Deconstruction+Graphic+Organizer

** Lisa= Green ** A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CS4TRC.
 * A.3.2 - Lesson Plan Deconstruction Graphic Organizer **
 * Rebekah= Purple **

**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? **Our answer is below as this question is repeated later in the graphic organizer**.
 * Reading Comprehension Strategy: Determining Main Ideas (Moreillon 104-106) **
 * Instructional Level: Emerging, 1st Grade **
 * Planning **

**Reading Development Level:** ** Emerging ** Note: The levels indicated on the CS4TRC lesson plans correspond roughly as follows: Emerging: Grades K-1 Advancing: Grades 2-3 Advanced: Grades 4-6 However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. I have used some of the advanced lesson with 8th-grade students. LS 5443 students who are interested in serving at the high school level should choose an advanced lesson for this assignment or email the professor for several high school examples from her forthcoming book.

Review these strategies on page 13 in CS4TRC. Which of these research-based instructional strategies have you used in your teaching? Name them. Which of these instructional strategies do you need to learn? Name them and describe them 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? **
 * Instructional Strategies **
 * As a kindergarten and 3rd grade teacher I have used all of these strategies in my classroom. I have had students identify similarities and differences through venn diagrams and T-charts, had students summarize and take notes on various forms of texts and media, had students create visual representations of texts, had students work in small groups, have provided verbal and written objectives for students and had students self-evaluate, and have modeled questioning and other strategies before having children practice these strategies in groups and independently.
 * I have used most of the instructional strategies as both a teacher and librarian including identifying similarities and differences, summarizing, cooperative learning, setting objectives and providing feedback, questions, cues, and advanced graphic organizers (Moreillon 13).
 * I have received training through my school district on all of these strategies, but I would like further training about teaching notetaking skills to emerging readers. For example, I would like to know if note taking can be just as effective if done verbally (perhaps students can record themselves) or whether it needs to be a written note to help students connect reading and listening to writing skills.
 * I need to learn more about teaching, modeling, and using nonlinguistic representations, especially kinesthetic activities such as using total physical response to reinforce vocabulary acquisition which is a focus on our campus this year. Although I have had students take notes before, I need to learn more about teaching students effective note taking skills such as writing their questions during note making as a guide for further reading and inquiry (Moreillon 13 and 101).
 * Lesson Length **
 * Can one day really be long enough to teach all the necessary skills needed to complete this lesson? There are many components involved, including modeling, group work, filling out note cards & creating a graphic organizer, and presenting. This session may necessitate a time slot longer than grade level attention span will allow. If one session is not long enough, however, will this age group carry knowledge over from one session to the next session (ex, model one session, group work the 2nd)?
 * How long would one session need to be to complete the entire lesson from motivation to presentation and reflection? If not, where should the break occur...between guided practice and presentation? Could the reflection piece be completed individually, later in the classroom setting?
 * I believe that providing administration evidence that the librarian provides more benefit to the students as a coteacher in collaboration with teachers than as a rotation will help get the library "out of the fixed library box". This plan necessitates saving teacher testimonials and student data from cotaught lessons, such as this one over determining main idea.
 * Because many elementary classroom teachers are attached to their fixed schedule time, I have incorporated a part fixed, part flex schedule. This strategy provides several open, flex blocks at various times each day that can be used to either extend the learning time or see a particular class more than once a week.

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? · 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. *Lisa, Let me know if you agree with these Bloom's Levels. :) I made notes on our brainstorming page.
 * Purpose **
 * Instruction in the library should be able to cover any academic topic, as the information in the library should cover every academic subject taught within that school. For example, an elementary librarian should feel comfortable collaborating with a teacher on a lesson over triangles as well as a lesson on American presidents, as these are both topics within the elementary curriculum. This specific lesson is perfect for library instruction because it allows the librarian and teacher to utilize information held within the library and has been formatted to integrate AASL's //Skills for the 21st Century// into the teaching of Main Idea. Main idea is a skill that should occur in the library because it promotes literacy, a main goal of the librarian, and because it is a core concept in elementary curriculum.
 * The purpose of this lesson is to determine the topic of a text set and to categorize fiction and information books focusing on the purpose for reading. The library is the ideal setting for reading instruction and this focus also incorporates genres and the physical layout of the library. When students master the concept of purpose for reading, they will better be able to self select books and resources that support their interests which will result in self motivated learning. The lesson also incorporates math and science concepts/vocabulary (Moreillon 104). Students and teachers will see the library as a place for learning and the librarian as a teacher who supports and enhances the academic achievement of all students in every subject area.
 * Objective || Verb || Level on Bloom's Taxonomy ||
 * 1. Determine the topic of a text set. || ** Determine ** || ** Applying ** ||
 * 2. Read for a specific purpose. || **Read** || **Understanding** ||
 * 3. Categorize books as fiction or informational. || **Categorize** || **Analyzing** ||
 * 4. Create a graph to show classification and make notes on a graphic organizer. || **Create/Make** || **Creating** ||
 * 5. Comprehend and use math-science vocabulary in the language arts/library context: //arrange, group, same, different,// and //category.// || **Comprehend/Use** || ** Understanding and Applying** ||

