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EngageNY.org Addressing the Reading Foundations and Language Standards Session 3, February 2014 NTI.

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Presentation on theme: "EngageNY.org Addressing the Reading Foundations and Language Standards Session 3, February 2014 NTI."— Presentation transcript:

1 EngageNY.org Addressing the Reading Foundations and Language Standards Session 3, February 2014 NTI

2 Learning Targets I can analyze the Recommendations for teaching the Foundational Reading and Language Standards to determine the impact on my classroom practice. I can describe the relationship between improved literacy performance and instructional focus on reading foundations skills and language standards. EngageNY.org2

3 Quote “Placing students in easy text CAN lead to learning, but placing students in more challenging texts and then making sure they can successfully negotiate the text (through rereading, analysis of information, etc.) may lead to even greater success.” Timothy Shanahan, 2010 EngageNY.org3

4 Introductions and Reactions Please share your name, location and role and… complete either sentence:  I agree with Shanahan because…  I disagree with Shanahan because… EngageNY.org4

5 Purposes of the Reading Foundations and Language Standards Resources Articulates the research base for instruction regarding reading foundations standards Points teachers to where that instruction lives “within the modules” Offers teachers options about how to organize an additional literacy block to comprehensively address these standards beyond and alongside the module lessons EngageNY.org

6 Research Suggests… Students benefit from additional time spent on literacy skills instruction with differentiated support, so they can continue to acquire and practice the skills necessary in becoming proficient and independent readers, writers, speakers, and listeners. EngageNY.org

7 Foundational Reading and Language Resources Word Study Criteria Overview Independent Reading: Sample Plan and The Importance of a Volume of Reading Show the Rule TM Strategy Fluency Resource Additional Work with Complex Texts Core Knowledge Skills Strand (Grade 3 ONLY) EngageNY.org

8 Description of the resources in the package Overview RF and L Standards within the Module Lessons A sample schedule The research base a research review, implications for instruction, and associated resources for each aspect of foundational reading and language standards instruction a sample two-week alternating schedule that outlines one way to organize a foundational reading and language instructional block a list of examples of foundational reading and language instruction in the 60-minute module lessons, by grade EngageNY.org

9 Word Study Criteria Suggestions and specific criteria for approaches to word work that teach phonics and word analysis Offers a more contextualized approach to teaching phonics and word recognition Focuses on the morphology of words, syllabication patterns, and more complex spelling patterns Core Knowledge Skills Strand (Grade 3 ONLY):  Structured phonics and fluency assessments and lessons for students with some gaps in their foundational reading skills. EngageNY.org

10 Additional Work with Complex Texts Guidance for providing additional support with complex texts from the module lessons Focuses on 4 key aspects of text complexity:  Meaning  Structure  Knowledge  Language Sample schedule and example of centers EngageNY.org

11 Fluency Resources Getting Started Planning a Fluency Routine: The MAPP Approach Fluency Center Sample Schedule Fluency Passages and the Special Role of Poetry Additional Research EngageNY.org

12 Show the Rule TM Strategy Resources and guidance for contextualized grammar and conventions instruction within the context of authentic reading and writing Uses models of informational texts and literature to teach explicit conventions and grammatical rules Includes targeted mini-lessons that support students in revising their work during the writing process EngageNY.org

13 Independent Reading Resources and guidance for launching independent reading to ensure an appropriate volume of reading and the importance of a volume of reading Sample Plan EngageNY.org

14 Process and Discuss Mix and Mingle When signaled, find a partner Listen to the prompt Discuss Repeat EngageNY.org14

15 Model Experience Assume the role of a student for this experience. Try to view the lesson through the eyes of an 8-10 year old. Hold on to any questions that you may have as an educator until the simulation is over. You will have time at the end to ask each presenter in your team clarifying questions. EngageNY.org15

16 Center 1 I can construct meaning from the text by completing a cloze activity. EngageNY.org16

17 Center 1 Example EngageNY.org17

18 Center 2 I can organize and make sense of text by placing sentences of a paragraph in the correct order. EngageNY.org18

