Using Sentence-level Context as a Clue to the Meaning of a Word or Phrase Mrs. Eides nd 2 Grade Class Renee Simpson Literacy Facilitator Mathias Elementary Rogers, AR March 6, 2012 GANAG is a lesson structure that allows teachers to plan for student use of research based instructional strategies. G= goal
A= access prior knowledge N= new information A= application G= generalize the goal Mrs. Eide began her planning with the pacing guide. She selected a standard. L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase.
Next she selected a text from the suggested works listed in Unit 5. Purpose of the GANAG Structure To give students the opportunity to actively use the nine high-yield strategies: (2) Identifying Similarities and Differences (3) Summarizing and Note Taking (4) Reinforcing Effort and Providing Recognition (5) Homework and Practice (6) Nonlinguistic Representations
(7) Cooperative Learning (8) Setting Objectives and Providing Feedback (9) Generating and Testing Hypotheses (10) Cues, Questions and Advance Organizers G=Set the Goal I can use the authors clues to determine the meaning of a word. Students write the goal for the lesson and score
themselves. A=Access Prior Knowledge 1. Open your notebook. 2. Turn to your notes from How I Learned Geography. 3. Turn to your learning partner and discuss what we learned. Report backWhat do you remember? (6) Nonlinguistic Representations N= New Information
Read The Treasure by Uri Shulevitz Before beginning to read, Mrs. Eide asked the students to draw a 3-column table in their notebooks. She modeled the table using her own notebook and a document camera. Some students had their table finished before Mrs. Eide. The students have become very familiar with finding Evidence in the text.
N= New Information Students place their notebooks and pencils on the floor while Mrs. Eide reads. Many of the students had their light bulbs going off throughout the story. When they hear a text talk word, a simile, or other skills they have studied, the students raise one finger next to the side of their headthis a visible cue to Mrs. Eide that the students are thinking. N= New Information
At strategic points in the story, Mrs. Eide stopped to discuss a word from the story. The students wrote the word, wrote their own definition, and provided evidence from the story to support their definition. A= Apply Knowledge Students were given the last two pages of text to read on their own. With your learning
partner, read the end of the story and circle any words that you dont know. Use the context clues in the sentence to figure out what the word means. (9) Generating and Testing Hypotheses (5) Homework and Practice A= Apply Knowledge
As the students worked, Mrs. Eide roamed the room with her scoring guide. She checked in with most students to score their progress towards the standard. G= Generalize the Goal (8) Setting Objectives and Providing Feedback At the end of the lesson, students share the strategies they used to determine the
definitions of unknown words. Students then revisit the goal on the goal sheet in the front of their notebook. They score themselves again to see how much they have learned. They use the far right column to take quick notes. Today, the students had to decide why this information matters to themhow does this help you to be a better reader? One student said, We need to know what words mean so we can (4) Reinforcing Effort and Providing understand the story. Recognition
This student scored herself a 2 before the lesson. After the lesson, she said she was still a 2. She said, Im starting to get it, but I need more practice. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Pollock, J. E. (2007). Improving student learning one teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development. Pollock, J. E., & Ford, Sharon M. (2009). Improving student learning one principal at a time. Alexandria, VA: Association for Supervision and Curriculum Development. Some Things Weve Learned about Common Core We have just barely scratched the surfacewe still have LOTS to learn. No one has all of the answers.
We must truly give ourselves permission to step out of the box and tryeven if that means the lesson flops. Some Things Weve Learned about Common Core There are some FANTASTIC books out there that we never knew existed. Teaching is FUN!!! Our students can, and WILL, rise to the
challenge. Yes, this is hard. Yes, this is different. But we can do this! Thanks so much for coming!!! Lauren Eide 2nd grade Mathias Elementary Rogers [email protected] Renee Simpson Literacy Facilitator Mathias Elementary
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