them out and decide which one will work best for us.

Tracy 3-14

I just looked at them briefly. The Wallwisher reminds me of Globster in a way. The Bubbl.us looks interesting as well. I was going to email Cats about the specifics of the brainstorming but Cheryl has already asked so will wait to see his response so we can get it started. Looking forward to working with you.


 * Ashley **
 * Tracy **
 * Together **

1. Each partner should use a **different color font** to indicate her/his contributions to this collaborative assignment. Do not use black! 2. Where you see a **diamond-shaped** bullet (turned into a ‘v” by wikispaces), you will need to provide a response. 3. “Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn **zero points**, except as noted on the checklist.
 * Important: **


 * Reading Comprehension Strategy: Determining Main Ideas **


 * Instructional Level: Emerging **


 * Planning **


 * Reading Comprehension Strategy (RCS)

The reading comprehension strategy used in this lesson is Determining Main Ideas.

v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. Students in this lesson are learning that they library has an organizational theme. They are also learning to distinguish between fiction and nonfiction books. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural content.

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. 1.3.4 Contribute to the exchange of ideas within the learning community. 2.1.2 Organize knowledge so that it is useful. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 2.4.3 Recognize new knowledge and understanding.


 * Reading Development Levels
 * Grades K-1

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
 * Cues and Questions
 * Classifying
 * Summarizing (Orally)
 * Cooperative Learning

Review these strategies on page 13 in CS4TRC.

v Which of these research-based instructional strategies have you used in your teaching? Name them. I have used many of these researched-based instructional strategies in my teaching over the years, but one of my favorite strategies to use the "Think-aloud" strategy. I find myself using this strategy without even thinking about it when I teach. I have also used many of these strategies in my teaching and I personally find that utilizing graphic organizers is an excellent way for student to activate prior knowledge and organize new information.

v Which of these instructional strategies do you need to learn? Name them and describe them. None None
 * Lesson Length
 * I session = 45 minutes

v What are your questions about the lesson length? You must have at least one. How long is "one" session? (Never mind_ Found the answer in the book- 45 minutes.) Could this be split into two lessons on two consecutive days? I was wondering how the teacher and teacher librarian will fit in this whole lesson in one 45 minute session without losing their learners? The lesson focuses on K-1 and 45 minutes is a long time for them to be involved in a lesson and I don't see how this lesson could fit into one session. Love the lesson, but, Tracy, I too wonder if an additional session would be beneficial for the students? A natural break might be after the teacher and teacher librarian have modeled the two text features and engage students in finding the qualities of fiction and informational text. It seems the presentations they are to do on their own might need its own session. I am not sure, just a thought. Ashley, that would be a great way to break apart the lesson! I also agree that it may be too long for the younger students. I have trouble keeping my kindergarteners attention through the story.


 * 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?


 * Purpose

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? The purpose of this lesson is to help younger students to learn the differences between fiction and informational texts. My kindergarten students are learning this right now. It is connect to my idea of good instruction in the library because it is reinforcing lessons in the classroom. This lesson can also lead me to begin to relate how our library is set up. Since we are only talking about two types of books, I can discuss where each of these areas are in the library to them. This lesson also contents different subjects together to help students make further connections to text. Another purpose for this lesson is to engage students across the curriculum by incorporating math, science, language arts, reading and library learning. It is important for students to understand the library is for students seeking knowledge as well as students seeking books to read for enjoyment.
 * Objectives
 * Determine the topic of a text set.
 * Read for a specific purpose.
 * Categorize books as fiction and informational.
 * Create a graph to show classification.
 * Comprehend and use math and science vocabulary in the language arts/library context: //arrange, group, same, different, and category.//

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.


