Austin Community College



Austin Community College

Center for Teacher Certification

Summer Institute 2009

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Director: Mrs. Sharon Duncan

Principal/Lead Instructor: Ms. Tina Waddy

Asst. Principal: Mrs. Melaina Wilkin

Instructors:

Mr. Abel Villarreal

Ms. Heather Hatton

Ms. Marcia Beckford

Mr. Corky Narramore

Ms. Karen Koster

Ms. Ananda Ituarte-Ojeda

Mr. Rodrigo Rodriguez

Institute Schedule

June 2009

|Monday 8th |Tuesday 9th |Wednesday 10th |Thursday 11th |Friday 12th |

| |HBC | |HBC | |

| |All Cert. Areas | |All Cert. Areas | |

| |Online 1 Assessment Due | | | |

| |-Gangs and Schools | |-Technology for the | |

| |Austin Police Officer Bazzel | |Classroom | |

| |-Teaching Tools for the | |Karen Koster | |

| |Rookie Teacher | | | |

| |Villarreal | |Laptops Confirmed | |

| |Class Time 6-9pm | |Class Time 6-9pm | |

|Monday 15th |Tuesday 16th |Wednesday 17th |Thursday 18th |Friday 19th |

|HBC |HBC |HBC |HBC |HBC |

|All Cert. Areas |All Cert. Areas |All Cert. Areas |All Cert. Areas |Breakout Session |

|Bilingual & Sp.Ed. |-Assessment Tools for EC-8 All |-Learner Diversity & | |-Math @ UT (AM) |

|Online Assessment II Due |Content Areas |Differentiation |-Positive Behavior System |Villarreal @ HBC (PM) |

|-Special Education Overview | |Waddy & Ituarte-Ojeda (AM) |Heather Hatton (AM & PM) |-EC-4, & Sp. Ed. Student Teaches |

|Waddy & Ituarte-Ojeda (AM) |-Disaggregated Data & |Villarreal (PM) | |Waddy, Ituarte-Ojeda (AM & PM) |

|-Prerequisite Skills & |Instruction |-Bilingual Test Preparation | |-Science Student Teaches |

|Eliminating Re-teaching |Villarreal, & Waddy |Rodriguez (PM) |-Kidspiration & Inspiration |(AM & PM) Narramore |

|Villarreal & Waddy (PM) |(AM & PM) |-Special Education Breakout |Gretchen Whitehill (PM) |-Bilingual Test Preparation |

| | |Waddy | |Rodriguez (PM) |

|Laptops Confirmed |Laptops Confirmed |Laptops Confirmed | |-Special Education Breakout (PM) |

|Class Time 8:00-3:30 |Class Time 8:00-3:30 |Class Time 8:00-3:30 |Class Time 8:00-3:30 |Class Time 8:00-3:30 |

|Monday 22nd |Tuesday 23rd |Wednesday 24th |Thursday 25th |Friday 26th |

|Pecan Springs |Pecan Springs |Pecan Springs |Pecan Springs |Pecan Springs |

|Breakout Sessions |Breakout Sessions |Breakout Sessions |Breakout Sessions |Final Wrap-Up |

|All Cert. Areas |All Cert. Areas |All Cert. Areas |All Cert. Areas | |

| | | | |-Tool Box Sharing |

|-Science Student Teaches (AM) |-Science Narramore |-Math @ UT Villarreal (AM) |-Science Narramore |-Celebration in Cafeteria |

|Narramore |-Math Villarreal |Breakout @ Pecan Springs (PM) |-EC-4, Sp.Ed. & Math |-Pot Luck Lunch |

|-Math AM – Ituarte-Ojeda; PM Villarreal |-Reading Institute |-Science Narramore |Villarreal & Waddy |-Speakers |

|-Reading Institute |Beckford, Waddy, Rodriguez |-Reading Institute |(AM & PM) |-Final Grade Sheets and |

|Beckford, Waddy, Rodriguez |(AM & PM) |Beckford, Waddy, Rodriguez | |-Certificates Handed Out |

|(AM & PM) | |(AM & PM) |Website check | |

| | | |-Duncan, off site | |

|Class Time 8:00-3:30 | | | | |

| |Class Time 8:00-3:30 |Class Time 8:00-3:30 |Class Time 8:00-3:30 |Class Time 8:00-2:00 |

Note: Those certifying in science and math are encouraged to attend breakout session for greatest possibility of employment area.

Scope & Sequences

All Certification Areas @ HBC

Online Assignment Due

Instructor: Villarreal Teaching Tools for the Rookie Teacher Tuesday, June 9th 6:00 pm – 9:00 pm

|Rationale |

| |Participants will learn to separate myth from fact concerning gang activity in schools, and classrooms; learn how to analyze the classroom |

|What are participants learning? |environment from day one as the “authority” in the classroom; learn how to engineer the classroom space to maximize student learning, and learn how|

| |to establish routines and procedures at the beginning of the school year. |

| |Teachers need to have knowledge of current gang activity to maintain a safe and productive classroom environment; as well as, knowledge of the |

|Why is it important? |dynamics and mechanics of establishing an efficient classroom environment. |

| |ACC will provide a guest speaker from the Austin Police Department to present current information on the topic of gangs in schools; and explicit |

|Process of implementation. |instruction on procedures, models, and activities that support teacher’s knowledge of a safe and effective classroom environment. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

|Materials |“Is Your Classroom Ready?” – Handout / PowerPoint’s / Cornell Notes Sheet / Self-Reflection Sheet / Toolbox Pre-checklist / Supplies: stapler, |

| |staples, pens and pencils, whiteboard markers, paper clips, 3-hole punch |

|Schedule |

|Gangs and |Engineering the |The Anatomy of |The First Day of School |

|Schools |Classroom Space |a School Day |8:30-9:00 |

|6:00-7:20 |7:30-8:00 |8:00-8:30 | |

|Teachers will learn to separate myth from fact |Teachers will learn how to re-engineer the |Teachers will learn the “ins and outs” of |Teachers will learn to establish themselves as a |

|concerning gang activity in schools and |classroom for effective instruction. |effective teaching styles and strategies. |“teacher” as well as a “role model” for students.|

|classrooms. | | | |

|Activities |

|Name |Description |

|“Is Your Classroom Ready?” |Teacher will receive this checklist to use at the beginning of the school year. |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Daily Self-Reflection Template |Teachers will use this sheet to reflect on class presentation information. |

