Instructional Framework Freshman Transition Class 9Th Grade

Instructional Framework Freshman Transition Class 9th Grade

• Preview text features
• S.W.A.G.
• W.I.N.
• Explicit Instruction
• M.O.P.P
• Think alouds
• Reciprocal Teaching

• Explicit instruction in FCAT Benchmark Vocabulary, Focus Lesson Vocabulary, Content Vocabulary. Standards Bellringer
• Review CBC: Objective, Essential Question (EQ), Agenda
• Use Discovery Education to activate and/or build prior knowledge about the passage or topic they are going to cover. Or have students respond to a journal entry related to the topic being covered.

• Discuss benchmark focus using transparencies, Promethean/SMART boards and/or other appropriate materials: (Setting the purpose for the lesson). Teacher models fluency by reading aloud and students read using: choral reading, cloze reading, finish the sentence, echo reading, and theatre reading; Teacher provides guided instruction utilizing the “I do”, “We do”, and “You do” model. (The teacher models the reading and thinking process aloud. Walks through how he or she processes the text.) (repeat during teacher lead).

• Utilize an article on Study Skills, career Education or other curriculum provided by the school site. Select articles from the newspaper Websites with articles that other appropriate source and supports the benchmark instruction (this site has a many articles with activities that can be utilized.)

• Use this time to teach a novel (at appropriate lexile level) using the Socratic Circle approach. Tie in informational text related to the novel. Remember: 70% of the FCAT is informational text, so articles should be selected that are correlated with the novel’s theme and be deep taught with a benchmark focus.

• Select resources and activities based on BBA, monthly/Interim data results

• Teacher draws students’ attention to unfamiliar vocabulary terms and their meanings.
• Teacher provides immediate and explicit feedback.

• Reading Plus, FCAT Explorer, -low readers can use Riverdeep; can also use computer for Discovery Learning projects or other forms of research

• Wrap-up lesson, relate back to Essential Question, assign Home learning, Exit Slip, etc…

Model the Strategy (I DO) Before Reading

• Scan the article-: Look for Text features- (Find one and model and discuss why you chose it.)
• Then We Do-have some students volunteer to point out a text feature, read and star, them
• You Do-Have them find the rest and then go over, have a discussion about text features and the reasons it is important to read them first-(They are details that support the main idea).
• Discuss the things we know about the reading just from looking at the text features (building background knowledge).
• Discuss what other text features they might see in a passage.

• Set a purpose for reading, by turning the title into a question, or looking at the text features and what they learned from the text features, I Do model for the students in your own think aloud.
• We Do: Poll the room and ask for purpose/prediction-ask them to justify why.
• Preview the questions and underline the key words in the question -Come up with a code for each question if you are able to identify the benchmark, for example cause/ effect c./e. If the benchmark does not stand out, tell students not to worry about it. The reason to do this is if the teachers have taught specific strategies for teaching for example cause and effect they can recall those strategies.
• Remember to follow the I DO, WE DO, YOU DO-You do one, do some together and then have the students do a few, go over.
• Stress to the students that these are pre-reading strategies.

Model the Strategy (I DO) During Reading

• Read the 1st part of the passage and think aloud,
• Discuss the WIN strategy-W-Who or What is this section of text about.
• I=what is the most important about the who and the what and N=underline if the main idea is directly stated or write the main idea in the least amount of words (5 or less words) this is the GIST.
• Important MODEL: I do-Think aloud, show your thought process. Write or underline a gist in the margin after reading sections of text. Do the 1st two paragraphs as an I DO (Model the process). Stress to the students that the GIST should only be 1-5 words.
• Important MODEL: I do-Think aloud, show your thought process
• While doing the GIST continue to use the Win strategy to get at the GIST.
• W=The Who or the What the article/passage is about. I=The most important information about the Who or the What. N=In the least amount of words possible.

• Continue to read the story together-using CLOZE reading, choral reading, partner reading and discuss-Please do not have 1 student read while everyone else reads> this practice does not encourage active engagement.
• MOPP –Explicitly model discuss Text Structure: How is the article organized? How do you know? Signal Words….Review text structure after each one has been taught explicitly: What is the author’s perspective/point of view? How do you know? What word choice and examples does the author use to let you know? What is the author’s purpose in writing this article? How do you know? Important MODEL: I do-Think aloud, show your thought process, when students get used to it : gradual release to We Do and You Do.
• We Do: Continue to verbally discuss WIN and write or underline a GIST together after each section of text.
• You Do: Have the students try 1 or two paragraphs on their own and write or underline the GIST, go over their answers.

• If there are questions, remind them of the key words that were underlined: What is the question asking?
• Review the text structure. Ask students reflect on why the author chose this method of development/pattern of organization to support the main idea of the article.
• Answer the questions together by covering the answer choices and formulate an answer in your head from looking at the text. Go back to GIST that might lead you to the right answer (unless the question stem says Which statement would the author most likely….. or which words mean…..).
• Remember model this!!!!
• Look at the choices and choose the answer that most closely matches what you are thinking in your head. Again follow I DO WE DO YOU DO
• Discuss distracters and reason one answer is better than another.

Use this same strategy to explicitly model any strategy or benchmark that you are teaching

Other After Reading: ( Can be done in Independent Group)

 RAFT assignment

 Quick Writes on the Essential Question

 Write student-generated questions with the Task Cards

 Socratic Circles/Literature Circles

During Reading

• Selective Underlining
• WIN
• Gist
• MOPP

After Reading

• MOPP

Active Reading Strategies (SWAG)

• Scan the article & star and read all features –Set a purpose
• Words-Preview the questions and underline key words
• And….
• GIST using the WIN strategy

MOPP

• Identify Main Idea
• Organizational Pattern (Text Structure, Methods of Development)
• Perspective of the Author
• Purpose (What is the author’s purpose in writing this article?)