Children’s Literature: ** fiction and informational ** ** sets for individual groups (high interest topics) and fiction and informational books on librarians and libraries. ** Websites: ** none used in this lesson plan ** Graphic Organizers - The graphic organizers for CS4TRC are on the ALA Editions Web site. ** Fiction and Informational Book Summary Sheet & Graph ** Materials: ** Sticky Notes (2 colors), Rocks (2 colors,sizes, shapes, or types ) ** Equipment: ** Elmo (document camera), Interactive Whiteboard, data projector, or overhead ** v Which are the different formats or genres used to support learners?
 * Resources, Materials, and Equipment **
 * __Carlo and the Really Nice Librarian__, by Jessica Spanyol **
 * __I Want to Be a Librarian__, by Dan Liebman **
 * ** Students use both fictional and informational texts in this lesson. Students are supported through various methods throughout the lesson on main ideas, including teacher/librarian modeling, the use of graphic organizers, peer support through group work, and teacher support (mentoring during group practice for presentation). **
 * ** Learners are supported through the use of topical text sets in both fiction and nonfiction print formats. The students will be engaged in the learning due to the high-interest aspect of the books. The use of digital graphs and graphic organizers on an interactive white board will also generate interest and focus the learners in a whole group setting. **

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. How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? > The reflection questions provide opportunities for students to self assess by allowing them to "2.4.3 Recognize new knowledge and understanding" and "2.4.4 Develop directions for future investigations" (AASL 2007).
 * ** In this lesson the teacher uses technology to project charts and graphs. Technology is not directly used by the students in this lesson, but I think technology would be a great addition to this lesson. Students could become interactive with the graphs and help fill in the graphs on an interactive white board. Also, students could review fictional and informational web documents and other forms of media along with fiction and informational books as they classify texts. **
 * Students could use either graphing software or a graphing website such as Kid's Zone: Create A Graph to create digital graphs, and then use the interactive white board to present their creations to the class ("Create a Graph").
 * Collaboration **
 * ** Having two teachers benefits when they model the collaborative work the students will be participating in. Students are better able to understand the role of each partner in the group project when they see such behaviors being modeled by to teachers who have a clear understanding of the expectations. **
 * ** The lesson also benefits from two educators who both know and understand the needs of the specific group of students. Taking into account the specifics of the student population, the two educators can modify and individualize the lesson, building upon each others ideas, to maximize student learning. **
 * Maximum benefit is created by the two educators during this lesson because they are both engaged throughout the entire lesson. Simultaneous co-teaching is occurring during the whole-group presentation and guided practice portions of the lesson with educators modeling collaboration and effective completion of the lesson procedures and co-facilitating the small group work (Moreillon 105 - 106). During the closure portion of the lesson, each teacher guides and facilitates the presentation process for half of the class (Moreillon 106). This collaborative strategy creates a more beneficial student-teacher ratio as well (Moreillon 103).
 * Assessment **
 * ** Informal assessment will occur at several stages throughout the lesson. This includes during guided practice, as teachers facilitate students in creating their graphs and while students rehearse their presentations with the educators. Reflection time will also provide informal assessment as the teacher and librarian listen to the students verbally explore what they have learned. **
 * ** Formal assessment occurs during closure, as students make their presentations and demonstrate their understanding and ability to use key vocabulary and ability to create graphs with the information they have pulled from their texts. **
 * ** Formative assessment takes place throughout the lesson through teacher observations and conferences with student groups which allows teachers to modify, scaffold, and redirect at the students' point of need. **
 * ** The reflection questions along with the graph presentations are more summative in nature and provide information concerning student mastery of lesson concepts and vocabulary. **
 * ** There are opportunities for learners to self assess during the reflection portion of the lesson. In this phase the students are gathered to discuss and reflect on these questions: "What was our purpose for reading these books? How did the purpose help determine the main idea- fiction or informational books? If we change the purpose for reading, would we notice different things in the texts?" (Moreillon 106). Open discussion and collaborative thinking at this stage between the students can help increase awareness of what has been learned and what areas need further exploration. It also serves as an opportunity for the librarian and teacher to clear up any misconceptions that students may still have. **
 * The guided practice phase of the lessons promotes ongoing self assessment when students are encouraged to " 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process" and "1.4.4 Seek appropriate help when it is needed" through collaboration with both peers and educators (AASL 2007).

