Graphic+Organizer

Collaborators: ** Lacy Hoffman ** and ** Amy Haggard ** Reviewer: Dr. M.


 * Important: **
 * 1) **Each partner should use a different color font** to indicate her/his contributions to this collaborative assignment. Do not use black!
 * 2) Where you see a **diamond-shaped** bullet (or *), you will need to provide a response.
 * 3) “Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn **zero points**, except as noted on the checklist.


 * Reading Comprehension Strategy: ** Five
 * Instructional Level: ** Secondary

· Reading Comprehension Strategy (RCS) * Name the RCS. Determining Main Ideas Determining Main Ideas
 * Planning **

There was no need to duplicate a response if your responses were the same.


 * Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.
 * Find, evaluate, and select appropriate sources to answer questions (1.1.4)
 * Monitor gathered information, and assess for gaps or weaknesses (1.4.3)
 * Organize knowledge so that it is useful (2.1.2)
 * Reflect on systematic process, and assess for completeness of investigation (2.4.2)
 * Develop directions for future investigations (2.4.4)
 * Find, evaluate, and select appropriate sources to answer questions. (1.1.4)
 * Monitor gathered information, and assess for gaps or weaknesses. (1.4.3)
 * Organize knowledge so that it is useful. (2.1.2)
 * Reflect on systematic process, and assess for completeness of investigation. (2.4.2)
 * Develop directions for future investigations (2.4.4)

Only 2.1.2 Organize knowledge so it is useful is the only strategy that relates directly to determining main ideas. Sorting main ideas from support details is necessary for notemaking.


 * Note: ** The lesson plans in both CRCSESL and CRCSSSL include the AASL indicators. This is to remind you of the requirement to align content-area standards with the S4L.


 * IMPORTANT: ** Your lesson plan is stronger in terms of measurable outcomes if you limit the number of standards listed.

· Reading Development Level Advancing: Grades 7-8

· Instructional Strategies Review these strategies on page 13 in CRCSESL or on page 16 in CRCSSSL.

* Which of these research-based instructional strategies have you used in your teaching? Name them. Identifying similarities and differences; summarizing and note taking; questions, nonlinguistic representations; cues and advance organizers; cooperative learning; setting objectives and providing feedback. Identifying similarities and differences; Summarizing and note taking (notemaking); Nonlinguistic representations; Cooperative learning; Setting objectives and providing feedback; Questions, cues, and advance organizers

* Which of these instructional strategies do you need to learn? Name them and describe them. I've used them all, but I could improve upon the nonlinguistic representations. It is an expression using images, sounds, touch, and movement.

Students do learn from kinesthetic representations when appropriate.

I've actually used all of these strategies, but I could probably improve upon all of them. When students are note-taking I need to encourage them to make more connections with the information. I should be using the similarities and differences strategy more often since it is directly related to higher achievement scores. Most of my nonlinguistic representations are using images, so I could vary that strategy more. It is important for school librarians to have multiple notemaking strategies in their toolkits. Also, many educators rely on Venn diagrams exclusively for comparing similarities and differences (and they often use them incorrectly). Be sure to consider the appropriateness of other organizing/thinking tools such as category matrices and webs and metaphors and analogies.

· Lesson Length * What are your questions about the lesson length? You must have at least one. See page 15 (CRCSESL) or page 17 (CRCSSSL). The average lesson length is said to be 50 minutes of instructional time. However, does that time take in to account the time it takes a class to get settled as well as the computers to boot up for use?

Setting the expectation to begin promptly is essential in the classroom and library. Mean Dr. M. makes sure students understand that the train will leave on time... All tech should be ready to go when students enter the classroom or lab. Library student aides can help with that.

Does the lesson length take into account transitions between activities within the lesson?

Yes and transitions should be as short as possible in order to keep students focused.

Also, if the educators adapt the lesson to their learners and it ends up taking four sessions, is it still considered a "unit"? As far as I am concerned, the educators can determine the composition of a "unit." The importance of that may be evidence in the assessment labels - formative or summative.

· Purpose * How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? This lesson is connected to my idea of a lesson that should take place in a school library because it focuses on combining reading strategies with digital literacy, both pertinent for a 21st century learner.

