Welcome to 2 nd Grade Common Core State Standards Training Speaking & Listening
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Transcript of Welcome to 2 nd Grade Common Core State Standards Training Speaking & Listening
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Welcome to 2nd Grade Common Core State Standards Training
Speaking & Listening Reading: Literature, Informational Text,
and Foundational Skills Presented by:
Arthetta Meeks and Patty Tong
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2nd Grade Task Force Team
Julie Fong, Nicole Eterovich Sutherland, Leslie Griess, Diana Sandoval and Sheryl Tolson
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Nuts and BoltsIntroductionsIdentify a working partner at your
table (A and B partners)Resources/handouts pagesLogistics for the day
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Norms Be present
Collaborate with colleagues
Avoid sidebar conversations during explanations
Set your phone to silent
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Our Focus - CCSS If you have not attended the Open Court AB466
Trainings or need a refresher on the instructional protocols…
After school workshops will be provided throughout the 2013-14 school year • Blending• Dictation• Syllabication• (comments from Feedback Forms) A brief mention of
these areas are needed today to show how these areas are aligned to CCSS.
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Outcomes
Participants will… Understand the importance of Structured Student
Interaction View Foundational Skills though a CCSS lens Understand the link between Speaking/Listening and
Reading Literature Common Core Standards Introduction to Text-Dependent Questions &
Close Reading
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Transitioning to Common Core
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Shifts with CCSS Shift 1: Focus on Connecting Writing to Reading
Shift 2: Focus on Increasing Text Complexity
Shift 3: Focus on Speaking and Listening
Shift 4: Focus on Text-Based Evidence
Shift 5: Focus on Academic Vocabulary/Language Shift 6: Focus on Close Reading
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Table Talk
What strategies are used in your classroom to promote student collaboration/discussion?
How often are they used?
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Speaking and Listening Standards
Comprehension and Collaboration Standards 1-3
Presentation of Knowledge and Ideas Standards 4-6
Pg. 6
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DIRECTIONS Read through the standards progression handout
horizontally. Once complete, read the document vertically Note the use of common terminology and expectations
between S/L and Reading standards.
Examining the Standards Activity
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Compare CCSS Verbiage to Progression Handout
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Examining the Standards Activity
DIRECTIONS1. Read through the standards progression handout horizontally.2. Once complete, read the document vertically3. Note the use of common terminology and expectations between
S/L and Reading standards.
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Connection to ELD StandardsEnglish Language Development
New ELD standards Common Core Literacy standards
Collaborative
Interpretive
Productive
Reading
Writing
Speaking and Listening
Language
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English Language Learner SupportNew ELD standards Integration of CCSS and ELD
Common Core Literacy
standardsCollaborative
Interpretive
Productive
CollaborativeWriting
SpeakingListening
InterpretiveSpeakingListeningReading
LanguageProductive
Speaking Listening Writing
Language
Reading
Writing
Speaking and Listening
Language
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Standard Description
SL 1 Participate in a range of collaborative conversations
SL 2 Recount key ideas and details
SL 3Ask and answer questions about what a speaker says in order to clarify comprehension…
SL 4Tell a story or recount an experience with appropriate facts and relevant descriptive details…
SL 5 Include multimedia when presenting
SL 6 Produce complete sentences when speaking
Speaking and Listening Round the Clock
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How do Speaking and Listening Standards Connect to
Structured Student Interaction (SSI)?
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Key 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
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Possible Protocol
1. L = Look at your partner.
2. L = Lean toward your partner.
3. L = Lower your voice.
4. L = Listen attentively.19
Use the 4 Ls:
K. Kinsella, 2012
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Sharing Out
Public Voice Private VoiceLoud (not shouting) Quiet (not a whisper)
Slower Faster
Give students something specific to listen for…
Example frames: My answer is similar to ____’s. I agree with_______. I disagree with ______.
