Effective lesson planning is produced after determining students' needs, interests, purposes, and goals. This process is generated through thoughtful planning that customizes lessons that address the needs of a particular group of students, their learning goals, and the expected outcomes. Guiding questions for planning: What do students want to know and understand? How can I help them know and understand it? How will I know when they know and understand it? How will students know what they understand and let me know what they do? What are my new expectations for students?
Reading Essentials by Regie Routman 2003
Thursday, December 7 , 2007
Summarizing Unit Focus: 7th Grade
Katherine Casey provides participants with a three week plan for teaching a 7th grade unit on summary. Emphasis is placed on including teaching time and student work time within each 45-55 min. block. The unit also showcases the progression from reading work to writing.
Tuesday, December 7, 2007
Summarizing Unit Lesson #1 Using: "Gardening with Native Plants"
With a class of 7th grade students, Katherine Casey models the first of two lessons from a unit on Summarizing. Adults monitor and assess students’ ability to find important ideas from the text. Katherine anticipates students will need support differentiating between topics and main ideas.
Thursday, November 16, 2006
Curriculum Mapping: 7th Grade Example
After breaking down 7th grade standards, participants synthesize big ideas from reading, writing, listening & speaking strands to develop ideas for units of study.
Thursday, November 16, 2006
Curriculum Mapping: 3rd Grade Example
After breaking down 3rd grade standards, participants synthesize big ideas from reading, writing, listening & speaking strands to develop ideas for units of study.
Thursday, November 16, 2006
The Big Picture K-3
Katherine Casey models how to extract essential ideas from reading the K-3 Overview of the CA Standards Framework.
The Big Picture K-3
Katherine Casey models how to extract essential ideas from reading the K-3 Overview of the CA Standards Framework.
Thursday, November 16, 2006
Planning a Yearlong Curriculum Focus: Elementary School
What are the benefits of teacher planned curriculum? What would a yearlong curriculum map look like? What goes in to units of study/inquiry? Katherine Casey addresses these questions and provides models of units of study from SDUSD schools.
Planning a Yearlong Curriculum Focus: Elementary School
What are the benefits of teacher planned curriculum? What would a yearlong curriculum map look like? What goes in to units of study/inquiry? Katherine Casey addresses these questions and provides models of units of study from SDUSD schools.
Tuesday, October 10, 2006
Using Data to Form Groups for Small Group Instruction Focus: Elementary School
Katherine Casey guides participants through the data analysis of a 4th grade class using their CST and DRA scores. Based on the data, Katherine forms 4 small groups and reviews her rationale in forming these groups. Katherine also explains the small group instruction that will take place in each group (Word Work, Reflection, Fluency, and Guided Writing).
Using Data to Form Groups for Small Group Instruction Focus: Elementary School
Katherine Casey guides participants through the data analysis of a 4th grade class using their CST and DRA scores. Based on the data, Katherine forms 4 small groups and reviews her rationale in forming these groups. Katherine also explains the small group instruction that will take place in each group (Word Work, Reflection, Fluency, and Guided Writing).
Tuesday, October 26, 2006
Using Data to Form Groups for Small Group Instruction Focus: Middle & High School
Katherine Casey guides participants through the data analysis of an 8th grade class using their CST and DRA scores. Based on the data, Katherine forms 3 small groups and reviews her rationale in forming these groups. Katherine also explains the small group instruction that will take place in each group (Oral Reflection, Gathering Information, and Day 2 Oral Reflection). In addition, Katherine tackles the question, “Where does small group instruction fit in?”
Using Data to Form Groups for Small Group Instruction Focus: Middle & High School
Katherine Casey guides participants through the data analysis of an 8th grade class using their CST and DRA scores. Based on the data, Katherine forms 3 small groups and reviews her rationale in forming these groups. Katherine also explains the small group instruction that will take place in each group (Oral Reflection, Gathering Information, and Day 2 Oral Reflection). In addition, Katherine tackles the question, “Where does small group instruction fit in?”
