Graphic+Organizer

Beverly Kendra Dr. M.

Information from Text/Lesson pages 31 - 33 of Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact by Judi Moreillon

A graphic organizer differs from a worksheet in several important ways. A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CS4TRC. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing.
 * **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 ||
 * Important: **
 * 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.


 * Reading Comprehension Strategy: **Building Background Knowledge
 * Instructional Level: **3rd Grade

· Reading Comprehension Strategy (RCS) v Name the RCS. Using Background Knowledge Activating or Building Background Knowledge
 * Planning **

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

Which indicator applies to this specific RCS (not to this lesson)? See RCS and S4L Alignment Matrix - []

Indicator 1.1.2 - Use prior and background knowledge as context for new learning. Indicator 1.1.2 Use prior and background knowledge as context for new learning, 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. 2.3.1 - Connect understanding to the real world 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 4.1.2 - Read widely and fluently to make connections with self, the world, and previous reading. · Reading Development Level 3rd grade will use Advancing lesson on page 31 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 and Comparing

v Which of these research-based instructional strategies have you used in your teaching? Name them. I have used: Identifying similarities and differences, Summarizing, Cooperative learning, Questions, Nonlinguistic representations I have used: Summarizing, Nonlinguistic Representations, Questioning, Cooperative Learning, Setting Objectives, Providing Feedback Identifying similarites and differences, Cues, Advance Organizers, Note Taking Good.

Remember: There are many tools of teaching the identifying similarities and differences strategy: Venn diagrams, category matrices, category webs, and creating metaphors/analogies. Sometimes we get stuck using one over and over.

v Which of these instructional strategies do you need to learn? Name them and describe them. I need to learn more about cues and advance organizers. Cues and advance organizers help students to activate their prior knowledge. The cooperative learning groups I used to do were the Cooperative Grouping - where students had specific roles. I think this limited their creativity in what they could do in their group. I need to learn more about cooperative learning and how to get students to use it effectively.

Advanced organizers are often overlooked... They provide students with background knowledge if they lack it. Admit Slips and Anticipation Guides are two such graphic organizers.

In cooperative learning, designing work for both group (in this case the wiki page) and individual accountability (in this case the reflection) is important.

· Lesson Length Advancing Lesson for 3rd graders on page 31 is 3 sessions.

v What are your questions about the lesson length? You must have at least one. Could this lesson be extended to include more time for their end-product? I would want to give them the time to demonstrate what they have learned - maybe extra days to incorporate technology/presentation tool? Is the lesson stretched to long? I believe that it could be compressed to two days; reading and discussion of both books on the same day and the students working on their matrices and then presentation on the second day. I am just thinking in terms of the Instructional Pacing Guides that the my district has developed. If we spend too much time on a particular activity we may get off pace of where we should be.

This lesson includes 3 days to accommodate students' writing, which in my experience takes a bit longer at this grade level,. Of course, educators should adapt publish lesson plans to the students in their care, including added extensions that make sense in terms of local curriculum.

For me to persuade teachers and the principal to step out of this "fixed schedule library box", I would have to start with one teacher or one grade level and use them as my model for what it would look like and how it could work. This would mean, setting aside a large block of time during my day to work with this teacher/class and still be able to get to the other grade levels needs (their fixed library time- just maybe shorter!) I am currently working in an elementary school. I have a modified flex schedule. It was not easy to get this schedule. I had to show my principal exactly what could be done with this schedule. I had to prove to her that I would be able to work with teachers and share my experience with technology and information literacy. After I got my principal on board, I worked with two teachers that I already have a working relationship with. We collaborated a lesson and had a presentation for the respectively grade levels. The other teachers on the grade level were impressed with our lesson and I have asked me to collaborate with them. My next step is to share the collaboration experience with other grade levels and convince them that the flex schedule is the way to go.
 * 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?

The bottom line is: Everyone is from Missouri. They must be shown the value in order to become an advocate for flexibly scheduled school library programs. It is our job as school librarians to show them..

· 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.