v 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. ELA 1.1.F " identify the information that different parts of a book provide" (TEA) ELA 1.4.C "establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down" (TEA) ELA 1.5 "Reading/Fluency. Students read grade-level text with fluency and comprehension." (TEA) ELA 1.9 "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." (TEA) ELA 1.10 "Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to determine whether a story is true or a fantasy and explain why." (TEA) ELA 1.14.A "restate the main idea, heard or read" (TEA)  ELA 1.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:(A) recognize different purposes of media (e.g., informational, entertainment) (with adult assistance) (TEA) ELA 1.24.C "record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams)" (TEA)ELA 1.26 "Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience." (TEA) ELA 1.27 "Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:(A) listen attentively to speakers and ask relevant questions to clarify information; and(B) follow, restate, and give oral instructions that involve a short related sequence of actions." (TEA)ELA 1.28 "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 about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language." (TEA)ELA 1.29 "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 listening to others, speaking when recognized, and making appropriate contributions." (TEA) M 1.9A " collect and sort data" TEA M 1.9B " use organized data to construct real-object graphs, picture graphs, and bar-type graphs" (TEA) M 1.11A "identify mathematics in everyday situations" (TEA) Sci 1.5A " classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture" (TEA) ELA 1.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) recognize different purposes of media (e.g., informational, entertainment) (with adult assistance) (TEA) ELA 1.26 "Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience." (TEA) None are addressed in the lesson's current format.
 * Standards **
 * Reading and/or writing: **
 * Listening and speaking: **
 * Math: **
 * Science: **
 * Information literacy: **
 * Educational technology: **

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.
 * 1.1.2 Use prior and background knowledge as context for new knowledge. (Students pull knowledge from past books they have read to understand books as fiction and informational)
 * 1.1.7 Make sense of information gathered from divers sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
 * 1.1.9 Collaborate with others to broaden and deepen understanding.
 * 1.3.4 Contribute to the exchange of ideas within the learning community.
 * 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
 * 1.4.4 Seek appropriate help when it is needed.
 * 2.1.2 Organize knowledge so that it is useful. (graphic organizer, note cards)
 * 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
 * 2.2.4 Demonstrate personal productivity by completing products to express learning.
 * 2.4.3 Recognize new knowledge and understanding.
 * 2.4.4 Develop directions for future investigations.
 * 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. (group work)
 * 3.1.3 Use writing and speaking skills to communicate new understandings effectively.
 * 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
 * 3.2.3 Demonstrate teamwork by working productively with others.
 * 4.3.2 Recognize that resources are created for a variety of purposes. (fiction vs informational)
 * 4.4.3 Recognize how to focus efforts in personal learning.
 * 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.

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. v Are these objectives at the instructional level of the targeted students? Give an example. v Are there terms in these objectives that may need to be taught to students? Give an example.
 * Implementation / Process **
 * Motivation **
 * ** Yes, because most students enjoy working with rocks and describing them. **
 * ** Also, students will become engaged by the tactile nature of working with rocks and classifying them. This will also engage students later as they come to understand how the physical and functional attributes that help sort rocks can be used help sort something more abstract, such as texts, will help students make a connection throughout the lesson. **
 * ** Instead of the librarian and teacher choosing topics of high interest for the students, allow students to choose their own topics to categorize. For example, the teacher will not assume that fictional and informational books on basketball would be high interest to the students. Instead, students could brainstorm their own topics and perhaps even a reason to view books on this topic. **
 * ** Rather than showing students a group of rocks, they could each bring one rock to the lesson and then categorize them in small groups or split the class in half. **
 * Student-friendly Objectives **
 * ** I believe these objectives are student friendly if the vocabulary is taught prior to the lesson, during the lesson, and after the lesson. For example, the student friendly objectives have simplified language, but still require first grade students to have a strong grasp of the concept of categorizing and topics. If these terms are directly taught, the students will have a clear understanding of what is expected. As for the actual objectives themselves, they are an appropriate instructional level for the age and educational level of these students. First grade is a prime time for students to master the concepts of sorting, categorizing, labeling, and graphing based on like attributes. **
 * **Yes, the student-friendly objectives are at the appropriate instructional level for emerging readers. Students of this age are familiar with taking book walks during guided reading lessons to better predict and understand the text topic. It is essential for beginning readers to learn how to grasp the main idea of a selection and practicing various purposes for reading will provide the structure they will need to "develop their ability to judge importance" as they continue to build upon their reading skills (Moreillon 103).**
 * ** Yes, the words students are expected to use in their presentations, objective 5, need to be directly and indirectly taught throughout the lesson. These vocabulary terms include arrange, group, same, different, and category (Moreillon 104). **
 * ** Review terms: fiction, informational, topic, and purpose for reading **