Thursday, September 28, 2006
Using the DRA2 to Inform Instruction - Middle & High School
Katherine Casey emphasizes that the CST does not provide useful information for students who are struggling in all areas of the assessment. Katherine uses the DRA2 on struggling 8th grade students to model the valid information that results from this assessment. She also offers explicit teaching strategies that will help students move forward in their work.
Using the DRA2 to Inform Instruction - Middle & High School
Katherine Casey emphasizes that the CST does not provide useful information for students who are struggling in all areas of the assessment. Katherine uses the DRA2 on struggling 8th grade students to model the valid information that results from this assessment. She also offers explicit teaching strategies that will help students move forward in their work.
Thursday, September 28, 2006
Instructional Planning Based on Data Analysis - Middle & High School
Based on data from an 8th grade classroom, Katherine Casey models how to use this data to get to know students and make instructional decisions. She demonstrates how to examine the data and plot out whole group and small group instructional plans.
Instructional Planning Based on Data Analysis - Middle & High School
Based on data from an 8th grade classroom, Katherine Casey models how to use this data to get to know students and make instructional decisions. She demonstrates how to examine the data and plot out whole group and small group instructional plans.
Thursday, September 28, 2006
ELD Tools That Inform Instruction - Middle & High School
In order to analyze the data of English language Learners more effectively at the Middle School level, Katherine Casey reviews ELD tools by Mary Cappellini. She emphasizes that these tools can help educators differentiate between a student who is struggling to read or is struggling with the English language. In addition, Katherine offers a few teaching strategies after she has analyzed data on individual students.
ELD Tools That Inform Instruction - Middle & High School
In order to analyze the data of English language Learners more effectively at the Middle School level, Katherine Casey reviews ELD tools by Mary Cappellini. She emphasizes that these tools can help educators differentiate between a student who is struggling to read or is struggling with the English language. In addition, Katherine offers a few teaching strategies after she has analyzed data on individual students.
Tuesday, September 12, 2006
Using the DRA2 to Inform Instruction - Elementary School
In order to inform instruction using the DRA2, Katherine Casey highlights the importance of going beyond the score. Katherine illustrates this belief using DRA2 data of four students who tested at an independent reading level 16. Participants observe and analyze the DRA2 assessments and generate an instructional plan for each student.
Using the DRA2 to Inform Instruction - Elementary School
In order to inform instruction using the DRA2, Katherine Casey highlights the importance of going beyond the score. Katherine illustrates this belief using DRA2 data of four students who tested at an independent reading level 16. Participants observe and analyze the DRA2 assessments and generate an instructional plan for each student.
Tuesday, September 12, 2006
Instructional Planning Based on Data Analysis - Elementary School
Katherine Casey models how to generate whole group and small group instructional plans based on student data. She walks participants through a data analysis using fourth grade students’ scores. Katherine begins by discussing the implications of the students’ data and follows-up with explicit instructional plans both for whole group and small group instruction.
Instructional Planning Based on Data Analysis - Elementary School
Katherine Casey models how to generate whole group and small group instructional plans based on student data. She walks participants through a data analysis using fourth grade students’ scores. Katherine begins by discussing the implications of the students’ data and follows-up with explicit instructional plans both for whole group and small group instruction.
Tuesday, September 12, 2006
ELD Tools That Inform Instruction - Elementary School
In this session, Katherine Casey focuses on taking a closer look at our English Language Learners. She reviews how to strategically utilize four ELD tools from Mary Cappellini’s book, Balancing Reading & Language Learning. In addition, Katherine offers a few explicit instructional techniques that help move English Language Learners forward in their work.
ELD Tools That Inform Instruction - Elementary School
In this session, Katherine Casey focuses on taking a closer look at our English Language Learners. She reviews how to strategically utilize four ELD tools from Mary Cappellini’s book, Balancing Reading & Language Learning. In addition, Katherine offers a few explicit instructional techniques that help move English Language Learners forward in their work.