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? Before attending college level library classes - this would have been MORE than would have ever been expected from the librarian. All she was expected to do was read a story and then help students check out books. Now - post-classes: I would hope to see more technology incorporated into the lesson. Second: this is a lesson that can, but does not have to, take place in the library. The library is a location where any instruction can take place. The library is a perfect place for this lesson to occur. Students always associate books with the library. When learning how to make text-to-text connections the library is a conducive location because we are talking about books.

Agreed.I believe school librarians do themselves, the library program, and the profession a disservice when they define their work in terms of a narrow definition of "information literacy.”

· Objectives 1. Categorize their ideas about characters' literacy experiences using the five W's 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. 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. Categorize || Comprehension Understanding || Remembering || Make || Creating/Applying Synthesis Evaluating || Agreed. Notice that students are working at several levels of Bloom's at once.
 * Objective || Verb || Level on Bloom’s ||
 * Objective 1 || Identify
 * Objective 2 || Compare || Analysis/Analyzing
 * Objective 3 || Writing

Resources, Materials, and Equipment Children’s Literature: Amber on the Mountain, by Tony Johnston, illustrated by Robert Duncan and My Name Is Yoon, by Helen Recorvits, illustrated by Gabi Swiatkowska Websites: http://www.ala.org/ala/aboutala/offices/publishing/editions/webextras/moreillon09294/moreillon09294.cfm Graphic Organizers: Five W's and How Category Matrix and Text-to-Text Rubric Materials Equipment: Overhead, data projector or interactive whiteboard

v Which are the different formats or genres used to support learners? The matrix and rubric are very visual forms that keep students focused on what they are learning and support their learning by filling them out while in small groups - students are all sharing answers to build learning. The think-pair-share strategy is excellent to use with students to make sure they have understanding of the task. In this activity students use reading, writing, listening, speaking, fine arts and information literacy skills. All of these skills support student learners. Students are also involved in individual, small group and whole group formats to ensure that they are learning.

Agreed.

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. If available, an interactive whiteboard could have been used in this lesson. It could have been used to make the Five W's and How chart.I am sure there are many graphic organizers that are on the web for teachers to use on interactive whiteboards. It could have also been used as a presentation tool for students to demonstrate their knowledge in their extension of the lesson. I would also like to use a document camera to project the book pages as it is being read. This methods encourages students to really focus on the story. I would also like to see my students use computers to access the Web supplement documents. It is good practice for researching and for using to produce neat products. Depending on my students technology expertise, I may have these documents already save on the desktop.

Agreed. To be honest, I personally have mixed feelings about document cameras.... As long as students will have the opportunity to interact with the actual book as they do in this lesson, I think the doc camera is a great idea. For some books (with double-page spreads, gate folds, etc.) they are not as appropriate as they can be for other books.

Or as an ebook that can be used on the interactive whiteboard. If the book is in Tumble Books, there are even animated ones that are narrated - adding to the story meaning for students. While sharing one 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.
 * · **Collaboration

v How does this lesson maximize the benefits of two (or more) educators co-teaching? Be specific. Smaller group size, more one on one for teachers to guide students and perform informal assessment to check for understanding, When collaborating, the students are given two different perspectives of the activity. When the groups are combined the discussion can be more in-depth. Agreed. Proper use of Venn diagrams is not easy for 3rd-grade students... The more facilitation, the better...

· 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. Contributions to the Five W's and How matrix, think-pair-share, writing a paragraph, assessing their connections to other text through a rubric. There are multiple methods to assess student outcome, 1. the students have a lot of opportunities to verbalize what they are learning, and their thoughts on the topic, 2. think aloud, 3. utilizing brainstorming, 4. conferencing with other students and teachers.

Agreed.

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Using the rubric, they are to self-assess their text-to-text connections - 4.4.4 Interpret new information based on cultural and social context (I think this one applies because they are interpreting information from their surroundings - books, television, movies - to make connections). There are several AASL Self-Assessment Strategies that learners may use: 1.4.4 Seek appropriate help when it is needed, 2.4.3 Recognize new knowledge and understanding, and 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.

Agreed but as you add objectives/indicators, you need to be sure that you collect data to show those outcomes. Teacher observation is a source that should not be overused.

