Transcript Document

Copyright: Learning-Focused Solutions
Balanced Achievement:
High Impact – Rapid Response
Instructional Practices
Dr. Max Thompson
&
Learning Concepts, Inc.
LEARNING STRATEGIES THAT WORK!
www.learningfocused.com
Copyright: Learning-Focused Solutions
Essential Questions
1. What are the essential elements of
exemplary practice?
2. What is so important about a prioritized,
mapped curriculum?
3. What are some research-based, high
impact instructional practices that get
rapid responses in learning and
achievement?
Cover Page
Copyright: Learning-Focused Solutions
Exemplary Practice Research
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US Department Education
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Eight research labs spread across the country
with focus on learning and teaching
Two research labs on higher level thinking and
brain research
European Union sponsors four research labs
on learning and teaching
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Exemplary Practice Evaluations
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The Education Evaluation Consortium
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Staffed from 9 different centers or labs with a total
of over 300 education evaluators)
Funded by the US Department Education & the
Pew Educational Forum
Evaluates educational practices in 1400+ schools
per year in 9 – 14 countries
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700+ Typical Schools & 700+ Exemplary
Schools
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Meta-Analysis of All Data
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Analyze Data for Patterns: What strategies are
found in the exemplary schools that are not
found in the typical schools?
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One Example School: Demographics
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1479 Students on February 1, 2007
39 new teachers in 2006 – 2007 school year
Students: African-American: 20%; Asian: 8%;
Caucasian: 3%; Hispanic: 65%
92% eligible for Free/Reduced Meals
75% of students do not have English as native language
54% served in ESOL program
601 2006-2007 students were at this school in 2005-2006
Only 15% of 2006-2007 5th graders attended this school
in 1st grade
50%+ mobility rate
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One Example School: AYP
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Achievement and AYP
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AYP met in all subgroups last 4 years
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Acknowledged as Distinguished Title 1
School
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One Example School: AYP
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2005/2006 School Year Percent Passing CRCT
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ALL
Reading/Language:
Black
Hispanic
ESL
SWD
Economically Disadvantaged
85%
88%
81%
77%
67%
84%
Math: 91%
90%
91%
88%
84%
93%
SWD = + 30 in Reading in 3 years; + 45 in Math in 3
years
LEP = + 31 in reading in 3 years; + 44 in Math in 3
years
All other subgroups at least +15
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One Example School: Goals
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2006 / 2007 Goals
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95% passing Math in all subgroups
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80% passing Reading in SWD and ESL
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90% passing Reading in all other subgroups
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One Example School: Strategies
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School Strategies To Meet Goals
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ONLY grade level content in ALL classrooms
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Monthly focus for reading comprehension
strategies (Tested Seven)
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Connect reading comprehension strategies to
extending thinking
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Extended reading passages for all students
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Collaboration planning time using the LearningFocused Strategies (LFS) Lesson and unit
planning model
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One Example School: Classrooms
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Monitoring/Evaluation (6 strategies EVERY Classroom)
