Literacy Instruction Enhancement

Dayna Branson April 10, 2024

EDU 588: Professional Development DesignDr. Toni Walker

Literacy Instruction Enhancement

Using GATE Strategies

English/Language Arts - Introduce Unit 1: Government and Citizenship

Instructional Objectives

California State ELA Standards Students Will Learn... ❏ Regular practice with complex informational texts and their academic language ❏ Reading, writing, listening, and speaking grounded in evidence from texts ❏ Building knowledge through content-rich nonfiction ❏ Cite w/ evidence from the text

Instructional Objectives

Students Will Learn...

• RI.4.2 Determine the main idea of a text and explain how key details support it.

• RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

• RF.4.4a Read on-level text with purpose and understanding.

GATE Standards

Acceleration: (Extend)

• Acceleration of thinking involves differentiating the core curriculum to provide challenges beyond the core content .

Depth: (Enhance)

• Students will go deeper into the core content, studying the topic in greater detail through the Language of the Discipline and Details.

Complexity: (Extend)

• Students will differentiate by extending the content to study issues, topics, and themes to make connections and meaning through Multiple Perspectives and Across Disciplines.

Materials & Timeline

Materials:

• Unit 1, Student Anthology, Solving Problems, pgs 4-5

• Big Idea and Details Graphic Organizer
• Details Deep Dive Frame
• Reflection using “Big Idea” Exit ticket

Timeline: 2 Days

• Day 1: Review previous content as it’s related to the lesson. Introduce the new content and become familiar and comfortable with new vocabulary and models.
• Day 2: Dive deeper and enhance what students learned the previous day about molecules by creating models of several common molecules, substances, and mixtures of their choice.

Engagement

Introduce the Socratic Seminars and explain to young scholars that Socrates believed enabling students to think for themselves was more important than filling their heads with “right answers.” Highly motivating form of intellectual and scholarly discourse. An effective Socratic Seminar creates dialogue as opposed to debate.

The Elements of Socratic Seminars The Text ❏ Chosen for richness in ideas, issues, and values ❏ Raises important questions ❏ Number the lines for reference The Question ❏ Open-ended, no correct answer ❏ Leads participants back to the text ❏ Generates new questions ❏ The line of inquiry evolves The Leader ❏ Keeps discussion focused on the text ❏ Asks follow-up questions ❏ Helps participants clarify positions ❏ Involves reluctant participants, restrains vocal participants The Participants ❏ Study text in advance ❏ Listen actively ❏ Share ideas & questions

Engagement

Lesson Content

• The students will be able to read and engage with an overview of the text titled "Problem Solving."
• To connect their thoughts to the concepts, students will use the DC icons to annotate the text.
• Use the Frame/Graphic Organizer to help students organize their research and formulate their stance on the citizens-government relationship.
• In the previous lesson, students utilized a Frame/Graphic Organizer to examine the important inquiry of "How can the government influence the way we live?"

Lesson Content

• Socratic Seminars: A closer look at these elements helps explain the unique character of a Socratic Seminar.

• The Text

• The Questions Raised

• The Seminar Leader

• The Participants.

Instructional Methods

Step 1: The TextThe Socratic Seminar will utilize the text on pages 4-5 of the Student Anthology, Unit 1, entitled "Solving Problems." Reading the text encourages meaningful discussions and prompts students to contemplate essential questions regarding government. Delving into this text will result in students having more inquiries than before.

Instructional Methods

Step 2: The Questions Raised In a Socratic Seminar, participants may ask, "How can the government impact how we live?" to start a discussion. There is no correct answer; the goal is to allow the conversation to develop naturally.

Instructional Methods

Step 3: Seminar Leader In a Socratic Seminar, the leader is responsible for leading and participating in the discussion. This involves asking follow-up questions, maintaining focus, and ensuring everyone have a chance to contribute. It's also essential for the leader to anticipate different interpretations and highlight significant possibilities while encouraging participants to consider unconventional perspectives. To facilitate this, starting with thought-provoking opening questions can be helpful.

Instructional Methods

Step 4: The ParticipantsBefore a Socratic Seminar, participants need to analyze and read the text. During the seminar, they should actively listen to others' ideas and share their own while providing evidence to support their arguments. Afterward, it is recommended that the leader and participants reflect on their experiences to enhance future discussions. The ultimate objective is openly exchanging ideas and delving into significant topics through shared inquiry.

Assessment

The students' performance will be evaluated according to the quality of their output and their ability to demonstrate what they have learned:

• During “Collaborative Conversation,” the teacher will record the questions and ideas on a class Guiding Questions/Initial Ideas Chart to check for understanding.
• Completion of the Details Deep Dive Frame
• Reflection using “Big Idea” Exit ticket

I would like to express my gratitude for this wonderful learning community. It has been an absolute pleasure spending our Wednesdays together and seeing your beautiful, smiling faces. Your contributions to our discussions have brought valuable knowledge and insight to the table. Here's to an amazing school year filled with growth and success for all of you. Thank you for making this community a unique and extraordinary place.

Salutations!

"We rise by lifting others." -Robert Ingersoll