Possible Protocol
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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:
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Exemplary Practice 15 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 students
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Components of SSI
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A Classroom LookWhat elements of SSI are present in
the video?
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Structured Student Interaction: Sentence
Frame
25
One element of SSI I observed in this video was_____.
The teacher could have refined her practice by including ________.
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Language Frame Resource
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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?Frames: One way I will refine my structured student
interaction is… The steps I will take include… One of the ideas I am considering is…
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“Big Ideas”Speaking/Listening Skills through SSI
Speaking 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 responses
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ELA CCSS and ReadingKindergarten
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First Grade
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Second Grade
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Third Grade
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Reading Standards: Foundational Skills
Page 3
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Reading-Foundational Skills1. Print Concepts
2. Phonological Awareness
3. Phonics and Word Recognition
4. Fluency
Pg. 3
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CCSS Reading Foundational Skills Activity
Walk through the foundational skills document. What do you notice?
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One Early Literacy CCSS ShiftSimultaneous work of learning to
read AND reading to make meaning
+
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Blending
PurposeThe purpose of blending is to teach the students a strategy for figuring out unfamiliar words.
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Blending
Sound by Sound
Whole Word
Syllable Blending
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Blending(cvc, ccvc, cccvc, cvce)
Syllable: Write the first syllable of the word Students blend the first syllable
Cover the first syllable with a card or hand blend the next syllable
Students blend syllables together to read the word
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Review of Sound Spelling Cards
Program Appendix pages 15 and 16
Terminology: Name of the Card Sound Spelling
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Dictation Purpose:
To teach the students to spell words based on the sounds and spelling they have learned
To give students a new strategy for reflecting on the sounds they hear in words to help them with their own writing.
Program Appendix
p. 18
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Features of Dictation
A learning experience - not a testStudents are encouraged to ask for helpProofreading is an INTEGRAL partHelps to informally assess needsAll students are successful and not frustratedStudents should receive reinforcement and
feedback
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Whole Word/Sentence Dictation
- Students should be encouraged to look at the Sound Spelling Cards
- Remind students to use capitals and punctuation.
- Proofreading- Circle incorrect words and rewrite them.
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How Many Days on Getting Started?
To do a quick review of the important reading skills in preview learning
Grade Level Team Decision with Administration
Base decision on beginning of year data (BPST Fluency, and Johnston Spelling Inventory)
Good opportunity to teach routines such as SSI, behavior management skills, phase in workshop, etc. with a lower cognitive load
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Multi-Syllabic DecodingOutcomes:Review the different types of
syllablesReview a process for teaching
students to break apart wordsShare resources with some practice
opportunities.
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Syllabication VocabularyWord Definition/Example
vowels a, e, i, o, u
consonants b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z
Consonant digraphs sh, th, ch, wh
Special combinations of consonants that make one sound
ck
compound word One word made up of two words (ie. sun –set)
syllables Parts of a word; each containing a vowel
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Syllabication: General RulesEvery syllable must have a vowel sound.
This can be represented by one vowel or a vowel pair.
po-ta-to pain
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Syllabication: General Rules Special combinations of consonants that
make one sound are not divided.
Examples:
pathway picklepath - way pick - le
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Specific Guidelines VC-CVDivide between 2 small words as in compound
wordsExamples:
sun-set base-ball cup-cake Divide between 2 consonants in the middle of the
word. Each syllable has its own vowel sound. Examples:
hap-pen den-tist
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Practice VC-CV
1. pattern2. basketball3. written4. traffic
pat-ternbasket-ballwrit-tentraf-fic
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Specific Guidelines V-CVDivide before the middle
consonant if the first vowel makes a long sound.
Examples:be-low pi-lot mo-ment
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Practice V-CV1. frozen2. recess3. solo4. spiral
fro-zen re-cessso-lospi-ral
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Specific Guidelines VC-VDivide after the middle consonant if the
first vowel makes a short sound.
