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Day 1: Speaking & Listening Reading: Literature, Informational Text, Foundational Skills Presented by: LaRae Blomquist, Dee Dee Ring, Erin Sipes, and Kathy.

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Presentation on theme: "Day 1: Speaking & Listening Reading: Literature, Informational Text, Foundational Skills Presented by: LaRae Blomquist, Dee Dee Ring, Erin Sipes, and Kathy."— Presentation transcript:

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

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

3 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

4 Norms  Be engaged!  Collaborate with colleagues.  Commit to applying what we learn today.  Ask questions and take risks.  Exhibit professionalism.

5 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

6 Transitioning to Common Core

7 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

8 A Walk Through the Standards… Organization Strand (formerly known as “domain”) K Reading – Literature Reading – Informational Text Reading – Foundational Skills NA Writing1-10 Speaking and Listening1-6 Language1-6

9 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.

10 Diving into the Speaking/Listening Standards

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

12 Speaking and Listening Standards Comprehension and Collaboration  Standards 1-3 Presentation of Knowledge and Ideas  Standards 4-6 Pg. 6

13 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. Examining the Standards Activity

14 Connection to ELD Standards

15 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.

16 Speaking and Listening “Round the Clock” StandardDescription 1Participate in a range of collaborative conversations 2Ask and answer questions about key details 3Ask and answer questions about what a speaker says in order to gather additional information 4Describe people, place, and things and events with relevant details…memorize and recite poems and rhymes 5Add drawings or other visual displays to descriptions… 6Produce complete sentences

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

18 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

19 Language Frame Resource

20 Possible Protocol: 1.L = Look at your partner. 2.L = Lean toward your partner. 3.L = Lower your voice. 4.L = Listen attentively. 20 Use the 4 Ls: K. Kinsella, 2012

21 Sharing Out Public VoicePrivate Voice Loud (not shouting)Quiet (not a whisper) SlowerFaster Give students something specific to listen for… Example frames: My answer is similar to ____’s. I agree with_______. I disagree with ______. Possible Protocol:

22 Components of SSI What components of SSI are most absent in the average classroom?

23 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. Turn to your designated elbow partner. Partner A will go first. (40 sec.) Discuss two characteristics of the main character. Use popsicle stick to call on students. Evolving Practice:Emerging Practice:

24 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

25 A Classroom Look What elements of SSI are present in the video?

26 Structured Student Interaction: Sentence Frame One element of SSI I observed in this video was_____. The teacher could have refined her practice by including ________.

27 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?

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

29 Reading-Foundational Skills 1.Print Concepts 2.Phonological Awareness 3.Phonics and Word Recognition 4.Fluency Pg. 3

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36 CCSS Reading Foundational Skills Activity Walking through foundational skills document What do you notice?

37 Implications For EL Learners and Students with Disabilities

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39 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

40 Big Books and More.... Reading Texts

41 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

42 Choosing Appropriate Texts Students' interest and enjoyment Content linked to classroom learning Worthy of rereading Students' instructional needs Layout of the text

43 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

44 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

45 Rationale For Whole Group Reading Historical Perspective Logistics Management Time factor Small group teacher and student exchange vs. student to student exchange.

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

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

48 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)

49 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)

50 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

51 Details Matter Consider (when facing students): 1.Which hand should signal the beginning sound? 2.Which hand should signal the ending sound? 3.Do you pause between phonemes so that students have an opportunity to put them together themselves? 4.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? 5.Which hand should Leo the puppet be on, when…? 6.Do students have an assigned seat on the carpet? 7.Can you see all of your students’ mouths?

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53 Phoneme Level Deletion & Substitution Examples Deletion 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?

54 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

55 Additional Practice Labels

56 Resource Booklet for Additional Practice

57 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

58 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

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

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

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62 One Early Literacy CCSS Shift Simultaneous work of learning to read AND reading to make meaning +

63 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.

64 Revised High-Frequency Word List

65 High Frequency Word Activities These and more resources will be available on the CCSS website -- kindergarten page. Thank you Denise, Heather, Felicia, and Julie!

66 How Much Practice is Needed? Type of LearnerNumber of Repetitions Most Able1 or 2 Average4 to 14 Less Able20 plus Source: National Reading First Conference (2006)

67 Table Talk Pre-Decodables: How do you keep track? Progress monitor? Introduce? Practice?

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

69 Reading Standards: 4 Distinctive Categories 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 Pages 1 and 2 “WHAT” is said “HOW” it is said Compare texts

70 Activity: Side-by-Side Comparison

71 “Owning” the Standards #1-#3 = Key Ideas and Details

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

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

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

75 LUNCH

76 Text-Dependent Nature of Reading Standards

77 Drilling Down to Understand “Text Dependent Questions” (TDQs) Text Dependent Questions

78 Non-Examples and Examples 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? Not Text-DependentText-Dependent Collaborating to Comprehend: What type of question is the non-example? Collaborating to Comprehend: What makes the following question text- dependent?

79 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 ________.

80 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

81 Resource for Writing TDQs

82 Standards Alignment Guide Objectives— task analysis Sample TDQs Which standard do I choose?

83 Applying Knowledge of TDQs +

84 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?

85 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?

86 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?

87 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!)

88 Share Out WHIP AROUND

89 “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

90 Close Reading

91 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

92 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.

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

94 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

95 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.

96 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!

97 Rereading – Peel Back the Layers of Standards

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

99 Applying What We Learned – Close Reading (“I Do”)

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

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

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

103 Share Out

104 “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. Close reading is an outcome, not a strategy.

105 Day 2 CCSS ELA Training - Writing CalendarDate Year-RoundJuly 15 and 16th Modified TraditionalAugust 12th TraditionalAugust 13th

106 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.

107 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.

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


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