1. LFS unit focus with Student Learning Maps guiding
and structuring learning and LFS lesson planning
format
2. Writing Process consistent and pervasive in student
writing with a focus on expository writing
3. Graphic Organizers USED BY STUDENTS for writing,
reading comprehension
4. Vocabulary in classroom readable, well organized,
and ONLY grade level content
5. Rubrics used by students and teachers
6. Student Writing samples posted with extended
writing responses on answering essential questions
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Balance …
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Balanced Achievement …
Mapped,
Prioritized
Standards
Research
Based
Instruction
Integrated
Literacy
K-12
Acceleration
Scaffolding
Benchmark
Assessments
Page 2
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Prioritizing Worksheet
Essential
(Master)
Top 50%
Important
(Introduce/Extend)
Next 30%
Compact
(Maintain)
Last 20%
Page 3
Copyright: Learning-Focused Solutions
Prioritizing Worksheet
Essential
Important
Compact
(Master)
Top 50%
(Introduce/Extend)
Next 30%
(Maintain)
Last 20%
Instruction
Time: 70%
20%
10%
Page 3
Map Units Across Year / Course
1
2
3
4
5
6
7
8
9
10
11
-- Units 2, 5, 6, 7, 9, 10 are the most critical,
the most “Essential” take the most time!
-- Units 1, 4, 11 are “Important” but not as critical.
-- Units 3, 8 are part of the course, but are the least
important. You can “Compact” them.
1. Map out your course(s).
2. Develop content maps first for the essential
units and then for all the others.
3. Put course maps and content maps online
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Curriculum Map For Typical Course/Students
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1
2
2
3
4
4
5
5
6
6
7
7
8
9
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10
10
11
11
Curriculum Map For At-Risk Students In Same Course/Grade
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Kindergarten Social Studies
Content Map of Units
Unit 1:
Unit 2:
Rules to
Live By
Good
Citizens/
Getting
Along
Unit 3:
Unit 4:
Unit 5:
My Family My Home
My
And Me
Sweet Home Celebrations
Compact Important Essential
Unit
Unit
Unit
Important
Unit
Essential
Unit
Unit 6:
Unit 7:
Unit 8:
My
Community
Helpers
My Needs
Vs. My Wants
My Earth
Essential
Unit
Important
Unit
Essential
Unit
Kindergarten/Social Studies: My Earth
Key Learning: Geography, climate, and natural resources
affect the way people live and play.
Unit Essential Question:
What affects the way we live and play?
Maps &
Globes
Climate &
Weather
Taking Care
of the Earth
LEQs:
1. What is a map?
2. How do we use a map?
3. What is a globe?
4. How do we use a globe?
LEQs:
1. What is climate?
2. What are the 4
seasons?
LEQs:
1. What are natural
resources?
2. Why do we need to
recycle?
Vocabulary:
Earth
country
mountain
jungle
Vocabulary:
climate
Fall
Spring
Winter
Vocabulary:
natural resource
recycle
reuse
reduce
ocean
lake
forest
season
Autumn
Summer
weather
My Earth
Unit Essential Question:
What affects the way we live and play?
Maps &
Globes
Climate &
Weather
Taking Care
of the Earth
My Earth
Unit Essential Question:
What affects the way we live and play?
Maps &
Globes
LEQ:
1. What is a map?
2. How do we use a map?
3. What is a globe?
4. How do we use a globe?
Vocabulary:
Earth
country
mountain
jungle
ocean
lake
forest
Climate &
Weather
Taking Care
of the Earth
My Earth
Unit Essential Question:
What affects the way we live and play?
Maps &
Globes
Climate &
Weather
LEQ:
1. What is a map?
2. How do we use a map?
3. What is a globe?
4. How do we use a globe?
LEQ:
1. What is climate?
2. What are the 4
seasons?
Vocabulary:
Earth
country
mountain
jungle
Vocabulary:
climate
Fall
Spring
Winter
ocean
lake
forest
season
Autumn
Summer
weather
Taking Care
of the Earth
My Earth
Unit Essential Question:
What affects the way we live and play?
Maps &
Globes
Climate &
Weather
Taking Care
of the Earth
LEQ:
1. What is a map?
2. How do we use a map?
3. What is a globe?
4. How do we use a globe?
LEQ:
1. What is climate?
2. What are the 4
seasons?
LEQ:
1. What are natural
resources?
2. Why do we need to
recycle?
Vocabulary:
Earth
country
mountain
jungle
Vocabulary:
climate
Fall
Spring
Winter
Vocabulary:
natural resource
recycle
reuse
reduce
ocean
lake
forest
season
Autumn
Summer
weather
Interdependency of Life: 7th Grade Science
Key Learning: All living things have needs and are
interdependent as they grow and change in a fragile
world of survival.
Unit Essential Question:
Why is it called the ‘web of life’?
Concept: Ecosystems
LEQ(s):
1. What makes up an
ecosystem?
2. What feeding relationships
are found in an
ecosystem?
3. How do organisms
cooperate and compete in
an ecosystem?
Vocabulary:
ecosystem
relationships
organism
cooperate
compete
habitat
community
producers
consumers
decomposers
carnivores
food chains/webs
Concept: Cycles
LEQ(s):
1. How do ecosystems
‘recycle’?
Vocabulary:
nutrient & energy recycling
natural cycles
recycle
Instructional Tools:
Anticipation Guide
Paired Reading
Cause & Effect Organizer
3-2-1 Summarizer
LEQ Written Response
Inductive Reasoning Organizer
Response Rubric
Concept: Population
LEQ(s):
1. What factors affect
changes in populations?
2. What can happen when
an organism is “out
of place”?
3. What patterns occur
when organisms are
“out of place”?
Vocabulary:
Destructive
predators
human impact protect
threatened
resources
survival
endangered
extinction
herbicides
control issues
balance of nature
Weather Unit Map: 4th Grade Science
Key Learning: Weather is the name given
to the changing conditions of the
atmosphere which surrounds the Earth.
Unit Essential Question:
What causes weather?
Pressure
Systems
Precipitation
LEQs:
1. What is an
air mass?
2. How do they
change our
weather?
LEQs:
1. What is a high
pressure?
2. What is a low
pressure?
3. How does each
affect us?
LEQs:
1. What is humidity?
2. How is humidity
related to
precipitation?
Vocabulary
air mass
fronts
wind velocity
Vocabulary
pressure system
Barometer
Vocabulary
humidity
Precipitation
Fronts
Instructional
Tools
- Cause / Effect
- Barometer
- Thermometer
- Weather
Station
Temperature
LEQs:
1. What is
temperature?
2. How does it affect
us?
3. How does it affect
weather changes?
Vocabulary
temperature
Thermometer
8th Grade Social Studies: The Lewis and Clark Expedition
Instructional Tools:
Key Learning(s): Exploration is motivated by political,
economic, scientific, & social factors. Individuals and their values
Impact history. Patterns in one historical event can be found in
other historical events.
Students will know:
* Purpose of the Lewis & Clark Expedition
* Key People
* Effects of the expedition
Students will be able to:
* Construct support for a position
* Recognize and describe patterns in
information
* Use primary sources
* Write persuasively
Unit Essential Question(s):
The Lewis and Clark Expedition: What’s the big deal?
Motivation
Lesson Essential
Questions:
Why did you send
them, Thomas
Jefferson?
How can you
support Jefferson’s
decision?
Vocabulary:
• Expedition
• Louisiana Purchase
• Northwest Passage
• economic
• political
The Corps of
Discovery
Lesson Essential
Questions:
Who were they and
why were they
chosen?
Significance
Lesson Essential
Questions:
What were the contributions
of the expedition?
How can we find patterns
in historical events?
How is the Lewis and
Clark Expedition like
other events in history?
Vocabulary:
• corps
• adventurous
• leadership
• teamwork
• perseverance
Vocabulary:
• accomplishment
• impact
• significance
Processes
Constructing
Support
Abstracting
Multiplication: 3rd Grade Math
Key Learning:
Multiplication is a more efficient way of adding.
Essential Question:
How do we use multiplication?
Concept: Meaning
Concept: Process
Instructional Tools:
Graph Paper
Multiplication Charts
Calculator
Real Life Problems
(finding area)
Sequence Chart of Steps
Concept: Real-Life
Application
LEQ(s):
1. How can arrays help you
understand multiplication?
2. How is multiplication
repeated addition?
3. How can you use skip
counting to find a product?
LEQ(s):
1. How do you multiply
factors to get a product?
2. What patterns can help
you remember the
multiplication facts?
3. How can we find errors
in multiplying?
LEQ(s):
1. Where is multiplication
used in real-life?
Vocabulary:
arrays
repeated
product
digit
value
Vocabulary:
factors
product
reversing
lattice method
patterns
errors
Vocabulary:
large lots
budgeting
finding area
shopping
Industry
English Literature: High School
Key Learnings: To define and understand the elements and
characteristics of Shakespearean tragedy. Explore the tragic
heroes in the Shakespearean tragedies and identify the flaws,
events, and influences that led to the tragedy of each hero.
Instructional Tools:
Plays: Hamlet, Julius Caesar,
Macbeth
Know: Concepts of Shakespearean
characterization, drama, & tragedies
Unit Essential Questions: Why a tragedy?
What are the characteristics of a Shakespearean tragedy?
Do: Compare / Contrast Essay
