Common Core State Standards

Welcome to 2nd Grade Common Core State Standards TrainingSpeaking & Listening Reading: Literature, Informational Text, and Foundational Skills

Presented by: Arthetta Meeks and Patty Tong

2nd Grade Task Force Team

Julie Fong, Nicole Eterovich Sutherland, Leslie Griess, Diana Sandoval and Sheryl Tolson Nuts and BoltsIntroductionsIdentify a working partner at your table (A and B partners)Resources/handouts pagesLogistics for the day

Newly assigned to 2nd grade 1-56-10Over 10Others: administrators, Sped3

NormsBe present

Collaborate with colleagues

Avoid sidebar conversations during explanations

Set your phone to silent

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 BlendingDictationSyllabication(comments from Feedback Forms) A brief mention of these areas are needed today to show how these areas are aligned to CCSS.

Outcomes Participants willUnderstand the importance of Structured Student Interaction View Foundational Skills though a CCSS lensUnderstand the link between Speaking/Listening and Reading Literature Common Core StandardsIntroduction to Text-Dependent Questions & Close Reading

Transitioning to Common Core

Gradual process the light has to come on7

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

Shift 2 increases as students move into 3-68Table TalkWhat strategies are used in your classroom to promote student collaboration/discussion?

How often are they used?

9Speaking 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. Direct participants to the speaking and listening standards at this time.

10DIRECTIONSRead 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 3Compare CCSS Verbiage to Progression Handout

Walk attendees through the process of reading p. 6 of speaking/listening standards starting at K and moving through 3rd grade. Have them note how the addition to the consistent standards is noted on the progression handout. Note that we are a K-12 teameach cog is necessary.12Examining the Standards Activity

DIRECTIONSRead 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.Walk attendees through the process of reading p. 6 of speaking/listening standards starting at K and moving through 3rd grade. Have them note how the addition to the consistent standards is noted on the progression handout.13Connection to ELD Standardshttp://blogs.egusd.net/win

Explain 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.14StandardDescriptionSL 1Participate in a range of collaborative conversationsSL 2Recount key ideas and detailsSL 3Ask and answer questions about what a speaker says in order to clarify comprehensionSL 4Tell a story or recount an experience with appropriate facts and relevant descriptive detailsSL 5Include multimedia when presentingSL 6Produce complete sentences when speaking

Speaking and Listening Round the ClockWe are always working on 1-3 and 6 4 and 5 will relate to specific assignments15How do Speaking and Listening Standards Connect to Structured Student Interaction (SSI)?

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

How many of you went to Kinsella?

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.17Possible Protocol L = Look at your partner.L = Lean toward your partner.L = Lower your voice.L = Listen attentively.

18

Use the 4 Ls: K. Kinsella, 2012Patty

Over 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.

18 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 ProtocolIntro public and private and explicitly tell students when to use eachTalk about academic language19Turn 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:Patty

Look at the two examples of SSI what is the intent of the two? Based on the Key elements we just talked about what do you notice? What is the difference between the two?

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 accountability20Exemplary 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 studentsPatty

Teacher says I am going to give you 15 seconds of think time21Components of SSI

22Add Kathys informationA Classroom LookWhat elements of SSI are present in the video?

Stop at 6:3723

Structured Student Interaction: Sentence Frame24One element of SSI I observed in this video was_____.

The teacher could have refined her practice by including ________.Kate Kinsella, Ed.D. 6.7.1124Patty

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.

Language Frame Resource

2 frames appropriate for 2nd frames also give frames for EL

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.25

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 isPatty

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

26

SSI Is Most Effective When It Includes Checking for Understanding

Random Responses and Accurate Sample Randomly call on a minimum of 10% of your class.Connection to Learning ObjectiveInclude an essential question with academic language.Frequent Formative Feedback LoopFix it now. Heres how.

Explain to participants that these elements are necessary to ensure that the SSI is used to check for understanding and not just used for engagement.#2 Language Frame should include academic language to support students

When the author uses the word ________ how does that make you feel?