· Standards (**Found in Lesson on pages 31 - 33)** Educational technology
 * Reading and/or writing - ** Reading keywords: describe characters ( e.g., traits, roles, similarities) within a literary selection; compare and contrast; comprehension; respond; story elements
 * Listening and speaking -** Listening and speaking keywords: use effective vocabulary; follow multi-step directions; prepare and deliver information by generating topics and organizing ideas
 * Other content areas** - Fine arts keyword: illustrate
 * Information literacy** - Select information appropriate to the problem or question at hand; organize information for practical application

Agreed but check to make sure you are assessing all of these. I am from the "less is more" school of learning objectives...because I want to be sure I can collect data and measure outcomes for all of the objectives (evidence-based practice).
 * 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.**

110.14 English Language Arts and Reading TEKS (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions) (E) summarize information in text, maintaining meaning and logical order

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(2) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: ======

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(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). ======

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(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: ======

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(30) 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 speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively. ======

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(31) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others. ======
 * Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.**

I chose fewer indicators for this lesson: http://storytrail.com/Impact/Chapter_3/main2.htm
 * 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. 1.1.9: Collaborate with others to broaden and deepen understanding. 2.1.2: Organize knowledge so that it is useful. 3.1.3: Use writing and speaking skills to communicate new understandings effectively. 4.1.1: Read, view and listen for pleasure and personal growth. 4.1.5: Connect ideas to own interests and previous knowledge and experience. 4.3.1: Participate in the social exchange of ideas, both electronically and in person. 4.4.3: Recognize how to focus efforts in personal learning.

Implementation


 * · Process**
 * Motivation:** Question: Activate Prior Knowledge

Yes, I think that Madeline Hunter's anticipatory set or "Hook" is a great way to focus your students attention. Students love to be engaged in active learning, and the anticipatory set strategy is a great way to pique the student's interest in a lesson. What is the hook in this lesson? Would it work for the students you know? Why or why not?
 * Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Will this invitation to learn be effective in capturing students’ interest? Why or why not?**

For this lesson about first learning how to read or write, for my motivation or anticipatory set, I would bring in an old quill and ink set to show students how to write with it and allow each one to try it out. Use this "feeling" of wanting to learn how to use the quill as a way to introduce the character. For the reading part of this motivation, I would find the paper that has only the tops of the letters showing and see if students can read it and talk about how difficult it is to read and talk about how important it would be for them to actually be able to read the message and how they feel not be able to read it. I love to role-play. I would set the stage by role playing to demonstrate using my background knowledge about two different books that have already been read by our class. The teacher partner would also be in this role playing scene. This activity is just another example of how the teacher and librarian collaborate to make a viable connection for our students.
 * v What are your ideas to increase student buy-in to this lesson? Give at least one.**

You should never let a published lesson plan limit your creativity.


 * Student-friendly Objectives**
 * 1)  Listen to five Ws and how
 * 2) Categorize idea using the five Ws and how
 * 3) Compare two book characters' experiences
 * 4) Write a paragraph with text-to-text connections
 * 5) Illustrate the paragraph

All of these student friendly objectives are grade appropriate. Student's have previously learned the five W's and how. They know how to read and then illustrate what they have read. This lesson would be instructionally appropriate: Comparing/contrasting 2 characters from two different texts is a skill that 3rd grade students use. Then, to write about their connections of the two texts is another example of what 3rd graders are taught.
 * v Are these objectives at the instructional level of the targeted students? Give an example.**

Agreed.

In 3rd grade, students may not know about text-to-text connections. While we are constantly using questioning tools to gather information about the students background knowledge, the term text-to-text may not have been used. The teacher/librarian will need to ask specific questions such as the ones listed on pg 23 of CS4TRC. Ex: Have you ever read another book or seen a movie in which the characters have feelings or experiences similar to the ones in this story? Third graders know how to categorize items - maybe not ideas. This is not an unfamiliar term, maybe just an unfamiliar concept for categorizing character traits/feelings that has to be modeled many times to become familiar with the terminology of the character traits, used in small group instruction with teacher help and then finally given to students to use independently.
 * v Are there terms in these objectives that may need to be taught to students? Give an example.**

Agreed but if these are the objectives for the lesson, the assumption is we will be teaching these terms in the lesson.


