iLit © 2012 Implementation...
Transcript of iLit © 2012 Implementation...
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iLit™ © 2012 Implementation Essentials
Professional DevelopmentPARTICIPANT WORKBOOK
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For Professional Development resources and programs, visit www.pearsonpd.com.
Pearson Inside Services and Direct DeliveryiLit™ © 2012Implementation EssentialsParticipant Workbook
Published by Pearson Inside Services and Direct Delivery, a division of Pearson, Inc.1900 E. Lake Ave., Glenview, IL 60025
© 2014 Pearson, Inc.All rights reserved.Printed in the United States of America.
Unless otherwise indicated herein, all third party trademarks that may appear in this work are the property of their respective owners and any references to third party trademarks, logos or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between such third parties and Pearson Education, Inc. and/or its affiliates, authors, licensees or distributors.
ISBN 121010
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Table of Contents
Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Section 1: Delivering Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Section 2: The Student Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Section 3: Managing a Digital Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Section 4: A Model Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Section 5: Communicating with Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Reflection and Closing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
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Agenda
Introduction
1. Delivering Instruction
2. The Student Experience
3. Managing a Digital Classroom
4. A Model Classroom
5. Communicating with Stakeholders
Reflection and Closing
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Outcomes
At the conclusion of this workshop, you will be able to
• describe the classroom components and resources in the program;
• summarize the philosophy, pedagogy, and basic organization of the program;
• implement each segment of the daily instructional block;
• differentiate instruction based on student need; and
• effectively manage an iLit™ classroom.
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Introduction
A Day in the Life of a Struggling ReaderSimon is a ninth-grade student at Morris High School. He has been in a literacy-support program since second grade when he started falling significantly behind his peers. Some years he makes better gains than others, but the summer always diminishes some of his gains from the previous school year. At the end of eighth grade, Simon was reading at a sixth-grade instructional level; however, his testing at the beginning of ninth grade showed him closer to a fifth-grade instructional level. Simon’s reading challenges have negatively affected both his academics and his attitude toward school.
Read the following account of Simon’s typical school day and then reflect on the discussion questions.
Period 1: Math
The day gets off to a horrible start—Simon did not do his math homework. Although he took it home and opened the book, he really didn’t understand how to complete the homework, so he gave up. Math was not always a struggle for Simon. In elementary school, he excelled at math, but the vocabulary and reading demands of middle school math made it too difficult to keep up. Simon fell so far behind that math became a struggle.
This incomplete assignment is Simon’s fourth incomplete homework assignment this quarter, so he is assigned to lunch detention to come in and work on his incomplete assignments. Lunch is Simon’s favorite part of the day, so he is angry that he’ll be spending it doing one of his least favorite things—math homework. He tunes out the teacher for the rest of the hour and puts his head down.
Period 2: English
Simon likes his English teacher, Ms. Heid, but he doesn’t like the reading that they do. They just started reading Macbeth, and it seems absolutely impossible to read. They act out most of the scenes, which helps Simon make sense of some of the key parts of the play. Ms. Heid knows that Simon is receiving reading support, and she tries to help him. She gives Simon a text that he can read at home. It is an adaptation of the play; however, even the adaptation is difficult for him to read. Trying to keep track of the characters is confusing and he’s never read a play before, so sometimes figuring out the text structure impedes his comprehension. Today in class they are discussing what they read last night. Simon did the reading and thought he understood, but when he gets into his discussion group, he doesn’t seem to be on the same page as the rest of the group. He doesn’t say much at all. When one student asks Simon what he thought about a key scene, another student interjects to say, “Do you seriously think he read it?” and starts to laugh. Simon doesn’t respond.
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Introduction
Period 3: Social Studies
The day is looking up! Simon’s Social Studies teacher has a substitute and they are watching a movie. They have been reading the Declaration of Independence, which Simon finds incredibly boring and impossible to read. He is thrilled about the break.
