Day 1: Speaking & Listening Reading: Literature, Informational Text, Foundational Skills

Presented by: LaRae Blomquist, Dee Dee Ring, Erin Sipes, and Kathy WilsonSummer 2013

8:30-8:451Kindergarten Task Force Team

Heather Wright, Julie Radke, Denise Nakamoto, Felicia Womack-SuineFINISH2Nuts and BoltsIntroductions/Name tags on index cardIdentify a working partner at your table (A and B partners)Resources/handouts for referenceQuestion BoardLogistics for the day

NormsBe engaged!

Collaborate with colleagues.

Commit to applying what we learn today.Ask questions and take risks.Exhibit professionalism.

4Outcomes:Participants willUnderstand the critical nature of Speaking and Listening standards.View Foundational Skills though a CCSS lensCraft text dependent questionsFacilitate close reading practice

Transitioning to Common Core

Our Transition to CCSS is notgoing to be complete in one session or one year like turning on a light switch.

Rather think about the switch to CCSS as a dimmer switch. We will be bright and shiny slowly over time. We a need to give our selves time to get it right.

Gradual process the light has to come on6 Shifts in CCSS Teaching Foundational Skills to MasteryFoundational Skills and Reading Standards taught simultaneouslyFocus on Speaking and ListeningStrong connection between Reading and WritingFocus on Text-based EvidenceFocus on Academic Vocabulary and Language

Not so much in K, 1, 2 with text complexityFisher Frey CCSS bookA Walk Through the StandardsOrganizationStrand(formerly known as domain)K-56-12Reading LiteratureReading Informational TextReading Foundational Skills

1-101-101-41-101-10NAWriting1-101-10Speaking and Listening1-61-6Language1-61-6

Have participants go through the legal-sized document pointing out how the first half of the doc is K-5 while the second half is 6-12. Highlight the consistency of standards, K-12. The intent of each standardno matter what gradeis consistently numbered and stays the same with the only variation being a building-up of complexity as we go through the grades. While Language is a new name for a strand/domain, the term makes sense because it focuses on the craft of communication: grammar, spelling, punctuation, capitalization, word choice, and figurative language.8Examine ConsistencyGradeStandard 1, Reading Informational MaterialsStudents will:KWith prompting and support, ask and answer questions about key details in a text.1Ask and answer questions about key details in a text.2Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.3Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.4Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.5Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.Ask participants to follow along as you read aloud reading standard #1. This is the only standards where the verbiage is identical in both Reading-Literature and Reading-Informational text. 9Diving into the Speaking/Listening Standards

Ask participants to follow along as you read aloud reading standard #1. This is the only standards where the verbiage is identical in both Reading-Literature and Reading-Informational text. 10Table TalkWhat strategies are used in your classroom to promote student collaboration/discussion?

How often are they used?

8:45-9:3011Speaking and Listening StandardsComprehension and CollaborationStandards 1-3

Presentation of Knowledge and IdeasStandards 4-6

Pg. 6Direct them to the standards

Call out that the significant shift in speaking/listening is that they are designed to pair with whats expected in reading standards.

12DIRECTIONSRead through the standards progression handout horizontally.Once complete, read the document verticallyNote the use of common terminology and expectations between S/L and Reading standards.

Examining the Standards Activity

Briefly mention Bullet number 3

Have them read horizontally and then vertically. Note the connections in language at each grade level (e.g., ask/answer questions; key details; recount). This is purposeful!

Connection to ELD StandardsExplain that there are 3 modes of communication identified in the new ELD standards. (collaborative, interpretive, productive)Each grade has an ELA alignment page overview like the one shown on the screen. The purpose of the overview is to point out the explicit connection between S/L in all 3 modes of communication.

Read sheet before presenting.14Childrens speaking and listening skills lead the way for their reading and writing skills, and together these language skills are the primary tools of the mind for all future learning. Roskos, Tabors, & Lenhart, 2005, p. v.