 * Objective || Verb || Level on Bloom’s ||
 * Objective 1 || Determine || Analyzing, Level 3 ||
 * Objective 2 || Read ||  ||
 * Objective 3 || Categorize || Understanding, Level 2 ||
 * Objective 4 || Create || Creating, Level 6 ||
 * Objective 5 || Comprehend || Understanding, Level 2 ||
 * || Use || Applying, Level Level 3 ||

__**Children’s Literature**__: __Carlo and the Really Nice Librarian__ by Jessica Spanyol; __I Want to be a Librarian__ by Dan Liebman __**Additional Literature**__: Topical text set on libraries and librarians - up to four in each category (fiction and informational books) Topical text sets on high-interest topics, one for each small group - not more than four in each category (fiction and informational books) __**Websites: http://www.ala.org/editions/extras/Moreillon09294/ **__ __**Graphic Organizers**__: Fictional and Information Book Summary Sheet(Web Supplement 7A), Graph (Web Supplement 7B) __**Equipment**__: Overhead, data projector, or interactive whiteboard
 * Resources, Materials, and Equipment
 * __Materials__**: Sticky Notes, (1 1/2" by 2" size, two different colors) and rocks of two colors, sizes, shapes or types

v Which are the different formats or genres used to support learners? The different genres used to support learners are fiction and informational text.

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. Overhead, data projector, or interactive whiteboard. In this lesson, teachers could incorporate the interactive whiteboard and utilize a document camera. Students could actually star the areas that give them clues on the book being fiction or informational. If the school has e-books, teachers and students could make notes in the e-books and track why they think the text is fiction or informational.
 * Collaboration

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. One of the many benefits for working with another educator is the ratio of teacher to student becomes less. Students will be provided more direct, small group or even one on one assistance during lessons when more than one teacher is working with a class. In this lesson each teacher is presenting to the class for half of the lesson and this allows for the teacher not presenting to monitor students' understanding of the concept being covered while that portion of the lesson is being taught. Monitoring learners is just as important as the teaching.
 * Assessment

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. The __group graph__ and __presentation__ are the assessment tools for this lesson.

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? With this lesson, there is not a rubric. There is not an opportunity for the students to self-assess in th i s particular lesson. This could be because of the lesson was designed for Emergent Readers. Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology
 * 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.

§110.12. English Language Arts and Reading, Grade 1


 * (7) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
 * (10) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to determine whether a story is true or a fantasy and explain why.
 * (14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
 * (D) use text features (e.g., title, tables of contents, illustrations) to locate specific information in text
 * (24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to:(
 * C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).
 * (28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.
 * (29) 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 listening to others, speaking when recognized, and making appropriate contributions.

§ 111.13. Mathematics, Grade 1.
 * (12) Underlying processes and mathematical tools. The student communicates about Grade 1 mathematics using informal language. The student is expected to:
 * B) relate informal language to mathematical language and symbols.

§112.12. Science, Grade 1
 * (3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to
 * (B) make predictions based on observable patterns; and

@http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html

v Which AASL indicators align with this lesson? Give both the number and the description for each

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. 2.1.2 Organize knowledge so it is useful.


 * Implementation **

Motivation
 * Process

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? Yes, I believe that the motivation strategy will work for the younger students. Sorting is a huge math concept that the kindergarten and first grade students are required to learn. They enjoy sorting and inventing new ways to sort the same objects. When I taught kindergarten during our tutoring time, I would select several students that had a common "category" such as all short sleeves, all wearing same color, hair color, boys, girls, birthday, etc. I would have the students stand at the front of the class and the other students had to guess how I sorted them from the other members of the class. They LOVED doing this activity! Anytime a student has an opportunity to use hands-on strategies in learning, they love it. The rock sorting was a great motivation for students to start sorting the information from fiction and informational text. Understanding the process of what they will be expected to do with the lesson was an excellent way to get them involved in the lesson and help them understand the nature of the assignment. When possible, I try to use hands-on engagement with students when introducing a new concept.

v What are your ideas to increase student buy-in to this lesson? Give at least one. I believe that the students(perhaps the first graders more than the kinder) want to know how to find books in the library on their own. I think by letting them in on the little "secret" of the code of finding these books by their topic would heighten their interest in the lesson. I would love to see this lesson extended with having the student groups pick a topic of their choice and with the teacher and teacher-librarian's help, students would use their library skills to search for and locate both fictional and informational texts that represent their topics. Students would have increased buy-in with this because they picked their own topic to find. Searching and locating their resources is skill students will continue to refine throughout the elementary school experience.

