day 1: speaking & listening reading: literature, informational text, foundational skills...
TRANSCRIPT
Day 1: Speaking & Listening
Reading: Literature, Informational Text, Foundational Skills
Presented by: LaRae Blomquist, Dee Dee Ring, Erin Sipes, and Kathy Wilson
Summer 2013
Nuts and Bolts• Introductions/Name tags on index card• Identify a working partner at your table (A and
B partners)• Resources/handouts for reference• Question Board• Logistics for the day
Norms Be engaged!
Collaborate with colleagues.
Commit to applying what we learn today.
Ask questions and take risks.
Exhibit professionalism.
Outcomes:
Participants will…• Understand the critical nature of Speaking
and Listening standards.• View Foundational Skills though a CCSS lens• Craft text dependent questions• Facilitate close reading practice
Shifts in CCSS
• Teaching Foundational Skills to Mastery• Foundational Skills and Reading Standards
taught simultaneously• Focus on Speaking and Listening• Strong connection between Reading and
Writing• Focus on Text-based Evidence• Focus on Academic Vocabulary and Language
A Walk Through the Standards…Organization
Strand(formerly known as “domain”)
K-5 6-12
Reading – LiteratureReading – Informational TextReading – Foundational Skills
1-101-101-4
1-101-10NA
Writing 1-10 1-10
Speaking and Listening 1-6 1-6
Language 1-6 1-6
Examine ConsistencyGrade Standard 1, Reading – Informational Materials
Students will:
K With prompting and support, ask and answer questions about key details in a text.
1 Ask and answer questions about key details in a text.
2 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
3 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
4 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
5 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Table Talk What strategies are used in your classroom to
promote student collaboration/discussion?
How often are they used?
Speaking and Listening Standards
Comprehension and Collaboration Standards 1-3
Presentation of Knowledge and Ideas Standards 4-6
Pg. 6
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
Bridging the Old to the NewFormer ELD Domains
New ELD Modes of Communication
Common Core State Standards
Listening CollaborativeSpeaking Listening
Speaking and Listening
Speaking InterpretiveReadingListening
Writing
Reading ProductiveSpeaking Writing
Reading
Writing Language
Connection to ELD Standards
Children’s 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.
Speaking and Listening “Round the Clock”
Standard Description
1 Participate in a range of collaborative conversations
2 Ask and answer questions about key details
3 Ask and answer questions about what a speaker says in order to gather additional information
4 Describe people, place, and things and events with relevant details…memorize and recite poems and rhymes
5 Add drawings or other visual displays to descriptions…
6 Produce complete sentences
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
Possible Protocol:
1. L = Look at your partner.
2. L = Lean toward your partner.
3. L = Lower your voice.
4. L = Listen attentively.
20
Use the 4 Ls:
K. Kinsella, 2012
Sharing OutPublic 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:
• 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:
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
A Classroom Look
What elements of SSI are present in the video?
Structured Student Interaction: Sentence Frame
One element of SSI I observed in this video was_____.
The teacher could have refined her practice by including ________.
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?
“Big Ideas”Speaking/Listening Skills through SSI
Speaking and listening skills lead the way to reading and writing skills
SSI requires a set protocol/routine for students to follow when interacting with one another to check for understanding
The language frame supports students ability to use academic language in their responses
Reading-Foundational Skills
1. Print Concepts
2. Phonological Awareness
3. Phonics and Word Recognition
4. Fluency
Pg. 3
READING in CCSS –Activity
DIRECTIONS – In partners:
1.Examine the 4 color-blocked pages2.Physically arrange handouts from K-3rd
based on content and proportionate amount of time3.Be 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
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?
CCSS Reading Foundational Skills Activity
• Walking through foundational skills document• What do you notice?
Print Concepts
• Follow words, left to right, top to bottom, pg. to pg.
