From the December coaches training I've worked with grade level teams in planning lessons and including specific lessons for students to demonstrate their understanding of text using Larry Bell's 12 Anchor words. Thinking Maps are used within these lessons to provide a frame in learning how to use the strategies in comprehending text. For example to teach lower grade students how to compare and contrast themselves to the character in making connections. Students completed a double bubble map in learning how to compare themselves to characters in the story.
In small groups that I work with, we've created visual representations to match the 12 anchor words in understanding their purpose and how to use them to better understand text. We've identified the strategies as we use them in our reading to determine how it helped us understand the text. Teaching the strategies such as Trace, which are not as familiar to the students have provided another method to monitor the meaning of the text when comprehension breaks down while reading.
Nekia Roberts Academic Coach Rigdon Road Elementary
Immediately after returning from the December coaches training, I introduced two of the assessment strategies that were discussed in the training during our faculty meeting. I provided an opening in which I discussed the assessment strategies we learned during the training, the purpose, and how they could be integrated into classroom instruction. For the work period, the teachers were asked to create a foldable, using the Frayer Model, in which they took one of the 12 anchor words of Larry Bell, and discussed the meaning of the word, what it wasn’t, a synonym, and a picture. Each teacher completed the task. The closing activity required the teacher to complete a NEWS Break in which they explained what they noticed from the activity, what they enjoyed, and would suggest. Weeks later, I noticed that many of the teachers completed the activity we completed during the faculty meeting with their students in their classrooms.
The teachers have been asked to scaffold the high frequency words (anchor) words daily as they introduce their learning targets each day during the instructional framework.
Sureya Hendrick School Improvement Specialist Eddy Middle School
I have shared the assessment/test-taking strategies with teachers during their grade level meetings. I began with James Cox's research on factors that affect student learning. When discussing the attitudes of teachers and students, I asked teachers to reflect on how they felt this impacted their students. At first, many teachers felt like they had no control over their students' attitudes. Honest and open dialogue moved some teachers to change their minds as they could see the possibility of their own attitudes affecting their students' attitudes. We discussed the importance of teachers and students understanding Larry Bell's 12 powerful words and how they can help students make meaning of test questions. Our principal stated that she needed them posted in her office, too, so that students could see that we are all working together to help them learn. Cheryl Hampel, St. Marys Magnet Academy
From the December coaches training I've worked with grade level teams in planning lessons and including specific lessons for students to demonstrate their understanding of text using Larry Bell's 12 Anchor words. Thinking Maps are used within these lessons to provide a frame in learning how to use the strategies in comprehending text. For example to teach lower grade students how to compare and contrast themselves to the character in making connections. Students completed a double bubble map in learning how to compare themselves to characters in the story.
ReplyDeleteIn small groups that I work with, we've created visual representations to match the 12 anchor words in understanding their purpose and how to use them to better understand text. We've identified the strategies as we use them in our reading to determine how it helped us understand the text. Teaching the strategies such as Trace, which are not as familiar to the students have provided another method to monitor the meaning of the text when comprehension breaks down while reading.
Nekia Roberts
Academic Coach
Rigdon Road Elementary
Immediately after returning from the December coaches training, I introduced two of the assessment strategies that were discussed in the training during our faculty meeting. I provided an opening in which I discussed the assessment strategies we learned during the training, the purpose, and how they could be integrated into classroom instruction. For the work period, the teachers were asked to create a foldable, using the Frayer Model, in which they took one of the 12 anchor words of Larry Bell, and discussed the meaning of the word, what it wasn’t, a synonym, and a picture. Each teacher completed the task. The closing activity required the teacher to complete a NEWS Break in which they explained what they noticed from the activity, what they enjoyed, and would suggest. Weeks later, I noticed that many of the teachers completed the activity we completed during the faculty meeting with their students in their classrooms.
ReplyDeleteThe teachers have been asked to scaffold the high frequency words (anchor) words daily as they introduce their learning targets each day during the instructional framework.
Sureya Hendrick
School Improvement Specialist
Eddy Middle School
I have shared the assessment/test-taking strategies with teachers during their grade level meetings. I began with James Cox's research on factors that affect student learning. When discussing the attitudes of teachers and students, I asked teachers to reflect on how they felt this impacted their students. At first, many teachers felt like they had no control over their students' attitudes. Honest and open dialogue moved some teachers to change their minds as they could see the possibility of their own attitudes affecting their students' attitudes. We discussed the importance of teachers and students understanding Larry Bell's 12 powerful words and how they can help students make meaning of test questions. Our principal stated that she needed them posted in her office, too, so that students could see that we are all working together to help them learn.
ReplyDeleteCheryl Hampel, St. Marys Magnet Academy