Decon+Graphic+Organizer

**Laurie Kent - Red**
 * Michelle Holloway - Purple**
 * Reading Comprehension Strategy: Main Idea page 104-106  **
 * Instructional Level: Emerging **


 * Planning **

Reading Comprehension Strategy (RCS), i.e., name the RCS:. Determining Main Ideas

Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator? Each indicator is in Stage 1 of development in regards to Emerging levels of RCS. // Dispositions in Action // Indicator 1.2.1: "Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts" (AASL 42). Indicator 1.2.4: "Maintatin a critical stance by questioning the validity and accuracy of all information" (AASL 43). Indicator 2.2.1: "Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when cleas conclusions cannot be drawn" (AASL 44). Indicator 2.2.4: "Demonstrate personal productivity by completing products to express learning" (AASL 45). Indicator 3.2.1: "Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations" (AASL 45). Indicator 3.2.3: "Demonstrate teamwork by working productively with others" (AASL 46). // Responsibilities // Indicator 1.3.1: "Respect copyright/intellectual property rights of creators and producers" (AASL 50). Indicator 1.3.4: "Contribute to the exchange of ideas within the learning community" (AASL 51). Indicator 2.3.1: "Connect understanding to the real world" (AASL 52). Indicator 3.3.5: "Contribute to the exchange of ideaswithin and beyond the learning community (AASL 54).

Reading Development Level Emerging: Grade K-1

Instructional StrategiesReview these strategies on page 13 in CS4 The Main Ideas RCS requires that students use both notemaking and summarizing strategies.

Which of these research-based instructional strategies have you used in your teaching? Name them. I have used Identifying similiarities and differences, Setting objectives and providing feedback, and Summarizing and notetaking in my prior teaching. I have used similarities and differences in my teaching as well as nonlinguistic representations with the use of diagrams and drawings. I have used cooperative learning with group work as well as setting objectives and providing feedback.

Which of these instructional strategies do you need to learn? Name them and describe them I need to learn Nonlinguistic representations and Questions, clues, and advance organizers. In nonlinguistic representations the students may draw pictures, create graphs or use kinesthic activities (Moreillon 13). In Questions, clues, and advance organizers the students use prior knowledge to accept the new learning (Moreillon 13). I need to improve on summarazing and notetaking as well as questions, cues, and advance organizers. "Notemaking is used throughout the lessons." Students also need to be able to record information in their own words and cite their sources (Moreillon 12). Prior knowledge is accessed through the use of questions, cues and advance organizers (Moreillon 13).

Lesson Length v What are your questions about the lesson length? You must have at least one. ** Note: ** If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. ** What are your strategies for getting out of the fixed schedule library box? **
 * With this lesson it seems that one session is not enough time to properly execute all the objectives. I feel that there should be some pre-lessons in the library getting to really understand fiction/informational and how to organize things in "like" groups.
 * With some collaborative planning, the classroom teachers could assist with this dilema and build upon the concepts in the classroom and possibly construct a graph during one of their classroom units to correlate and facilitate ease of transfer when the students come to the library.
 * How long should a lesson on main idea last? How does a librarian determine what scheduling works best with students?
 * What is the limit on flex scheduling when collaboration with others becomes at risk?
 * Flex scheduling allows for more flexibility when working collaboratively with teachers. A fixed schedule does not allow any give for collaboration time. The set time is the only time certain kids can comeinto the library. With flex scheduling, classes and students can come and go as needed.

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? Since reading and comprehension are fundamental to learning, I feel that the library is the perfect connecting place for the classroom learning and library learning to happen. Learning in the library should be fun and engaging. Students should be comfortable and want to come to the library to find books for free reading or information for research. Collaborative lessons shoudl take place in both the classroom and the library. As the librarian and the classroom teacher work together, students will be engaged and learning. As they say, " two heads are better than one."