Period 4: Reading Support
In the past, Simon really despised his reading classes. He was embarrassed to be in a support class, and he hated the computer program that they used. He had figured out the trick to get through his lesson by clicking through several screens. This put him at constant odds with the teacher, who would eventually give up and let him be done with the lesson. This year, however, has been completely different. He got his own tablet to use and he is able to choose whatever he wants to read from the library within the program. He likes that other students don’t know what he is reading and that whenever he comes across a word that he doesn’t know he can easily look it up just by clicking the word. For the first time since elementary school, he is reading a book he actually likes. Simon thinks the rest of the class is pretty cool, too. The teacher has a tablet, and they get to do all of their assignments and homework right on the tablet, as well. Today the teacher read aloud an article about cell phone laws while Simon and his classmates followed along on their tablets. The article was difficult and contained very challenging vocabulary, but the teacher stopped to share her thinking as she read and it made it easier to understand. The article was interesting and class flew by.
Period 5: Science
Simon usually doesn’t mind science class. The class is preparing to do some dissections in the coming weeks, and Simon is looking forward to it. Today, the teacher put the students into six groups and gave each group a different article to read. Then each group had to summarize its article. Simon absolutely hates activities like this. As his group members were finishing the article, he was only about one-third of the way through it. The other students always make comments about how Simon isn’t contributing. He is too ashamed to let them know that he is still reading or that he can’t understand the reading. Simon asked to go to the bathroom shortly after they were given the articles, and he took his time coming back. By the time he returned, his group was working on the summary. Nobody asked Simon for his input. He was happy to have escaped the activity.
Period 6: Gym
Simon’s enjoyment in a class is almost a direct reflection of the amount of reading that is required. Gym almost never has any reading, so Simon is happy to be there.
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Introduction
Discussion Questions:
• When did Simon’s engagement seem to peak?
• When did Simon’s engagement seem to falter?
• Based on your own teaching and what you read about Simon’s day, what factors contribute to struggling readers having enjoyable reading experiences?
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Section 1: Delivering Instruction
Big Questions • How will I deliver iLit™ instruction?
• What are the student and teacher roles during each lesson segment?
• How is the teacher app organized?
• How does the pacing of the lesson impact student learning?
Teacher App NavigationAs the teacher app is introduced, use the space provided to take notes.
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Section 2: The Student Experience
Big Questions • How is the student app organized?
• What are they key tasks that students will perform during each lesson?
Student App NavigationAs the student app is introduced, use the space provided to take notes.
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Section 3: Managing a Digital Classroom
Big Question • How is managing a classroom with digital instruction different than managing a traditional
classroom?
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Section 3: Managing a Digital Classroom
Best Practices for Teaching in a Digital Classroom
inspireLiteracy
BEST PRACTICES FOR TEACHING IN A DIGITAL CLASSROOM
Establishing Routines and ProceduresAs you begin instruction with iLit™, it is vital that you take the time to teach students how to appropriately use their device and complete basic tasks that they will perform in daily lessons. You should model each type of assignment and allow students to practice before you expect them to complete the assignments independently. Additionally, you will need to allow students time to get acclimated to the pacing and organization of an iLit™ lesson. Be sure to clearly explain student and teacher roles for each lesson segment.
Establishing Rules and ConsequencesIt is important that you clearly communicate the rules and consequences associated with the use of technology. You should refer to your district protocols to ensure they are consistent with the rules you set for your classroom. Be cautious of taking away student devices as a consequence. Every student it entitled to learn the content with equal or similar resources. If you must resort to taking a device from a student, have a plan in place for how the student will learn and participate in the lesson.
Classroom ConfigurationiLit™ instruction involves whole-group and small-group instruction, as well as independent student work time. Plan to configure your classroom to accommodate the different modes of instruction and work time. Additionally, arrange students so that you can easily see what is displayed on their devices during instruction and work time.
During the Time to Read and Work Time lesson segments, you will meet with students individually to conference with them. It is important for you to create a dedicated space for conferences that creates a sense of privacy for the student.
Organizing MaterialsIdentify a safe and efficient way to store student devices. Plan a location that minimizes the time students spend to obtain their device and load the iLit™ Student App. Also consider a storage solution that allows the devices to charge so that they are ready for students to use when class begins and don’t run out of power during the duration of the class. In addition to the student devices, strongly consider having students store a set of headphones in the classroom. The audio support within iLit™ can become a substantial distraction if students use audio support without headphones.