15Speaking and Listening Round the Clock

StandardDescription1Participate in a range of collaborative conversations2Ask and answer questions about key details3Ask and answer questions about what a speaker says in order to gather additional information4Describe people, place, and things and events with relevant detailsmemorize and recite poems and rhymes5Add drawings or other visual displays to descriptions6Produce complete sentencesWe are always working on 1, 2, 36 4 and 5 will relate to specific assignments16How do Speaking and Listening Standards connect to Structured Student Interaction?

17Key Elements of SSI Include:Specific protocol or routine used for asking a question or giving a direction

Think time

Conservative time limits

A clear language expectation when sharing out (language frame)

Random accountability

Question/task that is developmentally appropriate

Call out that specific protocol refers to the assignment of student A and B, giving a language frame to start the conversations, designating in which order they will share.18Language Frame Resource

Note a full 34 page copy of language frames will be on your school server. We looked through and selected the pages most appropriate to K/1 to share with you today. There are also several pages on Blooms Taxonomy (original version, not revised). If you would like to use those frames as a reference, you can download more from your school server once we place all the resources from this training on the server.19Possible Protocol: L = Look at your partner.L = Lean toward your partner.L = Lower your voice.L = Listen attentively.

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Use the 4 Ls: K. Kinsella, 2012Over the next few moments we are going to talk about Structured Student Interaction. We are going to demonstrate the elements then deconstruct them so that you can replicate them in your classroom.

Model: Teaching the 4 LsTRAINER TIP: See Getting Started page T47 for a step-by-step lesson on the 4 Ls.Use the slide and invite a volunteer to act as your partner as you model the first three expectations for the 4 Ls. (You will have an opportunity to explicitly model expectations for the fourth L using the next slide.) Explain that the 4 Ls are the expectations for all partner interactions. The 4 Ls will be important to teach, model, and revisit before and during each of the 15 Getting Started lessons. Be sure to make several connections to career and college during your model. The first L is Look. In North America, one way we show respect is to look at someone and make eye contact. In some cultures, looking down is more respectful, but in our academic-focused classroom, we need to show our partner respect and look him or her in the eyes. Model eye contact with the volunteer.The second L is Lean. Another way we can show someone respect is to lean toward him or her slightly when he or she is speaking. This shows that we are focused on and care about what the person has to say. If your boss wanted to tell you something important, he or she would be very disappointed if you leaned away or leaned back in your chair.Model leaning with the volunteer.The third L is Lower your voice. This is a way we show respect to our entire class. By lowering our voices we are being respectful of the discussions going on around us, and also I am showing my partner that I am speaking just to him or her. This low voice is not a whisper. Whispering is for the things we dont want other people to hear, such as gossip, sweet nothings, or secrets. Partner discussions need to be low enough not to disturb others, but loud enough for the partner to hear. Model a low voice with the volunteer by taking turns saying, Now Im using my low voice.The fourth L is Listen attentively. The word attentively is an adverb that might be new to your instructional lexicon, so lets explore it next.

Thank your volunteer with a brief round of applause as he/she returns to his/her seat. Let participants know that the 4 Ls slide is available in the Training Resources packet on page 11 for use as a poster after the training.

20 Working Draft: Last revised 6/17/2013TM & Scholastic Inc. All rights reserved. 9/1/11

Sharing OutPublic VoicePrivate VoiceLoud (not shouting)Quiet (not a whisper)Slower FasterGive students something specific to listen for

Example frames:

My answer is similar to ____s.

I agree with_______.

I disagree with ______.

Possible Protocol:Intro public and private and explicitly tell students when to use eachTalk about academic language21Components of SSIWhat components of SSI are most absent in the average classroom?

22SSI needs to be tied to language objective during Turn to a partner and discuss the character. You have two minutes. [2 min. pass]Raising a quiet hand, tell me something you talked about.Turn to your designated elbow partner. Partner A will go first. (40 sec.)Discuss two characteristics of the main character. Use popsicle stick to call on students.Evolving Practice:Emerging Practice:Whats missing in the continuum?

1st- not protocol, no think time, no guiding question, no clear language expectation, no random accountability2nd protocol in place with a partner A and b, set time to discuss, two characteristics of main character, random accountability23Exemplary Practice15 seconds think time

Designated elbow partner, partner B starts, then A (40 sec. each)

Question: What two adjectives best describe the main character? What happened in the story that would support your answer?