All Certification Areas @ HBC

Instructors: Koster The World of Classroom Technology Thursday, June 11th 6:00 pm - 9:00 pm

|Rationale |

|What are participants learning? |Participants will learn to integrate technology into their classrooms by using scientifically-based methods. |

|Why is it important? |Teachers need to have knowledge of basic technology tools and skills, such as Word, Excel, website authoring, cameras, flash drives, |

| |light pro (presentation stations). |

|Process of implementation. |ACC will provide explicit instruction on procedures, models of technology, and activities that support teacher’s knowledge of |

| |technology use in the classroom.. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

| |STaR Chart / White Board training and ELMO / Clickers and Instructions, Laptops and Flash Drives / Cornell Notes Sheet / |

|Materials |Self-Reflection Template / Supplies: markers, 3-hold punch |

|Schedule |

|6:00-7:20 |7:30-8:00 |8:00-8:30 |8:30-9:00 |

|Using technology in the classroom. Student-made video (Make a |Teachers will learn to use clickers, white|PowerPoint Tips - Teachers will learn to |Teachers will learn to find sites on laptops and|

|Difference). Teachers will learn to establish and plan the |board, cameras and downloads for classroom|use Technology Applications Teacher |note areas for future use of using technology in|

|levels of technology progress needed in the classroom. |engagement. |Network. |the classroom. Do You Believe video from |

| | | | . |

|Activities |

|Name |Description |

|Clicker use and directions |Teachers will use clickers, Elmo, White Board |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Daily Self-Reflection Template |Teachers will use this sheet to reflect on class presentation information. |

Resources: ; CRICK about clicker:

; ; Technology Applications Teacher Network: - sduncan@austincc.edu – teacher01 (register personally to have account automated). Look for Model Classroom Lessons, Specifically Science 6-8, Acid Rain at -



All Certification Areas @ HBC

Instructors: Waddy & Villarreal Special Education Monday, June 15th 8:00 am – 11:00 pm

|Rationale |

|What are participants learning? |Participants will learn about Special Education legislation, eligibility, learning disability determination, service delivery for special populations,|

| |and modifications vs. accommodations. |

|Why is it important? |Teachers need to have knowledge of the eligibility process for Special Education students, and how service delivery, modifications, and accommodations|

| |shape instruction for Special Education students. |

|Process of implementation. |ACC will provide explicit teaching of procedures, models of instruction, and activities, as well as support teacher’s knowledge of Special Education |

| |procedure and laws. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

| |Journal Article “Response to Intervention (RTI): What Teachers of Reading Need to Know” by Eric M. Mesmer and Heidi Anne E. Mesmer / PowerPoint - SPED|

|Materials |Overview / “Beyond F.A.T. City: A Look Back, A Look Ahead” by Richard D. Lavoie (ACC), Laptops, Flash Drives; DVD/VCR. |

|Professional Development |Special Education Overview |“Beyond F.A.T City” Video |Teacher Toolbox |

|8:00-8:30 |8:30-9:30 |9:30-11:00 |10:30-11:00 |

|Teachers will read “Response to Intervention |Teachers will learn about Special Education law,|Teachers will watch “Beyond F.A.T. City” to get a |Teachers will analyze and discuss the information |

|(RTI): What Teachers of Reading Need to Know” |eligibility and determination, and their role in|better explanation of the world of learning |found in the video “F.A.T. City”, and add their |

|by Mesmer & Mesmer |the referral process. |disabled students. Also, to learn how parents and|discussion sheet and guided notes to their tool |

| | |teachers can help with LD student’s frustration, |Box. |

| | |anxiety, and tension. | |

|Activities |

|Name |Description |

|“Taking a Closer Look” |Teachers will use the internet to research the characteristics of Dyslexia, and share their findings. Instructions in PowerPoint |

|Quick Internet Research | |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Daily Self-Reflection Template |Teachers will use this sheet to reflect on class presentation information. |

Article -

Activity - Taking a Closer Look -

Monday, June 15th Continued

Eliminating Re-teaching & Understanding Prerequisite Skills 12:00 pm - 3:30 pm

|Rationale |

|What are participants learning? |Participants will learn how to use knowledge of prerequisite skills and assessment to eliminate re-teaching. |

|Why is it important? |Teachers need to have a firm knowledge of the curriculum one-grade level below, and above the level they will be teaching to help students reach |

| |grade level standards. |

|Process of implementation. |ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of prerequisite skills used |

| |to write appropriate student centered lessons. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

|Materials |Power Points - Pre skills and Reteaching & Content and Role of Culture / Determining Prerequisite Skills Sheet (Website) / Laptops and Flash Drives /|

| |Supplies: pens and pencils; whiteboard markers |

|Schedule |

|Multicultural Curriculum |Objective Breakdown |Procedural Knowledge |Teacher Toolbox |

|12:00-12:30 |12:30-1:15 |1:30-2:30 |2:30-3:30 |

|Teachers will learn the five stages of a |Teachers will analyze TEKS at various grade levels|Teachers will learn a series of steps to evaluate|Teachers will create activities and products that|

|multicultural Curriculum to better understand |to identify and better understand prerequisite |student mastery of objectives to decide if |can be used in the EC-8th grade classroom. |

|how to facilitate differentiation. |skill knowledge. |re-teaching prerequisite knowledge is necessary. | |

|Activities |

|Name |Description |

|Determining Student |Teachers will create a series of steps to evaluate student mastery of objectives to decide if re-teaching prerequisite knowledge is|

|Mastery of Skills |necessary. |

|Determining Prerequisite Skills |The activity has certain objectives from different content areas, and will give teachers practice determining prerequisite skill. |

| |(Website) |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Daily Self-Reflection Template |Teachers will use this sheet to reflect on class presentation information. |