Student-friendly Objectives

v Are these objectives at the instructional level of the targeted students? Give an example. 3. Categorize books as fiction or informational. Yes, both grade levels are learning about fiction and informational books in the classroom. However, the teachers use the terms fiction and non fiction. I really like the informational term used in this lesson. It is a better way to distinguish between the two terms. Students are always mixing up the two since they are so similar. I believe this will really help them see the differences between them. 4. Make a graph to show categories. This objective is right on target for 1st grade. First graders use pictorial graphs in math and the different colored sticky notes are a great mathematical reinforcement for the students. This shows students that math is in everyday situations and it also models for them the importance of organizing their information before coming to a conclusion.

v Are there terms in these objectives that may need to be taught to students? Give an example. Students will be exposed to new vocabulary that may or may not be part of their prior knowledge. It is important to make sure students understand words like "categorize" before starting this activity. Through effective modeling and "think-aloud" strategies, students who do not understand this word, will gain full comprehension of the task expected of them. During the presentation, the teacher is using the "think-aloud" strategy for the terms arrange, group, same, different and category. However, with young students they may not fully understand these terms using the "think-aloud" strategy as the sole instructional technique. The teacher or teacher-librarian will need to check for understanding of the students' understanding of these terms before they begin their presentations.

The Presentation

v Describe the modeling aspect of this lesson.
 * The teacher and teacher-librarian take turns conducting book walks through fictional and informational texts. While one teacher is doing the book walk, the other teacher uses the book summary sheet to fill-in information from the discussion.
 * Each teacher will also model the parts of a fictional and informational books.
 * Based on the parts of the books, the teacher and teacher-librarian will label the parts and model the process of categorizing the books into two piles and placing sticky notes on the graphs.


 * The teacher and teacher-librarian also model their thought process for determining whether the books are fiction or informational.
 * They will model the process of counting the number of books in each set by writing the numbers on the sticky notes.

v How are the benefits of two or more educators maximized in the presentation component? One teacher can write and record while the other is doing the book walk. One teacher could also walk around with the book and show students the parts of the book while the other is talking about the parts of the books.

Student Participation Procedures or Student Practice Procedures

v Are the directions clear? Give an example. Most of the directions are clear. "Read the book titles is very short and sweet." Most 2nd semester kinders and all first graders would be able to do this one. However, the 5th instruction, "Use sticky notes of two different colors to categorize the books into two groups into two groups" may be too much for one step. I may have them separate them on the table into two groups and have an addition instruction for adding the same color sticky note to all the books in one pile. I agree, Tracy, most of the directions are very exact and straight to the point. I appreciate how clear the lesson is laid out for teachers. The only thing I would have liked to see with this lesson was a rubric.

Guided Practice

v How are the benefits of two or more educators maximized in the guided practice component? With having two educators instructing a lesson, students are fortunate to have a smaller ratio of students to teacher. The teachers are able to work with fewer students and this will increase their understanding of the topic which in turn makes students more successful. At this stage it is most important to have more support for students because students are in the developing stages of their understanding.

Closure

v Are students active in the closure component? What are students doing for closure? Yes. The students are divided into two groups and are facilitated by one educator. The groups present their graphs to their group and use the target vocabulary words. Then, the educator helps them to review the characteristic of fiction and information text by using the Fiction and Informational Book Summary Sheet.

Reflection

v How is the reflection component related to the learning objectives? These are the three reflection questions: 1. What was our purpose for reading these books? Determine the topic of a text set and categorize books as fiction or informational. 2. How did the purpose help us determine main idea- fiction or informational books? 3. If we change the purpose for reading, would we notice different things in the text?


 * Extensions

v What are your other ideas for extensions to this lesson? Describe at least one. This lesson extends beautifully to the different sections of the library. The teacher librarian and classroom teacher could collaborate on an activity to help students understand the different parts of the library and how and where to find fiction and informational books. It would be excellent for the students to formulate hypothesis on why they are not in the same area and why they are arranged by author and number. Another great extension of learning and collaborating would be to have the students choose a topic of their own liking and navigate the library OPAC to find fictional and informational books. Students could utilize the same presentation strategy and present their finding of their new topic to the class. The teacher and teacher-librarian could work with kinder and first grade teachers and let first graders present their findings to the kinder classes to show them the differences between fictional text and informational text.


 * Remember: ** Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!


 * Plus Individual Reflection **