Ready.. Think Turn to elbow partner

Sentence Frame: The adjectives that best describe the main character are because in the selection he/she

Popsicle sticks to call on studentsTeacher says I am going to give you 15 seconds of think timePrecise with each of the protocolsDo the structure with the group so they 24A Classroom LookWhat elements of SSI are present in the video?

Stop at 6:3725Structured Student Interaction: Sentence FrameOne element of SSI I observed in this video was_____.

The teacher could have refined her practice by including ________.

Kate Kinsella, Ed.D. 6.7.1126Intro the frame, teacher reads, students repeat 2 times model with hesitant and average.Ask teachers to brainstorm first think of another word for casual and boring, then share 40 sec each, Note: Assign A and B, triads extra B, A starts.Ask all Bs to stand., randomly call on 3 to share- if someone has the same answer invite to sit down., call on 3 volunteers.Select a word to put in the frame and share with a partner. Think of a word to put in frame. Sharing, As go first, first time they do not have to look at their partner, they can read or look down to think. They repeat their answer looking at their partner. Then, partner B shares.

Structured Student Interaction Quiet Reflection and Discussion:

How might the information you just heard refine what you already do in your classroom to support structured student interaction?

What new steps might you take?

What ideas are you considering now?

Intro the frame, teacher reads, students repeat 2 times model with hesitant and average.Ask teachers to brainstorm first think of another word for casual and boring, then share 40 sec each, Note: Assign A and B, triads extra B, A starts.Ask all Bs to stand., randomly call on 3 to share- if someone has the same answer invite to sit down., call on 3 volunteers.Select a word to put in the frame and share with a partner. Think of a word to put in frame. Sharing, As go first, first time they do not have to look at their partner, they can read or look down to think. They repeat their answer looking at their partner. Then, partner B shares.

Direct them to think quietly, then pair/share with each other then model EL/Kinsella strategies of various ways to call on participants. Chart responses (15 minutes).

Be sure to use the protocol

EL Strategy to model various ways to call on participants to share

27Big IdeasSpeaking/Listening Skills through SSISpeaking and listening skills lead the way to reading and writing skillsSSI requires a set protocol/routine for students to follow when interacting with one another to check for understandingThe language frame supports students ability to use academic language in their responsesEnd 9:30While reading-foundational skills look very familiar to current standards, its critical to note the explicit teaching that needs to occur to help teach reading comprehension skills.28Reading-Foundational SkillsPrint Concepts

Phonological Awareness

Phonics and Word Recognition

Fluency

Pg. 39:30-9:55Give definitions of the above

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CCSS Reading Foundational Skills ActivityWalking through foundational skills documentWhat do you notice?

Mastery learning for the skills that drop off.Intervention reminder Implications For EL Learners and Students with Disabilities

Note with each of the foundational skills standards and reading standards, we will be addressing the needs of diverse learners including students with disabilities and EL learners.

Plan with them in mind first, then you will not have to worry so much about going back and intervening.37

10:00-10:15 Break38Print ConceptsFollow words, left to right, top to bottom, pg. to pg.Sequence of letters represent spoken languageWords separated by spacesLetter Recognition

Big Books and More....Reading TextsWhat Texts Can Be Used?Big Books: commercial (OCR), teacher-made, class made, informational or literatureTeacher-made charts: poetry, songs, chants, instructions, and information Sentence strips in the pocket chartUse of technology to project: poetry, songs, excerpts

Choosing Appropriate Texts Students' interest and enjoymentContent linked to classroom learningWorthy of rereadingStudents' instructional needsLayout of the text

Purposes for Sharing the Text Whole GroupProvides appropriate learning experiences in content, concepts, and skills for all students Builds on previous experiences in readingProvides the opportunity to model fluent and expressive reading Provides an opportunity for ALL participants to see and attend to large textPrepares students for independent reading of text

Benefits of Whole Group Reading Enjoyable- students who are engaged in meaningful content are behaving like readers, feeling success, are attending to the task and learningEfficient- teaching points are quickly presented to the whole groupEffective- student become independent readers with the support of whole class readingExplicit- teaching points are made during a group reading lesson and revisited as students use the text as a resource for learning Erin, feel free to change.44Rationale For Whole Group Reading Historical PerspectiveLogisticsManagement

Time factorSmall group teacher and student exchange vs. student to student exchange.