Objectives - Review Bloom’s Taxonomy: []

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 Bloom’s. Use this chart. ** Example: **
 * Objective || Verb || Level on Bloom’s ||
 * Objective 1 || Identify || Comprehension ||
 * Objective 2 || Recognize || Understanding ||
 * Objective 3 || Classify || Understanding ||
 * Objective 4 || Illustrate || Applying ||
 * Objective 5 || Compare || Analyzing ||
 * Objective 6 || Construct || Creating ||
 * 1) Students will be able to identify...
 * 2) Students will be able to recognize...
 * 3) Students will be able to classify...
 * 4) Students will illustrate...
 * 5) Students will compare...
 * 6) Students will construct...

** Resources, Materials, and Equipment **
Children’s Literature //Carlo and the Really Nice Librarian,// by Jessica Spanyol //I Want to Be a Librarian//, by Dan Liebman

Websites None

Graphic Organizers - The graphic organizers for CS4TRC are on the ALA Editions Web site. Fiction and Informational Book Summary Sheet (Web supplement 7A), Graph (Web supplement 7B) Story Map (Web Supplement 7D); Character Map (Web Supplement 7F); Bibliography and Notemaking Graphic Organizer (Web Supplement 7J)

Materials Sticky Note (11/2" by 2" sizes, two differerent colors) and rocks of two colors, sizes, shapes, or types

Equipment v Which are the different formats or genres used to support learners? v 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. Overhead projector, data projector, or interactive whiteboard The interactive whiteboard is a technology element that can be used in this lesson. For visual learners both the overhead projector and the data projector will benefit their learning styles. For a more active learner, the whiteboard would benefit their learning style more with a kinetic, hands on learning experience. A computer and data projector for projecting coordinated videos that match the lesson or story. A computer with appropriate software can help students when creating projects.

** Collaboration **
How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. WIth more teachers, the student to teacher ratio is lowered, thereby providing a better learning experience. The ability to answer questions and check for understanding is greater when the group is smaller. When collaboration and coteaching happens, it becomes a win win situation. The students get more individualized attention. The teacher and the librarian can bounce ideas off each other to create a better lesson that will be more enjoyable for the students. As the old adage goes, "Two heads are better than one." According to Moreillon, there are expanded opportunities for creativity, access to multiple resources, integrated learning and teaching, as well as fewer classroom management issues (8).

** Assessment **
Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. There is a group presentation element to show student understanding along with the graphs that the students made in groups. There is not a stated teacher/librarian assessment of student progress made while conducting this lesson. There will also be informal assessment through observation as the students work in groups. Are there opportunities for learners to self assess? (AASL Strand #4: Self-Asssment Strategies) What are they?
 * 4.4.1: "Identify own areas of interest" (AASL 16).
 * 4.4.3: "Recognize how to focus efforts in personal learning" (AASL 16).
 * 1.4.2: "Use interaction with and feedback from teachers and peers to guide own inquiry process" (AASL 14).
 * 2.4.3: "Recognize new knowledge and understanding" (AASL 15).
 * 3.4.3: "Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints" (AASL 15).


 * Standards **

Reading and/or writing 4.1.1 "Read, view, and listen for pleasure and personal growth" (AASL 16). 4.1.3 "Respond to literature and creative expressions of ideas in various formats and genres" (AASL 16). 1.1.6 "Read, view, and listen for information presented in any format in order to make inferences" (AASL 13). 1.1.7 "Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias" (AASL 13).

Listening and speaking 3.1.3 "Use writing and speaking skills to communicate new understanding effectively" (AASL 15).

Other content areas 2.1.3 "Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations" (AASL 14).

Information literacy 3.1.4 "Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and access" (AASL 15). 1.1.9 "Collaborate with others to broaden and deepen understanding" (AASL 13). 3.1.6 "Use information and technology ethically and responsibly" (AASL 15).

Educational technology v 2.1.6 "Use the writing process, media, and visual literacy, and technology skills to create products that express new understandings" (AASL 14). 1.1.8 "Demonstrate mastery of technology tools for accessing information and pursuing inquiry" (AASL 13). 2.1.4 "Use technology and other information tools to analyze and organize information" (AASL 14).

