LP+Collaboration+Page

= Scenario =

The librarian gave a presentation at the beginning of the year regarding her abilities, roles, and willingness to collaborate and co-teach with other educators. A 2nd grade teacher approached the librarian, asking to collaborate on a reading strategy unit that teaches students to infer. The teacher felt the need for additional support while teaching this strategy. Remembering the presentation from the beginning of the year, she knew the librarian would an excellent resource for collaborating, especially since the librarian presented about reading strategies and invited teachers to join her in collaboration.The conversation took place in the school library. Dr. M.: Brava for planning for collaborative work by reaching out to teachers as the start of the year. Since the lessons are for 2nd grade, they decided upon the English Language Arts TEK 9B as their first planning step. From there, they discussed their goal, which was to **first** give students a concrete experience with inferring and **then** to connect it to real life, With a solid foundation, kids could then apply this reading strategy to their independent reading. Their entire strategy study would take place over a two to three week time period. Throughout the unit, and according to the 2nd grade TEKS, students will draw on their prior knowledge, their own life experiences, and use the clues and text evidence to infer meaning throughout the lesson.

**5 Additional Points:** Questions 6 through 8 for our rubric are answered on our collaborative lesson planning sheet.

**Collaborative Planning Sheet**

This is a lesson to launch the reading strategy of inferring. We are asking students to understand that there are two stories by an author, i.e. what the author writes (direct information) and what the author does not write, but wants you to know or think about (inferred information). Students will use clues from the story and prior background knowledge to figure out what is untold. Good
 * **Teacher/Topic:** Inferring ||
 * **Dates/Times:** 50-minute lesson ||
 * 1. Why are we asking students to engage in this learning experience?

**Question 6 on Rubric 3.3, Part 2.** Please see my comments on your rubric. Learning to infer is an important skill because there are many situations that a person (child and adult) will encounter throughout their life that requires them to consider some information or process cues and draw conclusions based on that information and their prior background knowledge.
 * Relevance ** to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.):

At the launch of the lesson, we’ll begin with a motivational game to help them understand why inferring is so necessary. We’ll role-play a mom (or dad) getting more and more upset with a child who is interrupting their phone call. The parent's voice will get firm. They'll politely ask the child to wait. They'll snap their fingers and point to the child with a shake of the head "no." Finally, they'll give "the look", but the child will STILL not pick up on the cues. It will continue until the parent hangs up and the child has to go to their room, very confused. Then, we’ll open it up to the kids to ask // "When did YOU know the child was going to get into trouble? // " Through the teacher’s exaggerated “parent” role play, the kids will know the cues which the teacher playing the student “missed.” We'll then explain: " // This is why inferring is so important. It helps you as a thinker. You pick up the unknown information." //

The goal is to make it funny, but relevant. Also, since it’s an inferring lesson, deeper relevance will hit home at the end of the SEE THE OCEAN story, when the kids infer that the little girl in the book is blind. Kids will be able to develop empathy for people with disabilities. || Students will be able to understand, make inferences and draw conclusions based on text evidence and prior background knowledge. They will connect their understanding to real world situations. Good - Be sure to incorporate think-alouds in this strategy lesson.
 * 2. What do we want the students to learn? Performance Indicators/Learning Objectives


 * STANDARDS AND OBJECTIVES**

Goals: Our initial goal is to give students a concrete experience which connects inferencing to real life, and to then begin applying this reading strategy to their reading. Good Content-Area Standards: 2nd Grade Language Arts TEKS §110.13. English Language Arts and Reading, Grade 2 Intro In second grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. (9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe main characters in works of fiction, including their traits, motivations, and feelings. Good

Reading Comprehension Strategy: Activating or building background knowledge Making inferences Yes, you can't have an inference without background knowledge. However, researchers who have studied teaching reading comprehension strategies suggest teaching one strategy at a time.

Objectives After observing an inferencing role-play between the educators, and the inferring lesson for the beginning and middle of the story, the students will: 1. ** Create ** two inferences with their partner which are related to the end of the story. 2. **Construct** a personal inference which is related to their own life. 3. **Record** the two reading inferences and the personal inference on their reading strategy graphic organizer. How will you meet the A.4.2 Rubric requirement for rich resources? Is the graphic organizer the final product? You need to include an objective related to your Twitter activity.

