Preparing New Teachers for Common Core 1st Grade Reading: Mrs. Driskell Teacher Profile    1st Grade Reading: Making inferences

Annie Driskell Metro-Nashville Public Schools: Dan Mills Elementary Economically disadvantaged: 56% Free and Reduced Lunch About Mrs. Driskell This is Annie Driskell’s sixth year of teaching and her second year teaching 1st Grade. She began teaching 3rd Grade in Gallup, New Mexico as a part of Teach for America. After moving to Nashville, she taught 5th Grade and worked as an ELA instructional coach at KIPP Academy Nashville. Before coming to teach at Dan Mills, Mrs. Driskell received her M.Ed in Reading Education at Vanderbilt University. Mrs. Driskell has also worked as a K-2 Literacy Content Leader at the Teach for America Delta Institute and led professional development on Guided Reading for MNPS. She has also written reading and writing curriculums for Teach for America and Achievement First. About Mrs. Driskell’s classroom Mrs. Driskell teaches a diverse group of students who bring a wide variety of family backgrounds and life experiences to the classroom. One student speaks Spanish fluently at home. She has 2 students with IEPs. Her students’ reading levels range from 1st to 3rd grades. The Lesson In this lesson, Mrs. Driskell will model making inferences with an informational text, then students will participate in guided reading or literacy centers. The lesson ends with students writing about the inferences they have made. The video is divided into three segments: Framing the lesson (20 minutes) Guided reading/Literacy stations (25 minutes) Interactive writing (10 minutes) Mrs. Driskell has a deep understanding of the 5 components of balanced literacy, which can be easily seen through this lesson. Examples of differentiated instruction and classroom environment conducive to learning are the major strengths of this lesson.

Planning and Presenting a CCSS Reading Lesson Section I: Planning Overview: This section focuses on the elements to consider when planning for a CCSS lesson, such as Anchor Standards, Reading Foundational skills, Reading Informational Text standards, Language standards, Writing standards, clear learning targets, task objectives, new learning for students, anticipated learning difficulties, ways to prompt student thinking through assessing and advancing questions, instructional strategies to be used in the lesson, opportunities for differentiation, and materials and resources. Lesson: Close Reading, Guided Reading, Interactive Writing

CCSS Domain: Informational Text Date:

Anchor Standards Reading Content Standard(s) Assessments: ! Formative ! Summative

Reading Anchor Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas. CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

! Oral responses to questioning during read aloud ! Written responses to questioning during guided reading

Language Anchor Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-Literacy.RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS.ELA-Literacy.RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

! Teacher observation during read aloud and guided reading

Anchor Standards Reading Content Standard(s) Assessments: ! Formative ! Summative

Language Anchor Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-Literacy.RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables. CCSS.ELA-Literacy.RF.1.3.g Recognize and read grade-appropriate irregularly spelled words.

CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

! Teacher anecdotal records during independent reading

Speaking and Listening Anchor 1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

!Teacher observation during read aloud and guided reading—anecdotal records taking in notebook (attached separately)

Reading Anchor Standard 10 Read and comprehend complex literary and informational texts independently and proficiently.

CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.

!Literacy work stations

Writing Anchor Standard 10 Write routinely . . . for a range of tasks, purposes, and audiences.

CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

! Student writing in notebooks.

Planning Element Description Clear Learning Targets • I can make inferences in order to describe events and details in a text.

• I can read with fluency and comprehension. • I can respond to text in writing.

Task Objectives (steps to reach mastery of the learning targets)

• The students will turn and talk to make inferences. • The students will write inferences. • The students will work at stations to build reading fluency, phonics, vocabulary, phonemic

awareness and comprehension. • The students will compose two sentences to respond to text.

New Learning • Making inferences (builds upon their knowledge of making predictions)

Anticipated learning difficulties (associated with new learning):

• When my students make predictions, most of them are able to make logical predictions, but have trouble explaining their thinking. I anticipate that the students will be able to make an inference but may have more trouble explaining how they used text clues and schema to make their inference.

