Common Core State Standards Training

Common Core State Standards Training
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

2nd Grade Task Force Team
Julie Fong, Nicole Eterovich Sutherland, Leslie Griess, Diana Sandoval and Sheryl Tolson

Nuts and Bolts Introductions
Identify a working partner at your table (A and B partners) Resources/handouts pages Logistics for the day Newly assigned to 2nd grade 1-5 6-10 Over 10 Others: administrators, Sped

Norms Be 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 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.

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

Transitioning to Common Core
Gradual process the light has to come on…

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 3-6

Table Talk What strategies are used in your classroom to promote student collaboration/discussion? How often are they used?

Speaking and Listening Standards
Pg. 6 Comprehension and Collaboration Standards 1-3 Presentation of Knowledge and Ideas Standards 4-6 Direct them to the standards Call out that the significant shift in speaking/listening is that they are designed to pair with what’s expected in reading standards. Direct participants to the speaking and listening standards at this time.

Examining the Standards Activity
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. Briefly mention Bullet number 3

Compare 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 team—each cog is necessary.

Examining the Standards Activity
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. 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.

Connection to ELD Standards http://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.

Speaking and Listening Round the Clock
Standard Description SL 1 Participate in a range of collaborative conversations SL 2 Recount key ideas and details SL 3 Ask and answer questions about what a speaker says in order to clarify comprehension… SL 4 Tell 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 We are always working on 1-3 and 6 … 4 and 5 will relate to specific assignments

How 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.

Possible Protocol L = Look at your partner.
Working Draft: Last revised 4/1/2017 Possible Protocol Use the 4 Ls: L = Look at your partner. L = Lean toward your partner. L = Lower your voice. L = Listen attentively. Patty 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 Ls TRAINER 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 don’t 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 I’m 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 let’s 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. K. Kinsella, 2012 TM & © Scholastic Inc. All rights reserved. 9/1/11

Give students something specific to listen for…
Sharing Out Possible Protocol Public Voice Private Voice Loud (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 ______. Intro public and private and explicitly tell students when to use each Talk about academic language

Emerging Practice: Evolving Practice:
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. 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. 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 accountability 2nd protocol in place with a partner A and b, set time to discuss, two characteristics of main character, random accountability

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 Patty Teacher says… I am going to give you 15 seconds of think time…

Components of SSI Add Kathy’s information

A Classroom Look What elements of SSI are present in the video?
Stop at 6:37

Structured Student Interaction: Sentence Frame
One element of SSI I observed in this video was_____. The teacher could have refined her practice by including ________. Patty 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 B’s 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, A’s 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. Kate Kinsella, Ed.D

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.

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… Patty 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 B’s 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, A’s 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

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 Objective Include an essential question with academic language. Frequent Formative Feedback Loop “Fix it now. Here’s 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. 27

Engagement vs. Learning
How 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.

Getting 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.

“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 While reading-foundational skills look very familiar to current standards, it’s 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, The language frame supports students ability to use academic language in their responses

ELA CCSS and Reading Kindergarten

First Grade Discuss 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?

Second Grade

Third Grade

Reading Standards: Foundational Skills
Page 3

Reading-Foundational Skills
Pg. 3 Print Concepts Phonological Awareness Phonics and Word Recognition Fluency Give definitions of the above

CCSS Reading Foundational Skills Activity
Walk through the foundational skills document. What do you notice? Mastery learning for the skills that drop off. Intervention reminder

One Early Literacy CCSS Shift
Simultaneous 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.

Blending Purpose The purpose of blending is to teach the students a strategy for figuring out unfamiliar words. Handout Depending 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 39

Blending Sound by Sound Whole Word Syllable Blending Whole Word:
Depending 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 sound Blend through the vowel Move your finger from left to right making a blending motion Write the spelling for the last sound, blend Read 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 procedure Have students say the whole word 40

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 STOP video after second line POTATO…Let teachers know there will be a fall refresher afterschool. Instructional decisions: sound by sound syllable or read the syllable Compound words, open and closed syllables Two or more syllable words 41

Review of Sound Spelling Cards Program Appendix pages 15 and 16
Terminology: Name of the Card Sound Spelling

Robot card B ah C ah D ah Green box/short vowel or short vowel… do not just say green box Students should know what the lines mean Where do you use the letter by itself in the long vowels _a_

Dictation Program Appendix p. 18 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.

Features 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 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. Talk about how the teacher will need to make a choice, some words may merit a whole read approach/ Talk about sound-in sequence dictation Practice whole-word dictation Sentence 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.

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 10 :00 You 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 with

10:00-10:15 Break

Multi-Syllabic Decoding
Outcomes: Review the different types of syllables Review a process for teaching students to break apart words Share resources with some practice opportunities.