Examples: nev-er lim-it prod-uct
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Practice VC-V1. habit2. cabin3. salad4. model
hab-itcab-insal-admod-el
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Specific Guidelines –C-le
When the letters le come at the end of a 2 syllable word, include the consonant that comes before it as part of the last syllable.
Examples:
ta-ble bu-gle cra-dle lit-tle
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Practice –C-le1. maple2. beetle3. candle4. noodle
ma-plebee-tlecan-dlenoo-dle
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Practice TimeBreak each word into syllables. Tell which of the guidelines were followed.
1. column2. makeshift3. propel4. pattern5. steeple
col-umnmake-shiftpro-pelpat-ternstee-ple
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Six Syllable TypesSyllable Type Examples Explanation
closed syllables rab-bitcom-mentnap-kinpic-nicex-actrack-et
When a vowel is followed by a consonant it is short
open syllables ra-darmo-mentmu-ta-tionde-cide
When a vowel is at the end of the syllable, it is long
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Six Syllable Types Cont…Syllable Type Examples Explanation
R-Controlled bird, birth When a vowel is followed by /r/, the vowel often is not long or short but spoken with the /r/ sound.
Vowel Team great, afloat, explainpoint
When two vowels are next to each other, they can be long, short, or diphthong vowels. They can be followed by a consonant or used at the end of syllables.
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Six Syllable Types Cont…Syllable Type Examples Explanation
Vowel-Silent e compete,decideabatement
A syllable with a long vowel-consonant-silent e pattern.
Consonant-le tablelittlemiddle
An unaccented final syllable that has a consonant plus –le.
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Syllabication Reference Sheet
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Multi-Syllabic ResourcesMulti-Syllabic Word Labels (Prairie ES)
Florida Center for Reading Research (FCRR.org)• Six Way Syllable Sort• Syllable Snake
Game board Websites:• http://abcteach.com/directory/fun_activities/games/folde
r_board_games/• http://www.toolsforeducators.com/boardgames/
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Where do decodables fit with CCSS?
The purpose of decodables…1. “To help students apply, review, and
reinforce their expanding knowledge of sound/spelling correspondences.”
2. “To provide practice reading words.”3. To practice fluency - Reading
Foundational Skills Standard 4 (RFS4)
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“Big Ideas” It is essential that students can access
the Sound Spelling Cards for reading and writing.
Students need to know how to apply the basic rules for syllabication.
Students need additional practice in decoding multi-syllabic words.
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Reading Standards: 4 Distinctive Categories
Key Ideas and DetailsStandards 1-3
Craft and StructureStandards 4-6
Integration of Knowledge and IdeasStandards 7-9
Range of Reading and Level of Text ComplexityStandard 10
Pages 1 and 2
70
“WHAT” is said
“HOW” it is said
Compare texts
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Literary Nonfiction is defined asBiographies and autobiographiesBooks about history, social studies,
science, and the artsTechnical texts including directions,
forms, and information displayed in graphs or charts or maps
Digital sources on a range of topics
Informational Text
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CCSS: Reading - LiteratureStories – children’s adventure stories,
folktales, legends, fables, fantasy, realistic fiction, and myth
Dramas – staged dialogue and brief familiar scenes
Poetry – nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem
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Activity: Side-by-Side Comparison
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“Owning” the Standards#1-#3 = Key Ideas and Details
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“Owning” the Standards#4-#6= Craft and Structure
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“Owning” the Standards#7-#9= Integration of Knowledge and
Ideas
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“Owning” the Standards#10= Range of Reading/Text Complexity
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Text Dependent Questions (TDQ)
What are text dependent questions?
Questions that require students to engage with the text and to think critically
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Text-Dependent Nature of Reading Standards
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Drilling Down to Understand “Text Dependent Questions” (TDQs)
Text Dependent Questions
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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 ________. 81
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Non-Examples and Examples
In Why did the Dinosaurs Disappear, the author gives many reasons why dinosaurs disappeared. Describe your favorite dinosaur.
