Miami-Dade County Public Schools 2013 Summer Services

Miami-Dade County Public Schools
2013 Summer Services
Office of Academics and Transformation- Language Arts and Reading
7 th - 1001040RC M/J Course Language Arts 2 Credit Recovery

Ice-Breaker

Objectives
‣Preview the Course Recovery Curriculum
‣Utilize classzone access materials for each lesson
‣Examine the instructional objectives and delivery model
‣Model the steps for a gradual release of instruction
‣Conduct a 5 day lesson-walk using the MacDougal Littell Teacher’s
Edition textbook

Instructional
Routine
A reliable and steady
instructional routine that
allows the student to
become comfortable with
the way instruction is
taught so they can
concentrate on what is to
be learned.

Thinking Through Your
Instructional Objectives
1. What should
students
know and be
able to do
(objective)?
6. Based on classroom
participation, student work
products, and
weekly
assessment data,
data, how do I refine
the learning
experiences?
2. How does this
lesson objective fit
into the “big picture”
of instruction this
summer?
• Introduction of skill
• Review of skill
• Introduction of skill at
more complex level
5.What resources
will I use?
3. How will I,
and they,
know when
they are
successful?
4. What learning
experiences will
facilitate their
success?
6

Gradual Release of Responsibility
Instructional Delivery Model
Framework of Doug Fisher and Nancy Frey

Whole Group Instruction
this instruction establishes purpose, models
thinking, demonstrates skills to be learned,
and teaches for metacognition
focuses on a lesson and clearly establishes a
purpose for learning
the teacher uses “I” statements to model
thinking
questioning is used to scaffold instruction,
not to interrogate students
provide students with information about
the ways in which a skilled reader, writer, or
thinker processes information
systematically moves to guided instruction,
not immediately to independent learning
typically lasts around 15 minutes
(depending on the age group)

Guided Instruction
scaffold instruction
connection between the modeled
instruction and independent
performance
this Instruction and tasks require the
joint intellectual effort, of jigsaws,
cooperative learning groups, numbered
heads together, etc
almost always done with small,
purposeful groups
consist of students who share common
instructional needs that the teacher
may address
ideal time to differentiate based on
needs
cues, prompts, & questions

NOT the time to introduce new information
NOT simply “group work” in which a single
product is produced for the group
NOT ability grouping
Collaborative Instruction
collaborative/cooperative tasks
EACH student is accountable to produce
something based on the group
instruction.
positive interdependence
individual and group accountability
interpersonal and small-group skills
group processing
reciprocal teaching
listening/viewing demonstrations
literature circles/book clubs
jigsaw
skills practice
requires the use of social and academic
language
individual accountability is a hallmark
this instruction is the critical bridge in
student learning – allows novice learners
to refine their thinking about new
concepts & skills

Independent Practice
NOT just a “pile of worksheets”
NOT just an exercise in rote
memorization
NOT necessarily silent
Not just “Do It Yourself School”
both a goal AND a process
students should not be asked to do unfamiliar
tasks - tasks for which they have not had
instruction previously
students have received focus lessons, guided
instruction, and collaborative learning
experiences related to concepts needed to
complete independent tasks
independent tasks extend beyond practice to
application and extension of new knowledge
the teacher meets with individual students for
conferencing about the independent learning
tasks a necessary
is based on meaningful learning activities
enables individual learners to take
responsibility for their own learning
is not successful if it happens too early in the
instructional process
students fully assume the cognitive load of
learning by applying what they have learned to
novel tasks

Differentiated Instruction
NOT a "one size fits all" approach
NOT only whole group instruction
NOT assigning task with less
cognitive demand
provide students with different avenues to
acquiring content
differentiate instruction through: 1) content,
2) process, 3) product, and 4) learning
environment based on the individual learner
develop personalized instruction so that all
children in the classroom can learn effectively
respond to student variety in readiness levels,
interests and learning profiles
set different expectations for task completion
for students based upon their individual needs
align tasks and objectives to learning goals
provide a balance between teacher-assigned
and student-selected tasks

Reading Writing Connection
NOT just assigning students to read
or write randomly
NOT just providing students with a
graphic organizer while reading
Definitely NOT just reading words
and answering questions.
reading affects writing and writing affects reading
reading instruction is most effective when
intertwined with writing instruction and vice versa
the reader needs to read with the sense of the
writer and the writer needs to write with the sense
of the reader
a reader needs to make sense of what the writer is
communicating through the text and the writer
need to make sure that his/her message is clear and
understood by the reader
reading helps children learn text structures and
language that they can then transfer to their own
writing
reading provides students with prior knowledge
that they can use in their writing
practice in the process of writing their own texts
helps students analyze the pieces that they read
show and discuss models that successfully
demonstrate the skill
students should be given opportunities to practice
the writing skill

No…..
TEACHER RESPONSIBILITY
(none)
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

In some classrooms …
TEACHER RESPONSIBILITY
Whole Group Instruction
“I do it”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

The “Good Enough” Classroom
TEACHER RESPONSIBILITY
Whole Group Instruction
“I do it”
Guided
Instruction
“We do it”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

A Model for Success for All Students
TEACHER RESPONSIBILITY
Whole Group Instruction
Guided
Instruction
“I do it”
“We do it”
Collaborative
“You do it
together”
Independent
STUDENT RESPONSIBILITY
“You do it
alone”
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of
responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

• Author Online – Ask students to read the “Author Online”
section and explain why the information was separated
using the subheadings provided. (Discussion)
• Background – Teacher read-aloud background to students.
Engage students in a discussion.
• Literary Analysis – Teach Point of View in a Memoir (1 st
person POV) using “Standards Focus” (TE pg.269)
• 1 st Read – Students read independently
• Clarify Text – Teacher use the Literary Analysis chart (OLR
pg. 177) to guide students through the process of recording
things the author states directly about himself and
questions that they may have about him after reading the
memoir.