Tuesday, March 14, 2006
Mapping Out Test Preparation Lessons
Katherine Casey provides a 4 week scope and sequence to incorporate knowledge of the CST into daily lesson plans. Additional topics discussed: charting, academic language, reformatting text, and student motivation.
Mapping Out Test Preparation Lessons
Katherine Casey provides a 4 week scope and sequence to incorporate knowledge of the CST into daily lesson plans. Additional topics discussed: charting, academic language, reformatting text, and student motivation.
Tuesday, March 14, 2006
Discussion of Test Preparation Lessons
Having viewed 3 consecutive test preparation lessons modeled by Katherine Casey with 4th & 5th grade students, participants discuss the supports and challenges students faced in the lessons.
Discussion of Test Preparation Lessons
Having viewed 3 consecutive test preparation lessons modeled by Katherine Casey with 4th & 5th grade students, participants discuss the supports and challenges students faced in the lessons.
Tuesday,March 14, 2006
Preparing Students for the CST
To better prepare students for the CST, Katherine Casey provides a rationale for connecting previous reading work with CST released items and the way test-makers format text. Participants discuss the challenges that students face when testing and brainstorm supports that can be provided to diffuse testing anxiety. Professional article referenced: “Teaching to the Test” by Donna Santman.
Preparing Students for the CST
To better prepare students for the CST, Katherine Casey provides a rationale for connecting previous reading work with CST released items and the way test-makers format text. Participants discuss the challenges that students face when testing and brainstorm supports that can be provided to diffuse testing anxiety. Professional article referenced: “Teaching to the Test” by Donna Santman.
Fitting "This" Into Holt Curriculum
Literacy Coaches Eileen Burkholder and Susan Newcomb guide participants through Holt’s chapter/theme overview and scope & sequence in order to plan more intentionally through the lens of Balanced Literacy. Areas of focus: charting, reformatting text, transferable questions, applying text found in Holt to Read Aloud, Shared Reading & Independent Reading approaches.
Fitting "This" Into Houghton Mifflin Curriculum
Literacy Coaches Michelle Centeno and ‘ria Wickstant guide participants through Houghton Mifflin’s 5 day scope and sequence in order to plan more intentionally through the lens of Balanced Literacy. Areas of focus: student needs, standards addressed, demands on the text, transferable questions, Read Aloud and Shared Reading approaches.
Mastering State Standards - Part 4 CST Reading Items
Having unpacked 8th grade reading comprehension standards, Katherine Casey emphasizes its impact on teaching - real world application as well as state testing. Additionally, Katherine defines curriculum mapping and provides participants with a (2 1/2 week) series of lessons (i.e. unit) to synthesize how lesson planning would be impacted as a result of standards analysis. Issues addressed: Lesson designs, staggering reading and writing work, Independent Reading, revisiting the same text, and charting for multiple classes.
Mastering State Standards - Part 3 The Work Within the Strands
Participants are guided through the process of reading and questioning 8th grade reading comprehension standards in order to articulate the instructional implications they have on daily lessons. Katherine Casey models the process using a template to organize ideas. Text selection and ideas for instruction were additional topics of discussion.
Mastering State Standards - Part 2 The White Pages
Katherine Casey guides participants through an analysis of 8th grade reading comprehension standards in order to extract the big ideas presented in the white pages. By going through the process of understanding the standards, Katherine emphasizes that the result will not only impact a series of lessons but will improve the planning for an entire year.
Mastering State Standards - Part 1
Effective lesson planning requires a deeper understanding of state standards. Katherine Casey walks participants through key components that support “unpacking” standards work. Concepts to consider: Big ideas/concepts/skills in each Domain, Strand, and Standard, Comparing prior year’s standards, CST released items, Connecting standards to formulate big picture, & What to teach and how.