Syllabication Vocabulary
Word 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

Syllabication: General Rules
Every syllable must have a vowel sound. This can be represented by one vowel or a vowel pair. po-ta-to pain

Syllabication: General Rules
Special combinations of consonants that make one sound are not divided. Examples: pathway pickle path - way pick - le

Specific Guidelines VC-CV
Divide between 2 small words as in compound words Examples: sun-set base-ball cup-cake Divide between 2 consonants in the middle of the word. Each syllable has its own vowel sound. hap-pen den-tist

Practice VC-CV pattern pat-tern basketball written traffic basket-ball

Specific Guidelines V-CV
Divide before the middle consonant if the first vowel makes a long sound. Examples: be-low pi-lot mo-ment

Practice V-CV frozen recess solo spiral fro-zen re-cess so-lo spi-ral

Specific Guidelines VC-V
Divide after the middle consonant if the first vowel makes a short sound. Examples: nev-er lim-it prod-uct

Practice VC-V hab-it habit cabin salad model cab-in sal-ad mod-el

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

Practice –C-le ma-ple bee-tle can-dle noo-dle maple beetle candle

Practice Time Break each word into syllables
Practice Time Break each word into syllables Tell which of the guidelines were followed. column makeshift propel pattern steeple col-umn make-shift pro-pel Note: PPT will be posted when the trainings are complete. Can use this slides with students and change words out. pat-tern stee-ple

Six Syllable Types Syllable Type Examples Explanation closed syllables
rab-bit com-ment nap-kin pic-nic ex-act rack-et When a vowel is followed by a consonant it is short open syllables ra-dar mo-ment mu-ta-tion de-cide When a vowel is at the end of the syllable, it is long

Six Syllable Types Cont…
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, explain point 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.

Six Syllable Types Cont…
Examples Explanation Vowel-Silent e compete, decide abatement A syllable with a long vowel-consonant-silent e pattern. Consonant-le table little middle An 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 blog

Multi-Syllabic Resources
Multi-Syllabic Word Labels (Prairie ES) Florida Center for Reading Research (FCRR.org) Six Way Syllable Sort Syllable Snake Game board Websites:

Where do decodables fit with CCSS?
The purpose of decodables… “To 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.

“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. Finish by 10:45 While reading-foundational skills look very familiar to current standards, it’s critical to note the explicit teaching that needs to occur to help teach reading comprehension skills. Students need additional practice in decoding multi-syllabic words.

Reading Standards: 4 Distinctive Categories
Pages 1 and 2 “WHAT” is said Key Ideas and Details Standards 1-3 Craft and Structure Standards 4-6 Integration of Knowledge and Ideas Standards 7-9 Range of Reading and Level of Text Complexity Standard 10 “HOW” it is said Compare texts Mention the parallel nature of Reading Lit and Reading Informational Texts. St. 4-6 how is the author communicating 7-9 comparison of texts and topics 1-3 we are comfortable with …

Literary Nonfiction is defined as
Biographies and autobiographies Books about history, social studies, science, and the arts Technical texts including directions, forms, and information displayed in graphs or charts or maps Digital sources on a range of topics Informational Text 72

CCSS: Reading - Literature
Stories – 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 Main 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. 73

Activity: Side-by-Side Comparison
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 expository—standard #2—DIRECT TEACHERS TO FOLLOW THE DIRECTIONS…Model 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 don’t 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 don’t pay attention to it’s 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. 74

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

“Owning” the Standards #4-#6= Craft and Structure

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

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

Text 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)
This is a hyperlink to an eCPL Use this when we present. There might be someone who just wants this…. For our background information: Came from presenter’s 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.

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 ________.

Non-Examples and Examples
Not Text-Dependent Text-Dependent 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. In Why did the Dinosaurs Disappear, the author gives many reasons why dinosaurs disappeared. Describe your favorite dinosaur. 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. It’s a general springboard question that does not relate directly to the poem at hand but, rather, tries to connect to the reader’s 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 Sort
Divide the following questions into two categories: Directions: Text Dependent Questions Non Text Dependent Questions Text Dependent Question Sort The questions came from OCR, achievethecore.org Non text dependent Must one have natural ability in… How has this selection connected with your knowledge… (you can still answer the question) Literal What sparked the interest What did the children do to save… To avoid someone means to …. Inferential Re-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 Lupe’s character?

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 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 11:30 Lunch

Out to LUNCH

Close Reading Close Reading 88

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.

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.