Scaffolding (to address learning difficulties)

• I will model with a graphic organizer that shows how I use both my background knowledge and clues from the text. This will have visual support (book for clues and head for background knowledge) and motions to support their ability to provide evidence for their inferences.

Opportunities to differentiate learning

• Students will meet with me in small groups at their instructional level in order to practice making inferences at the appropriate reading level.

Questioning: (planning to illuminate student thinking)

• Focus Question: Why do the animals need the trees in the rain forest? • Questions to promote accountable talk:

- Will you repeat what _____ said? - Why do you think that? - Where can you find that? - Say more.

• Scaffolded questions for objective: - How should I find where to read about ____? - What does the _____ eat? - What do you know about ___?

Planning Element Description Instructional Strategies • Whole group discussion with accountable talk

• Partner work during stations • Small group discussion • Independent work—reading and writing

Materials and Resources • Rainforest Babies • Yes, But • Inference Graphic Organizer • Student writing journals

Section II: Presentation Overview: This section focuses on the steps involved in presenting a CCSS Reading lesson. The lesson presentation is divided into three sections. Part A focuses on the Mini-lesson of close reading, while Part B describes the reading groups and literacy stations. Part C focuses on the interactive writing portion of the lesson. For each of these lesson elements, there is an explanation of the procedure, teacher actions, and student outcomes. Part A: Close Reading

Mini-lesson (15 minutes) Procedure Teacher Actions Student Outcomes

Pre-reading/Activate prior knowledge

T shows book The Great Kapok Tree and asks: “What did the author want to teach us in this book? T introduces book Rain Forest Babies and explains how they will use this book to gain more information about why it is harmful to cut down rain forest trees.

Ss review the author’s message in the book to activate prior knowledge

During Reading Rain Forest Babies T asks: What could I use to read about a specific animal? T models using the headings to read about a specific animal (caterpillar) T models recording specific facts about the animal and using these facts (hatch from egg laid on bush, eats leaves) + background knowledge (leaves grow on trees, must have food to survive) infer why the animal needs the rain forest trees (I infer that the caterpillar needs the trees because they are it’s home and food.) T asks students to practice finding the facts and making an inference after reading about the Macaw: facts: eat partly digested fruit and seeds, egg laid in a tree hole + fruit and seeds grow on plants = I infer the Macaw needs the rainforest trees because they give it food and a home.) T asks students: “What is the same about both these animals?”

Ss review previously learned content (text features) Ss practice reading strategy of making inferences

Procedure Teacher Actions Student Outcomes After reading T gives students a graphic organizer they can

use during stations to make an inference Ss practice reading strategy of making inferences.

Part B: Guided Reading/Literacy Stations

5 components of reading addressed in literacy work stations

Station Student Outcomes Reading Component ABC/Word Study Ss spell words based on spelling patterns.

Ss learn letter placement on keyboard. Ss build words.

Phonics, word fluency

Poetry Ss read and re-read poems. Ss build sight words with magnetic letters. Ss locate and add adjectives to poems. Ss find rhyming words.

Fluency, phonics, phonemic awareness

Writing Ss draft, revise and edit opinion, narrative and informational text.

Phonics, vocabulary, writing

Buddy Reading Ss buddy read. Ss record thinking/reading strategies.

Fluency, comprehension, vocabulary

Library Ss read independently. Ss record thinking/reading strategies

Fluency, comprehension, vocabulary

Big Book Ss buddy read a big book. Ss identify parts of speech. Ss locate sight words.

Phonics, fluency, comprehension, vocabulary, writing

Listening (not captured on video) Ss listen to book read aloud and read along. Ss record thinking/reading strategies.

Fluency, comprehension, vocabulary

Computer (not captured on video) Ss read books, practice phonics skills, etc. Ss use technology

Phonics, comprehension, fluency, vocabulary

Station Student Outcomes Reading Component iPad (not captured on video) Ss read books, write their own books, find

interesting facts, practice sight words, etc. Ss use technology.

