1. 1 © 2013 UNIVERSITY OF PITTSBURGH 1 Using the content-focused Coaching® Model to Support Early childhood Literacy and Language Development How to Teach a Rigorous Comprehension Unit

2. 2 © 2013 UNIVERSITY OF PITTSBURGH “One of the central goals of an early childhood program is the development of young children’s speaking, listening and oral language skills” Supporting Oral Language, Vocabulary and Concept Development through Rich Text Discussion and Related Learning Opportunities, Text Talk Unit Overview

3. 3 © 2013 UNIVERSITY OF PITTSBURGH Intended Learning Learn how the Core Issues can be used as an instructional planning tool Understand the structure of a read aloud that is rigorous for young children Analyze how a lesson assists children’s oral language development and their understanding of text Consider the preparation necessary to teach such a rigorous read aloud lesson Consider the preparation necessary to teach a rigorous read aloud unit. Consider the implications of this framework for our practice.

4. 4 © 2013 UNIVERSITY OF PITTSBURGH Facilitating the Text Talk Book Discussion The lesson plans are quite straight forward in identifying where to stop reading what questions to ask at each stopping point what ideas are intended to be developed from children’s discussion of each question Where to have them turn and talk about an idea When to show the illustration

5. 5 © 2013 UNIVERSITY OF PITTSBURGH The Focus of This Approach Have children pay close attention to language rather than illustrations Make sense of complex text Use talk as a vehicle for consolidating and communicating

6. 6 © 2013 UNIVERSITY OF PITTSBURGH Scaffolding Learning Ask another child to repeat what the first child said so everyone can hear what idea again. Follow-up questions may be necessary to help a child say more about his or her idea. Allow much longer wait times for children to gather their thoughts and put words to them.

7. 7 © 2013 UNIVERSITY OF PITTSBURGH Task: Understanding the text Part I 1.As individuals: Read the text Geraldine’s Blanket, by Holly Keller, with the questions below in mind. Number the pages in the lesson. In Table Groups: Select a Facilitator and Recorder. The Recorder should chart the ideas that are generated by the participants. Discuss the text in response to the following guiding questions: Why might this text have been chosen as a read aloud for preschoolers? (CI#17) What ideas should children include when summarizing the gist of the story? What should they know about the characters, the story problem, and how that problem was resolved?(CI#1) What difficulties, misunderstandings, or misconceptions might various groups of child (e.g., English learners from different linguistic and cultural backgrounds) have about this story?(CI#3) What prerequisite knowledge do children need to understand this story? How might a teacher address these needs? (CI#17) Be prepared for a whole group discussion of the text

8. 8 © 2013 UNIVERSITY OF PITTSBURGH Individually, read through the lesson plan for the text Geraldine’s Blanket. With others at your table, use your knowledge of the text Talk Lesson approach to analyze the lesson plan, using the questions below: What ideas are being developed from the questions at each stopping point? What misconceptions might children have at each point? What follow-up responses might a teacher have? Why might these picture have been chosen to show? Whole group discussion: What are the implications of this lesson plan for teacher planning? Understanding the Lesson Design for the Text Part II

9. 9 © 2013 UNIVERSITY OF PITTSBURGH Summary Points: What Do I Need to Know Lesson plans include a set of ideas that you hope to elicit from the discussion Ideas are not intended to be the only right answers and children are not expected to use these exact words in expressing their ideas Ideas are provided as a guide to help you craft follow- up questions that will encourage children to think about the important ideas in the texts. Vocabulary words and phrases that might be unfamiliar to the children may need to be explained or demonstrated to assist the children’s understanding and discussion of the the central ideas in the text.

10. 10 © 2013 UNIVERSITY OF PITTSBURGH Summary Points: How does the lesson provide support for English Learners Students learn new information in manageable segments, which are sequenced to build on existing knowledge of language and genre Students revisit new learning a number of times Each time with a new purpose and using a scaffold appropriate to the purpose and the text Students first read to get the gist (literal comprehension) Only after students have comprehended the text’s big ideas and information that they read the text again for a new purpose. Student’s development of spoken academic language is fostered through routines of discussion. Accountable Talk ® Moves and Functions Tool in the the Instructional Tools section of the set of lessons help scaffold student’s comprehension. Students are given multiple opportunities to practice using the language in purposeful ways with effective feedback.

11. 11 © 2013 UNIVERSITY OF PITTSBURGH Summary Points (continued) Students are often asked to share in pairs (Turn and Talk) before being invited to share with the large group. Students practice and gain confidence sharing their responses with one or two students before doing so with the whole group.