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. Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available. v Which AASL indicators align with this lesson? Give both the number and the description for each.

// TEKS **English Language Arts and Reading** - Elementary Chapter 110 subchapter A // ( 4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: 1.1.2 "Use prior and background knowledge as content for new learning" (AASL 13). 1.1.6 "Read, view, and listen for information presented in any format in order to make inferences and gather meaning" (AASL 13). ( 6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: 1.1.7 "Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias" (AASL 13). (8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: 1.1.7 "Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias" (AASL 13). (20) **Research/Gathering Sources**. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to: 2.1.3 "Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations" (AASL 14). 2.1.4 "Use technology and other information tools to analyze and organize information" (AASL 14). 2.1.6 "Use the writing process, media, and visual literacy, and technology skills to create products that express new understandings" (AASL 14). (22) **Listening and Speaking**/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language. 3.1.3 "Use writing and speaking skills to communicate new understanding effectively" (AASL 15). (23) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time. 3.1.3 "Use writing and speaking skills to communicate new understanding effectively" (AASL 15). 1.3.4 "Contribute to the exchange of ideas within the learning community" (AASL 13). 1.1.9 "Collaborate with others to broaden and deepen understanding" (AASL 13).
 * (A) predict what might happen next in text based on the cover, title, and illustrations;
 * (A) identify elements of a story including setting, character, and key events;
 * (B) discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience
 * (A) retell a main event from a story read aloud
 * (B) describe characters in a story and the reasons for their actions.
 * (A) gather evidence from provided text sources;

// TEKS **Mathematics**- Elementary Chapter 111 subchapter A // (8) Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different. The student is expected to: 2.1.3 "Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations" (AASL 14).
 * (A) describe and identify an object by its attributes using informal language;
 * (B) compare two objects based on their attributes

// TEKS **Technology Applications** Elementary Chapter 126 subchapter A // (7) **Solving problems.** The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: > (A) use software programs with audio, video, and graphics to enhance learning experiences; and > (B) use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems. 1.1.8 "Demonstrate mastery of technology tools for accessing information and pursuing inquiry" (AASL 13). 2.1.4 "Use technology and other information tools to analyze and organize information" (AASL 14). 2.1.6 "Use the writing process, media, and visual literacy, and technology skills to create products that express new understandings" (AASL 14).

(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: 3.1.6 "Use information and technology ethically and responsibly" (AASL 15).
 * (A) publish information in a variety of media including, but not limited to, printed copy or monitor display; and
 * (B) publish information in a variety of media including, but not limited to, stored files or video.

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? v What are your ideas to increase student buy-in to this lesson? Give at least one.
 * Implementation **
 * Process **
 * Motivation **
 * I think that using tactile items like rocks would be very effective in getting the students attention and grabbing them especially at this age level.
 * As most students are very technically inclined digital natives, I think that bringing the use of technology would really help to motivate the students and get them interested. I feel that appealing to the interests of the students will be effective in getting them excited about the lesson.
 * Ask the students what T.V. shows they like to watch. Why do they like the shows. Are the characters telling stories during the show or do they like Sesame Street type shows with real life characters. This will give them a chance to compare things that they are familiar with in their life. The teachers could make a chart and add tallies to the favorite shows.
 * I think that the use of a computer, data projector, and interative white board (IWB) would help students become engaged in the lesson. Present a simple game and allow students to come up to the IWB and answer questions or move items around. This is effective especially after a short tactile lesson on comparison.

v Are these objectives at the instructional level of the targeted students? Give an example.
 * Student-friendly Objectives **
 * Obj 1. Determine the topic of a text set. This objective is at the level of Kindergarten or first grade. Students should be able to "(A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations" (From the Reading TEKS (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding) In //Carlo and the Really Nice Librarian//, page 5 The text reads "The library was amazing. There were colorful posters. There were chairs with wheels." The students should be able to gain the main idea from the text is "the library."
 * Obj. 5. Compare characters. This objective is on a kindergarten and first grade level. Students should be able to compare the differences between two different objects, in this case characters. This aligns with Reading TEKs (8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe characters in a story and the reasons for their actions . Describing the characters and then comparing them through the use of a Venn Diagram, students can begin to understand and relate to the characters. Describe both Carlo and the librarian. Compare how they might be alike and how they are different.

