Day 1: Speaking & Listening Reading: Literature, Informational

Day 1: Speaking & Listening Reading: Literature, Informational
Text, Foundational Skills Presented by: LaRae Blomquist, Dee Dee Ring, Erin Sipes, and Kathy Wilson Summer 2013 8:30-8:45

Kindergarten Task Force Team
FINISH Heather Wright, Julie Radke, Denise Nakamoto, Felicia Womack-Suine

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

Transitioning to Common Core
Our Transition to CCSS is not going to be complete in one session or one year like turning on a light switch. Rather think about the switch to CCSS as a dimmer switch. We will be bright and shiny slowly over time. We a need to give our selves time to get it right. Gradual process the light has to come on…

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 Not so much in K, 1, 2 with text complexity Fisher Frey CCSS book

A Walk Through the Standards…
Organization Strand (formerly known as “domain”) K-5 6-12 Reading – Literature Reading – Informational Text Reading – Foundational Skills 1-10 1-4 NA Writing Speaking and Listening 1-6 Language Have participants go through the legal-sized document pointing out how the first half of the doc is K-5 while the second half is Highlight the consistency of standards, K-12. The intent of each standard—no matter what grade—is consistently numbered and stays the same with the only variation being a building-up of complexity as we go through the grades. While “Language” is a new name for a strand/domain, the term makes sense because it focuses on the craft of communication: grammar, spelling, punctuation, capitalization, word choice, and figurative language.

Standard 1, Reading – Informational Materials
Examine Consistency Grade 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. Ask participants to follow along as you read aloud reading standard #1. This is the only standards where the verbiage is identical in both Reading-Literature and Reading-Informational text.

Diving into the Speaking/Listening Standards
Ask participants to follow along as you read aloud reading standard #1. This is the only standards where the verbiage is identical in both Reading-Literature and Reading-Informational text.

Table Talk What strategies are used in your classroom to promote student collaboration/discussion? How often are they used? 8:45-9:30

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.

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 Have them read horizontally and then vertically. Note the connections in language at each grade level (e.g., ask/answer questions; key details; recount). This is purposeful!

Connection to ELD Standards
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.

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 We are always working on 1, 2, 3… and 5 will relate to specific assignments

How do Speaking and Listening Standards connect to Structured Student Interaction?

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 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. 18

Language Frame Resource
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. 19

Possible Protocol: Use the 4 Ls: L = Look at your partner.
Working Draft: Last revised 4/15/2017 Possible Protocol: Use the 4 Ls: L = Look at your partner. L = Lean toward your partner. L = Lower your voice. L = Listen attentively. 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 20 TM & © Scholastic Inc. All rights reserved. 9/1/11 20

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 21

What components of SSI are most absent in the average classroom?
SSI needs to be tied to language objective during

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. What’s missing in the continuum? 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 23

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 Teacher says… I am going to give you 15 seconds of think time… Precise with each of the protocols Do the structure with the group so they

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 ________. 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

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? 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 27

“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 End 9:30 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. The language frame supports students ability to use academic language in their responses

Reading-Foundational Skills
Print Concepts Phonological Awareness Phonics and Word Recognition Fluency Pg. 3 9:30-9:55 Give definitions of the above

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

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.

10:00-10:15 Break

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

Reading Texts Big Books and More....

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 Erin, feel free to change.

Rationale For Whole Group Reading
Historical Perspective Logistics Management Time factor Small group teacher and student exchange vs. student to student exchange. Historical perspective-Centers vs. workshop… in the past with 33 students and 100 minute teacher. Taught OCR in centers. Smaller group size. Used and existing structure that was already working. Teacher-led groups lead to additional prompting. Student interaction leads to additional learning.

“Big Ideas” Targeted intervention (WIN and WORKSHOP)
Teaching to mastery is critical at this stage.

“Big Ideas” Benefits of whole group reading instruction.
Simultaneous explicit instruction for both foundational skills AND comprehension

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 Awareness Development 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 Common onset and rime list provide to teachers- HANDOUT

Details Matter Consider (when facing students):
Which hand should signal the beginning sound? Which hand should signal the ending sound? Do you pause between phonemes so that students have an opportunity to put them together themselves? 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? Which hand should Leo the puppet be on, when…? Do students have an assigned seat on the carpet? Can you see all of your students’ mouths? Remind teachers that this is an oral activity – students should not be looking at print. Technical reminders Leo goes on the hand according to when he needs to respond.

Phoneme Level Deletion & Substitution Examples
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 fingers Touch face Touch arm Elkonin boxes Monitor carefully 5 a day

Additional Practice Labels
Include a screen shot of K materials here.