Historical perspective-Centers vs. workshop in the past with 33 students and 100 minute teacher. Taught OCR in centers. Smaller group size. Used and existing structure that was already working.

Teacher-led groups lead to additional prompting. Student interaction leads to additional learning.45Big Ideas

Targeted intervention (WIN and WORKSHOP)

Teaching to mastery is critical at this stage.

Big Ideas

Simultaneous explicit instruction for both foundational skills AND comprehension

Benefits of whole group reading instruction. Phonemic Awareness The basic purpose for providing structured practice in phonemic awareness is to help the students hear and understand the sounds from which words are made. (Open Court Appendix II)

Phonemic Awareness Children who fall behind in first grade reading have a one in eight chance of ever catching up to grade level. (Juel, 1994)Phoneme awareness is the single best predictor of reading success between kindergarten and second grade. (Adams, Stanovich, 1995)Phonemic awareness is more highly related to learning to read than are tests of general intelligence, reading readiness, and listening comprehension. (Stanovich, 1993)

49Phonological AwarenessDevelopment ContinuumRhyming (recognition and production)Count, pronounce, blend, and segment syllables into spoken wordsBlend and segment onsets and rimes of syllables in spoken wordsBlend two to three phonemes into recognizable wordsIsolate initial, medial, and final vowel soundsSubstitution

Common onset and rime list provide to teachers- HANDOUT50Details MatterConsider (when facing students):Which hand should signal the beginning sound?Which hand should signal the ending sound?Do you pause between phonemes so that students have an opportunity to put them together themselves?Are you purposeful when you answer with the students and when you let them answer on their own? Do you have a signal for students to know when to respond?Which hand should Leo the puppet be on, when?Do students have an assigned seat on the carpet?Can you see all of your students mouths?

Remind teachers that this is an oral activity students should not be looking at print.Technical remindersLeo goes on the hand according to when he needs to respond.

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52Phoneme Level Deletion & Substitution ExamplesDeletionSay cat. Now say cat without the /c/. Say fan. Now say fan without the /n/.SubstitutionSay cat. Change the first sound in cat to /s/. Whats the new word?Say fan. Change the /n/ to /t/. Whats the new word?Say sick. Change the /i/ to /o/. Whats the new word?53SegmentationCritical skill to support writing and spelling.Reciprocal process for blendingHand movement to assist students. Pop fingersTouch faceTouch armElkonin boxesMonitor carefully

5 a day 54Additional Practice Labels

Include a screen shot of K materials here.55Resource Booklet for Additional Practice

56Implications for EL Learners and Students with Disabilities

For English Language Learners:Provide instruction in sounds not present in students primary language(See Language Transfers Handout)

Provide extended and meaningful opportunities for additional practice of PA skills

Use nonsense words only as necessary and clearly state they are nonsense words

For Students with DisabilitiesProvide opportunities for students to practice through multiple modalitiesProvide multiple opportunities to practiceUse manipulatives and kinesthetic activities to engage students and support learningPre-teachprevention is more successful than intervention

ErinPrevention vs. interventionElkonin boxes58Phonics and Word RecognitionKnow and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.Consonant letter soundsLong and short vowel soundsRead High-frequency wordsIdentify the difference between two similarly spelled words.

59Review of Sound Spelling CardsProgram Appendix pages 15 and 16Terminology:

Name of the Card

Sound

Lbkinder pic60

Substitute KRobot cardB ahC ahD ahGreen box/short vowel or short vowel do not just say green boxStudents should know what the lines meanWhere do you use the letter by itself in the long vowels _a_61One Early Literacy CCSS ShiftSimultaneous work of learning to read AND reading to make meaning

+

Switch out sound cardsWe are also learning to speak, listen and write to make meanings. When we say read we are talking about making meaning of language.