Corrective feedback is essential to have students get it right.27Engagement vs. LearningHow does the engagement strategy facilitate learning?

Discuss how when SSI is not tied to a standard it may be engaging, but is not moving the lesson along. We want students thinking not just complying. The only way to determine if this is happening is to check for understanding rather then just check for engagement.

Where in the lesson can you stratecally insert that.28Getting Started Structured Student Interaction/Productive Pairs

Share about how they can get started in the first week of school to introduce the protocol and get started.29Big 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 understanding

The language frame supports students ability to use academic language in their responses

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.

In addition: mention that SSI is not just Think Pair Share, it can be numbered heads together, inside outside circle,30ELA CCSS and Reading

Kindergarten

First GradeDiscuss the blocks, talk about how the size changes through the grades. This is an example of kindergarten. How do you think the box compare at 2nd grade?

32

Second Grade

Third Grade

Reading Standards: Foundational Skills

Page 3Reading-Foundational SkillsPrint Concepts

Phonological Awareness

Phonics and Word Recognition

Fluency

Pg. 3Give definitions of the above

36CCSS Reading Foundational Skills Activity Walk through the foundational skills document. What do you notice?

Mastery learning for the skills that drop off.Intervention reminderOne Early Literacy CCSS ShiftSimultaneous work of learning to read AND reading to make meaning

+

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

38BlendingPurposeThe purpose of blending is to teach the students a strategy for figuring out unfamiliar words.39HandoutDepending on which part of the word the Puppet is saying adjust the your hand choice. It will be backwards for you correct for kiddos.

Kids need to be up closes so you can see and hear. Target a couple of kids to monitor each day. Change it up.

Consider assigned seats so your at risk kids are where you can keep an eye on them.

TE in your lap? On a desk so you have your hands free.

Wait time 39BlendingSound by Sound

Whole Word

Syllable Blending

40Depending on which part of the word the Puppet is saying adjust the your hand choice. It will be backwards for you correct for kiddos.

Kids need to be up closes so you can see and hear. Target a couple of kids to monitor each day. Change it up.

Consider assigned seats so your at risk kids are where you can keep an eye on them.

TE in your lap? On a desk so you have your hands free.

Wait time Sound by Sound:Write, point, students say Write the next soundBlend through the vowelMove your finger from left to right making a blending motionWrite the spelling for the last sound, blendRead the word

Whole Word:Write the whole word to be blended Ask the students to blend the word as you point to them, following sound by sound procedureHave students say the whole word

40Blending(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

41STOP video after second line POTATOLet teachers know there will be a fall refresher afterschool.Instructional decisions: sound by sound syllable or read the syllableCompound words, open and closed syllables

Two or more syllable words

41Review of Sound Spelling CardsProgram Appendix pages 15 and 16

Terminology:

Name of the Card

Sound

Spelling

Robot 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_43 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. 1844Features of Dictation A learning experience - not a test

Students are encouraged to ask for help

Proofreading is an INTEGRAL part

Helps to informally assess needs

All students are successful and not frustrated

Students should receive reinforcement and feedback

Whole Word/Sentence DictationStudents should be encouraged to look at the Sound Spelling CardsRemind students to use capitals and punctuation.- Proofreading- Circle incorrect words and rewrite them.

Talk about how the teacher will need to make a choice, some words may merit a whole read approach/Talk about sound-in sequence dictationPractice whole-word dictationSentence dictation and proofreading

Demo for the teachers students put a dot under the letter if it is correct, circle and write the correct letter if wrong.46How 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

10 :00You may end up skipping or shortening, but be sure that you are making the decision together. Remember this is a great oppoutnity to work on routines with47

10:00-10:15 Break48

Multi-Syllabic DecodingOutcomes:Review the different types of syllablesReview a process for teaching students to break apart wordsShare resources with some practice opportunities.49Syllabication VocabularyWordDefinition/Examplevowelsa, e, i, o, uconsonantsb, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, zConsonant digraphssh, th, ch, whSpecial combinations of consonants that make one soundckcompound wordOne word made up of two words (ie. sun set)syllablesParts of a word; each containing a vowelSyllabication: General RulesEvery syllable must have a vowel sound. This can be represented by one vowel or a vowel pair.

po-ta-to painSyllabication: General Rules Special combinations of consonants that make one sound are not divided.

