SEQUENCE THE PROGRESS:



My Strategy Guide—Ways to Scaffold and Engage and Advance Learning

|Powerful Practices |Teaching Strategies |Diverse Student Activities/Assessments |

|Graphic Organizers |model |write __letter __poem __article __story |

|Cooperative Learning |students demonstrate |draw/write about music |

|Using short segments of passages to teach vocabulary in |clear directions |“read” paintings |

|context/writing |explicit objective |act out a story or history |

|Specific Informal Assessment |illustrated word wall |invent a game |

|Curriculum-Based “probes” to clarify thinking |check for understanding daily |modify a story |

|Reciprocal Peer Tutoring |week synthesis |outline, write, illustrate a topic booklet |

|Explicit Timing |check daily for understanding |make problem-solving guide |

|Teacher Think-Alouds |work with pairs and small groups |build models |

|Peer Tutoring |gradual release of responsibility |create museum-like displays |

|Using Response Cards During Instruction |ask challenging questions |make portfolios |

|Roberta C. Kaufman and Robert W. Wandberg, editors, Powerful |scaffold student learning progress to independence |present topics |

|Practices for High Performing Special Educators, Corwin Press, 2010. |use differentiated assessments |debate |

| |point out punctuation in context |write songs |

| |“fold-a-books” |word and number games |

| |model writing with “mentor” texts |make picture glossary |

ENRICHMENT AND ACCOMMODATIONS for Individual Students

|Student |Enrichment/Accommodations |

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Learning Activities Take the Gradual Release of Responsibility Across Each Lesson and Across the Week.

Adjust the planner to support your teaching style. For example, include activities that are consistently part of lessons such as:

|Reading Comprehension |Preview, Model, Interest |: Model and Guide | Go Deeper | Assess and Clarify | Fix and Finish UP |

|CCSSR1: Answer questions with|I do: Read/Think Out loud |I do: Read/Think Out loud |I do: Read/Think Out loud |YOU DO: Formative Assessment—students |T: Guides students needing support— |

|evidence—literal and | | | |will… |__use graphic organizer to clarify |

|inferential | | | | |__think out loud with student(s) |

| |We do: |We do: |We do: | |__apply same skill/strategy with an easier text |

|This week’s reading: | | | |( I DO--RESPOND to | |

| | | | |assessment--clarify--think out loud, | |

| | | | |give feedback on ways to make greater |ADVANCED: |

| |You do: |You do: |You do: |progress. |__Add a section to this week’s text—a sequel or |

|This week’s Strategy/Skill: |CORE: |CORE: |CORE: | |“prequel” |

| | | | |Students who need support will … |__Illustrate this week’s text with captions that |

| | | | | |analyze the important events and characters |

| | | | | |__write “HOT” questions – with answers, exchange.|

| |ADVANCED: | |ADVANCED: |ADVANCED: | |

|EXPLORE Connection: This |__write about passage |ADVANCED: |__write about passage |__add to the passage |Synthesis |

|week’s punctuation to notice |__list ways writer helps you |__write about passage |__list ways writer helps you |__change the ending |What did we learn about reading this week? |

|when reading: |understand |__list ways writer helps you |understand |__write letter to writer | |

| |__write letter to writer |understand |__write letter to writer | | |

| | |__write letter to writer | | | |

| |( Check for understanding | |( Check for understanding | | |

| |__pair/compare | |__pair/compare | | |

| |__learning log |( Check for understanding |__learning log | | |

| | |__pair/compare | | | |

| | |__learning log | | | |

|Fluency Activities |T: I DO Model reading with |T: I DO Model reading with |T T: I DO Model reading with |How I’ll assess—students will… |T: Guides students needing support— |

|ILS1C: Expression; Rate; |__expression |__expression |__expression |__read to a partner, check |__guided practice with familiar passage |

|Comprehension |__rate __diction |__rate __diction |__rate __diction |__expression __rate |__list steps to read with fluency, student |

| |__comprehension |__comprehension |__comprehension |__fluency __diction |demonstrates |

|This week’s Read Aloud: | | | | |__pair and practice |

| |S: YOU DO |S: YOU DO |S: YOU DO |T: clarify based on assessment. |__ ___________________________ |

| |__partner reading |__partner reading |__partner reading |__Re-model the fluency | |

| |__choral reading |__choral reading |__choral reading |__student models the fluency | |

| |__ _________________ |__ _________________ |__ _________________ |__reciprocal reading | |

| | | | | |ADVANCED |

| |ADVANCED: |ADVANCED: |ADVANCED: |ADVANCED: |__write about this week’s read aloud |