All Certification Areas @ HBC

Instructors: Waddy & Villarreal Assessment Strategies Tuesday, June 16th 8:00 am - 3:30 pm

|Rationale |

|What are participants learning? |Participants will learn a series of steps to address student achievement gaps on various assessments; as well as, how to administer EC-4 reading assessments.|

| |Teachers will also learn to empathize with Tier III students and their struggle to reach grade level standards. |

|Why is it important? |Teachers need to have knowledge of how assessment impacts on-going instruction. |

|Process of implementation. |ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of various assessments. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

|Materials |MOY Assessments / EC-8 Research-based Assessment Tools / Assessments / Disaggregated Data Handouts / Laptops, Flash Drives / Supplies: white board markers, |

| |pens and pencils; TPRI, Tejas LEE, DRA; |

|Schedule |

|Professional Development |EC-8 Assessment |Disaggregated Data |“Fat City” Assessment & Testing |Teacher Toolbox |

|8:00-8:30 |Tools Breakout |9:45-11:00 |Activity |2:00-3:30 |

| |8:30-9:30 | |12:00-1:45 | |

|Teachers will analyze, and discuss a |Teachers will learn about different |Teachers will learn to compile and |Teachers will learn to work towards |Teachers will create activities and |

|journal article “How We Learn, |types of assessments for elementary |organize data for instructional |more comprehensive TAKS goals by |products that can be used in the |

|Understanding ADHD” by Daniel T. |(TPRI, Tejas LEE, DRA, Flint /Cooter |purposes. |identifying smaller goals involved in |EC-8th grade classroom. |

|Willingham |etc.). | |benchmark testing. | |

|Activities |

|Name |Description |

|“Fat City” Assessment |Instructors will administer MOY benchmark assessments that have been changed altered to represent the knowledge of Tier I-III |

|& Testing Activity |learners. Teachers will use the scores to generate data, and in turn use that data to produce an academic action plan. |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Daily Self-Reflection Template |Teachers will use this sheet to reflect on class presentation information. |

All Certification Areas @ HBC

Instructors: Waddy, Villarreal,

Rodriguez Learner Diversity & Differentiation Wednesday, June 17th 8:00 am – 3:30 pm

|Rationale |

|What are participants learning? |Participants will learn how culture and diversity affect learning and instruction; as well as, different activities and guidelines for successful classroom|

| |instruction of English Language Learners. |

|Why is it important? |Teachers need to have knowledge of how diversity impacts student perceptions, classroom instruction, and activities that address those problems. |

|Process of implementation. |ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of culture and diversity amongst |

| |learners. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

| |Modalities, Modification & Accommodation Handouts / Modifications Handout / Bilingual Supplemental Test Preparation Material / Paper Bag with Everyday |

|Materials |Objects / Supplies: whiteboard markers, pens and pencils; prizes, materials for toolkits. |

| | |

|Schedule |

|Professional Development |Modification, Accommodation & ELL Reading |Bilingual Test Preparation |Special Education Breakout |Teacher |

|8:00-8:30 |Strategies |12:00-3:00 |12:00-3:00 |Toolbox |

| |8:30-11:00 | | |3:00-3:30 |

|Teachers will analyze, and |Teachers will learn how to modify and accommodate |Teachers will prepare for the |Teachers will learn about ARD meetings, |Teachers will create activities|

|discuss an online video clip to |for students access to materials; the content |Bilingual Supplemental Exam. |and setting up ARD materials. |and products that can be used |

|build realistic perspective about|being learned; student products; and effective | | |in the EC-8th grade classroom. |

|their first year. |strategies for ELLs. | | | |

|Activities |

|Name |Description |

| |Each group is given large paper bag containing everyday objects (plastic bottles, foil, milk cartons, and wire), and copies of TEKs. The |

|Whose Line Is It? |object of the game is to name as many reasonable uses of the objects to teach objectives. We will have prizes for the group that has the |

| |longest list. |

|Identifying Strategies for ELL’s |Teachers will brainstorm strategies that can help English Language Learners succeed, and then compare their ideas with a list of proven |

| |strategies. |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Daily Self-Reflection Template |Teachers will use this sheet to reflect on class presentation information. |

All Certification Areas @ HBC

Instructors: Hatton, Whitehill Positive Behavior Support & Kidspiration Thursday, June 18th 8:00 am - 3:30 pm

| Rationale |

|What are participants learning? |Participants will learn how to establish a behavior management system based on Positive Behavior Support to provide students with structure during classroom |

| |instruction. |

|Why is it important? |Teachers need to have a firm understanding of the steps to establishing a Positive Behavior Support system to increase consistency in teaching, and to reduce the |

| |likelihood of misbehavior throughout the school year. |

|Process of implementation. |ACC will provide a Positive Behavior Support Specialist from AISD who will provide explicit teaching of models of behavior management that support teacher’s knowledge |

| |of effective behavior support. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

|Materials |Module 2, PBS / Teacher Self-Reflection / Supplies: chart paper, markers, white board markers |

|Scaffolding Classroom Management |

| |Classroom Structures |Teaching Systems |Teacher-Student Interactions |

| |Guidelines for Success |Teaching Guidelines for Success |Behavior Narration |

| |Attention Signal |Teaching Expectations/Routines |Fluent Redirection |

|Universal – Module 1 |Activity Expectations |Using Guidelines for Success | |

| |Beginning & Ending Routines |Using an Attention Signal | |

| | |Using Activity Expectations | |

| | |Using Routines | |

| |Incentives |Teaching Incentives & Consequences |Teaching Interaction |

|Targeted – Module 2 |Consequences |Using a Response Hierarchy |Verbal De-escalation |

|Intensive – Module 3, coming during |Referral Procedures |Teaching Referral Procedures | |

|EDTC 3004 |Documentation Procedures | | |

|Teacher Tool Box |

| |Guided Notes |Guided Notes |Guided Notes |

| |Action Planning |Action Planning |Role Play |

|Instructional Activities |Make and Take |Lesson Plan Writing |Observation |

| | |Role Play & Observation | |

| |Classroom Management Plan |Teaching Schedule |Observation Forms |

|Toolbox |Classroom Poster / Signage |Lesson Plans |Observation Notes |

|Products |Documentation Forms |Observation Forms | |

| | |Observation Notes | |

|Kidspiration & Inspiration Presentation: Teachers will learn how to use technology for classroom instruction and as a differentiated tool. (PPT notes and presentation) |