62Reading Pre-DecodablesTeach High-frequency words from day one(sight words)MASTERY LEARNING-Not just one skill at a time, but working towards mastery on many skills simultaneously.For example: Learning letters and learning high-frequency words at the same time.Make reference to subitizing in math.

Include ideas for pre-decodables for concepts of print.

Sight word practice ideas.Decodables keeping track of them, rings, send home etc.During the beginning of the year it does not take as much time with the decodables so.What is the purpose of SHARED READING?READ ALOUD? MODELING!!!!!!63Revised High-Frequency Word List

High Frequency Word Activities

These and more resources will be available on the CCSS website -- kindergarten page. Thank you Denise, Heather, Felicia, and Julie!How Much Practice is Needed?Type of LearnerNumber of RepetitionsMost Able1 or 2Average4 to 14Less Able20 plusSource: National Reading First Conference (2006)Ummm..?66Table TalkPre-Decodables: How do you keep track?Progress monitor?Introduce?Practice?

Wrap up by 11.

Sight word practice ideas.Decodables keeping track of them, rings, send home etc.During the beginning of the year it does not take as much time with the decodables so.What is the purpose of SHARED READING?READ ALOUD? MODELING!!!!!!67Big Ideas

Simultaneous explicit instruction for both foundational skills AND comprehension.Reading-Foundational Skills are taught to mastery.Refining practices will result in less need for intervention.Reading Standards: 4 Distinctive CategoriesKey Ideas and DetailsStandards 1-3Craft and StructureStandards 4-6Integration of Knowledge and IdeasStandards 7-9Range of Reading and Level of Text ComplexityStandard 10Pages 1 and 2WHAT is saidHOW it is saidCompare textsMention the parallel nature of Reading Lit and Reading Informational Texts.St. 4-6 how is the author communicating7-9 comparison of texts and topics1-3 we are comfortable with 69Activity: Side-by-Side Comparison

We are going to look at the similarities and differences between the literature standards and the informational text standards.Goals: 1) Get a solid ownership of what the standards require as well as an understanding of the parallelism of the numbering (i.e., theme for lit; main idea for expositorystandard #2DIRECT TEACHERS TO FOLLOW THE DIRECTIONSModel with the first one.

Look at the standards and pull out some of the explicit vocabulary that we will need to teach our students.Reading Standard #1 is always the same for every grade level. It is an umbrella standard. The only way you can avoid addressing standard #1 is if you dont ask a question.

To demonstrate understanding they are going to have to show it in writing, orally,

Text- what are the different definitions for text? (phone, words, textbook)Text can be a confusing word that if we dont pay attention to its use, we can confuse students.

If you are texting someone you are using text. This needs to be explicitly taught. Kids need to know they will be responding to text, anything that is in writing.

You are looking for vocabulary where language in literature and expository text can be called out and used synonymously in both.

After allowing time to go through. Then give this next direction:Go through both sets of standards and highlight standards that are text dependent. They have to have the text to be able to demonstrate mastery of the standards.

70Owning the Standards#1-#3 = Key Ideas and Details

The intent of these slides is threefold: 1) to provide an easy-to-remember label for the standard to help teachers own the intent by memory, 2) to help understand where the standard is headed or what it builds to in context of the K-12 picture, and 3) to provide an additional opportunity to show the grouping of the clusters (e.g., key ideas and details).71Owning the Standards#4-#6= Craft and Structure

72Owning the Standards#7-#9= Integration of Knowledge and Ideas

73Owning the Standards#10= Range of Reading/Text Complexity

74LUNCH

11:30-12:3075Text-Dependent Nature of Reading Standards

Drilling Down to Understand Text Dependent Questions (TDQs)

Text Dependent QuestionsThis is a hyperlink to an eCPLUse this when we present.There might be someone who just wants this.

For our background information:Came from presenters notes from AchievetheCore.org It came from 3 of the authors of CCSS

She thought about this when reviewing the prompts.