Creating a Backup PlanWhen teaching with technology, there is potential for the technology to not function as expected. Develop a plan for how to proceed with instruction if you encounter a day with technical difficulties.
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Section 3: Managing a Digital Classroom
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Pacing the Lesson AppropriatelyiLit™ provides guidelines for how to appropriately pace each lesson segment for a forty-five minute or ninty-minute class period. Sticking to the recommended guidelines will ensure that the entire lesson is taught and students have enough time to work independently. Consider using a timer to help you monitor the time you spend on each lesson segment.
Visual Support for EngagementWithin iLit™, you have the capability to broadcast content to students so that it appears on their device—or to project content onto a projector for students to view. These functions should be used frequently throughout the lesson to keep students’ engagement and provide visual support to what they are learning. Additionally, you have the capability to create your own slides to project if you feel your students need additional visual support in any part of the lesson.
When you teach students procedures for key learning tasks or procedural tasks—such as how to complete an interactive reader assignment or how to select a book for independent reading—consider creating an anchor chart as a visual reminder for students. Display the visual support in the classroom so students can refer to it as needed. This practice will minimize the need for your assistance and allow students to move forward independently.
Promote Appropriate InquiryThe use of technology increases student engagement; however, it can also pose the risk of students engaging in off-task behavior on their device. Allow students opportunities to explore outside of the iLit™ Student App when it fulfills an instructional purpose. For example, if you are reading a text and students have a question related to the content that cannot be answered in context, encourage students to use a search engine to quickly research the answer to the question. Using the functionality of the devices for a legitimate purpose will decrease the temptation to explore in an off-task manner.
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Section 3: Managing a Digital Classroom
Establishing Routines and ProceduresBrainstorm a list of routines and procedures you would like to establish with your students.
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Section 4: A Model Classroom
Big Questions • What does effective iLit™ instruction look like?
• What are the components of an effective reading conference?
• What are the components of an effective think aloud?
• What strategies or discussion formats can help foster rich classroom conversations about text?
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Section 4: A Model Classroom
Conferencing with Students
inspireLiteracy
WHAT DO YOU TALK ABOUT IN A READING CONFERENCE?
• Talk about the plot of the book. Play the role of an interested reader inquiring about a good book, rather than a teacher checking comprehension.
• Discuss the writer’s craft.
• Ask the student if there’s something he or she didn’t understand and then explore it together.
• Refer to the recent lessons that are relevant to the challenges of the text.
• Review the student’s list of books read or reading interests.
• Together, set some goals.
• If fluency is something the reader is working on, listen to the student read aloud.
• Introduce a student to one of your own favorite authors or genres.
• Look through entries in the student’s journal if they are okay with it. Use their reflections as a catalyst for discussion.
• Let the student begin by sharing what they want to about their reading experience.
• Help the student expand on their thinking by asking, “What do you mean by…” or “Tell me more about…”
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Section 4: A Model Classroom
Reading Conference PracticeAfter you practice a reading conference, use the following questions to refl ect on the conference:
• What was the focus of the conference?
• Who did more talking—the teacher or the student?
• What did the teacher learn about the student as a reader?
The Art of Thinking Aloud
inspireLiteracy
READ ALOUD, THINK ALOUD
What it is… What it is not…
A time for the teacher to model how a good reader approaches a tough text
A time for students to read aloud
An opportunity to demonstrate when and how to use reading strategies
An opportunity to ask students to apply reading strategies or to check frequently for students’ understanding
A fluent read aloud with 4–5 purposeful pauses to share thinking
A close reading, involving frequent stops to analyze the text and reread for deeper meaning
Exposure to challenging, grade-level texts Exposure to texts only at each student’s reading level
A part of the lesson when students actively listen by following along on their device as they are read to
A part of the lesson for students to work on assignments or take a break
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Section 4: A Model Classroom
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MODEL PRACTICES FOR READING AND THINKING ALOUD
Self-Reflection
PREPARATION • You read the text prior to the lesson and plan strategic places to stop and think aloud.
• You use data and your observations of students to decide what strategies to model and what vocabulary to focus on.