EC-4 Generalists & Special Education @ HBC

Instructors: Waddy,

Ituarte-Ojeda & Rodriquez Student Teaches & Breakout Sessions Friday, June 19th 8:00 am - 3:30 pm

|Rationale |

|What are participants learning? |Participants will model effective instruction by student teaching, evaluating the instruction of their peers, and self-reflecting on the experience. |

| |Teachers need to have authentic experience teaching and modeling content in the classroom environment; as well as, the ability to self-reflect as a |

|Why is it important? |gauge for providing effective instruction. Teachers need to be able to explain real-world applications for TEKS, build background knowledge, deliver |

| |instruction appropriately, and utilize manipulatives to scaffold and support student learning. |

|Process of implementation. |ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of how to instruct students. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

|Materials |Peer -teach Rubrics / Supplies: 3-hole punch, stapler and staples, pens and pencils |

|Schedule |

|Student Teaches |Bilingual Test |Special Education |Teacher |

|& Evaluations |Preparation |Breakout Session |Toolbox |

|8:00-12:00 |1:00-3:15 |1:00-3:15 |3:15-3:30 |

|Bilingual & Special Education teachers will |Teachers will prepare for the Bilingual |Question and answer session over Special Education|Teachers will create activities and products that |

|teach a lesson, and be graded on Domain |Supplemental Exam. |topics. |can be used in the EC-8th grade classroom. |

|I-III, and V. | | | |

|Activities |

|Name |Description |

|Teacher Evaluation Template |Teachers will use this sheet to evaluate teacher presentations. |

|Daily Self-Reflection Template |Teachers will use this sheet to reflect on class presentation information. |

Math Session @ UT and HBC

Instructors: Villarreal Student Teaches Friday, June 19th, 8:00 am - 3:30 pm

|Rationale |

|What are participants learning? |Participants will model effective instruction by student teaching, and one-on-one tutoring instruction with 8th grade students at University of Texas|

| |“UT Teach”, and self-reflecting on the experience. |

| |Teachers need to have authentic experience teaching and modeling content in the classroom environment; as well as, the ability to self-reflect as a |

| |gauge for providing effective instruction. Teachers need to be able to explain real-world applications for TEKS, build background knowledge, deliver|

|Why is it important? |instruction appropriately, and utilize manipulatives to scaffold and support student learning in math. |

|Process of implementation. |ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of the concepts. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

|Materials |Transportation / Lesson Plans Template / UT Teach Self-Reflection Template / Supplies: pens, pencils, whiteboard markers |

|Schedule |

|The UT Teach |Debriefing The |UT Teach |Teacher |

|Experience |UT Teach Experience |Plan II |Toolbox |

|8:00-12:30 |1:45-2:00 |2:00-3:15 |3:15-3:30 |

|Teachers will teach and tutor students for the|Teachers will debrief their morning teaching |Teachers will learn to plan for Tier III |Teachers will add plans for the next UT Teach |

|University of Texas Teach Summer Tutoring |experiences at the University of Texas. |learners to prepare for their next UT Teach |experience, observation notes and self-reflection |

|Program. | |experience. |sheet to their teacher toolbox. |

|Activities |

|Name |Description |

|“UT Teach Plan II Activity” |Teachers will learn to plan for Tier III learners to prepare for their next UT Teach experience. |

|UT Teach Self-Reflection Template |Teacher will use this sheet to reflect on their experiences at UT Teach. |

Science Sessions @ HBC

Instructors: Narramore Student Teaches Friday, June 19th 8:00 am – 3:30 pm

|Rationale |

|What are participants learning? |Participants will model effective instruction by student teaching, and self-reflect on the experience. |

| |Teachers need to have authentic experience teaching and modeling content in the classroom environment; as well as, the ability to self-reflect as a gauge for|

|Why is it important? |providing effective instruction. Teachers need to be able to explain real-world applications for TEKS, build background knowledge, deliver instruction |

| |appropriately, and utilize manipulatives to scaffold and support student learning in science. |

|Process of implementation. |ACC will provide explicit teaching of steps and procedures, models of instruction, and activities that support teacher’s knowledge of the concepts. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

|Materials |PowerPoint - GT Differentiation / Science Lesson Plans / Lab Materials (See List) / Cornell Notes Template, Self-Reflection Template / Supplies: 3-hole |

| |punch, stapler and staples, pens and pencils, whiteboard markers |

|Schedule |

|Student Teaches |Student Teaches |Student Teaching Debrief |

|8:00-11:00 |12:00-3:00 |& Teacher Toolbox |

| | |3:00-3:30 |

|Teachers will teach a science lesson to model effective |Teachers will teach a science lesson to model effective |Students will debrief their teaching experience by self-reflecting,|

|instruction of the science curriculum. |instruction of the science curriculum. |and analyzing the instructor and peer evaluation forms. |

|Activities |

|Name |Description |

| Peer Reflection Templates |Teachers will use the self-reflection sheet to reflect on class presentation information, and student teaching experiences. |

Professional Development Articles on Website– “Should you cut that frog?”; “Home Dissection Kits and More;” & “Genetically Engineered Food.”

Math Session @ Pecan Springs

Science, Reading Institute, Separate

Instructors: Ituarte-Ojeda (AM) & Villarreal (PM) Breakout Sessions Monday, June 22nd 8:00 am - 3:30 pm

|Rationale |

|What are participants learning? |Participants will analyze the 6th and 7th grade math curriculum, and brainstorm to create questions and activities that will both allow for teaching at the |

| |highest levels of Bloom’s Taxonomy. |

|Why is it important? |Teachers need a firm understanding of the 6th and 7th grade math curriculum (both one grade level below and above the grade level they will be teaching); and|

| |knowledge of how to teach the curriculum at the higher levels of Bloom’s Taxonomy. This knowledge will help teachers to provide effective instruction; as |

| |well as, scaffold and support student learning. |

|Process of implementation. |ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of the concepts. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

|Materials |Journal Article / Action Plans Phase I-III (Template on Website) |

|Schedule |

|Professional Development |Curriculum Overview & Action Plans |Debrief |Connecting TAKS Activities to |Teacher |

|8:00-8:30 |8:30-11:00 |Action Plans |Objectives |Toolbox |

| | |12:00-1:00 |1:15-2:30 |2:30-3:30 |

|Teachers will analyze, and discuss a |Teachers will complete phase I-III for |Teachers will evaluate their action |Teachers will learn how to pick |Teachers will add their action plans,|

|journal article called “Asking |6th & 7th grade Action Plan which |plans, and discuss strategies and |appropriate activities for each TEKs |and self-reflection to their teacher |

|Questions That Count” by Glencoe. |includes: TEKs overview, prerequisite |questioning used to teach Tier III |by creating a set of criteria. |tool kit. |

| |skills, and implementation. |students. | | |

|Activities |

|Name |Description |

| |Teachers will create an action plans for Tier III 5th & 6th grade students transitioning to 6th and 7th grade. The plans will |

|“Math Action Plans” |encompass prerequisite skills for Objectives 1-6, and focus primarily on math Objectives 1-6 instead of individual TEKS. |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Daily Self-Reflection Templates |Teachers will use this sheet to reflect on class instruction and activities. |