Persuasive Essay
Concept: Character Analysis
Concept: Literary Analysis
Concept: Drama Characteristics
LEQ(s):
1. Why do we call them tragic
heroes?
2. What are the common
characteristics of William
Shakespeare’s tragic
heroes?
LEQ(s):
LEQ(s):
1. What are the literary elements
1. How do Shakespearean
of a Shakespearean play?
drama characteristics
2. How do these elements work
enhance the portrayal of the
together to develop a tragedy?
tragic hero?
Vocabulary:
Vocabulary:
Vocabulary:
Protagonist
Intellectual
Virtuous
Avenging
Flawed
Antagonist
Setting
Characterization
Theme
Plot/Conflict
Imagery
Dramatic Irony
Monologue
Soliloquy
Aside
Foil
Catastrophe
Staging
Shakespeare’s Tragedies
Unit Essential Questions: Why a tragedy?
What are the characteristics of a Shakespearean tragedy?
Character Analysis
Literary Analysis
Drama
Characteristics
Shakespeare’s Tragedies
Unit Essential Questions: Why a tragedy?
What are the characteristics of a Shakespearean tragedy?
Character Analysis
1. Why do we call them
tragic heroes?
2. What are the common
characteristics of
Shakespeare’s tragic
heroes?
Vocabulary:
Protagonist
Intellectual
Virtuous
Avenging
Flawed
Antagonist
Literary Analysis
Drama
Characteristics
Shakespeare’s Tragedies
Unit Essential Questions: Why a tragedy?
What are the characteristics of a Shakespearean tragedy?
Character Analysis
Literary Analysis
1. Why do we call them
tragic heroes?
2. What are the common
characteristics of
Shakespeare’s tragic
heroes?
1. What are the literary
elements of a
Shakespearean play?
2. How do these
elements work
together to develop
a tragedy?
Vocabulary:
Protagonist
Intellectual
Virtuous
Avenging
Flawed
Antagonist
Vocabulary:
Setting
Characterization
Theme
Plot/Conflict
Imagery
Dramatic Irony
Drama
Characteristics
Shakespeare’s Tragedies
Unit Essential Questions: Why a tragedy?
What are the characteristics of a Shakespearean tragedy?
Drama
Characteristics
Character Analysis
Literary Analysis
1. Why do we call them
tragic heroes?
2. What are the common
characteristics of
Shakespeare’s tragic
heroes?
1. What are the literary
elements of a
Shakespearean play?
2. How do these
elements work
together to develop
a tragedy?
1. How do
Shakespearean drama
characteristics enhance
the portrayal of the
tragic hero?
Vocabulary:
Protagonist
Intellectual
Virtuous
Avenging
Flawed
Antagonist
Vocabulary:
Setting
Characterization
Theme
Plot/Conflict
Imagery
Dramatic Irony
Vocabulary:
Monologue
Soliloquy
Aside
Foil
Catastrophe
Staging
Curriculum Maps and
Student Learning Maps:
Why are they so important?
Communication device
Conceptualize a unit
Enable consistent curriculum
pacing and planning
Highlight important vocabulary
Enable students to "see" the knowledge
gained over time and their learning
Curriculum Map/Student Learning Map of Unit
Topic / Grade Level
Key Learning: _________________________
______________________________________
Assessment: __________________________
______________________________________
Instructional Tools:
Know:
Do:
Unit Essential Question(s): _______________
_______________________________________
Concept
Concept
Concept
Lesson
Essential
Questions:
Lesson
Essential
Questions:
Lesson
Essential
Questions:
Vocabulary:
Vocabulary:
Vocabulary:
Page 5
Strategies That Most Impact Achievement
Rank
Strategy
1
Extending
Thinking Skills
2
3
Summarizing
Vocabulary In
Context
Advance
Organizers
Non-Verbal
Representations
4
5
(Marzano, 2001;
US Department of Education: 2002)
Effect
Size
1.61
Percentile
Gain
45
1.00
.85
34
33
.73
28
.65
25
Page 6
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Make Connections
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Don’t just pick a strategy
Connect strategies across lessons and
units in an appropriate sequence
It is all about planning!
It is all about where strategies go and how
often in lessons and units
Levels of Learning
I. Acquisition
Essential question
Linking prior knowledge
Scaffolding/preview
Collaborative pairs
Distributed practice
Distributed summarizing
Graphic organizers
III. Authentic, Meaningful
Use and Mastery
Decision Making
Problem Solving
Investigation
Invention
Experimental Inquiry
II. Extending
& Refining
Cause/Effect
Compare/Contrast
Classify
Construct Support
Analyze Perspectives
Justification
Induction
Deduction
Error Analysis
Evaluation
Abstracting
Example To Idea
Idea To Example
Writing Prompts
Page 7
Levels of Learning
I.
Acquisition
Essential question
Linking prior knowledge
Scaffolding/preview
Collaborative pairs
