Morning Meeting Learning Goals Session 4 GLC 2023

Agenda *Exploring informational text!

Role Share *Integrating core subjects into
literacy program.
*Incorporating strategies to
support differently abled
students.
Journal Writing -Reading & Writing in Literacy Classroom
"If you want to be a writer, you must do two things above all others: read a lot and
write a lot." Stephen King

Describe the POW/TREE writing strategy. COMPARE the POW/TREE

strategy to the 6+1 Writing Traits. How would you incorporate what
you learned about writing instruction in your future classroom?

Source : IRIS Module https://iris.peabody.vanderbilt.edu/module/pow/

6+1 Writing Traits

 Sonia Nieto’s JOY Teachers

1. Find your learning partner. Pick a teacher from

the board. Review the information of the teacher
on your index card in your JOY book.
2. Person 1 introduces person 2- the teacher
I would like to “Hi, I am…..and this is
Who is why I was chosen by
introduce___- this your
Sonia…….”
teacher…… teacher?
 Informational Text Literacy Centers

Timelines CLOZE Vocabulary Questions

Pick a text- read and note the Create a CLOZE vocabulary quiz for
important dates of the person/event. your literature circle book using the
Complete a timeline for the text. words on the word list. Administer the
Next- create a timeline for your life! quiz to someone in your group.

Text Feature Task Cards READWORKS ASSIGNMENTS

Read and complete the text feature Log into www.readworks.org
task cards. Highlight 3 out of the 20 /student
tasks that were the most Class code: LSBCK7
challenging for students. Share your Password 1234
thoughts with your partner.
 CLOZE VOCABULARY

This learning tool has been used in the classroom since the
1950’s. The educational background of this test is from the
theory of ‘closure’ in the Gestalt school of psychology, which
says that the brain sees things as a whole unit and will
naturally and easily fill in missing elements (Walter 1974). In
other words, when information is missing, a person will use
their past experiences or background knowledge in combination
with critical thinking and reasoning skills to fill in the gaps.
CLOZE VOCABULARY QUESTIONS
Cloze tests promote active production of vocabulary, not just
recognition. They can be used to bolster vocabulary usage and free
recall, reinforce grammatical knowledge and structural recognition,
and strengthen overall comprehension.

CLOZE Questions with context clues to support vocabulary

development.

https://www.flocabulary.com/ TEXT FEATURES

 Text Walk Strategy
1. In your small group, choose one person to start by reading the
first text feature.

2. That person names the text feature (Is it a heading? Picture

and caption? Map?).

3. That same person reads the text feature.

4. As a group, discuss any predictions, questions, and connections

you have based on the text feature and discuss how you think it
will relate to the main idea. Everyone should contribute.
Guiding Students Through Expository Text with Text
Feature Walks (Kelley/Clause-Grace 2010)

Review the article. Use the “Think Aloud” Sheet to consider

where each component would be most effective.
Fishbowl the Think Aloud Strategy using the article and
checklist.
Debrief:
 Literature Circle PITCH
WHY is the book best for a LC? HOW will the book support literacy
development?

● Student Interest ● Student Reading Interest

● ELA Standards Survey
Alignment ● Curriculum Mapping
● Literacy ● Strategy Anchor Charts
Strategies/Resources ● Cross content standards
● Content Connections ● Diverse Assessment tools
● Project Extensions ● Builds student
perspective/empathy
 Good VS Evil - Good always wins!

Content Connections: Math Word Problems

Science- Species Categories
Social Studies- Community Advocates

Project Extensions: Graphic Novel Creation/Art Teacher

BAD GUY Theme Song- Music Teacher
BAD GUY Returns to School Play

CRT: Student discover how making assumptions about

people/characters impacts social relationships. Activism
Bad guys - literacy strategies/resources

Strategies Aaron Blabey

Peer Assisted Learning Centers

Click OR Clunk Voc. Strategy Scholastic
“Just Like Me”
Modeling LC Roles
Wagon Wheel - question generation Flocabulary
Frayer Model
Word Sort Galleries
Workshop Writing Strategy Graphic Novels Teaching Strategies
POW/TREE Strategy
Here are some examples of "think-alouds":

● To make connections between the book and your own life, think aloud as you share. When you
read the beginning of A River Dream by Allen Say, for example, you can comment, "This book
reminds me of the time my father took me fishing. Have you ever been fishing?"
● To make connections between related books with the same author or similar settings, characters,
and concepts, say "Mufaro's Beautiful Daughters by John Steptoe is an African tale that is similar
to the tale of Cinderella. Both stories are about sisters – one kind and the other spiteful. Do you
know any stories about nice and mean sisters or brothers? Let's continue reading to find out
other ways the stories are similar."
● To connect a book to a larger world or universal concept, you could say to your student,
"Stellaluna by Janell Cannon helps me understand that we are all the same in many ways, but it's
our differences that make us special."

While fluent readers make these types of connections with ease, many readers do not. Children need
to be shown this type of thinking and then asked to join in and participate in book conversations. This
active involvement gives you, the teacher, a glimpse into each reader's thinking.
 Pitch Model- bad guys by aaron blabey
Student Interest:

85% of 1st graders identified “funny” books their favorite.

Bad Guys: 110 weeks on NY Times BestSeller List

Review score 4.8 out of 5- over 4,000 review comments.

18 Bad Guy books are in the series and a movie was produced by Dreamworks in
2022.
Ya'll if you're looking for a great early chapter book LOOK NO FURTHER! I have never
laughed this hard while reading a children's book.
Reviewed by GoodReads July 2022
NY State ELA Standards Reading
1R7: Use illustrations and details in literary and informational texts to discuss story elements
and/or topics. (RI&RL)
1R4: Identify specific words that express feelings and senses. (RI&RL)

1SL2: Develop and answer questions about key details in diverse texts and formats.

1L5a: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the
categories represent.

1W4: Create a response to a text, author, theme or personal experience (e.g., poem, dramatization,
artwork, or other).
 Literacy Circle Schedule

2:00:WATSONS: Demonstration Lessons

BEES: Workshops

3:05: BEES: Demonstration Lessons

WATSONS: Workshops
4:05 Debriefing/Next Steps
Next Session
1. Required reading - Sonia’s Joy of Teaching Students from
Diverse Backgrounds - (Chapters 8-p.156)
2. Watsons: Chapters 15- p.210 Bees:Chapters 12-p. 313
3. IRIS Module 5: Universal Design for Learning: Creating a
Learning Environment that Challenges and Engages all
Learners
4. Lit. Circle Mini Demonstration Lessons Group 2

5. Literature Circle Unit PITCH Presentation (5-7 min.)

6. Email Course Evaluations

Literature Circle Unit Plan Assignment Components
1. Introduction: Book summary, author info,books selection
rationale.
2. ELA Standards/ Literacy Strategies/Book Readings Chart
3. Literature Circle Roles- Definitions and instructional materials
4. Pre-Reading Activity
5. Vocabulary terms lesson plan
6. Writing prompts
7. Instructional tool (graphic organizer, anchor chart, book mark)
8. Post reading extension projects
9. Assessment tool
10.Conclusion - Pitch promotion information