Phonics, comprehension, vocabulary, fluency, writing

Group 1 (20 minutes) Text: Stuck on an Island Level: 16

Procedure Teacher Action Student Outcomes • Sight word review

• Book Introduction

• Reading With Prompting

• After Reading (Teaching

Point and Discussion

• Teach Sight Word

• Word Study

• T dictates 3 previously learned sight words: don’t, but, when

• T gives book introduction: “This book is called

Stuck on an Island and it is going to tell us some things that might happen if you ever get stuck on an island.” T previews concept words: hammock, airplane, rescue, seagull, perhaps. T previews new and important word: could

• T prompts students for decoding, vocabulary,

fluency, or comprehension

• T leads discussion in which students have to make

inference: “What do you infer a landing strip is? Why do you infer it would be a good idea to carry an umbrella?” T makes appropriate teaching point based on observations (possible option: compound words)

• T uses what’s missing?, mix and fix, table writing

and whiteboards to write the work could. • T dictates words for sound boxes: rain, chain, pain

• Automaticity with sight words

• Activate prior knowledge and support students first

read of the text

• Student participates in vocabulary discussion

• Ss able to read text with fluency and comprehension

• Ss practice making inferences

• Ss become fluent with sight words.

• Ss able to segment words

Group 2 (20 minutes) Text: The Emperor’s Egg Level: 24

Procedure Teacher Action Student Outcomes • Book Introduction for The

Emperor’s Egg

• Reading With Prompting

• After Reading (Teaching

Point and Discussion • Writing

• T gives book introduction

• T prompts students for decoding, vocabulary, fluency, or comprehension. T instructs Ss to make inferences on post-its. T models first inference post-its.

• T leads discussion

• T prompts students as they write.

• Activate prior knowledge • Ss able to read text with fluency and comprehension.

Ss practice making inferences

• Ss practice making inferences. Ss respond to text using Accountable Talk.

• Ss summarize text to show comprehension. Ss write,

paying attention to conventions of writing. Part C: Routine Writing

Interactive Writing/Responding to Text Procedure Teacher Actions Student Outcomes

• Select words • Dictate Sentence

• Compose sentence

• Read sentence

• T selects word from read aloud (depend) • T works with Ss to compose sentence, making

appropriate teaching points about language conventions and coding parts of speech

• T prompts students to complete sentence: “Think

about what we read in the story and finish the sentence.” T prompts for text evidence.

• T prompts students to use another word from read aloud, protect in a sentence: “So, we should protect the rain forest.”

• T asks Ss to read sentence

• Ss read vocabulary words • Ss practice word meaning and sentence structure

• Ss practice language convention standards.

• Ss respond to text.

• Ss read with fluency.

Suggested TEAM Scores: (1st Grade Reading)      

Instruction Observer Score

Notes

Standards and Objectives

5 Lesson contains multiple ties to Tennessee State English Language Art Standards: College and Career Readiness Anchor Standards for Reading. The teacher provides students with both literature and informational text reading selections. She provides instruction for using text references to make inferences and she employs appropriately aligned sub-objectives: the use of text to verify and self-correct; reinforcement in understanding and using phonetic word construction; dissection of compound words to facilitate reading, vocabulary, and meaning; as well as the incorporation of grade, age, and competency level writing standards. Objectives are presented, reinforced, and enhanced with activities during the lesson. The teacher uses the “eye can” to have students repeat the objective at different times during the lesson. Most students demonstrate progression toward skill mastery.

Motivating Students 5 Teacher acknowledges success and effort by spelling GOOD JOB and having the class respond with the words in a choral response. Teacher offered praise, “I like the way you……” and she elicits peer praise. Praise conveys a sense of genuine recognition and validity Most students show interest in the lesson and are eager to participate. Teacher practices prize inquiry, curiosity, and exploration.

Presenting Instructional Content

5 Teacher uses visuals (inference chart, phonetic spelling, pictures, word wall) and kinetics (writing with finger, cutting compound words, gesturing fierce enemy). Teacher provides examples (“My birthplace is…….”

Suggested TEAM Scores: (1st Grade Reading)      

demonstrating compound words). Teacher models thinking through clues and background knowledge to arrive at a logical inference.