v Are there terms in these objectives that may need to be taught to students? Give an example.
 * The students need to be taught the vocabulary words of "fiction" and "informational" as used in Objective 3. Categorize books as fiction or informational.Page 2 in Carlo and the Really Nice Librarian has an illustration of a library doorway with signs pointing to "fiction" and "children's books." This is a good introduction to looking at your library map. Where do different books live according to the signs?
 * Students need to be taught the basic verbage of "compare" and "contrast" in order to understand that they are to look at the differences between two objects. Students need to know the definition of alike and different.

v Describe the modeling aspect of this lesson. v How are the benefits of two or more educators maximized in the presentation component?
 * Presentation **
 * The educator is modeling by going through the book with the students, looking at the identifying aspects on the physical aspects of the book, like the spine, book jacket, etc. Using the Web supplement 7A, the educators fill in some aspects that define fiction and informational books like "illustrations, true, real, madeup" (Moreillon web).
 * The teacher or librarian models how to map out and describe the characters in the story. By using the character map web supplement 7F, the teacher models how to fill in the graphic organizer (Moreillon web). Students learn how to use a graphic organizer to describe a character.
 * By dividing up the class, there is a smaller student to teacher ratio and both fiction and informational books get covered at the same time.
 * Students receive more individualized attention. Literacy skills are integrated in meaningful ways. While one teacher is presenting, the other teacher can be monitoring and observing.

v Are the directions clear? Give an example.Guided Practice
 * Student Participation Procedures or Student Practice Procedures **
 * The directions are clear. For example when educators are helping with groups, the directions say "As students to hypothesize if the books are fiction or informational before looking at the spines"
 * The directions are clear. For example, the directions say, "Compare the librarian in the story to your school librarian. List things that are the same or alike and the things that are different."

v How are the benefits of two or more educators maximized in the guided practice component?
 * A smaller student to teacher ratio allows more questions to be answered and allows more monitoring of individual student progress.
 * Differentiated instruction can take place that allows for more creativity.

v Are students active in the closure component? What are students doing for closure?
 * Closure **
 * The presentation aspect of the graph gives the students active participation in closure. The Web Supplement sheet allows multiple students to present different parts of the supplement - giving more students the opportunity to present an oral element in this lesson.
 * Not only are students active throughout the lesson, but they also are givent he opportunity at the end of the lesson to write or draw in their journals about what they learned.

v How is the reflection component related to the learning objectives?
 * Reflection **
 * The reflection incorporates the "reading for a specific purpose objective." If the students are to read for the main idea then they need to keep that in mind before they read the book.
 * The reflection of learning is seen in drawings and writings the students will put in their journals about what they learned. This will show how many students understand the concept of main idea.

What are your other ideas for extensions to this lesson? Describe at least one. ** Remember: ** Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage! Have the students do a fractured fairy tale lesson, where the main idea is augmented. The students will have to take their prior knowlegde about the traditional fairy tale and adapt their thinking to accept the new main idea about the fractured fairy tale. This can give the educator the opportunity to use scaffolding of information with the students. It will let the students determine what information is not important in deternining the main idea. To extend the lesson of main idea, other books in different genres, subjects, and formats can be chosen to extend their thinking about main idea. Take the book //Tacky the Penguin//, by Helen Lesteras an example. This is another great children's book that can be used to express main idea. Students can not only have it read to them by the teacher or librarian but they could watch a YouTube video of someone reading it. This will give them a slightly different perspective when listening to the book being read ([] - YouTube video of //Tacky the Penguin// read by Fred Hartman). Videos, games, and other technology can be used to help students learn about and extend their thought about main idea.
 * Extensions **