 * Presentation**

Each educator models a book by completing a category matrix.They take turns reading by category from the matrices. They also model orally to give students a jump start in completing their assignment. The educators read,reread story,point our five w's and how in stories by writing student responses on matrices for each story. On third day, educators model reading, reviewing matrices and comparing/contrasting two stories, demonstrate paragraph in oral or written form as model for students to follow for independent work, brainstorm possible illustrations for writing and review rubrics. By modeling all these strategies, they are demonstrating to the students the importance of each item needed to produce their final product.
 * v Describe the modeling aspect of this lesson.**

Agreed.

Two educators, dividing the class in half and by having smaller groups, allows more student interaction with the teacher, more one-on-one intervention for students that need special attention, in large group situations, the educators can "tag-team" teach by each contributing to the lesson and giving different perspectives for better student comprehension. As I have learned in this class, working with two or more educators is a great way to reap the contributions others. During the presentation components the teacher/librarian were active models that always presented the students an example of what they expected them to do in their presentations. Teachers feed off of each other, and tend to bring out the best in each other. This in turns gives students information they can understand and use in there presentation.
 * v How are the benefits of two or more educators maximized in the presentation component?**

Agreed and the reinforcement in the library and classroom pays off for student learning.


 * Student Participation Procedures**
 * or**
 * Student Practice Procedures**

The student directions are very clear. They are given explicit steps to follow for each day of this lesson. Ex. Day 3: There are 4 steps for students to follow. On day 2, the student procedures are: 1. Raise hand to pause the reading 2. Identify the category and then share the idea These are easy and very clear student participation procedures that students will have no problem in following. The simplicity of these instructions allows students to jump right into the lesson, there is no need for any explanations. Posting the participation or practice procedures is beneficial to students and educators.
 * v Are the directions clear? Give an example.**
 * 1) Read through the matrices and the rubric.
 * 2) Write and three-to-five sentence paragraph with one, two, three, or more text-to-text connections.
 * 3) Conference with an adult or classmate.
 * 4) Illustrate the paragraph.


 * Guided Practice**

Students reap the benefits of having two or more educators in the room during guided practice because each student gets individualized attention. By having such small groups, students are guaranteed a voice in being part of the lesson and can be monitored more closely. My father always said that "two heads are better than one". Having two or more educators is a definite advantage. Students will have a wonderful opportunity to receive different views of the assignment. Students have different ways in which they learn and having more than one educator could give them added information about the lesson in the format that they learn.
 * v How are the benefits of two or more educators maximized in the guided practice component?**

Any time students engage in writing, two educators facilitating writing conferences is a definite advantage for all.

**Closure**
The students are doing an inside-outside circle while reading and sharing their writing and drawings. Using the rubric, they can assess their connections. The students are very active in the closure component. They have formed an inside-outside circle and are taking turns reading their paragraphs and sharing their illustrations to their partner. They rotate and repeat this activity. This gives all students the opportunity to hear everyone's assignment.
 * v Are students active in the closure component? What are students doing for closure?**


 * Reflection**

Comparing text-to-text connections of characters from the books and the characters' literacy experiences with other books and movies/tv. The reflection allows students to use the text-to-text connections strategy to discuss other books or mvies that share the characters learned to read or write.
 * v How is the reflection component related to the learning objectives?**

Agreed. Many educators summarize for students rather than involving them in the closure and reflection. By actively involving students in these processes, we give them the opportunity to practice metacognition. We should make time.


 * · Extensions**

Idea: add one more story to the lesson, then make something (as a group) to show other classes what they learned. This could be through posters made, photographed and put into an Animoto, for the younger group- make a PhotoPeach project. As an individual: students read their writing into a podcast to be able to hear themself and analyze how well they did and performed and for others to hear and assess. Share the closure portion of the lesson with 1st and 2nd graders. They will be able to relate to the feelings and can begin to write their own experiences of learning to read and write experiences.
 * v What are your other ideas for extensions to this lesson? Describe at least one. **

Excellent ideas and 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! **

Individual Reflection – 20 Possible Points – See the Assignment Sheet: A. 3.2 for details. **