Science Session @ Pecan Springs

Math, Reading Institute, Separate

Instructors: Narramore Breakout Sessions Monday, June 22nd 8:00 am - 3:30 pm

|Rationale |

|What are participants learning? |Participants will model effective instruction by student teaching, and self-reflect on the experience. Participants will learn how to plan effective vocabulary |

| |lessons for science, as well as analyze the seventh grade curriculum. |

| |Teachers need to be able to build background knowledge, deliver instruction appropriately, and utilize manipulatives to scaffold and support student learning in |

|Why is it important? |science. Teachers need to have a firm understanding of the science curriculum at the sixth grade level; as well as, have an understanding of how to make science |

| |vocabulary come to life. |

|Process of implementation. |ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of the concepts. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

|Materials |Transportation Map of Campus / Lab Materials / Cornell Notes Template / Self-Reflection Template / Action Plan Phase I-III |

|Schedule |

|Student |Bringing Science |Curriculum Overview |Science Labs |Teacher |

|Teaches |Vocabulary to Life |6th Grade Science |6th Grade |Toolbox |

|8:00-11:00 |12:00-1:00 |1:15-2:15 |2:15-3:15 |3:15-3:30 |

|Teachers will teach a science lesson to |Teachers will analyze |Teachers will analyze the 6th grade |Teachers will discuss lab set-up procedures; |Teachers will create activities and |

|model effective instruction of the |demonstrations, and discuss the uses|curriculum, and discuss strategies and |analyze student / teacher expectations, and |products that can be used in the 7th |

|science curriculum. |of vocabulary in science. |questioning for the content. |6th grade labs. |grade classroom. |

|Activities |

|Name |Description |

|“Gallery Walks” |Teachers will learn to set up student products in gallery walks for modeling. |

|“Vocabulary Activity” |Teachers will create vocabulary activities for sixth, seventh, or eight grade instruction. |

|“Teacher Lab Demonstration” |Teachers will analyze 6th grade example lab on linear measurements, and then break into two groups to teach 6th grade labs. |

|(How High Can You Jump and The Plane Truth) | |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Daily Self-Reflection Templates |Teachers will use this sheet to reflect on class presentation information. |

Math Session @ Pecan Springs

Science, Reading Institute, Separate

Instructors: Villarreal Tuesday, June 23rd 8:00 am - 3:30 pm

|Rationale |

| |Participants will analyze the 8th grade math curriculum; brainstorm to create questions and activities that will allow for teaching at the highest levels of |

|What are participants learning? |Bloom’s Taxonomy; and provide scaffolding for instruction. Teachers will also become familiar with using graphing calculators, and create appropriate models|

| |for warm-ups and closure activities. |

| |Teachers need a firm understanding of the 8th grade math curriculum (including Algebra I), the use of graphing calculators in instruction, and appropriate |

|Why is it important? |warm-ups, and closure activities for lessons. This knowledge will help teachers provide effective instruction; as well as, scaffold for students |

| |transitioning to the 9th grade. |

|Process of implementation. |ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of the concepts. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

|Materials |Action Plan – Phase I-III (Template on Website) / Graphing Calculator; 8-9th grade / Alg 1 IPGs curriculum / Sample Warm-ups / Copy of Bloom’s Taxonomy / |

| |Supplies: chart paper and markers; pens and pencils |

|Schedule |

|Professional Development |Curriculum Overview |Calculator Technologies |Examining Warm-Up & Closure Activities |Teacher |

|8:00-8:30 |8th Grade & Algebra I |10:00-11:00 |12:00-1:45 |Toolbox |

| |8:30-9:45 | | |2:00-3:30 |

|Teachers will analyze, and discuss a |Teachers will analyze the 8th grade |Teachers will learn to connect middle |Teachers will analyze different ways to|Teachers will create activities and |

|math journal article “What About |curriculum including Algebra I, and |school content to 9th grade content. |provide students with appropriate |products that can be used in the 6th,|

|Research?” by Mary Gilfeather and John|discuss strategies for instruction. | |warm-ups & closure during the lesson |7th, or 8th grade classroom. |

|del Regato. | | |cycle. | |

|Activities |

|Name |Description |

|“Solving Problems |Teachers will get hands-on experience by first attempting to solve math problems using a graphing calculator. Then teachers |

|Using Calculator Functions” |will evaluate the strategies and calculator procedures needed to solve the problems. |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Daily Self-Reflection Templates |Teachers will use this sheet to reflect on class presentation information. |

Science Session @ Pecan Springs

Math, Reading Institute, Separate

Instructor: Narramore Breakout Sessions Tuesday, June 23rd 8:00 am - 3:30 pm

|Rationale |

|What are participants learning? |Participants will learn how to scaffold instruction for gifted & talented students, and a set of criteria for choosing appropriate research material from the Internet. |

|Why is it important? |Teachers need knowledge of how to create strategies that scaffold for gifted & talented students, and knowledge of how to implement those strategies into the classroom. |

| |Teachers also need to have a firm understanding of the science curriculum at the seventh grade level. |

|Process of implementation. |ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of the Inquiry Model. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

| |Journal Article, PowerPoint GT Differentiation / (The Inquiry Model) / “What is Inquiry in Science?” Action Plan – Phase I-III Electronic Template (On Website) / Lab |

|Materials |Materials / Cornell Notes Template / Self-Reflection Template |

|Schedule |

|Professional Development |G&T Differentiation |Curriculum Overview |Science Labs |Teacher |

|8:00-8:30 |in Science |7th Grade Science |7th Grade |Toolbox |

| |1:30-2:30 |10:00-11:00 |12:00-2:00 |2:15-3:30 |

|Teachers will analyze, and discuss the |Teachers will lean strategies, questioning |Teachers will analyze the 7th grade |Teachers will analyze, teach, and evaluate |Teachers will create activities and |

|journal article “Genetically Engineered |techniques, and ideas for scaffolding |curriculum, and discuss strategies and |7th grade labs. |products that can be used in the 6th grade|

|Food” by Anup Shah. |gifted & talented students in science. |questioning for the content. | |classroom. |

|Activities |

|Name |Description |

| “Gifted & Talented |Teachers will modify and accommodate activities from their lesson plans for gifted and talented students |

|Modification Activity” | |

|“Teacher Lab Demonstration” |Teachers will break into two groups to teach, analyze, and evaluate 7th grade labs. |

|(Marshmallow Catapult and Blast Off) | |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Daily Self-Reflection Templates |Teachers will use this sheet to reflect on class presentation information. |