Examples:pathwaypicklepath - way pick - leSpecific 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 Practice VC-CVpattern basketball writtentrafficpat-ternbasket-ballwrit-tentraf-ficSpecific Guidelines V-CVDivide before the middle consonant if the first vowel makes a long sound.

Examples:

be-low pi-lotmo-mentPractice V-CVfrozenrecesssolospiralfro-zen re-cessso-lospi-ralSpecific Guidelines VC-VDivide after the middle consonant if the first vowel makes a short sound.

Examples: nev-erlim-itprod-uctPractice VC-Vhabitcabinsaladmodel

hab-itcab-insal-admod-elSpecific Guidelines C-leWhen 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-tlePractice C-lemaplebeetlecandlenoodlema-plebee-tlecan-dlenoo-dle

Practice TimeBreak each word into syllables. Tell which of the guidelines were followed.

columnmakeshiftpropelpatternsteeplecol-umnmake-shiftpro-pelpat-ternstee-pleNote: PPT will be posted when the trainings are complete. Can use this slides with students and change words out.61Six Syllable TypesSyllable TypeExamplesExplanationclosed syllablesrab-bitcom-mentnap-kinpic-nicex-actrack-etWhen a vowel is followed by a consonant it is shortopen syllablesra-darmo-mentmu-ta-tionde-cideWhen a vowel is at the end of the syllable, it is longSix Syllable Types ContSyllable TypeExamplesExplanationR-Controlledbird, birthWhen a vowel is followed by /r/, the vowel often is not long or short but spoken with the /r/ sound.Vowel Teamgreat, afloat, explainpointWhen 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.

Six Syllable Types Cont

Syllable TypeExamplesExplanationVowel-Silent ecompete,decideabatementA syllable with a long vowel-consonant-silent e pattern.Consonant-letablelittlemiddleAn unaccented final syllable that has a consonant plus le.Syllabication Reference Sheet

Do the first two only and have them go over them with their team if they do not get them right.Post answers on the blog66

Multi-Syllabic ResourcesMulti-Syllabic Word Labels (Prairie ES)Florida Center for Reading Research (FCRR.org)Six Way Syllable SortSyllable SnakeGame board Websites:http://abcteach.com/directory/fun_activities/games/folder_board_games/http://www.toolsforeducators.com/boardgames/

Where do decodables fit with CCSS?The purpose of decodablesTo help students apply, review, and reinforce their expanding knowledge of sound/spelling correspondences.To provide practice reading words.To practice fluency - Reading Foundational Skills Standard 4 (RFS4)Hand out norms chart here.69

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.

Finish by 10:45While 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.70Reading 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 271WHAT 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 71Literary 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 mapsDigital sources on a range of topicsInformational Text7272CCSS: Reading - LiteratureStories childrens adventure stories, folktales, legends, fables, fantasy, realistic fiction, and mythDramas staged dialogue and brief familiar scenesPoetry nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

73Main intent: to clarify that while there is to be a balanced approach with lit and info text, literature is still very much alive and well in CCSS.73Activity: Side-by-Side Comparison74

Revise this document put vocabulary in the middle, arrow to show if it pertains to only one.9:40-10:00

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.

74Owning the Standards#1-#3 = Key Ideas and Details75

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).75Owning the Standards#4-#6= Craft and Structure76

76Owning the Standards#7-#9= Integration of Knowledge and Ideas77

77Owning the Standards#10= Range of Reading/Text Complexity78

78Text Dependent Questions (TDQ)What are text dependent questions?

Questions that require students to engage with the text and to think critically

Text-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.81

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 ________.82Non-Examples and ExamplesIn 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-DependentText-Dependent

Perhaps the best way to understand the differences between text dependent, text related, and text inspired questions is to view non-examples and examples. The first question is not text dependent[read question]...This non-example provides us with a text inspired question. Its a general springboard question that does not relate directly to the poem at hand but, rather, tries to connect to the readers prior experience with failure.