Distributed practice
Distributed summarizing
Graphic organizers
III. Authentic, Meaningful
Use and Mastery
Decision Making
Problem Solving
Investigation
Invention
Experimental Inquiry
50%
II. Extending
& Refining
Cause/Effect
Compare/Contrast
Classify
Construct Support
Analyze Perspectives
Justification
Induction
Deduction
Error Analysis
Evaluation
Abstracting
Example To Idea
Idea To Example
Writing Prompts
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The Finding of Hugglbos
It is believed that Hugglbos once yupted the
bysistor of Nanatoga. The Hugglbos were an
antitotal of Hugglators. In recent years the
Hugglbos have knotabled in Fedrobela. It seems
they have clokafied about twice a year. Fedrobela
is much more protified for the results of Hugglbos.
1. What are Hugglbos?
2. Where have the Hugglbos knotabled?
3. When did the Hugglbos clokafie?
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New Question Stems for
The Finding of Hugglbos
1. What is the main idea of the selection?
2. How would you describe Hugglbos?
3. What is your opinion about Hugglbos?
4. Why do you think it would be fun to be
a Hugglbos?
5. Explain an experience that is similar to
that of finding the Hugglbos.
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The Bull Frog and
The Young Cricket
The following story is about a wise ‘ole
bull frog who tries to trick a young
cricket.
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The Bull Frog and
The Young Cricket
(Question Stem From Test)
1. What is the story mainly about?
a. A bull frog eating a young cricket.
b. A young cricket outsmarting a bull frog.
c. A bull frog helping a young cricket.
d. A young cricket and a bull frog
becoming friends.
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3rd Grade State Test: Math Item
There are seven multiplication problems below. All the
work is shown, including the answers. Two of the
answers are correct and five answers are incorrect.
Identify the five incorrect answers.
Levels of Learning
I. Acquisition
Essential question
Linking prior knowledge
Scaffolding/preview
Collaborative pairs
Distributed practice
Distributed summarizing
Graphic organizers
III. Authentic, Meaningful
Use and Mastery
Decision Making
Problem Solving
Investigation
Invention
Experimental Inquiry
II. Extending
& Refining
Cause/Effect
Compare/Contrast
Classify
Construct Support
Analyze Perspectives
Justification
Induction
Deduction
Error Analysis
Evaluation
Abstracting
Example To Idea
Idea To Example
Writing Prompts
Page 7
Learning Units
(An essential unit)
Acquisition Lessons
Culminating Activity
* Meaningful Authentic Use
* Performance or Product
Test
(If Applicable)
Extending / Refining Activities
* Thinking Skills
* Writing
Launch Activities for Unit
* Content Map
* Key Vocabulary
* Activating Prior Knowledge
Page 8
An Acquisition Lesson
for Learning
What is the Essential Question of the Lesson?
- Activating
- Previewing
- Graphic Organizers
- Distributed Practice
- Distributed Summarizing
- Summarizing
- Answering the
Question
Page 9
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High Impact
Rapid Response Strategies
(USDOE, 2006)
Scaffolding Grade-Level Content the
Single Most Critical Component in Meeting AYP
1.
2.
3.
4.
Vocabulary
Reading comprehension
Summarizing
Writing to raise achievement
-- Summary Point Writing
-- Writing To Inform
5. Additional organizational / instructional
focus with previewing for students with
disabilities
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Copyright: Learning-Focused Solutions
High Impact Strategy (1)
Vocabulary
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Vocabulary of the Curriculum Content
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Preview key vocabulary at start of units and lessons
using Research-Based Vocabulary Strategies
Emphasize the key vocabulary during lesson
Students summarize and use key vocabulary at end
of lessons
Purpose of Vocabulary = Literacy
 Reading for comprehension
 Writing to inform
 NOT just to acquire vocabulary out of context!
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Exemplary Vocabulary Strategies
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Word Map
Frayer Graphic Model
Concept Maps
Semantic Mapping
Word Sorts
Cloze Sentences
Vocabulary Elaboration Strategy
Semantic Feature Analysis
How many teachers in your school use these strategies?
Page 11
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Vocabulary of Extending / Refining