Math Sessions @ UT & Pecan Springs

Science, Reading Institute, Separate

Instructor: Villarreal Wednesday, June 24th 8:00 am - 3:30 pm

|Rationale |

|What are participants learning? |Participants will self-reflect on experiences learned from student teaching at UT Teach; examine real world applications for math, and learn how to choose |

| |appropriate math manipulatives for middle school instruction. |

| |Teachers need to be able to explain real-world applications for TEKS; build background knowledge; deliver instruction appropriately, and utilize |

| |manipulatives to scaffold / support student learning in math. Teachers should practice self-reflection as a gauge for providing effective instruction; |

|Why is it important? |understand how to tie math instruction into the real world, and be able to choose manipulatives that support concrete instruction in math. |

|Process of implementation. |ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of the instructional methods. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

|Materials |Self-Reflection Templates / Currency Rates from Different Countries / Supplies: pens/pencils/markers, scissors, paper, chart paper, staples/3-hole punch |

|Schedule |

|The UT Teach |Real World |Great Websites |Teacher |

|Experience & Debrief |Math Applications |in Math |Toolbox |

|8:00-12:30 |1:45-2:15 |2:15-3:00 |3:00-3:30 |

|Teachers will participate in a summer tutoring |Teachers will learn to implement real-world examples |Teachers will learn to choose appropriate |Teachers will add observation notes, |

|program at the University of Texas, and debrief |into math instruction. (Example, Analyzing Currency |websites for math instruction, based on math |self-reflection sheet form UT Teach, and the |

|their experiences through self-reflection. |Rates Between Different Countries.) |objectives. |“Great Websites for Math” sheet to their |

| | | |toolbox. |

|Activities |

|Name |Description |

|“Websites for Math” |Teachers will use the “Great Websites for Math” to document appropriate websites for instructional use. |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Daily Self-Reflection Templates |Teachers will use the self-reflection & UT Teach self-reflection sheet to reflect on class presentation information, and student|

| |teaching experiences. |

Science Session @ Pecan Springs

Reading Institute and Math, Separate

Instructors: Narramore Breakout Sessions Wednesday, June 24th 8:00 am - 3:30 pm

|Rationale |

|What are participants learning? |Participants will learn to teach students to construct a science interactive notebook, and analyze an overview of the seventh grade science curriculum. |

|Why is it important? |Teachers need to understand the benefits of guided science notes through the interactive science notebook, and have a firm understanding of the science |

| |curriculum at the eighth grade level. |

|Process of implementation. |ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of the concepts. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

|Materials |Journal Article, PowerPoint (Interactive Notebook) / Action Plan – Phase I-III Electronic Template (On Website) / Lab Materials / Cornell Notes Template / |

| |Self-Reflection Template / Teacher Toolkit Checklist In! |

|Schedule |

|Professional Development |The Interactive Notebook |Curriculum Overview - |Science Labs |Teacher |

|8:00-8:30 |8:30-9:45 |8th Grade Science |8th Grade |Toolbox |

| | |10:00-11:00 |12:00-2:00 |2:15-3:30 |

|Teachers will analyze, and discuss the |Teachers will learn how to implement the|Teachers will analyze the 8th grade |Teachers will analyze, teach, and |Teachers will create activities and |

|journal article “Should you cut that |interactive science notebook into their |curriculum and discuss strategies, and |evaluate 8th grade labs. |products that can be used in the 8th |

|frog?” |daily (weekly) instructional routine. |questioning for the content. | |grade classroom. |

|Activities |

|Name |Description |

|“The Interactive Notebook” |Teachers will create an example interactive notebook to use as a model for instruction. |

|“Teacher Lab Demonstration” |Teachers will break into two groups to teach, analyze, and evaluate 8h grade labs. |

|(Penny Water and Origami Frog) | |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Daily Self-Reflection Templates |Teachers will use this sheet to reflect on class presentation information. |

Math Session - EC-8th Grade & Special Education @ Pecan Springs

Science breakout, Separate

Instructors: Villarreal & Waddy Breakout Sessions Thursday, June 25th 8:00 am - 3:30 pm

|Rationale |

|What are participants learning? |Participants will analyze math content from EC-8th grade, learn how to create “anchors of support” for math instruction, and better understand the connection |

| |between Objective 6 math problems and visualization. |

|Why is it important? |Teachers need a firm understanding of the math curriculum they will be teaching to be able to provide effective instruction, and scaffold for all students. |

|Process of implementation. |ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of the concepts. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

|Materials |Journal Article / Math curriculum (EC-8) / TEKS / / Action Plan – Phase I-III (Template on Website) / Supplies: chart paper, stapler, 3-hold punch chart paper,|

| |markers, pens/paper/pencils |

|Schedule |

|EC-4th Grade |

|Professional Development |Action Plan |Action Plan |Manipulatives |Creating Visuals in Elementary |Teacher |

|8:00-8:30 |3rd Grade |4th Grade |EC-6th |Math |Toolbox |

| |8:30-9:45 |10:00-11:00 |12:00-2:00 |2:00-3:00 |3:00-3:30 |

|Activities |

|Name |Description |

|“Creating Anchors of Support” |EC-4 teachers will construct “anchors of support” using their knowledge of oral language in math to provided examples of support at each |

|Creating Math Visuals |grade level. |

|“Choosing Math Manipulative” |Teachers will create a list of criteria for selecting manipulatives for math instruction. Counters, blocks, dice, Investigations, visuals, |

| |anchors of support, numerical fluency centers (EC-8th ). |

|Elementary |Teachers will create and action plans for Tier III 3rd grade students transitioning to 3rd grad & 4th grades. The plans will encompass |

|“Math Action Plan” |prerequisite skills for TEKS in Objectives 1-6, but focus primarily on math Objectives 1-6 instead of individual TEKS. |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Daily Self-Reflection Templates |Teachers will use this sheet to reflect on class presentation information. |