In Why did the Dinosaurs Disappear, the author gives many reasons why dinosaurs disappeared. State your opinion and give reasons from the text to support your opinion of why they disappeared.
Not Text-Dependent Text-Dependent
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Text Dependent Question Sort
Directions:
Divide the following questions into two categories:
1. Text Dependent Questions
2. Non Text Dependent Questions
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“Big Ideas”Text 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
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LUNCHOut to
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Close ReadingClose Reading
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Why 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, 2011
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What 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.
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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
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Use Short Reading Passages When students are introduced to a
procedure, skill, or strategy through close reading, it is better to use a short piece of text.
Students can be directed to closely read a small section of a longer text.
Students should learn to apply strategies for close reading as needed.
Not all texts require a close read.
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First ReadThe focus is RL or RI 1 (other
standards may be added)The objective of the first read is to
get the gist of the selectionThe first read is usually done
independently to give students an opportunity to grapple with the text
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Rereading
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Rereading in a Close ReadIs not…
Reading the entire text a second or third time.
Reading for fluency practice
Reading without being under teacher direction
Is…Reading only a
sentence or short section
Reading with a specific purpose and standard in mind
Reading under the guidance of the teacher
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Close Reading OptionOne option for rereading a text:1st Read: Students read independently to read
what a text says (RL1, -Reading Comprehension literal)
2nd Read: Focus on Vocabulary (RL4 which includes L4a sentence level context
clues and RL 7 Using illustrations)3rd Read: Point of view of the characters (RL6- acknowledge different points of view
between characters.)
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Reading with a PencilNot literally, but some means of taking notesSome examples include:Margin notesHighlightUnderlineLined paper notesGraphic organizers
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Noticing Confusing PartsTeach students to monitor anything that is
confusing to them:
Examples:A single unknown wordA big idea that the reader has never
considered beforeThe structure of sentences
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Discussing the TextDiscussion should allow students to engage in purposeful talk. Using Structured Student Interaction, teachers can use a language frame to guide student responses.
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Asking Text-Dependent Questions
Since students have not yet developed the habit of rereading, it is necessary to prompt students with text-dependent questions.
Text-dependent questions: Those questions that can only be answered with evidence from the text. (both at literal and inferential levels)
Note: Upwards of 80% of CCSS reading standards (in most grades) require that students provide evidence from the text in their responses.
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A Close Read Example (I do)
“The Butterfly Seeds” (Unit 6, Lesson 5)First Read RL 1, 7 (Get the “gist”)Second Read RL 3 (Look at how characters
react to events in the story)Third Read RL 4, 5, 7 (Focus on vocabulary
and how the author began and ended the story, use illustrations to support vocabulary)
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First Read (RL 1,7)Read pages 316-319 to get the “gist.”
1. Students tell partner the gist.
2. Randomly call on students.
3. Re-read or ask questions as necessary.
(RL1) Questions:• Where does the beginning of
the story take place?
• What is the family doing? How do you know?
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2nd Read RL3
What is a word that would describe Albert at this point in the story?
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3rd Read RL4, 5, and 7RL 4,7 What does the word inspected mean?
What are they looking for?
How do you know?
RL5 How does the author begin/end the story?
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inspected p.324Inspect (verb) inspector
(noun)
Inspect: To look over closelyInspector: The person who looks over something
closely.Her mom inspected her room to make sure it was clean. ________inspected___________.
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overstuffed p.316See picture on p. 316What does the word over-stuffed
mean?How do you know?
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vendor pp.325-327
Someone that sells something.We bought hot dogs from the vendor.We bought ______ from the vendor.
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Lesson DesignUse a lesson design format to organize the
following:1. Learning Objectives2. Activating Prior Knowledge3. Concept Development (Lesson Content
Focus)4. How and when will you check for
understanding?5. How will you bring closure to the lesson?
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Open Court Selections Aligned with Common Core Standards
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Standards Alignment Guide
Should I use this standard with this text?