• Sequence of letters represent spoken language
• Words separated by spaces
• Letter Recognition
What Texts Can Be Used?• Big Books: commercial (OCR),
teacher-made, class made, informational or literature
• Teacher-made charts: poetry, songs, chants, instructions, and information
• Sentence strips in the pocket chart
• Use of technology to project: poetry, songs, excerpts
Choosing Appropriate Texts
• Students' interest and enjoyment• Content linked to classroom
learning• Worthy of rereading• Students' instructional needs• Layout of the text
Purposes for Sharing the Text Whole Group
• Provides appropriate learning experiences in content, concepts, and skills for all students
• Builds on previous experiences in reading• Provides the opportunity to model fluent and
expressive reading • Provides an opportunity for ALL participants to
see and attend to large text• Prepares 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 learning
• Efficient- teaching points are quickly presented to the whole group
• Effective- student become independent readers with the support of whole class reading
• Explicit- teaching points are made during a group reading lesson and revisited as students use the text as a resource for learning
Rationale For Whole Group Reading
• Historical Perspective• Logistics• Management
• Time factor• Small group teacher and student exchange vs.
student to student exchange.
“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)
Phonological AwarenessDevelopment Continuum
Rhyming (recognition and production) Count, pronounce, blend, and segment
syllables into spoken words Blend and segment onsets and rimes of
syllables in spoken words Blend two to three phonemes into
recognizable words Isolate initial, medial, and final vowel sounds Substitution
Details MatterConsider (when facing students):1. Which hand should signal the beginning sound?2. Which hand should signal the ending sound?3. Do you pause between phonemes so that students
have an opportunity to put them together themselves?
4. 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?
5. Which hand should Leo the puppet be on, when…?6. Do students have an assigned seat on the carpet?7. Can you see all of your students’ mouths?
Phoneme Level Deletion & Substitution Examples
Deletion• Say cat. Now say
cat without the /c/.
• Say fan. Now say fan without the /n/.
Substitution• Say cat. Change the first
sound in cat to /s/. What’s the new word?
• Say fan. Change the /n/ to /t/. What’s the new word?
• Say sick. Change the /i/ to /o/. What’s the new word?
Segmentation• Critical skill to support writing and spelling.• Reciprocal process for blending• Hand movement to assist students.
Pop fingersTouch faceTouch armElkonin boxes
Monitor carefully
Implications 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 Disabilities
• Provide opportunities for students to practice through multiple modalities
• Provide multiple opportunities to practice• Use manipulatives and kinesthetic activities to
engage students and support learning• Pre-teach—prevention is more successful than
intervention
Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.
a) Consonant letter soundsb) Long and short vowel soundsc) Read High-frequency wordsd) Identify the difference between two similarly
spelled words.
Reading Pre-Decodables
Teach 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.
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 Learner Number of Repetitions
Most Able 1 or 2
Average 4 to 14
Less Able 20 plus
Source: National Reading First Conference (2006)
“Big 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 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
“WHAT” is said
“HOW” it is said
Compare texts
Drilling Down to Understand “Text Dependent Questions” (TDQs)
Text Dependent Questi
ons
Non-Examples and Examples
In 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-Dependent Text-Dependent
Collaborating to Comprehend:What type of question is the non-example?
Collaborating to Comprehend:What makes the following question text-dependent?
Debrief – Table Partners
Please 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 Questions• Answered through close
reading• Evidence comes from
text, not information from outside sources
• Understanding beyond basic facts…Not recall!
• 3 general types: central idea, vocabulary, and syntax/structure
Applying Knowledge of TDQs“I 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 Henry’s Mom’s shirt?
Applying Knowledge of TDQs“We 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?
Applying Knowledge of TDQs“We 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?
Applying Knowledge of TDQs“You Do Together”
• Continue 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. (We’re working on raising our dimmer switches!)
“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
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
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.
Rereading in a Close ReadIs not…
• Reading the entire text a second or third time each 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
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
Discussing the Text
Discussion should allow students to engage in purposeful talk. Using Structured Student Interaction, teachers can use a language frame to guide student responses.
First Read
• The 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!
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_________________________
“Big Ideas”Close 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 .
Day 2 CCSS ELA Training - Writing
Calendar Date
Year-Round July 15 and 16th
Modified Traditional August 12th
Traditional August 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.
Evaluations
“Hey, these look different than the usual forms!”
Please provide CPL with your honest feedback. Information gathered will guide the future CCSS professional
learning offerings.
Closure
All of the pieces will fit together as we collaborate within and across grade level teams
Remember the “dimmer switch”