| |__Use symbols to show parts to |__Use symbols to show parts to |__make guide to reading |__read new selection |__write another part of the reading |

| |emphasize |emphasize |__add lines to the reading |__model for other students |__ __________________________ |

| |__add lines to the reading |__add lines to the reading | | | |

|SCIENCE | Preview, Model, Interest |: Model and Guide | Go Deeper | Assess and Clarify | Fix and Finish UP |

|Topic: |I do: Preview, ask BIG question: |I do: |I do: |YOU DO: Formative Assessment—students |T: Guides students needing support— |

| |_______________ | | |will… |__use graphic organizer to clarify |

| | | | | |__think out loud with student(s) |

|Reading/Learning |We do: |We do: |We do: | | |

|Strategy/Skill: | | | |( I DO--RESPOND to |ADVANCED: |

| | | | |assessment--clarify--think out loud, give |__write report |

| |You do: |You do: |You do: |feedback on ways to make greater progress.|__investigate related career |

|This week’s reading: | | | | |__make class “chapter” book |

| |Core: |Core: |Core: |Students who need support will … | |

| | | | | | |

|vocabulary | | | | |Synthesis: What did we learn about |

| |ADVANCED: |ADVANCED: |ADVANCED: |ADVANCED: |science this week? |

| | | | |__outline report | |

|EXPLORE | | | |__constructed response | |

|This week’s data | | | |__make up, exchange HOT questions | |

|analysis—table/graph students|( Check for understanding |( Check for understanding |( Check for understanding | | |

|will analyze |__pair/compare |__pair/compare |__pair/compare |EXPLORE: Analyze a science experiment or | |

| |__learning report |__learning report |__learning report |evaluate a science report for logic. | |

|SOCIAL STUDIES | Preview, Model, Interest |: Model and Guide | Go Deeper | Assess and Clarify | Fix and Finish UP |

|Topic: |I do: Preview, ask BIG question: |I do: revisit BIG question |I do: demonstrate “how to” |YOU DO: Formative Assessment—students |T: Guides students needing support— |

| |_______________ | |evaluate information for |will… |__use graphic organizer to clarify |

| | |We do: |importance/relevance |__answer questions with evidence |__think out loud with student(s) |

|Reading/Learning |We do: |__use graphic organizer | |__write answer to BIG question | |

|Strategy/Skill: |__locate facts |__make outline of section |We do: | | |

| |__use graphic organizer | |__identify information to respond|( I DO--RESPOND to |ADVANCED: |

| | |You do: |to topic/category |assessment--clarify--think out loud, give |__write report |

|This week’s reading: |You do: |Core: | |feedback on ways to make greater progress.|__investigate related career |

| |Core: |__list important facts to support |You do: | |__make class “chapter” book |

| |__list important facts |idea |Core: |Students who need support will … | |

|vocabulary: |__start glossary |__classify information |__use graphic organizer | | |

| | | |__outline concise report | |Synthesis: What did we learn about |

| |ADVANCED: |ADVANCED: | |ADVANCED: |social studies this week? |

| |__make up Q and A chart |__write summary |ADVANCED: |__outline report | |

| |__illustrate page |__write own BIG question |__constructed response |__constructed response | |

| | | |__write own BIG question |__make up, exchange HOT questions | |

| |( Check for understanding |( Check for understanding | | | |

| |__pair/compare |__pair/compare |( Check for understanding | | |

| |__learning report |__learning report |__pair/compare | | |

| |__glossary |__expand glossary |__learning report | | |

| | | |__expand glossary | | |

|MATH |Preview, Model, Interest | Model and Guide |Go Deeper | Assess and Clarify | Fix and Finish UP |

|This week’s skill/strategy: |I do: model the strategy |I do: model the strategy |I do: model the strategy |YOU DO: Formative Assessment—students |T: Guides students needing support— |

| | | | |will… | |

| | | | | |__think out loud |

| |We do: |We do: |We do: | |__make step by step guide |

|This week’s Math Terms: |Apply the strategy |Apply the strategy |__Apply the strategy | |__practice with a partner |

| | | |__students model | |__ ___________________ |

| | | | | | |

| |You do: |You do: |You do: |( I DO--RESPOND to | |

| |CORE: |CORE: |CORE: |assessment--clarify--think out loud, give | |

| |__solve problem with partner or |__solve problem with partner or |__correct problem solution |feedback on ways to make greater progress.|ADVANCED |

| |group, write steps |group, write steps |–identify and fix errors | |Students who “meet” move |

|EXPLORE: |__ ____________ |__ ____________ |__ ____________ |Students needing support: |up--activity: |