Sample Questions
Objectives
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Planning Together (We do)
“The Library” Page T46
Standards: Reading Literature
1st Read Standards: 1, 7,2 2nd Read Standard: 4
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“The Library”Unit 1, Lesson 3 Selected Standards: RL (1,2,7) (4)1. Understanding the standards-Make sure there is an
understanding of what students are expected to do.2. Consider how to chunk the text into manageable
sections.3. Write questions on post-its that help students get to the
“gist” if needed RL 1, 7, 2.4. Read the selection through the lens of standards RL 4, 75. Write questions on post-its that focus on standards 4
and/or 7.
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“The Library” Page 46
Planning for First Read: Chunk the text How would chunk the text?
Pages 46-48, 49-51, 52-55, 56-59
(We do)
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“The Library” Page 46(We do)Using the alignment guide, write
questions for pages 46-48 through the lens of RL 1 that would lead to the gist of the story.
Example: Who is the main character? What do we know about her at this point in the story?
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“The Library” Pages 49-51
Planning for First Read:(With a Partner)Write questions for pages 49-51
through the lens of RL 1 that would lead students to the gist.
(You do together)
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“The Library” RL 2 (We do)
Planning for First Read:Look at the Standards Alignment
Guide for RL 2. What question(s) may apply for this selection?
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Vocabulary (RL 4 includes L 4)
With regard to vocabulary, consider:Which words are important to addressing the
selected standards?Which words are necessary, but a quick
definition is adequate?Which words are necessary and/or high utility
and the text contains enough contexts clues for students to discover the meaning for themselves?
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RL 4 Pages 46-48 (We do)
Planning for the Second Read:Identify words where we should tell
students the definition and move on.Identify words with enough context
clues for students to determine the definition.
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nearsighted
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incredible“She learned to read quite earlyAnd at an incredible rate.”
What is a synonym for incredible?
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RL 4 Pages 49-51 (You do together)
Worth KnowingTell Definition
Worth KnowingUse Context Clues
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RL 4 Pages 49-51 (You do together)
Worth KnowingTell Definition
Worth KnowingUse Context Clues
steamer trunk pg. 49 manufactured pg. 50adrift pg. 50 library cards pg. 50olympiad pg. 50 preferred pg. 51raids pg. 50
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Olympiad
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Planning for an OCR Selection
1. Consider the Matrix- What standards are suggested?
2. Consider the Standards Alignment Sheet.3. Consider how you will chunk the text for the
independent first read.4. Read the selection through the lens of the
standards that were selected.5. Use the standards alignment sheet to create
questions.6. Consider your lesson design including objectives,
activating prior knowledge, etc.
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“Big Ideas”Close Reading
Critically reading short passages of challenging text
Students have an opportunity to grapple with text on their own.
Close reading is an outcome, not a strategy
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Aligning Open Court to CCSSConcept/Question Board
OC term “Theme” CCSS term “Big Idea”
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Comprehension StrategiesSetting Reading Goals
Summarizing
Monitoring and Clarifying
Asking Questions
Predicting
Making Connections
Visualizing
Monitoring and Adjusting Reading
Speed
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Sample Questions
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AssessmentsOCR lesson assessments are not
aligned to the CCSSMore information on assessments
will be forthcomingWriting will be a vehicle used assess
reading standards
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Recommended Beginning of Year Diagnostic Assessments
Reading Lions Unit Fluency Assessments (give both and record the average)
BPSTJohnston Spelling Inventory
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Day 2 CCSS ELA Training - Writing
Calendar Date
Year-Round July 15 and 16th
Modified Traditional August 12th
Traditional August 13th
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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.
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Emily learned at Pre-service that CCSS is a
dimmer switch…
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Back in her classroom…
It’s very dark in here!
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Closure: Implementation
All of the pieces will fit together as we collaborate within and across grade
level teams.
Remember the “dimmer switch”