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Culminating Project: Three-Stage Training
Transcript of Culminating Project: Three-Stage Training
June 12, 2011
RDG 516 Children's Literature and Cultural Diversity
Culminating Project: Three Stage Training Assignment: Your school is improving in math scores, but it remains the same in reading and writing scores. As a result, the government is considering closing your school. Your principal asks you to conduct training for faculty members on the three stage reading process and writing development to improve reading skills and keep the school open. Handouts Speaker Notes:
Explain my position at the school as English for speakers of other languages (ESOL) teacher.
*Tell why I am giving this presentation: To improve reading skills in order to keep the school open.
*Give a positive versus a doom and gloom atmosphere by saying something like, “Through working together, I know we will be able to do this!”
*Establish Pairs- Throughout this presentation you will be doing some “think-pair-share” activities so please turn to someone next to you. This person will be your partner for the presentation today. Speaker Notes:
*Give audience one minute to pair-share about what they think these stages are activating prior knowledge. Speaker Notes:
*Ask for a volunteer to read this out loud.
*We will be discussing this three stage process today. Speaker Notes:
*State example of activating prior knowledge: The pair-share that I used already in the beginning of this presentation. Speaker Notes:
* 2 minute pair-share about how they use "through" strategies in their classrooms. Speaker Notes:
*Pair-share some of the activities they do for this stage for two minutes. Speaker Notes:
* Read slide
* Teachers already know this information from previous staff meetings. Speaker Notes:
* Read Slide.
* Discuss example of student I have in 4th grade this year who can decode perfectly but cannot tell me what the passage was about.
*Allow discussion on the bottom question about fluency. Speaker Notes:
*Have someone from audience read the slide.
*Ask: How else can we support comprehension? Speaker Notes:
* Allow 2 minutes for pair sharing. Speaker Notes:
* Go through the reading stages giving a quick overview of each stage. Speaker Notes:
* All the pieces of the pie are essential for a student to be a successful reader.
*Necessary to build foundation. We may need to provide interventions for students by going back to phonemic awareness or phonics with some students. Speaker Notes:
* We have put into place the Fundations program K-3 this year for phonemic awareness and phonics. Many people are using Read Naturally for fluency practice. What are we doing for comprehension and vocabulary? The three stage reading process... (read slide here).
*I believe if we use this across grade levels when we do our guided and shared reading lessons our students will be getting instruction in all areas of the pie. (click back to pie slide here) Speaker Notes:
*Ask participants to read slide silently to themselves
*Ok, let's take a look at this process more closely. Speaker Notes:
*Stress that this is meant to be a student centered process which allows more engaged student learning. Speaker Notes:
*Explain that along with this process we will be forming a study group of teachers to focus on using culturally diverse literature in the classroom.
*Vignette about two fourth graders who were so excited when reading Gold Threaded Dress.
*Great for all students not just ELLs.
*We live in a multicultural world- we need to prepare students to be a part of it! SpeakerNotes:
*Hand out the handout that goes with this slide.
*Give teachers 2 minutes in pairs to look over these strategies.
*Answer any questions they have about these strategies. Provide examples when asked.
*Give partners 5 minutes. Ask them to choose one strategy for each stage and come up with an example of how they have used this in their classroom or how they could use it in the future. Speaker Notes:
*Read quote on slide.
*Hand out the other handout.
*Give a minute for people to read the strategies to themselves.
*Allow a moment for questions.
*Share a story about how I use the arts in the classroom. For example, having students write puppet shows to show comprehension after reading a book. Speaker Notes:
*Read Slide Speaker Notes:
*Explain that LEA is allowing students to dictate a story to you that you then use for them to practice reading.
*Give example of my two students using puppets and talking to each other while I wrote down what they said. This lesson was to teach what dialogue is and how we write it when writing a play, but they also used it to read and reread after changing parts.
*Read Slide Speaker Notes:
* Read Slide. Speaker Notes:
*Reiterate that this is an informal assessment during the "beyond" stage. Speaker Notes:
*Often our students especially our ELLs fall down in writing. How can we better structure our writing with students?
*Read slide. Speaker Notes:
*Talk about the three stages and how publishing is not essential in process writing because it is about the process not the product! Speaker Notes:
*Invite a teacher to read the slide. Speaker Notes:
*Say: many of you already use this in your classrooms.
*This is another organizational tool that will help us focus on what is important when we work with students on their writing. Speaker Notes:
*This is a great strategy to use with students when they are planning, writing and editing their writing.
*Make sure to cite authors at bottom. Speaker Notes:
*Introduce that this slide is organized into pre, during and post writing strategies.
*Have pairs make a list together of other pre, during and post writing strategies that they use. Give 5 minutes
*On chart paper keep a list of what people come up with as they share in the large group. Create a handout of these strategies to put in mailboxes after the training. Speaker Notes:
*Read the slide.
*Allow 5 minutes for discussion.
*Ask if there are any further questions appropriate for the large group.
*Answer any other questions one on one after the training is over.
*Thank everyone for their time. Speaker Notes:
Leave references page open as participants leave the training.