VOCAL DELIVERY: • Your delivery is smooth, natural, and rhythmic.
• You inflect appropriately and vary your tone to keep students’ interest.
• You speak loudly and clearly enough for students to understand.
PHYSICAL DELIVERY • You move around the room or read from a central location in the room.
• You display confidence.
• While you think aloud, you look up to make eye contact with students.
PACING • You stop to think aloud 3–5 times.
• Your transitions between reading and thinking aloud are quick.
• Your pace makes it easy for students to stay engaged and follow along in the text.
MODEL READING STRATEGIES • You model at least one reading strategy and
explicitly tell students what strategy you are using and why. For example, “I need to stop and reread this last sentence to clarify what is happening because I am confused.”
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Section 4: A Model Classroom
Fostering Rich Classroom Conversation Consider the following discussion formats to keep students engaged during the Classroom Conversation lesson segment.
inspireLiteracy
CLASSROOM CONVERSATION DISCUSSION FORMATS
To foster rich conversations during the Classroom Conversation lesson segment, incorporate a variety of configurations, including partner discussions, small-group discussions, and whole-group discussions. Consider using the following formats to provide variation and keep students engaged.
Partner Discussion Formats
MIX-PAIR-SHARE Direct students to “mix” (move around the room) until you call “pair”. At this time, students will find someone they are close to and pair up. Project the question and ask students to discuss the question. After about three minutes, call “mix” again. Students will continue to find new partners and respond to the question again or to a new discussion question that you give them.
LINE-FOLDING To help students have discussions with a variety of peers, mix up the groupings using an activity called “line folding.” To begin, ask students to line up according to an arbitrary order, such as height or birth date. After students are in a line, take one end and “fold” the line by bringing the student at the end of the line to match up with the student at the beginning of the line. Once the line is folded, each student should have a partner for the discussion or activity.
SPEED CONVERSATIONS Divide the students into two groups and instruct each group to form a line. Arrange the lines so they are parallel to one another, and label the lines A and B. Line A will stay in place throughout the activity. Line B will move to the left on your signal.
To begin, make sure each student is facing a student from the opposite line. Pose the discussion question and project it. After one minute, instruct Line B to move to the left so that they have a new discussion partner. Pose either the same discussion or a new question and repeat the process. This format allows students to hear a variety of viewpoints in a short amount of time.
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Section 4: A Model Classroom
inspireLiteracy
Small-Group Discussion Formats
THOUGHTS LEFT BEHIND
To deepen understanding of a topic, arrange students into small groups for a discussion activity. Instruct each small group to sit at a table, and provide each group with a piece of chart paper and a marker. Pose the discussion question to the group and allow a few minutes of conversation. Next, instruct the small group to summarize their thoughts by writing their ideas on the chart paper. Leaving the paper at the table, small groups should rotate to a new table. Before posing a second discussion question, invite the group to reflect on the summary of discussion written by the previous group. Continue to instruct students to leave behind their thoughts for the next group to read. This activity allows every student the chance to contribute to discussion and hear a wide range of opinions in an efficient way.
ROLE-PLAYING Arrange students into small groups and assign each student a specific character or role based on the Read Aloud, Think Aloud text. Ask the students to think about and respond to the discussion question as if they are the character or role they were assigned. This will help students to reflect on the discussion question from a variety of perspectives.
PASS THE PLATE Begin by arranging students into small groups. Give each group one plastic plate and one wet-erase marker. The group will be given three minutes to record anything that comes to mind regarding the discussion question. One student will start by writing a thought or idea on the plate. Next, he or she will pass the plate to the next student in the group. The plate will circulate around the group until the three minutes are complete. To extend this activity into a whole-group discussion, at the end of the activity, have one representative from each group bring their plate to the front of the room. Lead a discussion about responses by asking the representatives to share what is on their plate.
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Section 4: A Model Classroom
inspireLiteracy
Whole-Group Discussion Formats
GALLERY WALK Ask students to reflect on the discussion question individually using their Student Notebooks. After they have crafted a response, they should leave their device open. Direct students to take a gallery walk around the room to read the responses of their peers and find one that they strongly agree with and stand by that response. Facilitate whole-group discussion by asking students to read the response they agree with and explain why they agree. You could also ask students to find a response they disagree with and facilitate discussion from that angle.