Note it is 12 min. Some principals want to share with their staff. Does not hurt to hear again.77Non-Examples and ExamplesIn The Little Red Hen, none of the other animals wanted to help bake the cake. What do you do when your mom asks for your help with something at home?In The Little Red Hen, how did the other animals change their attitude about helping the hen? What event in the story caused them to change?

Not Text-DependentText-DependentCollaborating to Comprehend:What type of question is the non-example?Collaborating to Comprehend:What makes the following question text-dependent?The text-dependent example represents the first type of TDQ because it asks about a central ideain this case how the animals changed their attitude about helping the hen.

Debrief Table PartnersPlease choose a language frame:

Two things that I learned about text dependent questions are_______ and _______. One thing that I learned about text dependent questions is _________, but I still have a question about ________.

Text-dependent QuestionsAnswered through close readingEvidence comes from text, not information from outside sourcesUnderstanding beyond basic factsNot recall!3 general types: central idea, vocabulary, and syntax/structureResource for Writing TDQs

Insert the lesson talk through what it looks like. Be clear that re-reading is not the entire text, only the parts that are important for answering the question.81

Standards Alignment GuideObjectivestask analysisSample TDQsWhich standard do I choose?The only column that well use right now is the middle column. However, orient teachers to the first and third columns. The third column is highlighted secondly because its a continuation of the standards (in terms of basically deconstructing them) and fits with the practical application of writing learning objectives. The first column is to help in decision making which standards can be applied to trade books or any text that havent had standards already aligned for the selections.82Applying Knowledge of TDQs

+Teachers need the standards alignment document along with their O.C. unit 1.83Applying Knowledge of TDQsI Do

#1 With prompting and support, ask and answer questions about key details in a text.

How does Henry feel about kindergarten in the beginning of the story? What words or pictures tell you that?

What were some supplies that Henry packed to take to his first day of kindergarten? How do you know?What color is Henrys Moms shirt?

Teachers need the standards alignment document along with their O.C. unit 1. Think Aloud: HmmmI notice that there are a lot of the who, what, where, why, how, and when kinds of question frames. Whats something important about Henry that I could ask?

Included is a non-example of something that is not a key detail and would not be asked. That said, if AFTER doing a close read and peeling back the layers a teacher wanted to use the book to teach/quiz students about colors, it can be done on multiple pages with a singular focus.84Applying Knowledge of TDQsWe Do Together

#2 With prompting and support, retell familiar stories, including key details.

What are two things that Henry has fun doing at school on his first day? How do you know?

Teachers need the standards alignment document along with their O.C. unit 1. Think Aloud: HmmmI notice that there are a lot of the who, what, where, why, how, and when kinds of question frames. Whats something important about Henry that I could ask? 85Applying Knowledge of TDQsWe Do Together

#3 With prompting and support, identify characters, settings, and major events in a story.

Look on page 4. Who is the character talking? How do you know?

Teachers need the standards alignment document along with their O.C. unit 1. Think Aloud: HmmmI notice that there are a lot of the who, what, where, why, how, and when kinds of question frames. Whats something important about Henry that I could ask? 86

Applying Knowledge of TDQsYou Do TogetherContinue writing TDQs in groups of four for standards #4-10.

Write one or two per standard. (#9 can be written and asked later in the unit.)

Be prepared to share and give/receive constructive feedback. (Were working on raising our dimmer switches!)

Teachers need the standards alignment document along with their O.C. unit 1. Think Aloud: HmmmI notice that there are a lot of the who, what, where, why, how, and when kinds of question frames. Whats something important about Henry that I could ask? 87Share Out

WHIP AROUND Before sharing, note that as learners we need to take risks and be open to constructive feedback.

88Big IdeasText Dependent Questions

Questions that require an examination of the text

Questions that require the reader to use evidence to support their ideas

Questions that move from text-explicit to text-implicit knowledge

Fix this slide to reflect K89

Close ReadingClose Reading90Why Close Reading?A significant body of research links the close reading of complex texts - whether the student is a struggling reader or advanced- to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness.