In the text-dependent example, students cannot answer the question without going back into the text and examining the language of the poem and characteristics of the mighty Casey.

Text Dependent Question SortDirections:

Divide the following questions into two categories:Text Dependent QuestionsNon Text Dependent QuestionsThe questions came from OCR, achievethecore.org Non text dependentMust one have natural ability inHow has this selection connected with your knowledge (you can still answer the question)

LiteralWhat sparked the interestWhat did the children do to saveTo avoid someone means to .

InferentialRe-read the last two paragraphs on pg. 39. Look at the illustrations on pg. 31.( you would have to have read the text to see how illustrations connect)Read the first sentence from p. 41 What does this sentence tell about Lupes character?

84

Considerations for Developing Text-dependent Questions

Do the questions require the reader to return to the text?Do the questions require the reader to use evidence to support his or her ideas or claims?Do the questions move from text-explicit to text-implicit knowledge?Are there questions that require the reader to analyze, evaluate, and create?

Big 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

11:30 Lunch86LUNCH

Out to87

Close ReadingClose Reading88Why 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.

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

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.

Chunking a selection for example to make shorter. Chunked what students would be doing into shorter passages.92First 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

Chunk longer texts93Rereading

How one approaches a recipe, different, how many times one might reread for a close read.94Rereading in a Close ReadIs notReading the entire text a second or third time.Reading 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

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.)

The standards you select determine the standards based on the text.Standards will be the first read.Select what standard to address with the 2nd and 3rd read based on the intent.Reinforce that you are looking to teach a transferable skill.This reflects what they will see in a video.

Similar to the peeling of an artichoke, first to get the gist, then to understand the vocabulary because now there is a shared context for the vocabulary (using illustration to support the meaning), then ,looking at point of view between the characters96Reading with a PencilNot literally, but some means of taking notesSome examples include:Margin notesHighlightUnderlineLined paper notesGraphic organizers

Examples, but note that it can be done orally, teacher can chart. Can give example of how the students determined verbs to describe the character orally and then on another day, the teacher charted it in terms of writing.97Noticing 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 sentencesIn a clse read, the teacher should not give away the meaning of the text in advanace of the close reading, and the teacher should refrain from front-loading or preteaching vocabulary.There is a role for front-loading and re teaching, close reading should allow students to first notice what is confusing so they develop a habit that they can use when they are reading independently.98Discussing the TextDiscussion should allow students to engage in purposeful talk. Using Structured Student Interaction, teachers can use a language frame to guide student responses.

99Asking Text-Dependent QuestionsSince 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.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)

First Read (RL 1,7)

Read pages 316-319 to get the gist.

Students tell partner the gist.

Randomly call on students.

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?

Give quick overview of the Screen shot pg pg. 3161st Read, remind the students that they are reading to get the gist. Re-read with the students if necessary. Note when this lesson was taught the fist time they were asked to get the gist they were confused and thought the grandfather was going away because he came to say goodbye, we had to re read and clarify.

When students are reading they are tracking with their finger and moving their lips.1022nd Read RL3

What is a word that would describe Albert at this point in the story?Albert1033rd Read RL4, 5, and 7

RL 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?Be sure to mention standard 5 note this lesson will end with students sharing how the author began and ended the story.104inspected 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___________.overstuffed p.316See picture on p. 316What does the word over-stuffed mean?How do you know?

vendor pp.325-327

Someone that sells something.We bought hot dogs from the vendor.We bought ______ from the vendor.Lesson DesignUse a lesson design format to organize the following:Learning ObjectivesActivating Prior KnowledgeConcept Development (Lesson Content Focus)How and when will you check for understanding?How will you bring closure to the lesson?