First Read The focus is RL or RI 1 (other standards may be added)
The objective of the first read is to get the gist of the selection The first read is usually done independently to give students an opportunity to grapple with the text Chunk longer texts

Rereading How one approaches a recipe, different, how many times one might reread for a close read.

Rereading in a Close Read
Is not… Is… Reading the entire text a second or third time. Reading for fluency practice Reading without being under teacher direction Reading only a sentence or short section Reading with a specific purpose and standard in mind Reading under the guidance of the teacher

Close Reading Option One 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 characters

Reading with a Pencil Not literally, but some means of taking notes
Some examples include: Margin notes Highlight Underline Lined paper notes Graphic 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.

Noticing Confusing Parts
Teach students to monitor anything that is confusing to them: Examples: A single unknown word A big idea that the reader has never considered before The structure of sentences In 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.

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.

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.

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. 316 1st 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.

2nd Read RL3 Albert What is a word that would describe Albert at this point in the story?

3rd 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.

inspected p.324 Inspect (verb) inspector (noun)
Inspect: To look over closely Inspector: The person who looks over something closely. Her mom inspected her room to make sure it was clean. ________inspected___________.

overstuffed p.316 See picture on p. 316 What 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 Design Use a lesson design format to organize the following:
Learning Objectives Activating Prior Knowledge Concept 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.

Open 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.

Standards Alignment Guide
Should I use this standard with this text? Sample Questions Objectives

Planning 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.

“The Library” Unit 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, 7 Write questions on post-its that focus on standards 4 and/or 7. Review 1, 7, 4- same as butterfly seeds Review RL 2- what is the lesson or moral of the story Insert the lesson that I taught to 2nd grade Reith (Patty)

“The Library” Page 46 Planning for First Read: Chunk the text
(We do) Planning for First Read: Chunk the text How would chunk the text? Pages 46-48, 49-51, 52-55, 56-59 46-48 49-51 52-55 56-59 Share questions Sample” Who is the main character? What do we know about her at this point in the story?

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

“The Library” Pages 49-51 Planning for First Read: (With a Partner)
(You do together) Planning for First Read: (With a Partner) Write questions for pages through the lens of RL 1 that would lead students to the gist. Share out 49- How does this picture help n

“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?

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 the text contains enough contexts clues for students to discover the meaning for themselves?

RL 4 Pages (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 nearsight Pg. 48 incredible

nearsighted

incredible “She learned to read quite early And at an incredible rate.” What is a synonym for incredible?

RL 4 Pages 49-51 (You do together)
Worth Knowing Tell Definition Use Contest Clues Important to know with context clues Manufactured pg 50 Library cards pg 50 Preferred 51 Adrift, olympiad, raids, just tell pg 50 steamer trunk 49

RL 4 Pages 49-51 (You do together)
Worth Knowing Tell Definition Use Contest Clues steamer trunk pg. 49 manufactured pg. 50 adrift pg. 50 library cards pg. 50 olympiad pg. 50 preferred pg. 51 raids pg. 50 Important to know with context clues Manufactured pg 50 Library cards pg 50 Preferred 51 Adrift, olympiad, raids, just tell pg 50 steamer trunk 49

Olympiad

Planning for an OCR Selection
Consider 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.

“Big Ideas” Close Reading
Critically reading short passages of challenging text Students have an opportunity to grapple with text on their own. While reading-foundational skills look very familiar to current standards, it’s critical to note the explicit teaching that needs to occur to help teach reading comprehension skills. Close reading is an outcome, not a strategy 125

Aligning Open Court to CCSS
Concept/Question Board OC term “Theme” CCSS term “Big Idea” Another word you can use is Topic

Comprehension Strategies
Setting Reading Goals Visualizing Monitoring and Clarifying Monitoring and Adjusting Reading Speed Asking Questions Summarizing Predicting Making Connections

Sample Questions Add document that Emily is creating
Note: 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 it’s where appropriate in the text.

Assessments OCR lesson assessments are not aligned to the CCSS
More information on assessments will be forthcoming Writing 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 cases Let them know that currently it is an issue Pre-service will show how to use writing.

Recommended Beginning of Year Diagnostic Assessments
Reading Lions Unit Fluency Assessments (give both and record the average) BPST Johnston Spelling Inventory

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. Direct participants to handout page 9. Have them complete the 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…

It’s very dark in here! Back in her classroom…

Closure: Implementation
All of the pieces will fit together as we collaborate within and across grade level teams. Remember the “dimmer switch”

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Implications For EL Learners and Students with Disabilities
Note with each of the foundational skills standards and reading standards, we will be addressing the needs of diverse learners including students with disabilities and EL learners. Plan with them in mind first, then you will not have to worry so much about going back and intervening.

Common Core State Standards Training

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