Partnership for Assessment of Readiness for College and Careers, 2011What is Close Reading?Close reading means reading to uncover layers of meaning that lead to deep comprehension.-Nancy Boyles, Southern Connecticut State University

Note: Close reading is not a technique or a strategy, but rather an outcome. One uses various techniques in order to closely read.

Rereading in a Close ReadIs notReading the entire text a second or third time each timeReading for fluency practiceReading without being under teacher direction

IsReading only a sentence or short sectionReading with a specific purpose and standard in mindReading under the guidance of the teacher

Key Points Use of short passages Rereading Reading with a pencil Noticing things that are confusing Discussing the text with others Responding to text-dependent questions Fisher and Frey, 2012

94Discussing the TextDiscussion should allow students to engage in purposeful talk. Using Structured Student Interaction, teachers can use a language frame to guide student responses.

95First ReadThe objective : get the gist (central ideas/key details)

The first read is usually done independently to give students an opportunity to grapple with the text this differs for kindergarten!

Chunk longer texts96Rereading Peel Back the Layers of Standards

97Common Core Standards for Reading and Responding (Red Section) OCR

Note that Reading RL and RIT line is suggested standards aligned to OCR revision of the RED section.All others are what is in OCR that relates to a CCSS standard98Applying What We Learned Close Reading (I Do)

Model how to arrange the questions for a close reading.99

Applying What We Learned Close Reading (We Do Together)1st Read:

2nd Read:

3rd Read:

Applying What We Learned Close Reading (We Do Together)1st Read:

2nd Read:

3rd Read:

TITLELook Out Kindergarten

Applying What We Learned Close Reading (You Do Together)1st Read:

2nd Read:

3rd Read:

TITLE_________________________Share Out

Depending on time, this might be best as a gallery walk. Encourage teachers to take pictures with their phones.103Big IdeasClose Reading

Critically reading short passages of challenging text with a clear focus

Students have an opportunity to answer text-dependent questions to gain a deeper understanding.

Close reading is an outcome, not a strategy .

While reading-foundational skills look very familiar to current standards, its critical to note the explicit teaching that needs to occur to help teach reading comprehension skills.104

Day 2 CCSS ELA Training - Writing

CalendarDateYear-RoundJuly 15 and 16thModified TraditionalAugust 12thTraditionalAugust 13th

Three things you learned or reviewed today.Two actions you plan on taking based upon the information you learned today.One question you wish to explore.

106Direct participants to handout page 9. Have them complete the 3-2-1 form. They do not need to hand it in it is for their own reflection.EvaluationsHey, these look different than the usual forms!Please provide CPL with your honest feedback. Information gathered will guide the future CCSS professional learning offerings.

Highlight the idea that we are revising the evaluation forms so that we can attempt to gather more specific information about participant learning. Data gathered will inform our next steps for PL. Point out that there is a back side as well.107ClosureAll of the pieces will fit together as we collaborate within and across grade level teams

Remember the dimmer switch

READING in CCSS - Activity
Blocks represent R-FS + specific reading standards and corresponding intervention

READING in CCSS - Activity
Size of blocks = Proportionate amount of time

READING in CCSS - Activity
White background = reading comprehension

READING in CCSS Activity
DIRECTIONS In partners:

Examine the 4 color-blocked pagesPhysically arrange handouts from K-3rd based on content and proportionate amount of timeBe prepared to discuss rationale( 3 minutes)

Discussion Questions:

How do the size and presence of the colored blocks graphically inform your understanding of Reading-Foundational Skills?

As you analyze the areas that decrease and in some cases drop off, what are the implications for you as a teacher?

What interventions are currently in place or need to be in place?
READING in CCSS Activity

The purpose for this module is an overview, so the intervention discussion can be more general. When we deliver Foundational Skills modules, intervention will be addressed more specifically.s
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READING in CCSS Activity
Discussion Questions:

After viewing the blocks for your grade level; how will you plan to use the instructional minutes?

Speaking/Listening boxes remain the same size; what is the significance for classroom instruction?

The purpose for this module is an overview, so the intervention discussion can be more general. When we deliver Foundational Skills modules, intervention will be addressed more specifically.s
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