FISHBOWL To set up a fishbowl discussion, arrange a small group of students to form the inner circle. The remaining students will form the outer circle of observers. Provide students with a discussion question. The outer circle will observe the students in the inner circle. Following the discussion, you can select new students for the inner circle and begin a second discussion, or you can engage in whole-group discussion in which the outer circle students can share their observations, while the inner circle students can share their experiences.
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Section 4: A Model Classroom
Interactive ReaderAs you complete the Interactive Reader Assignment, take notes about what you need to teach students in order for them to be successful with this type of assignment.
Lesson DeliveryRate your level of comfort teaching each iLit™ lesson segment. Rate the lesson segment you are most comfortable teaching a 1 and the least comfortable teaching a 6.
Time to Read _____
Vocabulary _____
Read Aloud, Think Aloud _____
Classroom Conversation _____
Whole Group _____
Work Time _____
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Section 5: Communicating with Stakeholders
Big Question • How can stakeholders support struggling readers?
Shared Responsibility of LiteracyReflect on the following quote:
“The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.
Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding.”
(NGA Center and CCSSO 2010, 4)
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iLit™ © 2012: Implementation Essentials© 2014 Pearson, Inc.
24
Section 5: Communicating with Stakeholders
Helping Other Teachers Support Struggling Readers
Compare these statementsReflect on whether you feel the following statements express the same sentiment or a different sentiment. Why do you think so?
Every teacher is a reading teacher.
As a math teacher, I am an expert at reading math and best equipped to teach my students to read mathematical texts.
Supporting Struggling Readers Outside of Intervention Read the following ideas for ways to support struggling readers outside of intervention. Arrange them in order of which you think are most impactful. Label the most impactful idea 1 and the least impactful idea 5. There is no correct order.
Provide opportunities for students to access texts in a variety of ways. ______
Teach the skill of rereading. ______
Read aloud. ______
Promote independent reading. ______
Build on background knowledge. ______
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iLit™ © 2012: Implementation Essentials© 2014 Pearson, Inc.
25
Section 5: Communicating with Stakeholders
Educating StakeholdersChoose one of the following options to educate a stakeholder on one of the key strategies for supporting struggling readers that were just introduced. Use the space provided to complete your draft.
• Draft a letter to parents.
• Draft an outline for a short presentation at a staff meeting or school board meeting.
• Draft a guide for fellow teachers.
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iLit™ © 2012: Implementation Essentials© 2014 Pearson, Inc.
26
Refl ection and Closing
The First Three WeeksUse the following guide to help you determine supplemental lessons to teach, procedures to introduce, and routines to establish for successful implementation. Also, look to the sample lesson plan overview for an example of how implementation could look. You will complete your own lesson plan overview to help you prepare for implementation.
First Three Weeks Guiding Document
inspireLiteracy
ESTABLISHING ROUTINES AND RULES
Share information about appropriate care and usage of devices.
Show students where to find materials, and establish a process for gathering materials quickly and efficiently.
Establish classroom rules, especially with respect to technology. Be clear about consequences.
PROGRAM ORIENTATION
Teach students basic navigation of the student app.
Teach students general device functions, such as selecting text, accessing the app, copying, and pasting.
Introduce each lesson segment and provide an overview of what to expect in each part of the lesson.
Teach students appropriate ways to use the Student Notebook and allow them to practice writing in the notebook.
Model the process for choosing an appropriate book for independent reading.
MODELING PROGRAM EXPECTATIONS
Model a conference so that students know what to expect, understand the purpose, and are prepared to participate.
Model and provide guided practice for how to complete each type of assignment.
Teach students protocols for classroom conversations. Be explicit about what you expect from students when they are discussing text. Consider providing discussion stems to scaffold rich classroom conversation.
GETTING STARTED WITH INSTRUCTION
Students take GRADE assessment to get a diagnostic baseline.
Teach regular lessons, but build in time for modeling and supporting students as they become acclimated to the program.
