Week 2

Goals & Objectives

 

Monday- 

Wednesday

Friday

Welcome to Week 2

1. Types of Writing (narrative, expository, etc..)2. Scaffolded Writing (modeled, shared, interactive, guided, independent)

2. Scaffolded writing lesson activity

5. In pairs complete practice activity.

TeKippe - check revise & edit for parent letter

TeKippe - first review of Parent Letter, revise, and upload to portfolio unless otherwise noted.

 

 

 

 

 

 

 

Wednesday Writer's Workshop 

1) Sign In 
2) Complete Grammar Exercise
3) Inquiry Paper Questions
3)Independent portion of scaffolded writing activity.

Prepare for PLC:

Read CAFE Chapter 1

 

 

 

 

 

Online PLC Groups

1. Read and discuss the first chapter of CAFE (discussion prompts below)

Take Multiple Intelligences strengths test (individually)

- Compare strengths within your PLC group

Complete PLC Group Charter and submit in class Monday (in handouts)

Brainstorm:

Learning Theory Infographic Brainstorming

Read:

Chpt. 2 Lit. for 21st Cent. (pg. 48-61 & 64-65) 

Due Monday:

  1. MI Strengths
  2. Topic to propose for Inquiry Paper

 

Modeled Writing

  • Teachers demonstrate how to write a composition
  • Teachers create the text
  • Teachers do the writing
  • Teachers think aloud while writing

Student Benefits

  • Fluent writing is demonstrated
  • Thinking aloud explains how to use writing skills
  • Opportunity to teach a skill
  • Show how writing conventions and other skills work

Levels of Scaffolding

     Modeled – teachers create & write while thinking aloud
     Shared – teachers & students create the text, teacher does the writing
     Interactive – Teachers and students create the text and share the pen
     Guided – Teachers plan and teach mini lessons and students write while the teacher watches
     Independent – Students use the writing process and teachers monitor student progress

Week 2 PLC

Tasks:

  1.  Discuss chapter 1 Cafe
  2.  Compare Multiple Intelligence Strengths
  3.  Complete the Annotated Bibliography for the Inquiry Paper

Chapter 1 Introduction: The Beginnings of the CAFE Menu Assessment System

Chapter 1 in The CAFE Book discuss the need for differentiation in student learning.  

The end of Ch. 1 discusses the concept of instructional fairness. What does instructional fairness mean to you?

The phrase that being fair does not always mean equal in terms of time spent with students teaching and assessing.  Do you agree or disagree with this statement? Why or why not. Find research to support your stance.

 

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