Agreed.

The purpose of this lesson is directed toward digital literacy and using internet search engines to formulate conclusions about information which is directly connected to 21st century literacy skills. I think the library is the best suited environment for student engagement in this lesson. Agreed.

· Objectives

Review Bloom’s Original and New Taxonomy: @http://dox.utdallas.edu/chart1057 (Note: Synthesis is not on the new Bloom's. I think that was a BIG mistake.)

* List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on the original or new Bloom’s. Use this chart. Agreed.
 * Objective || Verb || Level on Bloom's ||
 * Objective 1 || Compare || Analyzing ||
 * Objective 2 || Record || Remembering ||
 * Objective 3 || Rank || Classify ||
 * Objective 4 || Compose || Creating ||

· Resources, Materials, and Equipment Children’s Literature, Young Adult Literature, or Other Resources Websites Graphic Organizers - The graphic organizers for CRCSESL are on the ALA Editions Web site. The graphic organizers for CRCSSSL are on the ALA Editions Web site. Materials Equipment No details given? For example, what kind of graphic organizers? Be very specific on your lesson plan.

* Which are the different formats or genres used to support learners? Graphic organizers. Overhead, data projector, or interactive whiteboard Graphic organizers; overhead, data projector, or interactive whiteboard Formats? Genres?

* Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them. Internet search engines. Students could use a Web 2.0 tool for collaborative note-taking such as Google Docs or Wikispaces, this would help for the peer review stage as well.

Agreed. All graphic organizers can be distributed electronically (see page 128) and/or used as scaffolds for students to create their own.

The internet is used with two different search engines. Students could use note taking tools such as NoteMesh or Diigo. These two tools allow for note taking on the web which can be shared later with other students for collaboration.

Agreed. There are definite advantages to copying and pasting URLs electronically as suggested by this lesson plan.

· Collaboration

* How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. I think overall, this lesson uses the digital literacy expertise of the school librarian throughout the process. More specifically, as one educator presents the information and poses the questions to the class, the other educator can record the student responses on the graphic organizers. Both educators can monitor computer usage and engagement.

Agreed and one educator is always facing students, which can maximize student input and minimizes off-task behaviors.

Since this lesson compares two types of search engines, one teacher could model how to search and record answers for one search engine and then the other teacher could do the same for the next search engine. Once this coteaching section has been completed, both teachers can monitor student's searching efforts and work with the partnerships one-on-one to make sure the assessment of the sites is being conducted properly. Agreed and the lesson will move more quickly thereby keeping the students' focus more readily.

· Assessment

* Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. Matrices, checklists, and summaries.

Agreed.

Category matrices, summary checklist, (teacher-completed category matrix, self-assessment and peer review questions, summarizing Agreed.

* Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Yes, while conducting the web research, the learner will recognize the limits of own personal knowledge (4.4.2). Students will recognize how to focus efforts in their personal learning process using graphic organizers and self-assessment strategies (4.4.3) Agreed.

· Standards Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology

**IMPORTANT:** If you are working with elementary ELA-R (reading) standards, do not forget Figure: 19 TAC §110.10(b) : @http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html

* What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.

Reading: 110.20(23)A; 110.20(24)B Writing: 110.20(25)A Science: 112.20/19(2)A You will need to write these out completely on your lesson plan.

* Which AASL indicators align with this lesson? Give both the number and the description for each.
 * Find, evaluate, and select appropriate sources to answer questions. (1.1.4)
 * Monitor gathered information, and assess for gaps or weaknesses. (1.4.3)
 * Organize knowledge so that it is useful. (2.1.2)
 * Reflect on systematic process, and assess for completeness of investigation. (2.4.2)
 * Develop directions for future investigations (2.4.4)


 * Implementation **

· Process Motivation

Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Will this invitation to learn be effective in capturing students’ interest? Why or why not? Missing response.

* What are your ideas to increase student buy-in to this lesson? Give at least one. I would possibly have a slideshow of tooth decay images looping as students walk into the classroom, just a wow-factor to grab attention.

Agreed.