Some of you have been studying EDI at your school sites.All of you were taught with some lesson design format for student teaching, formal evaluations, etc. Draw on that knowledge to design your lesson.108Open Court Selections Aligned with Common Core Standards

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 standard

Call out that standards are chunked by read and that the text is chunked.109

Standards Alignment GuideShould I use this standard with this text?Sample QuestionsObjectivesPlanning Together (We do) The Library Page T46

Standards: Reading Literature

1st Read Standards: 1, 7,2 2nd Read Standard: 4

Call out in selection 1 that we did not call out st 7 because the pictures do not support the text.111The LibraryUnit 1, Lesson 3 Selected Standards: RL (1,2,7) (4)Understanding the standards-Make sure there is an understanding of what students are expected to do.Consider how to chunk the text into manageable sections.Write questions on post-its that help students get to the gist if needed RL 1, 7, 2.Read the selection through the lens of standards RL 4, 7Write questions on post-its that focus on standards 4 and/or 7.

Review 1, 7, 4- same as butterfly seedsReview RL 2- what is the lesson or moral of the story

Insert the lesson that I taught to 2nd grade Reith (Patty)112The 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)46-4849-5152-5556-59

Share questionsSample Who is the main character?What do we know about her at this point in the story?113The Library Page 46(We do)Using the alignment guide, write questions for pages 46-48 through the lens of RL 1 that would leadExample: Who is the main character? What do we know about her at this point in the story?

The Library Pages 49-51Planning 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)

Share out49- How does this picture help n115The 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?

116Vocabulary (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 the text contains enough contexts clues for students to discover the meaning for themselves?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.Pg. 47 nearsightPg. 48 incredible118nearsighted

incredibleShe learned to read quite earlyAnd at an incredible rate.

What is a synonym for incredible?RL 4 Pages 49-51 (You do together)Worth KnowingTell DefinitionWorth KnowingUse Contest CluesImportant to know with context cluesManufactured pg 50Library cards pg 50Preferred 51

Adrift, olympiad, raids, just tell pg 50 steamer trunk 49121RL 4 Pages 49-51 (You do together)Worth KnowingTell DefinitionWorth KnowingUse Contest Cluessteamer trunk pg. 49manufactured pg. 50adrift pg. 50library cards pg. 50olympiad pg. 50preferred pg. 51raids pg. 50Important to know with context cluesManufactured pg 50Library cards pg 50Preferred 51

Adrift, olympiad, raids, just tell pg 50 steamer trunk 49122Olympiad

Planning for an OCR SelectionConsider the Matrix- What standards are suggested?Consider the Standards Alignment Sheet.Consider how you will chunk the text for the independent first read.Read the selection through the lens of the standards that were selected.Use the standards alignment sheet to create questions.Consider your lesson design including objectives, activating prior knowledge, etc.

Note for selections other than those for OCR, one would start with the standards alignment sheet.124Big IdeasClose 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

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.125Aligning Open Court to CCSSConcept/Question Board

OC term Theme CCSS term Big Idea

Another word you can use is Topic126Comprehension StrategiesSetting Reading Goals

SummarizingMonitoring and Clarifying

Asking Questions

Predicting

Making Connections

Visualizing

Monitoring and Adjusting Reading Speed127Sample Questions

Add document that Emily is creatingNote: Sample questions were created for some of the standards selected for each selection. They can be used during the reading process to address specific standards. Originally we planned to put them on labels however, it would make more sense to add them to post its where appropriate in the text.128AssessmentsOCR lesson assessments are not aligned to the CCSSMore information on assessments will be forthcomingWriting will be a vehicle used assess reading standards

Not required to be used although all teachers will receive them.- only map to standard 1 in most casesLet them know that currently it is an issuePre-service will show how to use writing.129Recommended Beginning of Year Diagnostic AssessmentsReading Lions Unit Fluency Assessments (give both and record the average)BPSTJohnston Spelling Inventory

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.

132Direct 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.

Emily learned at Pre-service that CCSS is a dimmer switch

Back in her classroomIts very dark in here!Closure: ImplementationAll of the pieces will fit together as we collaborate within and across grade level teams.

Remember the dimmer switch

Did you sign in? Implications For EL Learners and Students with Disabilities

138Note 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.138