Welcome Message Welcome to the C.L.A.S.S. session about SPRW (Say it, Play it, Relay it, Weigh it) This session is about matching instructional strategies to student learning objectives. In short it is about planning the most effective lessons for your students. What do your students need? What are the goals for your students based on your learning objectives? How will you plan instruction to match those goals? How will you track student progress? All of these things are needed in a good lesson plan. There is a process that will make this simple. It is called SPRW. Task: After you read this message, please tell your neighbor what SPRW means. The C.L.A.S.S. foundation is based on Purposeful Planning and Effective Instruction connected to what we know about how students learn. The C.L.A.S.S. process will create Teacher and Student Leadership. The C.L.A.S.S. SPRW Instructional Process is connected to Core Standards, measureable achievement goals and assessments. SAY IT: PLAY IT: RELAY IT: WEIGH IT: Brain Research 1. Emotion drives attention 2. Intelligence is a function of experience 3. Collaboration and Feedback 4. Meaningful Lessons connected to CORE standards and PARCC assessment 5. Choices for checking understanding 6. Adequate Time to develop student understanding and mastery 7. Interest is a key to learning. Inquiry based curriculum What is SPRW? S P R W ay it. This is your direct instruction that introduces the concept you are teaching. This is your emotional hook that will help engage students into the lesson. This is what will grab the interest of the students. Will you use a video clip, computer source, read aloud, text, etc.? lay it. This provides structures to be used for processing and rehearsing the new information. How will you allow students to practice the new skill, concept, or core standard with another student? How will you help/let students contextualize it into their own lives? elay it. How are students going to prove to you that they have learned the new information, skill, concept, or core standard? What products will students create to showcase their knowledge? What inquiries will be answered and how? eigh it. How will you assess student knowledge or growth? How can we ‘Weigh it” all the time? How will you keep track of progress? 3 Say It, Play It, Relay It, Weigh It C.L.A.S.S. Decision Making Process for Twenty-First Century Learners Character Social Academic Development Weigh It: “The weigh it light is ALWAYS on.” How will you assess and evaluate students? Play It: Say It: Say It: __Are students in the right frame of mind for learning? __ What is the level of student engagement? __Do procedures need to be written? __Has community been built in the classroom? __How will you use Bloom’s? __Will you include more than one intelligence? __How will you involve memory lanes? __Do students need a brain break? How How will will you you “hook” “hook” your your students? What students? What will will be be your your venue venue for for direct direct instruction? instruction? C.L.A.S.S. Tools: C.L.A.S.S. __HallwayTools: Greeting __Hallway __WelcomeGreeting Message __Welcome __Agenda Message __Agenda Study Trip Technology Technology __DVD /Video Clip __DVD /Video Clip __Blog, Wiki __Blog, Wiki __Online Resource __OnlineText Resource Content on Essential Content Question Text __Textbook, __Textbook, Trade Trade book book __Text from modeled, __Text from modeled, shared shared, orwriting independent or independent writingReaders __Leveled __Leveled __Books Readers __Books Poem Poem Song Song Resource Person Study TripProcess Discover Resource __Model/ Person Specimen Discovery Process __Curiosity Bag __Model/ Demonstration Specimen Scientific __Curiosity Bag Service Learning Scientific MovementDemonstration Service Learning Props Movement What novel structures will you use to help students process and practice what’ they are learning? Partner Processing: __Cell Phone Buddies __Meet Your Partner __Talking Pencils __Turn to Your Partner __Move and Match __Dancing with the Stars Whole Group Processing: Small Group Processing: __I’m Wild About __Star Seekers __Table Talk __Ways We are Alike __4-2-1 __Chart Chats __Create a Question __M&M Processing __Shuffle and Share __Your Number is Up __Challenge Envelopes __Divide and Conquer __Me, You, Us __Paradise Processing __Triangle Talk __Community Circle __Moving to Music __Sign on the Line __Clipboard Cruising __I Have, Who Has? __I’m on the Line __Quiz, Quiz, Trade __Roundabout Conversations __To Tell the Truth __Give and Take **Any of these structures can be used to promote, social, character, or academic achievement. Relay It: What student products or actions can be assessed while extending and applying learning.? Assessment Tools: •Literacy Links _ Body Language _ Level of Engagement •running _ Verbal Actions _ Emotional behaviors record _ Physical Reactions Levels of Bloom’s •rubric Evaluating Analyzing Creating •rating __ Survey __ Power Point __ Debate sheet __ Panel __ Chart __ Video __ Report __ Mobile __ Story •self-assessmen __ Investigation __ Commercial __ Expert •Peer assessmen __ Conclusion __ Report Project __ Graph __ Puppet Show __ Persuasive •conference Speech or __ Spreadsheet __ Game Writing __ Checklist •checklist __ Song __ Advertisement__ Self Evaluation __ Biography •anecdotal __ Group __ Outline __ Painting Evaluation __ Venn Diagram __ Invention notes __ Art Critique __ Experiment __ Editorials •test __ Article __ Pantomime •quiz __ Website •exit slip __ Webinar •reflection Understanding Remembering Applying •worksheet __ Recitation __ Retell __ Illustration __ Summary __ Fact •district or stat __ Simulation __ Collection __ Label __ Demonstration__ Explanation test __ List __ Presentation Student Behaviors and Reactions: __ __ __ __ __ __ Interview Journal Model Diorama Scrap Book Writing Prompt __Reader’s Theater Where do I go from here? __Revise your teaching __Regroup students __Move on to another skill __ __ __ __ __ __ Cartoon Strip Flow Chart Make a Book Speech Diagram Poster __ Timeline __ Facts Chart __ Recite a Poem Say It: Welcome Message I know you may be a doubting Thomas about loving the new fantasy novel we’re reading, but trust me, sometimes new things can be a blessing in disguise even if you only try them once in a blue moon. This book is just a drop in the bucket compared to the wonderful books you’ll experience this year, and though some will say a leopard can’t change his spots, I think everyone can learn to love a new genre if it’s well written. I guess I should just cut to the chase by saying, “Don’t eighty-six this book, because it’s going to be a doozy!” Task: Believe it or not, this book is over the top when it comes to idioms, or sayings. Work together as a group to define all of these mumbo jumbo idioms in red on the welcome message. Give me a smile and thumbs up when you have them. Doubting Thomas______________________ __________________ Blessing in disguise ______________________ __________________ Once in a blue moon__________________ __________________ Drop in the bucket_________________ __________________ Leopard can’t change his spots__________________ __________________ Cut to the chase__________________ _________________ Eighty-six ______________________ __________________ Doozy_________________ __________________ Over the top____________________ __________________ Mumbo Jumbo ______________________ __________________ Play It: We chose the collaboration structure “I Have, Who Has…” for our “Play it” structure. It is important to expose students to different idioms, and this structure is perfect for that. We can collect cards, redistribute them, time how long it takes to get through them and this “Play it” will expose students to a variety of patterns of idioms. If I’m “Weighing it” and see that some of these are very difficult for my students, I can go back and do a different “Say it” or “Play it” to help them understand and remember them. I have, Who has? I have To keep quiet or say nothing. Who has Long in the tooth? I have Old Who has A knee-jerk reaction? I have Something that is common and easy to get. Who has A piece of cake? I have Something very easy I have It’s better to do something rather than to just talk about it. Who has Racing the clock? I have Rushing with a short amount of time. Who has We’re all in the same boat? Who has A slap on the wrist? I have A quick and automatic response. Who has A dime a dozen? I have A very mild punishment. Who has Actions speak louder than words? I have Facing the same challenges. Who has It’s all Greek to me? I have It’s meaningless or I don’t understand. I have A large amount of money or very expensive Who has At the drop of a hat? I have immediately or at a moment’s notice I have Starting all over again. I have Thirteen I have Talking about an issue that is already settled. Who has A baker’s dozen? Who has Beating a dead horse? Who has An arm and a leg? I have 100% identical, a duplicate Who has Don’t look a gift horse in the mouth? I have When someone gives you something, don’t be ungrateful. Who has A dry run Who has Back to square one? Who has A dead ringer? I have A rehearsal Who has Mum’s the word? Relay It Choices: Students choose one of the following Scrapbook: Idiom Song: Design a scrapbook of at least ten pages using at least ten of the idioms from our game. You must have the following: __An opening page telling what an idiom is. __An illustration (silly or serious) for each idiom. __A front cover with a creative title and your name. __At least ten pages with at least ten idioms. __Extra will be given extra credit. Create an idiom song: -- (either your own tune, or to the tune of a known song that describes what an idiom is. -- You must use at least ten idioms from our list with definitions. Be creative, be useful, be emotional. --Extra credit for costumes and props when performing! Understanding, applying, creating