• Review Reading Strategy: POV of in a Memoir
• Teach Cause and Effect – Use “Standards Focus” and
“Reading Skill: Identify Cause and Effect” for guided
instruction. (TE pg.269) Introduce (OLR pg.179)
• Guided Reading – Conduct a guided reading with students.
Stop at targeted sections of the text to ask guiding
questions related to POV and Cause & Effect. Engage
students in a rich discussion. Using a collaborative
grouping technique students complete (OLR pg. 179) to
identify cause-and effect relationships in the memoir
• Comprehension Check– Have students complete the quick
comprehension check in the SE pg. 277 (1-3) as an exit slip.

•Review Reading Strategy: Cause and Effect
•Teach-Vocabulary In Context: Using a collaborative instruction
model allow students to make a chart like the one shown on page
269 in the SE/TE and put the listed vocabulary words in the
appropriate column. Use (OLR pg. 181) to conduct a guided
Vocabulary Study. Students should write a student friendly definition
for each word after the teacher reads each set of sentences and
discuss the possible meaning of the word.
•Audio Reading: Students listens and follows an audio recording of
the text paying close attention to vocabulary from the Vocabulary In
Text lesson.
• Students independently complete the (OLR pg. 182).
•Vocabulary In Writing: Using SE/TE pg. 278, students write to
demonstrate ability to apply learned vocabulary.
•Practice Literary Analysis: Students complete FCAT Exercises (4-8).

•Review Reading Strategy: Vocabulary in Context, ask students to revise
the student friendly definitions from the vocabulary lesson. Through
discussion and revisiting the text allow students to revise definitions as
necessary.
•Teach Vocabulary Strategy: Idioms – Using guided instruction to teach
TE/SE 278, have students read aloud each idiom and discuss what type of
image is created.
•Paired Reading: Using a collaborative instruction method, allow
students to reread the text paying close attention to idioms. Provide a
reading check (OLR pg. 184) following the reread of the text.
•Practice Vocabulary Strategy: Idioms – Allow students to independently
demonstrate ability to comprehend and apply idioms in writing using
(OLR pg. 183).
•Reading-Writing Connection: Students will reread text lines 4-22 to
respond to Writing Prompt . They are asked to recall the choices Paulsen
made, then write a short response to analyze how Paulsen’s choices
effected his survival. Students are expected to use more than one choice
and explain how each choice made a difference.(TE pg. 279)

• Review Vocabulary Strategy: Idioms
• Teach- Grammar and Writing-Avoid Misplaced Modifiers:
Use the SE/TE pg. 279 to address the use of prepositions.
Through guided instruction, students will rearrange words,
sentences, and paragraphs to develop relationships among
ideas.
• Independent Reading: Students practice strategies that they
learned during the other instructional contexts along the
gradual release of responsibility.
• Culminating Writing Assessment: Revise the writing to
Writing Prompt A from Thursday, Day 4.
• Selection Assessment: Use selection Test B/C to formally
assess students mastery of the lesson benchmarks. (OLR pg.
189-190).

Less- Proficient Readers
In combination with the Audio Anthology, use one or more
Targeted Passages (Pg. 270, 275, 276) to ensure that students
focus on key selection events, concepts and skills.
1) Targeted Passage [ Lines 1-14]
This passage introduces the author and the conflict he faced
at this point in his life: the struggle to survive alone on the
streets.
• Why did Paulsen become a “street kid”?
• Where does he live?
• What kind of work does he do in the summer? Why
doesn’t he do this work the rest of year?
English Learners
Have students use Word Questioning to learn this vocabulary:
income (line 22), target (line 30), area (line 40), policy (line
79), remove (lines 118 and 192), constant (line 185).

Advanced Learners
Pre-AP exercises in the bottom channel provide additional
challenge for your advanced students. Use them for small
groups or individuals.
Point out the simile Paulsen uses in lines 112-113 to show how
hungry Dirk is: the burger “disappeared down his throat as if a
hole had opened into the universe.” Challenge students to
identify another characteristic of Dirk or Paulsen and use an
original simile to describe it. Have students share their similes
with the class.

Dr. Sharon Scruggs-Williams
District Supervisor
sscruggs-williams@dadeschools.net
(305)995-1992
Tashimba L. Andrews, Ed.S.
Curriculum Support Specialist
Kim McKinnis, MS
Curriculum Support Specialist
tandrews@dadeschools.net
kmckinis@dadeschols.net
305.995.3122 305.995.3122