19 EngageNY.org Center 2 Example 19

20 Center 3 I can categorize vocabulary from the text. EngageNY.org20

21 Center 3 Example EngageNY.org21

22 Self-Assess After you have completed your center activity, grab a sticky note and attach it to your work.  Write a “+” on sticky if you feel you have met the target of your center.  Write a “?” on your sticky if you feel you are making progress but still have some confusion.  Write a on your sticky if you put forth effort but are unsure of how to meet the target. EngageNY.org22

23 Synthesis Think-Pair-Share about the following prompt: My colleague asks me, “What is included in the Recommendations for Teaching Reading Foundations and Language Standards Booklet?” My response is … EngageNY.org23

24 Whole Group Model Remember to hold on to your questions as we will have time to process our learning at the end. EngageNY.org24

25 How is the Meaning Different? The panda bear eats shoots and leaves. The panda bear eats, shoots, and leaves. EngageNY.org25

26 Long-Term Learning Target I can use grammar conventions to send a clear message to the reader. grammar conventions: the rules for written and spoken language EngageNY.org26

27 Today’s Learning Targets I can explain what conjunctions are and how they are used in a sentence. I can use conjunctions to improve my writing. EngageNY.org27

28 Conjunctions Read your sentence strip. The underlined word is a conjunction. EngageNY.org28

29 Be a Detective! Read silently, One Well: The Story of Water on Earth. Highlight or underline each conjunction in the article. EngageNY.org29

30 Defining the Rule What is the ‘job’ of a conjunction? What rule could go with the highlighted words/conjunctions? EngageNY.org30

31 Show the Rule TM Journal Writing Select a picture of interest from the envelope on your table. You have 5 minutes to write a creative piece using your picture as inspiration. Use the new rule about conjunctions as much as possible in your writing. When finished, highlight the conjunctions. EngageNY.org31

32 Self-Assessment Use the rubric in your materials to assess your piece of writing. Share your results with an elbow partner. EngageNY.org32

33 Remember… Once a rule has been posted to the chart, you are responsible for using it correctly in all of your writing. EngageNY.org33

34 Ink-Pair-Share Why is it important for writers to follow language rules when writing? EngageNY.org34

35 Learning Target Check-In I can explain what conjunctions are and how they are used in a sentence. I can use conjunctions to improve my writing.  Thumbs-up: I met the target.  Thumbs-sideways: I am making progress towards the target.  Thumbs-down: I still have a lot of work to do before meeting the target. EngageNY.org35

36 Continuing Learning Targets I can analyze the Recommendations for teaching the Foundational Reading and Language Standards to determine the impact on my classroom practice. I can describe the relationship between improved literacy performance and instructional focus on reading foundations skills and language standards. EngageNY.org36

37 Tying it all Together Where would the following model lesson experiences live in the Recommendations?  Cloze activity  Sentence strip activity  Vocabulary sort  Show the Rule TM EngageNY.org37

38 Jigsaw: Step 1 Member A: Additional Work with Complex Text Member B: Fluency Member C: Independent Reading ALL Members: Overview and Word Study EngageNY.org38

39 Jigsaw: Step 2 Meet in Role-Alike Groups:  All Member A’s together (Complex Text)  All Member B’s together (Fluency)  All Member C’s together (Independent Reading) Create a mini-lesson for the other three members of your group as if they were elementary students using any information in your materials and/ or the central texts on your table. EngageNY.org39

40 Jigsaw-Step 3 Return to your original group of 3. Each member present her/his mini-lesson to the team (5 min. each.) Team members may now ask/address clarifying questions about their topics (5 min. total). EngageNY.org40

41 Synthesis: Concentric Circles Count off by 2’s All 1’s form a circle; then face outward All 2’s stand in front of a 1 hence forming two concentric circles EngageNY.org41

42 Learning Targets Reflection I can analyze the Recommendations for teaching the Foundational Reading and Language Standards to determine the impact on my classroom practice. I can describe the relationship between improved literacy performance and instructional focus on reading foundations skills and language standards. EngageNY.org42

43 Process and Discuss Use your Participants’ Notebook to record: 3 ways literacy performance is improved through an instructional focus on RF skills and language standards 2 questions still lingering 1 next step EngageNY.org43


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