Abstracting: important, summarize, pattern, association
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Constructing Support: persuade, proof, justify, defend
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Deductive Reasoning: conclude, predict, if … then, conclusion

Inductive Reasoning: hypothesis, probability, assumptions
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Copyright: Learning-Focused Solutions
From the National Testing Service:

12 Must-Know Words for Standardized
Tests – that trip up “at-risk” students
1. Trace
7. Analyze
2. Infer
8. Evaluate
3. Formulate
9. Describe
4. Support
10. Explain
5. Summarize
11. Compare
6. Contrast
12. Predict
Page 11
Copyright: Learning-Focused Solutions
High Impact Strategy (2)
Reading Comprehension
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Reading Comprehension Strategies &
Assignments
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Comprehension strategies guide reading
assignments
Strategy immersion across all literacy blocks
Page 12
Copyright: Learning-Focused Solutions
Reading Comprehension Strategies
 Focus on Tested Seven Strategies:
 Main Idea
 Sequencing
 Compare/Contrast
 Fact & Opinion
 Cause/Effect
 Literary Elements
 Inferences
Page 12
Copyright: Learning-Focused Solutions
High Impact Strategy (2)
Reading Comprehension
 Reading Comprehension Focus K-12
 Content teachers do not need to teach reading ... They
need to use reading comprehension strategies as they
assign reading in their content areas
 Consistently focus organizers & questions toward those
comprehension strategies
 Assignment::
 Focus strategy based on how to THINK while they
read
 Students read and fill out a graphic organizer that is
linked to strategy
 After reading, students answer comprehension
questions from their graphic organizer
Page 12
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Reading Comprehension
Flip Charts
 Explanation
 Signal Words
 Tips
 Questions
 Graphic Organizers
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Reading Instruction
 Pre-K to 3 = 80% Narrative – 20% Expository

4-5 = 60% Narrative – 40% Expository

6-8 = 40% Narrative – 60% Expository

9-12 = 20% Narrative – 80% Expository
Page 12
Copyright: Learning-Focused Solutions
High Impact Strategy (3)
Summarizing

Student Summarizing

Summarizing distributed across lesson

Classroom organized into numbered
heads/pairs

Students summarize at lesson closure
(+ answering essential question)
Page 13
Copyright: Learning-Focused Solutions
An Acquisition Lesson
with Distributed Summarizing
What is the Essential Question of the Lesson?
- Activating
- Previewing
- Active Teaching, etc
- Focus Vocabulary
- Graphic Organizers
- Distributed Summarizing
- Summarizing
- Answering the
Question
Page 13
Learning-Focused Lesson Plan
1. Essential Question:
2. Activating Strategies:
3. Teaching Strategies:
1
_____
2
____ ____ ____
4. Summarizing Strategies:
3 ?
Copyright: Learning-Focused Solutions
High Impact Strategy (4)
Writing To Raise Achievement