Math Breakout Continued,

Thursday, June 25th 8:00 am - 3:30 pm

|Schedule |

|4th -8th Grade |

|Professional Development | Action Plans |Action Plans |Manipulatives |Creating Visuals in Elementary |Teacher |

|8:00-8:30 |7th Grade |8th Grade |EC-6th |Math |Toolbox |

| |8:30-9:45 |10:00-11:00 |12:00-2:00 |2:00-3:00 |3:00-3:30 |

|Activities |

|Name |Description |

|“Creating Anchors of Support” |4th – 8th grade teachers will construct “anchors of support” using their knowledge of oral language in math to create examples of support.. |

|Creating Math Visuals | |

|Middle School |Teachers will create action plans for Tier III 6th & 7th grade students transitioning to 7th and 8th grades. The plans will encompass |

|“Math Action Plan” |prerequisite skills for TEKS in Objectives 1-6, but focus primarily on math Objectives 1-6 instead of individual TEKs. |

|“Choosing Math Manipulative” |Teachers will develop a set of criteria for selecting manipulatives for math instruction. Possible manipulatives include: counters, blocks, |

| |dice, Investigations program, visuals, anchors of support, numerical fluency centers (EC-8th). |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Daily Self-Reflection Templates |Teachers will use this sheet to reflect on class presentation information. |

Additional manipulatives assistance on SI website

Science Session @ Pecan Springs

Math, Separate Session

Instructors: Narramore Thursday, June 25th 8:00 am – 3:30 pm

|Rationale |

|What are participants learning? |Teachers will learn how to choose appropriate internet resources, and real-world topics for instructional use in science, including labs. |

|Why is it important? |Teachers need to know how to choose appropriate materials from real-world sources such as the Internet, and how to incorporate those materials into science |

| |instruction. |

|Process of implementation. |ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of the real-world applications of science.|

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

|Materials |Transportation-Campus Map / Lesson Plans / PowerPoint (Finding Science in the Real World) / Lab Materials |

|Schedule |

|Professional Development |Internet Resources for |Finding Science in |Real World |Teacher |

|8:00-8:30 |the Science Classroom 8:30-9:45 |the Real World |Science Labs |Toolbox |

| | |10:00-11:00 |12:00-2:00 |2:15-3:30 |

|Teachers will analyze, and discuss |Teachers will research, brainstorm, and |Teachers will discuss, and brainstorm ideas |Teachers will teach and analyze lab |Teachers will create activities and |

|the journal article “Home Dissection|create a set of criteria for choosing |on the topic “real-world science |experiments with real-world |products that can be used in the 8th |

|Kits and More.” |appropriate internet research materials. |applications” and discover their use in |applications. |grade classroom. |

| | |instruction and labs. | | |

|Activities |

|Name |Description |

|“Real World Science Labs” |Teachers will analyze an example of a lab with real-world applications; break into two groups to teach two labs with real-world |

|(Energy Flow and Space Vehicles Labs) |applications; and finally create a criteria list for choosing material with real-world applications for science instruction and labs. |

|“Websites for Science” |Teachers will use the sheet “Great Websites for Science” to document appropriate websites for instructional use. |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Daily Self-Reflection Templates |Teachers will use this to self-reflection on their student teaching experiences. |

Reading Institute for First Year Teachers

EC-4 Bilingual Generalists & Special Education

@ Pecan Springs Math & Science, Separate

Instructors: Beckford & Waddy Monday-Wednesday, June 22nd – 24th 8:00 am – 3:30 pm

|Rationale |

|What are participants learning? |Participants will learn the nine important components of a research-based reading program, and how to teach each component. |

|Why is it important? |Elementary teachers need to have a concrete knowledge of how to teach the nine components of reading. Also, reading instruction is the foundation for all |

| |content areas at the elementary school level. |

|Process of implementation. |ACC will provide research-based principles and activities that model how to teach the nine components of reading; as well as, model how each component |

| |connects to the literacy block model. |

|Procedure |Teach |Model |Practice |Self-Reflect |Add to Toolbox |

|Materials |Laptops, Self-Reflection Template, Cornell Notes Template, Poster Board, Markers, File Folders, Paper; books for read-aloud, Components of research-based |

| |reading programs; chart paper, markers, etc. |

|Balanced Literacy Model |

|Read Aloud |Teachers understand how to pick appropriate books for a read aloud, and how to use text talk to help students become good readers. |

|Shared Reading |Teachers learn how to create themed shared reading lessons. Teachers also learn how to create appropriate questions, writing activities, and comprehension |

| |activities that reflect grade level standards. |

|Guided Reading – |-Teachers learn which resources are appropriate to use for guided reading, and how to find books at the student’s instructional level. Teachers also learn |

| |how to administer a guided reading lesson. |

|Independent Reading – |-Teachers learn how to teach students to choose reading materials at their independent reading levels throughout the school year. Teachers also incorporate |

| |fluency into centers to help student’s reading accuracy and comprehension increase throughout the school year. |

|Reader Response / Writing |Teachers learn how to teach students to respond to literature, communicate ideas, and demonstrate comprehension. |

| |“High-poverty Schools that Beat the Odds” by Patricia M. Cunningham; “10 Rules for Reading” by Deborah G. Litt; “Missing in Action: Vocabulary Instruction |

|Journal Articles |in Pre-K” by Susan B. Neuman , and Julie Dwyer, (Teachers will read articles ahead of time to facilitate understanding.) |

|Activities |

|Name |Description |

|“Make-It Take-It” |Teachers will create activities for reading instruction and centers, for Kinder – 4th grade. |

|Cornell Notes Template |Teachers will use this sheet to take notes during presentations. |

|Self-Reflection Template |Teachers will use this sheet to reflect on class presentation information. |

|Schedule |

|Monday |Tuesday |Wednesday |

|Oral Language – EC-4th |Vocabulary Word Study – Kinder– 4th |Listening Comprehension – EC-4th |

|8:00-9:30 |8:00-9:30 |8:00-9:30 |

|Teach – Direct Instruction 30 min. |Teach – Direct Instruction 30 min. |Teach – Direct Instruction 30 min |

|Model – Teacher 5 min. |Model – Teacher Activity 5 min. |Model – Teacher 5 min |

|Practice – Teachers will create an oral language activity by |Practice – Teachers will plan a pre-reading, during reading, and |Practice – Teachers will create questions that reflect listening|

|picking an appropriate book, reading for details to create |post-reading activity using 5 unfamiliar words from a big book. They|comprehension as it relates to problem & solution, character |