AASL Standards, Strands, and Indicators

Standard 1: Inquire, think critically, and gain knowledge 1.1 Skills 1.1.2 Use prior knowledge as context for new learning. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.2 Dispositions in Action 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. I'm not sure this one applies...

Standard 4: Pursue personal and aesthetic growth. 4.3 Responsibilities 4.3.1 Participate in the social exchange of ideas, both electronically and in person. Good ||
 * 3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator

**Responsibilities** for gathering or creating resources: Teacher: 1. White construction paper--one per partnership and writing instruments 2. Copy of SEE THE OCEAN book. I love this book! 3. Camera to post Twitter question. 4. CREATE TWO INFERENCES for beginning of story to share during Think Aloud. 5. Have kids paired into partnerships prior to the lesson.
 * Question 7 on Rubric 3.3, Part 2.**

Teacher-Librarian: 1. Schedule the library's lesson space for the collaborative reading lesson. 2. Setup the document camera and projector for the Think Aloud. 3. White board to model thinking during the Think Aloud. 4. CREATE TWO INFERENCES for middle of story to share during Think Aloud. 5. Negotiate with three Twitter pals to be ready to respond to our lesson's Twitter question on inferring.

Shared resource gathering can support building a collaborative partnership. Please think about the rich resource requirement on the A.4.2 Rubric.

1. Joint: Role-play. Teacher will be child in role play. Teacher-librarian will be parent in role play. 2. Librarian will lead the inferring conversation from the role-play. 3. Teacher will complete the conch shell motivator. 4. Joint: both educators will read and model inferring. Teacher will read the beginning of the story, sharing two inferences. Teacher-librarian will read the middle of the story, sharing two inferences. Record the inferring process on a vertical tri-fold graphic organizer: Text Evidence + Background Knowledge = Inference NOTE: This is the teacher example organizer. 5. Teacher: finish reading SEE THE OCEAN. 7. Joint: Agree on stop and think points so students can work in partners to create an inference. Partnerships will create two inferences related to the end of the story. 8. Librarian: walk around and monitor partner conversations at the stop and think points. 9. Joint: Co-lead s haring discussion after each ** stop and think **. Add student inferences to teacher example. Discuss story resolution as final **stop and think.** 10. Librarian checks Twitter feed and leads discussion with students on personal connections to inferring. Teacher completes final inference on the example graphic organizer. 11. Students add their personal inference to their graphic organizer. 12. Joint: Teacher and Librarian co-lead the assessment of their example with the whole group. 13. Joint: Students self-assess with the rubric and both educators walk around and conference as students finish assessment.
 * Question 8 on Rubric 3.3, Part 2. **
 * Instructional responsibilities ** during implementation for each partner or joint responsibilities for both partners:

**Technology tools integration** (or explanation of why technology is not part of the lesson/unit): For this lesson, we are going to send a Tweet out after our role play: //Can you share a time when you inferred in your life? We need examples to add to our background knowledge.// After we finish our lesson, we will check our Twitter feed to determine if anyone responded to our query.
 * Question 9 on Rubric 3.3, Part 2.**

What is no one responds? || Students will work with their partner to complete the organizer with their inferences based on text evidence and background knowledge. Some students may need to verbally express their ideas as well.
 * 4. How will they communicate what they learned? Learning Process/Products

What about creating a video or Web 2.0 product to demonstrate their inferences? ||
 * 5. How will they/we assess their learning? Assessment Criteria/Tool(s)

ASSESSMENT TOOLS Responsibilities for Assessment Good
 * both educators are responsible for conferencing with students as they complete the teacher-student shared rubric

Graphic Organizer With column headings? I would like to see an example.
 * graphic organizer (created on white construction paper) - three column chart

Self-assessment Rubric for Student Assessment Rubric for Teacher Good ||
 * shared rubric for teachers and students
 * both teacher and librarian will monitor partner conversations and make informal observations to determine if students are accurately using information to make inferences prior to self-assessing with rubric
 * 6. What resources will the students/we need?

Please see my comments on your rubric.

**Materials** (consumables such as graphic organizers, notemaking tools, art supplies) white construction paper and writing instruments copy of SEE THE OCEAN book camera vertical trifold graphic organizer (for educator use) copies of rubrics for students to self-assess ||
 * Question 10 on Rubric 3.3, Part 2.**