12. 12 © 2013 UNIVERSITY OF PITTSBURGH Summary Points: How is Vocabulary Study Supported Each lesson plan includes stopping points during the reading of the text for vocabulary explanations or demonstrations Explaining these words as they are encountered in the text rather than explaining them prior to reading Additional unknown words in the text are probably unfamiliar to young children but which are not related to the central ideas of the text and so, are not singled out for explanation. There may be other words or phrases, however, which are essential to the text comprehension and are unfamiliar to your particular group of children. You will want to explain those words and phrases, addition to the words and phrases identified in the lesson plan. Lesson plans include suggestions for ways to embed new vocabulary throughout the classroom, as well as ways to create opportunities for children to use vocabulary and new concepts throughout the day.

13. 13 © 2013 UNIVERSITY OF PITTSBURGH “One of the features of these Text Talk book discussions is to assist children in developing their ability to think about and connect ideas both within and across texts.” Text Talk Unit Overview

14. 14 © 2013 UNIVERSITY OF PITTSBURGH Thinking Beyond One Text Unit Planning Lessons and tasks are sequential, building knowledge and skill as the lessons progress Lessons are to be implemented in chronological order Tasks begin with the whole group, will provide time to think and talk with a partner Apply their learning during independent practice (Center Time) Each text in a unit takes about one week to complete Each set of books has been carefully chosen to reflect central ideas related to each theme

15. 15 © 2013 UNIVERSITY OF PITTSBURGH Logical connections among the ideas can be made across the set. The book characters across all the theme sets have been chosen to represent a diversity of cultures, races, genders, and abilities

16. 16 © 2013 UNIVERSITY OF PITTSBURGH Studying a Rigorous Comprehension Unit (Text Talk) Task 2 Individually, read the Unit Overview “Supporting Oral Language, Vocabulary and Concept Development Through Rich Text Discussions and Related Learning Opportunities.” Highlight ideas that you find particularly interesting. Be prepared to share one of these ideas with the whole group. Underline ideas about which you have questions or concerns. Listen for answers to these questions as we move through this task. Be prepared to raise unanswered questions or concerns at the end. Be prepared to share a few ideas from your table.

17. 17 © 2013 UNIVERSITY OF PITTSBURGH Studying a Rigorous Comprehension Unit As a whole group, we will connect the description of each unit component in the Unit Overview with that same section in the Unit Plan itself. Then, with a partner, use the Unit Overview and the Unit Plan to study the component to which you have been assigned and prepare to explain it to the whole group, both in general terms and specifically related to this unit. What is in this section? What is the purpose of this section? What does this section require of the teacher? What materials are needed in this section? How are these materials to be used?

18. 18 © 2013 UNIVERSITY OF PITTSBURGH Studying a Rigorous Comprehension Unit As a whole group, we will become familiar with each component of the unit as we listen to each partnership’s presentation. We will address any unanswered questions or concerns.

19. 19 © 2013 UNIVERSITY OF PITTSBURGH Summary Points: Understand the Unit Design The central goal of these unit are to develop young children’s speaking, listening and oral language skills. These units will assist you in preparing your children for rich text discussions around high-quality trade books, in planning and facilitating discussions. The unit designers recognize that teachers know their children best and are encouraged to consider important implementation questions before you begin the lessons. These discussions are designed assist children in developing their ability to think about and connect ideas both within and across texts. Lesson plans are straight forward and should be followed as written

20. 20 © 2013 UNIVERSITY OF PITTSBURGH Summary Points: Understand the Unit Plan The Unit Plan has the following components: Overview Table Prepare and Support the Rigorous Comprehension Discussions Facilitate the Text Discussions Support Concept/Vocabulary Development Link Reading Writing, Speaking, and Listening Celebrate Children’s Learning

21. 21 © 2013 UNIVERSITY OF PITTSBURGH Summary Points: Understand the Unit Plan The Unit Plan Explains how to prepare and support the rigorous comprehension discussions. Gives specific suggestions for supporting Tier II Vocabulary Words by embedding concepts and vocabulary throughout the room and across the day and week. Describes the big ideas across the set of books. Provides ways to celebrate children’s learning.

22. 22 © 2013 UNIVERSITY OF PITTSBURGH Part II: Understand the Unit Lesson Plans With a partner, study the lesson plans provided. (Geraldine’s Blanket, Owen and Peter’s Chair) –How do these lesson plans enact the features of the Text Talk approach? –Identify at least two ways these lesson plans assist children to make links across the texts. Be prepared to share your examples with others at your table. As a whole group, we will discuss: –What will be the value for children of listening to and discussing texts that are linked in this way?

23. 23 © 2013 UNIVERSITY OF PITTSBURGH Reflection 1. What was new learning for you today about developing ideas across a set of books? What did you learn about sequencing texts? 2. What will be the value added to children’s learning through engaging them in rigorous comprehension units. 3. Explain how the Text Talk Units align with your curriculum themes and how the Text Talk Units will be integrated within the classroom.