OTHER
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iLit™ © 2012: Implementation Essentials© 2014 Pearson, Inc.
27
Refl ection and Closing
insp
ireL
itera
cy
DAY
1DA
Y 2
DAY
3DA
Y 4
DAY
5
Wee
k On
e•
Shar
e in
form
atio
n ab
out
app
rop
riate
car
e an
d us
age
of
devi
ces.
• Sh
ow s
tude
nts
whe
re to
find
m
ater
ials
and
est
ablis
h a
pro
cess
for g
athe
ring
mat
eria
ls
quic
kly
and
effici
entl
y.•
Teac
h st
uden
ts b
asic
na
viga
tion
of th
e st
uden
t ap
p.•
Intr
oduc
e Ti
me
to R
ead
less
on
segm
ent.
• Te
ach
Tim
e to
Rea
d le
sson
se
gmen
t fro
m U
nit 1
, Les
son
1.
• M
odel
the
pro
cess
for
choo
sing
an
app
rop
riate
boo
k fo
r ind
epen
dent
read
ing.
•
As
a cl
ass,
beg
in to
est
ablis
h cl
assr
oom
rule
s, e
spec
ially
with
re
spec
t to
tech
nolo
gy.
• Re
view
whe
re to
find
mat
eria
ls.
• Re
view
bas
ic n
avig
atio
n of
the
stud
ent a
pp.
* In
trod
uce
Voca
bul
ary
and
Read
A
loud
, Thi
nk A
loud
less
on
segm
ents
.•
Teac
h Vo
cab
ular
y an
d Re
ad
Alo
ud, T
hink
Alo
ud le
sson
se
gmen
ts fr
om U
nit 1
, Les
son
1.
• A
s a
clas
s, fi
nish
est
ablis
hing
cl
assr
oom
rule
s, e
spec
ially
with
re
spec
t to
tech
nolo
gy.
• Te
ach
stud
ents
gen
eral
dev
ice
func
tions
, suc
h as
sel
ectin
g te
xt, a
cces
sing
the
app,
co
pyin
g, a
nd p
astin
g.•
Intr
oduc
e C
lass
room
C
onve
rsat
ion
less
on s
egm
ent.
• Te
ach
stud
ents
pro
toco
ls fo
r cl
assr
oom
con
vers
atio
ns.
• Te
ach
Cla
ssro
om C
onve
rsat
ion
less
on s
egm
ent f
rom
Uni
t 1,
Less
on 1
.
• Te
ach
stud
ents
ap
pro
pria
te
way
s to
use
the
Stud
ent
Not
eboo
k an
d al
low
them
to
pra
ctic
e w
ritin
g in
the
note
boo
k.•
Intr
oduc
e th
e W
hole
Gro
up
less
on s
egm
ent.
• Te
ach
the
Who
le G
roup
Les
son
Segm
ent f
rom
Uni
t 1, L
esso
n 1.
•
Adm
inis
ter t
he fi
rst h
alf o
f G
RAD
E as
sess
men
t to
get a
di
agno
stic
bas
elin
e.
• In
trod
uce
the
Inte
ract
ive
Read
er A
ssig
nmen
t and
beg
in
com
ple
ting
an a
ssig
nmen
t as
a cl
ass.
• Pr
actic
e a
clas
sroo
m
conv
ersa
tion
and
deb
rief t
o ta
lk a
bou
t wha
t wen
t wel
l and
w
hat c
ould
be
imp
rove
d.•
Intr
oduc
e th
e W
ork
Tim
e le
sson
seg
men
t.•
Adm
inis
ter t
he s
econ
d ha
lf of
G
RAD
E as
sess
men
t to
get a
di
agno
stic
bas
elin
e.
Wee
k Tw
o•
Mod
el a
con
fere
nce
so th
at
stud
ents
kno
w w
hat t
o ex
pec
t, un
ders
tand
the
pur
pos
e, a
nd
are
pre
par
ed to
par
ticip
ate.
• Te
ach
the
Wor
k Ti
me
less
on
segm
ent f
rom
Uni
t 1, L
esso
n 1.