|This week’s data analysis | | | |__re-model the math | |

| | | | |__play math game |__write a math page/booklet |

| |ADVANCED: |ADVANCED: |ADVANCED: |__make step-by-step sequence chart |__ask then answer challenging word |

| |__write a guide to solving problems |__write a guide to solving problems |__make up/modify a game |__ _________________ |problems |

| |with this week’s focus |with this week’s focus |__write step-by-step guide | |__make math display |

| |_make up problems with this week’s |_make up problems with this week’s | | |__ __________________ |

| |focus |focus | | | |

| | | | | | |

| | | | |ADVANCED: | |

| | | | |__Write a guide to using this week’s math | |

| |( Check for understanding |( Check for understanding | |__Extended response—make exemplary |SYNTHESIS: |

| |__math journal |__math journal |( Check for understanding |extended response that another student can|What rules or patterns did we learn |

| |__Pair/Compare |__Pair/Compare |__math journal |learn from |from this week’s math? |

| | | |__Pair/Compare | | |

| | | | | | |

|WORD KNOWLEDGE |Preview, Model, Interest | Model and Guide |Go Deeper | Assess and Clarify | Fix and Finish UP |

|Word Knowledge |T: I DO Model how to recognize and|T: I DO Model how to recognize |T: I DO Model writing with this week’s |How I’ll assess—students will… |T: I DO Guides students needing |

|ILS1A |use this week’s word pattern. |and use this week’s word |words. |__write sentences with words of the week |support— |

| | |pattern (different examples) | |__make chart of word-meaning |__match words and pictures |

|This week’s word pattern: |We do—find example in a reading | |We do—find example in a reading | |__draw pictures to show words |

| | |We do—find example in a reading| | |__use words in writing sentences |

| |YOU DO | |YOU DO |T: I DO I’ll clarify based on how they | |

|This week’s vocabulary |CORE |YOU DO |CORE |respond to the assessment. | |

| |__make word chart |CORE |__list examples of this word pattern in |__demonstrate with different examples |ADVANCED |

| |__start word list |__list examples |readings |__”student models”—students share their |__make glossary |

| |__list examples of this word |__write with key words |__write with words that show this week’s |examples |__make an alphabet booklet or page |

|include academic |pattern in readings | |pattern | | |

|vocabulary; | |ADVANCED: | |S: Students who need support: |Synthesis: |

|add words students infer |ADVANCED: |__Make glossary |ADVANCED: |__ make list of what you need to know to |__Students use this week’s words to |

|from context. |__Make glossary |__Write poem |__Make glossary |recognize and use these words |write. |

| |__Write poem with words with this | |__play/invent word game | |__Students create a word web |

| |pattern |Check for Understanding: | |ADVANCED | |

| | |__learning summary |Check for Understanding: |__write a paragraph or poem including | |

| |Check for Understanding: |__Pair/Compare |__learning summary |words with this pattern | |

| |__learning summary |__ ____________ |__Pair/Compare | | |

| |__Pair/Compare | |__ ____________ | | |

| |__ ___________ | | | | |

|WRITING | Preview, Model, Interest |: Model and Guide | Go Deeper | Assess and Clarify | Fix and Finish UP |

|This week’s word |T: I DO Model how to write well |T: I DO “Write out loud”—model |T: I DO Revisit the writing skill and |S: students will… |T: I DO Guides students needing |

|skill/strategy: |with this week’s skill. | |format of the week with student-created|__write with this week’s skill and format |support— |

| | |We do: contribute to example |example. |__edit to correct for this week’s skill |__list steps to write with this |

|Kind of Writing: |We do: Students contribute to | | | |skill/format |

| |class example. |YOU DO |S: YOU DO Improve this week’s writing. |I DO clarify based on response. |__pair and practice |

|Topic: | |CORE | |__List the steps to write |__ ________________ |

| |YOU DO |Write with this week’s focus |ADVANCED |__Re-model the writing skill | |

|Punctuation |CORE |skill/format |Make checklist to make sure this week’s|__student models the skill |ADVANCED |

|to feature: |start to use this week’s writing | |skill and prior weeks’ skills are all | |_write a guide to writing this way |

| |skill |ADVANCED |met |__ ________________ |_edit and complete exemplary work |

|Grammar to check/improve: | |Make good examples | | | |

| |ADVANCED | | |ADVANCED: Write how to write—include |Synthesis: |

| |Make good examples. |Check for Understanding: |Check for Understanding: |example and steps you took to write well. |Students write about writing—what |

| | |__learning summary |__learning summary | |they accomplished. |

| |Check for Understanding: |__Pair/Compare |__Pair/Compare | | |

| |__learning summary | | | | |

| |__Pair/Compare | | | | |

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