Summary Point Writing
 At some point in lesson, teacher asks students
to summarize, clarify, explain, list, give
example, etc IN WRITING
Writing To Inform
 Teachers use Writing Standards Map with
Assignments Guide when making writing
assignments
 Each discipline has a required number of
writing assignments per month (1-3)
Writing Assignments in All Content Areas
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On High Performing,
Exemplary Schools…
“In virtually every typical school we have
evaluated, student scores on creative
writing are significantly higher than
informative and narrative writing scores.
As a contrast, teachers in the most
successful schools placed a very high
emphasis on informative, expository
writing.”
D. B. Reeves, Accountability in Action: A Blueprint for
Learning Organizations.
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Kindergarten Writing Norms
4 Sentences by December 20
8 Sentences by May 30 …
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Writing Assignment Sequence for K


Heavy emphasis on vocabulary from day 1
 Frequency-in-print words
 Focus on Content Grade-Level words
Write a 3 – 4 word sentence on something just
learned in a lesson
 “Sean ate lunch.”

Have a lesson and then expand number of
sentences

Goal = 4 sentence writing by December 20
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Vocabulary into Sentences
Looks like?
What does it eat?
Butterfly
Where does it live?
Tell 1 more thing about it …
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High Impact Strategy (5)
Additional Instructional Focus for Students with
Previewing for Students with Disabilities

Double Dose (Additional Time)
 Inclusion/Co-teaching setting for grade-level
curriculum
 Double dose each day as a preview to
inclusion class
 Double dose time scaffolds grade-level content
and assignments
 Can be accomplished in K-5 classrooms by
grouping and re-grouping within one
classroom
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Acceleration/Previewing for All “Extra-Help”
Students in Grade-Level Subjects and Courses
 Previewing key vocabulary
 Advance organizers & unit maps
 Scaffolding grade-level expectations
 Acceleration Labs linked to key courses
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Acceleration:
Previewing Essential Knowledge and Skills
Acceleration:
Main
Lesson
Remediation/Review
1 – 3 Days Preview
1. Combined w/ remediation, "catches kids up"
2. Acts as “scaffolding” for new learning; gives learners
advance organizer & structure
3. Best ratio seems to be 60-70% acceleration, and 3040% remediation
4. Most effective for below grade level students in
tutoring, summer school, special education, ESL
5. Summer school = first 3-6 weeks of next grade
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Acceleration/Previewing is . . .
An instructional model that addresses the root
causes of learning difficulty for many students --which are:
the lack of prior knowledge, the lack of
vocabulary, and the lack of experiences that
are necessary to connect to new knowledge &
skills.
Page 16
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No Background, No Vocabulary
Just Too Much
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Acceleration Acts As
Velcro for the Mind
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The 100 Point Scale and Averaging



If we average scores, then, statistically,
each score should have equal weight
Too many people have used an emotional
issue to try to change the averaging with
the 100 point scale – “Bless their hearts!”
It is a statistical issue, not an emotional
issue
Page 17
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If You Are Going To Average Scores,
Blocks for Each Grade Must Be Equal
A
B
C
D
10
F
60
10
NOW
10
10
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It Can Be Fixed!
A
B
C
D
F
90 - 100
80 - 89
70 - 79
OR
4
3
2
1
90 - 100
0
0 - 59
60 - 69
50 - 59
80 - 89
70 - 79
60 - 69
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Or Even …
90 - 100
A
B
C
D
F
80 - 100
60 - 79
40 - 59
20 - 39
0 - 19
80 - 89
70 - 79
60 - 69
0 - 59
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Keys To Successful Exemplary
Practice



Adapt, Don’t Adopt
 Thoughtful implementation … not
mindless
 Focus on quality … not just doing it
Consistent and Pervasive (2-3)
 All the time
 Everybody
Accountability
 Focused (Look Fors and Ask Fors)
 Data-Based (Routine throughout year)
 Quality
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Those who laugh…last!
For more information…
www.learningfocused.com