To increase student buy-in to this lesson, I would take a poll of students who think raisins contribute to tooth decay using Poll Everywhere. This allows people to give their responses via text in real-time. From there, I would go to the internet to find more to answer the question then dive into the evaluation process. Agreed as long as all students have devices for responding to the poll. (Side note: I really get annoyed when educators integrate polls into their presentations, but leave out people who don't have devices to participate.)

Student-friendly Objectives

* Are these objectives at the instructional level of the targeted students? Give an example. I believe the objectives are adequate for students at an advancing reading development level. Conducting searches, using keywords, taking notes, and summarizing are all objectives 7-8 grade students should be familiar with at this level.

Agreed. Consider the usefulness of the term "notemaking."

Yes, I believe that the objectives of this lesson are at the instructional level of the targeted students. Students at this level, 7-8 grade, should be familiar with navigating a search engine and using it for research purposes. Students should be accustomed to taking notes, using graphic organizers, and identifying keywords.

* Are there terms in these objectives that may need to be taught to students? Give an example. Currency and relevancy need to be explained to students before starting the research. Some students might not be familiar with the terms and for some it is review.

Agreed. Educators should always be prepared to teach academic vocabulary.

'Relevancy' is a term the students may not be familiar with nor do they probably use it in their level of vocabulary. I would give examples on websites relevant and non-relevant to the question at hand. The term 'domain' may also be one to be reviewed, along with why domains are used in an URL and what types there are.

Presentation

* Describe the modeling aspect of this lesson.

The educators will model one search engine evaluation and discuss the findings with the students as a whole class using think-alouds. Educators will also model the completion of a category matrix as a whole class. Agreed. The educators will model how to conduct a web search and review the criteria for evaluating web hits using the graphic organizer. The educators will also model note taking for the web evaluation.

* How are the benefits of two or more educators maximized in the presentation component? While one educator facilitates student participation, the other records student responses on the category matrix.

Agreed.

While one educator models the searching, the other educator can be evaluating the computer use around the room. One educator can also be recording the data while other educator evaluates the criteria.

Agreed. More eyes, more hands, more monitoring = more learning.

Student Participation Procedures or Student Practice Procedures

* Are the directions clear? Give an example.

Directions are very clear and specific, they even mention to raise your hand to contribute information. Something that might typically be over-looked.

Agreed. It is important to post/project student participation/practice procedures for students' and educators' reference.

Yes, the directions are quite clear and specific. Such as "raise hand to contribute information" and "suggest a note". The directions even explain how many paragraphs the summary has to be.

Guided Practice

* How are the benefits of two or more educators maximized in the guided practice component?

Educators are both actively monitoring students engagement and participation at every step of the process. Two sets of eyes are always better than one, plus it's more hands on deck for helping the students.

Yes. While you and your coteacher may not document these behaviors in writing, you will practice these and they will be expected/second nature when you coteach.

While the individuals or small groups are working on the guided practice, the two or more educators and monitor the students and ask questions to direct higher order thinking as research is being conducted. This will be faster, easier, and more in depth than with one educator aiding the students. Agreed.

Closure

* Are students active in the closure component? What are students doing for closure? One closure activity uses the think-pair-share strategy which is very active. The other closure activity is a reflection, which if done orally the students might be more active in the process rather than writing.

Don't you think writing is an active process?

Students form larger groups of 4-5 and share their results and compare data they collected. They share their reflection of the comparison. Agreed.

Reflection

* How is the reflection component related to the learning objectives? Students should be able to summarize their learning process and evaluate the results, which is part of the reflection component.

Agreed. It is important to think about reflection questions aligned with lesson objectives in advance. This increases the likelihood that educators will make/reserve enough time for reflection, an essential component of learning..

Students will identify the main ideas and compose summaries which is part of the reflection component.

· Extensions

* What are your other ideas for extensions to this lesson? Describe at least one. Students can compare the importance of currency to relevancy in terms of the research process. Which one is more important and why?

Does that depend on the question being asked?

Have students play a game, similar to the old game show "To Tell the Truth". Several students will act as 'the person', 'the event' or 'the place' and give the class keywords or descriptions. Using those, the rest of the class has to work together to determine who this person, event or place is.

Is this practicing determining the main idea? I don't think I understand what you're suggesting.

Keep thinking about extensions. In what situations are currency and relevance especially important and why?