Lesson Structure and Pacing

4

Lesson is delivered with purpose and evidences a clear, meaningful design with grade and age level expectations, challenges, and goals. Lesson contains an introduction with recall, instruction with teacher modeling, scaffolding and guided practice, independent enrichment, and a closing with recall. Little opportunity for students who progress at different rates

Activities and Materials 4 All materials are readily accessible. Students are familiar with routine instructions, procedures, and codes of behavior. Texts and activities are appropriate, having suitable considerations for interests and rigor. Teacher guided reading group supports lesson objective. Activities include the use of manipulatives and technology.

Questioning 5 Questions are frequent and utilize individual, group, and shared responses. Developing support for the lesson’s goals, questions are designed to induce strategic use of text-based evidence and visual clues to authenticate a logical inference. Teacher is consistent with wait time Teacher uses assessing and advancing questions

Academic Feedback 5 Oral feedback is frequent during whole group and teacher guided practice. Teacher makes use of student progress to adjust and differentiate instruction.

Suggested TEAM Scores: (1st Grade Reading)      

 

Teacher circulates to assess student progress. Teacher provides opportunity for students to provide feedback to one another.

Grouping Students 4 Teacher makes use of whole group instruction, guided reading breakout groups, and independent station activities for lesson enhancement and extension. Teacher uses student academic performance records and ongoing assessments to provide appropriate opportunities for differentiated instruction. Students are familiar with learning stations, routines, and responsibilities.

Teacher Content Knowledge

5 Teacher demonstrates extensive knowledge of lesson content and instructional strategies. Lesson objectives are clear and focused. Teacher presents instruction and activities to develop specific new academic goals and to augment prior learning for review and skill mastery.

Teacher Knowledge of Students

4 Teacher provides differentiated learning instructional opportunities. Teacher is mindful of student learning needs, challenges, and limitations.

Thinking 4 Teacher models thinking in both whole group and break out group settings. Expectations require students to be attentive to critical information. Teacher teaches practice and analytical thinking Students are encouraged to monitor their own thinking

Problem Solving 3 Students are required to draw conclusions and identify relevant information.

Suggested TEAM Scores: (1st Grade Reading)      

 

Designing and Planning Instruction

Observer Score

Observer Notes

Instructional Plans 5 Lesson has clear goals that are age and grade level appropriate. Lesson content is consistent with Tennessee State Curriculum Standards. Lesson constructs experiences with new learning while honing students’ ELA skill mastery, incorporating the integration of other disciplines (math, social studies, and science), fostering the use of student background knowledge, and developing the use of citing text for reference and critical support in thinking. Lesson has appropriate sequencing including an introduction with evident goals communicated clearly to the students; a body containing new information, modeled thinking, and instruction; and opportunity for guided and independent practice.

Student Work 4 Students assess texts for relevant information. Students are required to support assertions and express their ideas both verbally and in writing with relevant clarifications. Teacher uses assessments to determine student skill mastery and develop strategies for prospective individual academic growth opportunities.

Assessment 4 Assessment criteria and observations are acknowledged by the teacher in her reflection but are not made inherently clear within the construct and execution of the lesson. However, discernable opportunities for immediate feedback and assessment are provided for in the lesson design.

Suggested TEAM Scores: (1st Grade Reading)      

 

 

 

Learning Environment Observer Score

Observer Notes

Expectations 5 Teacher presents multiple opportunities for learning. Teacher incorporates multiple competencies into the lesson while maintaining a primary objective. Lesson affords rigor with teacher remaining mindful of student needs and providing appropriate scaffolding.

Managing Student Behavior

5 Students are consistently well behaved. Students are familiar with classroom routines, materials, and expectations.

Environment 5 The classroom is well organized with all materials prepared ahead of time, manageable, and readily accessible. The atmosphere is very friendly and respectful. The classroom is designed to accommodate whole group; both teacher-led and center-organized small groups; as well as, independent student work.

Respectful Culture 5 Classroom interactions are consistently friendly, courteous, and respectful.