v Describe the modeling aspect of this lesson. v How are the benefits of two or more educators maximized in the presentation component? v Are the directions clear? Give an example. v How are the benefits of two or more educators maximized in the guided practice component? v Are students active in the closure component? What are students doing for closure? v How is the reflection component related to the learning objectives? v What are your other ideas for extensions to this lesson? Describe at least one.
 * Presentation **
 * ** In this lesson the librarian and teacher model several important skills. They model cooperation, thinking aloud as one processes information, taking a book walk, recognizing characteristics of fiction and informational texts, filling in the summary sheets, sorting books based on type, and creating a graph with the use of sticky notes to represent data. **
 * During the presentation phase, both educators work to together to model what working through the steps of the lesson will look like. They demonstrate how to collaboratively conduct a book walk, complete the Fiction and Informational Book Summary Sheet, categorize the texts based on its features, and create a graph using the lesson vocabulary. The teachers also model during the presentation phase of the lesson by presenting their graph to the class while following the presentation procedures (Moreillon 105 - 106),
 * ** Having two educators in the presentation allow for students to understand the expectations of group work and helps students understand how great ideas can form with two minds working together. It also allows for one educators to fully monitor student comprehension as the other presents, and then filling or clarifying any gaps that may appear in student understanding. **
 * During the presentation component, one teacher conducts a book walk of a nonfiction text while the other does the same for a fiction book from the text set. Then both teachers model for the group how to collaboratively categorize the texts and create a graph of the data. This maximizes use of time as one teacher can be recording while another is talking. Students benefit from seeing a model of how to work together to complete the assigned task as both teachers use the think aloud strategy (Moreillon 13 and 105).
 * Student Participation Procedures or Student Practice Procedures **
 * ** The directions are clear in that they provide no more than six simply stated steps for both Participation and Presentation procedures. **
 * ** Directions become more clear because the teacher and librarian model what is expected and are present to help clarify any questions that may arise during the course of the project. The directions are very short and direct, such as number three," Bookwalk" and number four, "Name the topic" (Moreillon 106). **
 * Guided Practice **
 * ** Having two educators maximizes the time each students gets with an adult directly scaffolding their individual learning. As students decide if a book is informational or fictional in purpose, there is more time per student to recognize and correct student misconceptions before assessment. The smaller student:educator ratio that two educators provides is sure to increase student motivation and accuracy. **
 * During guided practice, the student-teacher ratio is lowered which allows teachers to give more individualized attention by conferencing with both individuals and student groups (Moreillon 103). In this way, educators are able to listen to student's thinking process and provide guidance where needed.
 * Closure **
 * Students are active during closure, because they are presenting their graphs to their peers incorporating the keywords and vocabulary from the lesson.
 * **Students are active during the closure component of this lesson. Students present, along with their group members, the graph they have created demonstrating their knowledge in differentiating informational and fictional texts.**
 * Reflection **
 * ** The reflection encourages students to look back on their understanding of each objective and critically judge their accomplishment in achieving each objective. For example objective two states that students will, "read for a specific purpose" and one of the reflection questions asks students if changing ones purpose for reading produces various results (Moreillon 105-106). The learning objective and reflection are closely tied together and work to get students to critically analyze their learning process. **
 * The reflection questions deepen the lesson objective by motivating students to think about and understand the important over-arching concept that the purpose for reading determines the readers focus while they read (Moreillon 104 and 106).
 * Extensions **
 * Remember: ** Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
 * Student groups use what they have learned about purpose for reading and text features to categorize a wider variety of genres within either the fiction or nonfiction categories such as poetry, folktales, earth science, sports, mystery, etc,
 * Student groups can apply their knew knowledge of how to differentiate between fiction and informational texts to categorize different forms of media as informational or fictional. Examples of possible media sources might include short clips from television shows, commercials, articles found on a database, and photographs and artist renderings.

American Association of School Librarians. //Standards for the 21st Century Learner //. Chicago: American Association of School Librarians, 2007. Print. "Create A Graph." //National Center for Education Statistics (NCES) Home Page, a Part of the U.S. Department of Education //. Institute of Educational Sciences. Web. 31 Mar. 2012. . Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact //. Chicago: American Library Association, 2007. Print. TEA. State of Texas. Texas Education Agency (TEA). // Texas Essential Knowledge and Skills for Grade 1 //. Austin: Texas Education Agency, 2011. Print. .
 * References: **