Resource Booklet for Additional Practice

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 Erin Prevention vs. intervention Elkonin boxes

Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. Consonant letter sounds Long and short vowel sounds Read High-frequency words Identify the difference between two similarly spelled words. 59

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

Substitute K 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_

One Early Literacy CCSS Shift
Simultaneous work of learning to read AND reading to make meaning + Switch out sound cards… We are also learning to speak, listen and write to make meanings. When we say “read” we are talking about making meaning of language.

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. Make reference to subitizing in math. Include ideas for pre-decodables for concepts of print. Sight word practice ideas. Decodables – keeping track of them, rings, send home etc…. During the beginning of the year it does not take as much time with the decodables so……. What is the purpose of SHARED READING? READ ALOUD? MODELING!!!!!! 63

Revised High-Frequency Word List

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 Ummm…..? Source: National Reading First Conference (2006)

Table Talk Pre-Decodables: How do you keep track? Progress monitor?
Introduce? Practice? Wrap up by 11. Sight word practice ideas. Decodables – keeping track of them, rings, send home etc…. During the beginning of the year it does not take as much time with the decodables so……. What is the purpose of SHARED READING? READ ALOUD? MODELING!!!!!! 67

“Big Ideas” Reading-Foundational Skills are taught to mastery.
Simultaneous explicit instruction for both foundational skills AND comprehension. Refining practices will result in less need for intervention.

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 …

Activity: Side-by-Side Comparison
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. 70

“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

LUNCH 11:30-12:30

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.

Non-Examples and Examples
Not Text-Dependent Text-Dependent 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? Collaborating to Comprehend: What type of question is the non-example? The text-dependent example represents the first type of TDQ because it asks about a central idea—in this case how the animals changed their attitude about helping the hen. 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

Resource for Writing TDQs
Insert the lesson talk through what it looks like. Be clear that re-reading is not the entire text, only the parts that are important for answering the question.

Standards Alignment Guide
Which standard do I choose? Objectives—task analysis Sample TDQs The only column that we’ll use right now is the middle column. However, orient teachers to the first and third columns. The third column is highlighted secondly because it’s a continuation of the standards (in terms of basically deconstructing them) and fits with the practical application of writing learning objectives. The first column is to help in decision making which standards can be applied to trade books or any text that haven’t had standards already aligned for the selections.

Applying Knowledge of TDQs
+ Teachers need the standards alignment document along with their O.C. unit 1.

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? Teachers need the standards alignment document along with their O.C. unit 1. Think Aloud: Hmmm…I notice that there are a lot of the who, what, where, why, how, and when kinds of question frames. What’s something important about Henry that I could ask? Included is a non-example of something that is not a key detail and would not be asked. That said, if AFTER doing a close read and peeling back the layers a teacher wanted to use the book to teach/quiz students about colors, it can be done on multiple pages with a singular focus.

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? Teachers need the standards alignment document along with their O.C. unit 1. Think Aloud: Hmmm…I notice that there are a lot of the who, what, where, why, how, and when kinds of question frames. What’s something important about Henry that I could ask?

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? Teachers need the standards alignment document along with their O.C. unit 1. Think Aloud: Hmmm…I notice that there are a lot of the who, what, where, why, how, and when kinds of question frames. What’s something important about Henry that I could ask?

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!) Teachers need the standards alignment document along with their O.C. unit 1. Think Aloud: Hmmm…I notice that there are a lot of the who, what, where, why, how, and when kinds of question frames. What’s something important about Henry that I could ask?

Share Out Before sharing, note that as learners we need to take risks and be open to constructive feedback. WHIP AROUND 

“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 Fix this slide to reflect K

Close Reading Close Reading 90

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 Read
Is not… Is… Reading the entire text a second or third time each 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

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! Chunk longer texts

Rereading – Peel Back the Layers of Standards

Common Core Standards for Reading and Responding (Red Section) OCR
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

Applying What We Learned – Close Reading (“I Do”)
Model how to “arrange” the questions for a close reading.

Applying What We Learned – Close Reading (“We Do Together”)
1st Read: 2nd Read: 3rd Read:

Applying What We Learned – Close Reading (“We Do Together”)
TITLE Look Out Kindergarten… 1st Read: 2nd Read: 3rd Read:

Applying What We Learned – Close Reading (“You Do Together”)
TITLE _________________________ 1st Read: 2nd Read: 3rd Read:

Share Out Depending on time, this might be best as a gallery walk. Encourage teachers to take pictures with their phones.

“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. 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 . 104

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.

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. Highlight the idea that we are revising the evaluation forms so that we can attempt to gather more specific information about participant learning. Data gathered will inform our next steps for PL. Point out that there is a back side as well.

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

Day 1: Speaking & Listening Reading: Literature, Informational

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