|questions, write a script, and decide what type of center |will plan to introduce the words and their meanings (pre-reading), |analysis, setting, cause & effect, main idea, and sequence of |

|they could create to promote oral language development, 30 |discuss the meaning of the words in their context (during reading), |events. This activity will allow teacher to understand how to |

|min. |and have students record the words (post reading). To better |create a center for listening comprehension. 30 min. |

| |understand the six syllable type, teachers will find words that fit | |

| |into the six categories. 30 min. | |

|Self-Reflect – Sheet 5 min. |Self-Reflect – Sheet 5 min. |Self-Reflect – Sheet 5 min. |

|Add to Tool Box – Product 5 min. |Add to Tool Box – Product 5 min |Add to Tool Box – Product 5 min. |

|Closure – Tie into Balanced Literacy, and answer student |Closure – Tie into Balanced Literacy, and answer student questions. |Closure – Tie into Balanced Literacy, and answer student |

|questions. 15 min. |15 min. |questions. 15 min. |

|Phonological Awareness – EC-1st |Spelling – Kinder-3rd |Reading Comprehension – EC-4th |

|9:45-11:00 |9:45-11:00 |9:45-11:00 |

|Teach – Direct Instruction 30 min. |Teach – Direct Instruction 30 min. |Teach – Direct Instruction 30 min |

|Model – Teacher Activity 5 min. |Model – Teacher Activity 5 min. |Model – Teacher 5 min |

|Practice –Teachers view & participate in a series of |Practice – Teachers will find words from a text with certain |Practice – Teachers will create an assessment using the four |

|examples, and then choose three words and create a activity |prefixes, suffixes, and word parts to create an activity where |levels of questioning (refer to handout) as they relate to |

|to segment, blend and omit sounds 30 min. |students notice that many words are spelled in predictable patterns. |Bloom’s Taxonomy. 30 min. |

| |30 min. | |

|Self-Reflect – Sheet 5 min. |Self-Reflect – Sheet 5 min. |Self-Reflect – Sheet 5 min. |

|Add to Tool Box – Product 5 min |Add to Tool Box – Product 5 min |Add to Tool Box – Product 5 min. |

|Closure – Tie into Balanced Literacy, and answer student |Closure – Tie into Balanced Literacy, and answer student questions. |Closure – Tie into Balanced Literacy, and answer student |

|questions. 15 min. |15 min. |questions. 15 min. |

|Alphabetic Principles – EC-1st |Fluency – 1st -4th Running Records |Written Expression – EC-4th |

|12:15-1:45 |12:15-1:45 |12:15-1:45 |

|Teach – Direct Instruction 30 min. |Teach – Direct Instruction 30 min |Teach – Direct Instruction 30 min |

|Model – Teacher Activity 5 min. |Model – Teacher 5 min |Model – Teacher 5 min |

|Practice – Teachers will create an activity (script) to allow|Practice – Teachers will discuss effective interventions for types of|Practice – Teachers use the 5 steps of the writing process to |

|students to practice blending, and segmenting onset rimes. |errors, and how those errors drive planning for Phonemic Awareness |develop a topic to the published level post their writing, and |

|Teachers will have the students use the words in an original |and Alphabetic Principles instruction. Teachers will be given a |comment on other colleague’s writing using post-its. |

|sentence, and find the words in their text. |guided reading text (at different grade levels) to administer and | |

| |record a running record that reflects a student’s reading rate (words| |

| |per minute), types of errors, and accuracy. Teacher will analyze | |

| |results, and identify the most common type of error, and if the | |

| |student has read at the independent, instructional, or frustration | |

| |level. 30 min. | |

|Self-Reflect – Sheet 5 min. |Self-Reflect – Sheet 5 min. |Self-Reflect – Sheet 5 min. |

|Add to Tool Box – Product 5 min. |Add to Tool Box – Product 5 min. |Add to Tool Box – Product 5 min. |

|Closure – Tie into Balanced Literacy, and answer student |Closure – Tie into Balanced Literacy, and answer student questions. |Closure – Tie into Balanced Literacy, and answer student |

|questions. 15 min. |15 min. |questions. 15 min. |

|Centers – Buddy, Small Group, Independent and using anchors |Centers – Buddy, Small Group, Independent and using anchors of |Centers – Buddy, Small Group, Independent and using anchors of |

|of support. |support. |support. |

|2:00-3:00 |2:00-3:00 |2:00-3:00 |

|Model – Teacher Activity |Model – Teacher Activity |Model – Teacher Activity |

|Practice – Teachers choose between the three segments taught |Practice – Teachers choose between the three segments taught in the |Practice – Teachers choose between the three segments taught in |

|in the day’s session to create a center that could be used in|day’s session to create a center that could be used in the Balanced |the day’s session to create a center that could be used in the |

|the Balanced Literacy Block. |Literacy Block. |Balanced Literacy Block. |

|Add to Teacher Toolbox – Product |Add to Teacher Toolbox – Product |Add to Teacher Toolbox – Product |

Fluency:

Final Wrap-Up – ALL

All Participants Pecan Springs Friday, June 26th 8:00 am – 3:30 pm

|Sharing Resources (AM) |

|What are participants learning? |Participants will learn about each other’s tool Box and share. Be sure to share best lesson plans and check participant websites for lesson plans and |

| |updates. If you are assigned to a grade level that you have not personally designed, go to the TEKS for the grade upper and lower and contact peers for |

| |lessons. |

|Why is it important? |Teachers need to have an understanding of what peers are planning in order to share and produce more effectively during the summer. |

|Process of implementation. |ACC will provide insight for materials by evaluations of Tool Kits and websites. |

|Procedure |Present |Evaluate |Add to Tool Box |

|Celebration |

|What are participants learning? |Participants will celebrate completion of the Summer Institute and discuss questions and concerns with former cohort members |

|Why is it important? |Teachers need to have a time to enjoy each other and learn from those who have been through the program. |

|Process of implementation. |ACC will provide final grades and certificates. |

|Procedure |Present |Evaluate |Add to Tool Box |

|Materials |Teacher Tool Box / Final Grade Sheets / Certificates; guest speakers; chart paper, etc. |

Be sure to use acctcp6_ email and check website for updates. Register for EDTC 3004 by August 1, and complete Holistic Grading online training before start of class.

Be sure that we have your latest contact information for employment contacts.

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