Understanding, applying, creating Article Rewrite Choose any article from a newspaper or magazine that you find interesting. -Rewrite the article using at least ten of the idioms from our list -(please supply the definitions for the idioms in parenthesis) --Include the original article. --Be prepared to read the article in class. Understanding and applying Say It: Hallway Greeting Say It: Couldn’t I also read a book? Play It: Talking Pencils with Movement -With your partner, say “A”, then snap your left hand, “T”, then snap your right hand, the double slap your partner’s hands and say, “at”. Take the list of the alphabet, say the letter, clap your hands, the sound it makes, clap your hands again, then “A”, snap, “T”, snap, then the word as you double slap hands with your partner. If it’s a word, write it down, if not put an “x” through it. Example: B (clap), bu (clap), a (snap), t(snap) bat (double hand slap with partner) Relay It and Weigh It Make a List of words in the Sometimes Relay It “at” family. and Weigh It are Or married! Make a book of words in the at family. Or Read a list of flashcards to the teacher. The teachers weighs at this point through a checklist, anecdotal notes, or by grading the list. Say It: Study Trip A garden gnome has hidden some LIZARDS in the courtyard and garden area. Find your seed packet partner and find one lizard each. Take a sticky note with you and on the note, write where you found it. Once you’ve found three, come back to our room. The Preposition Song! (To the Tune of “Yankee Doodle”) about above across after along among around at before beside between against within without beneath through during under in into over of off to toward up on near for from except by with behind below down. Play It: Cell Phone Buddies Find your cell phone buddy. This person has the same text message as you on their phone. Decide what the text means together as partners, then practice memorizing your prepositions. You can use the Yankee Doodle song or a different way to memorize these (mnemonic, picture, etc.). Today you’ll have ten minutes to work together to memorize. DTRTT PR MM@ *$ DTRTT PR DTYM 4COL 4COL DTYM PROS MM@ *$ PROS AFZ C4N AFZ CID ASAYGT CID ASAYGT IMO C4N IMO Relay It/ Weigh It: Recite or Recite or Write all of Write the prepositions : Choice 1: Use the Yankee (automatic Doodle Song memory) Choice 2: Recite in any order. If you use a mnemonic, you can write it on the board (semantic memory) Choice 3: Write all of the prepositions within three minutes. (linguistic intelligence) Say It: Video Clip www.teachertube.com has sooooo many video clips now that are quick and easy to find Play It: Quiz Quiz Trade Quiz Quiz Trade is a Kagan collaboration structure that can be used so easily with student made vocabulary cards, word wall word cards, a cut up worksheet, or the periodic table of elements. The possibilities are endless. Remember that you are ALWAYS weighing it, even through the other parts of the SPRW. If you are hearing a child, or two, or three who are giving wrong answers, pull them off to the side of the room during a relay it and REVISE YOUR TEACHING. If they didn’t get it from the video, through auditory and visual input, maybe you can try a different intelligence…like bodily kinesthetic. They may have to feel it beyond clapping. Relay It: Demonstration Students can demonstrate their understanding of syllables or word parts by clapping words from the welcome message, word wall, agenda, etc. chosen by the teacher. The teachers can use a checklist to Weigh the skill. Today’s Lesson: Our Learning Objective: Long term: -Reading and comprehending non-fiction to research a topic -Writing non-fiction/informational piece of writing (first of the year) -Understanding the features of non-fiction text -Beginning to site sources of information Short term: -How writers begin a piece -How writers can use lists to become better writers -Using your schema and collaboration to become better readers and writers -Using questions to help organize research SPRW Say It: -Anchor Chart or Hallway Greeting/Personal Connection Play It: -Give one, get one -Table Talk Relay It: Writing Prompt Weigh It: Data chart, quiz, exit slip Always wear a friendly smile, Because the attitude Created in your Depends so much on you. Enthusiastic teaching Fuels eager, willing spirits. Give out praise abundantly; Hard workers need to hear it! Individual differences Jump out from all young souls. Keep in mind that everyone Learns best through personal goals. Maintaining classroom climate Needs top consideration. Organized lessons, thoroughly planned, Precede engaged participation. Quality time that is spent Repeating to remember Sets the needed cornerstones To build a firm foundation for lifelong learning. Using many creative ideas Varied in teaching approach Will help your kids be winners - eXcelling with you as their coach. Yes, teachers who make lasting impressions Zealously teach with classroom true dedication!