Mastering State Standards - Part 5 Creating a Series of Lessons
Katherine defines curriculum mapping and provides participants with a (3 week) series of lessons (i.e. unit) to sythesize how lesson planning would be impacted as a result of standards analysis. Issues addressed: ELL support, timing of lessons, text choice, and assessments.
Mastering State Standards - Part 4 CST Released Items
Having unpacked 4th grade reading comprehension standards, Katherine Casey guides participants through an analysis of CST released items. Katherine emphasizes how this work impacts teaching so that students are successful in all arenas - real world as well as state testing. A focus is placed on how knowing genres and their structures impacts the reading work required to make meaning of text.
Mastering State Standards - Part 3 The Work Within the Strands
Participants are guided through the process of reading and questioning 4th grade reading comprehension standards in order to articulate the instructional implications they have on daily lessons. Katherine Casey models the process using a template to organize ideas. Questions about supporing ELLs were addressed- particularly that of activating prior knowledge with content that is unfamiliar.
Mastering State Standards - Part 2 The White Pages
Katherine Casey guides participants through an analysis of 4th grade reading comprehension standards in order to extract the big ideas presented in the white pages. By going through the process of understanding the standards, Katherine emphasizes that the result will not only impact a series of lessons but will improve the planning for an entire year. Additionally, Katherine models how this planning impacts text selection (i.e. focus on the structures of the text rather than the content).
Mastering State Standards - Part 1
Effective lesson planning requires a deeper understanding of state standards. Katherine Casey walks participants through key components that support “unpacking” standards work. Concepts to consider: Big ideas/concepts/skills in each Domain, Strand, and Standard, Comparing prior year’s standards, CST released items, Connecting standards to formulate big picture, & What to teach and how.
Planning a Shared Reading Based on Student Needs
Katherine Casey uses data from an 8th grade class to gain a deeper understanding of overall students’ strengths and areas of need. How to compare and contrast ELD levels and analyze state standards in order to impact lesson planning is also modeled. Participants are then led through the planning process for a shared reading lesson using the short story “Mrs. Buell” by Jean little.
Planning a Read Aloud Based on Student Needs
Katherine Casey uses data from a 4-5 combination class to gain a deeper understanding of overall students’ strengths and areas of need. How to compare and contrast ELD levels and analyze state standards in order to impact lesson planning are also modeled. Participants are then led through the planning process for a Read Aloud lesson using the short story “Mrs. Buell” by Jean little.
Lesson Planning for Shared Reading 5th Grade: "The Coral Reef Crisis" - Day 2
Day 2: Katherine Casey highlights the ability to string a series of lessons through Shared Reading. Having assessed what students were able to do in Shared Reading lesson Day 1, participants were guided through the planning process of a Shared Reading Day 2 using the same text: “The Coral Reef Crisis” from Exploring Nonfiction 3rd grade. Katherine introduces Lyn Regett’s Shared Reading Planning Sheet.
Lesson Planning for Shared Reading 5th Grade: "The Coral Reef Crisis" - Day 1
Day 1: Katherine Casey guides participants to use the data and ELD standards to plan the Shared Reading using “The Coral Reef Crisis” from Exploring Nonfiction 3rd grade. Katherine introduces a chart as a focus for the lesson: How to use context clues to make meaning of the text. Students will be asked to generate main ideas and supporting details. Katherine also guides participants through the reading and chunking of the text. Prior to the lesson, participants are provided an observation protocol.
A Model for the Preparation of Shared Reading and Read Aloud
In preparation for a Shared Reading and Read Aloud lessons with 8th grade students, Katherine Casey discuses Balanced Literacy approaches and models the process of lesson planning. Four points of the model were addressed: (1) CST Strands and Reporting Clusters, (2) Text selection, (3) Reading to make meaning, and (4) Naming the skills and strategies used to understand the text.
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