• Re
view
the
Inte
ract
ive
Read
er
Ass
ignm
ent a
nd fi
nish
co
mp
letin
g an
ass
ignm
ent a
s a
clas
s.•
Begi
n co
nfer
ring
with
stu
dent
s du
ring
Tim
e to
Rea
d an
d W
ork
Tim
e. G
o ov
er th
e sc
ores
fo
r the
GRA
DE
asse
ssm
ent
and
beg
in g
ettin
g to
kno
w
stud
ents
as
read
ers.
• M
odel
an
app
rop
riate
Re
spon
se P
rom
pt,
whi
ch
stud
ents
will
som
etim
es w
rite
durin
g th
e Ti
me
to R
ead
less
on
segm
ent.
• Te
ach
the
Tim
e to
Rea
d,
Voca
bul
ary,
and
Rea
d A
loud
, Th
ink
Alo
ud le
sson
seg
men
ts
from
Uni
t 1, L
esso
n 2.
• Te
ach
the
Cla
ssro
om
Con
vers
atio
n, W
hole
Gro
up,
and
Wor
k Ti
me
less
on
segm
ents
from
Uni
t 1, L
esso
n 2.
•
Intr
oduc
e a
Writ
ing
Ass
ignm
ent a
nd p
ract
ice
com
ple
ting
the
assi
gnm
ent a
s a
clas
s.
• Te
ach
the
Tim
e to
Rea
d,
Voca
bul
ary,
and
Rea
d A
loud
, Th
ink
Alo
ud le
sson
seg
men
ts
from
Uni
t 1, L
esso
n 3,
but
om
it th
e G
RAD
E as
sess
men
t.
• In
trod
uce
a St
udy
Plan
A
ssig
nmen
t and
pra
ctic
e co
mp
letin
g th
e as
sign
men
t as
a cl
ass.
• Te
ach
the
Cla
ssro
om
Con
vers
atio
n, W
hole
Gro
up,
and
Wor
k Ti
me
less
on
segm
ents
from
Uni
t 1, L
esso
n 3.
•
Refle
ct o
n im
ple
men
tatio
n as
a
clas
s an
d id
entif
y an
y ar
eas
of in
stru
ctio
n th
at s
tude
nts
are
stru
gglin
g w
ith. S
pen
d tim
e fo
cuse
d on
thes
e ar
eas.
Wee
k Th
ree
• Te
ach
Uni
t 1, L
esso
n 4.
•
Intr
oduc
e a
daily
ass
ignm
ent
and
pra
ctic
e co
mp
letin
g th
e as
sign
men
t as
a cl
ass
durin
g W
ork
Tim
e.
• Te
ach
Uni
t 1, L
esso
n 5.
• Te
ach
Uni
t 1, L
esso
n 6.
• D
urin
g Ti
me
to R
ead,
hav
e a
conv
ersa
tion
abou
t whe
n it
is
app
rop
riate
to a
ban
don
a b
ook
and
choo
se a
noth
er b
ook
for
inde
pen
dent
read
ing.
*• T
each
Uni
t 1, L
esso
n 7.
• Re
flect
on
imp
lem
enta
tion
as
a cl
ass
and
iden
tify
any
area
s of
inst
ruct
ion
that
stu
dent
s ar
e st
rugg
ling
with
. Sp
end
time
focu
sed
on th
ese
area
s.
• Te
ach
Uni
t 1, L
esso
n 8.
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28
Refl ection and Closing
insp
ireL
itera
cy
DAY
1DA
Y 2
DAY
3DA
Y 4
DAY
5
Wee
k On
e
Wee
k Tw
o
Wee
k Th
ree
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29
References
National Governors Association Center for Best Practices, Council of Chief State School Officers (NGA Center and CCSSO). 2010. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects. Accessed June 17, 2014. http://www.corestandards.org/the-standards.
Pearson Education, Inc. 2014a. iLit. Computer Software. Version 20. Mutual Mobile, Inc. Accessed June 12, 2014. https://launchpad.mm.mutualmobile.com/m/mutualmobile/install/catalog_app/.
———. 2014b. “iLit” Accessed June 24, 2014. http://www.redefiningliteracy.com.
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