1. Session 4 K-2 English Language Arts Common Core State Standards

2. Day 2 – PM Session 1:30-4:00 Participants will increase their knowledge of: how the CCSS integrate reading, writing, listening and speaking by experiencing text using all four modes of language the benefits of the read-aloud approach used with complex text text based questioning The importance of syntax and vocabulary as elements of text complexity. 2

3. Model for English Language Arts Common Core State Standards 3

4. Schedule 1:00-2:30Reading Aloud, Interpretive Discussion and Text Based Questions 2:30-2:50Break 2:50-4:00Model Lessons 4

5. READ ALOUD AND COMPLEX TEXT 5

6. Why read aloud to children using complex text? 6 Please take a moment at your table to discuss: Why are well planned read-alouds part of daily instruction? What do teachers have to plan for? What are the benefits identified in the article? What are the research-based effective practices related to read-alouds?

7. Interactive Literary Discussions during Read-Alouds 7 HIGHER LEVEL LITERACY PRACTICES DURING READ-ALOUDS: Analyzing, interpreting and thinking critically about the text Focusing the discussion on interpretive meaning rather than literal level comprehension Reading books aloud at least twice to allow interpretive meaning making to develop over repeated readings of a text.

8. The Empty Pot slides Section 107 of Title 17, U.S. Code (commonly known as the Copyright Law) contains a listing of the various ways in which the use of a particular work may be considered “fair”. In practice recent court decisions have focused on whether the use of a work is transformative and if the amount required is appropriate for the purpose. The use of copyrighted materials in this presentation is considered fair because: The works are being used for an educational purpose in a closed setting i.e. the presentation is not publically broadcast in a manner to make the copyrighted works publically available. The creator of the presentation has purchased the materials displayed. The use made of the copyrighted works is transformative. 8

9. Text Based Questions In groups of four, discuss the following questions. Gently remind each other to cite evidence for your responses from the text.  What did the emperor ask each child to do? Where in the text do you find support for your answer?  Integrity is often defined as doing the right thing, even when no one is watching. How is that definition exemplified in this story? Provide text evidence to support your answer. 9

10. Text Based Questions What did the emperor ask each child to do? Where in the text do you find support for your answer? Integrity is often defined as doing the right thing, even when no one is watching. How is that definition exemplified in this story? Provide text evidence to support your answer. NON Text Based Questions Today’s tale is from China. Who can locate China on the map? Can you think of a time when it would be hard to tell the truth? Why is it still a good idea to tell the truth in these situations? Who has ever heard the expression that honesty is the best policy? What does that mean? 10

11. Writing in Response to Reading Write in a few sentences to the following question: Were the actions of the emperor honest or dishonest? Were the actions of the emperor justified? What in the text supports your stance? Think, Write, Pair/Share, Strengthen Share your response with the person sitting to your left. Select one response to improve. Improve the response by adding text based details (remember to use quotation marks for direct quotes). 11

12. First Impressions How far did your first impressions get you to the truth? How does reading and reading to find text evidence support deeper meaning? 12

13. Self Assessment of Our Discussion ENCOURAGE:54321 TRY TO AVOID: Everyone participated and contributed. A few people do most of the talking. I asked questions for clarification or elaboration. The teacher asked all the questions. Our discussion stayed on topic.Our discussion went off topic and was not related to the text. We listen and comment on one another’s ideas. We don’t pay much attention to what others say. We had a variety of ideas and we explained our ideas to make them clearer for others. We all tend to say the same thing. It is difficult for us to say more about our ideas. We supported each other and were kind and friendly. We were unfriendly and unkind and not supportive of each other. 13

14. BREAK2:00-2:15 14

15. What changes are made? 15 Traditional Read-AloudsInterpretive Meaning based Read-Alouds IRE Pattern: teacher initiation  student response  teacher evaluation Interactive Discussion - focus on Higher level interpretive meaning Focus of Discussion - primarily on literal-level ie. what were the names of the characters in Jack and the Beanstalk? Why does Jack go up the beanstalk a third time after he already has endless riches? Provide evidence from the story to support your answer.

16. Oral Language “Reading and writing float on a sea of talk.” -James Britton Handout: Interactive Discussion Routines 16

17. Interpretive Questions and Factual Questions 17 Factual questions have only one correct answer that you can support with evidence from the text. A factual question asks you to recall something the author has written and you can usually answer the question by pointing to one passage in the selection. Interpretive questions do not have just one correct answer. For interpretive questions, correct answers are any answers that you can support with text evidence. There may be a preponderance of text evidence across the story to support a response.

18. Now it’s your turn…. 18 Take the text The Singing Crow, and plan as a table: text-based questions you would use to develop students’ thinking vocabulary you might teach and how you would teach it.

19. Writing: Text types, responding to reading, and research 19 The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts.

20. TEXT MARKING USING MANIPULATIVES 20

21. Text Marking Using Manipulatives Explicit and systematic Engaging instructional strategy for students Promotes critical thinking, formative assessment to inform teachers’ ongoing decisions 21

22. Kindergarten Let’s look through the book and together we will place post its on the: characters, A major event in the story, words/phrases that indicate the setting. A long time ago in China there was a boy named Ping who loved flowers. 22

23. Text Marking: Major Events in the Story 1 st Grade: Let’s go back through the story and find the major events, we will place a chip on each one. 23

24. Second Grade: Authors move readers through texts by showing us the passage of time. Let’s find the places in this narrative where the writer does that. We will place our chips on the word or phrases that show the passage of time. A long time ago in China there was a boy named Ping who loved flowers. The next day a proclamation was issued. Day after day passed, but nothing grew in his pot. Phrases Showing The Passage of Time A long time ago The next day Day after day 24

25. Handout: Text-Marking: Elementary Please take time to read the hand out. After reading the hand out, discuss with the people around you:  how text marking could be used in your classroom  the value of using manipulatives and teacher think-alouds  What other features within a text could students mark? 25

26. STAND AND STRETCH 26

27. Exploring Syntax Select a juicy, rich sentence(s) to explore and post on chart paper or the interactive smartboard. 27

28. SYNTAX & VOCABULARY 28

29. Practice with a Partner…. On the next slide, look at the posted sentence and the questions. Deconstruct the sentence using the probes to guide your thinking. 29

30. Syntax- analyzing a sentence “I admire Ping’s great courage to appear before me with the empty truth, and now I reward him with my entire kingdom and make him emperor of all the land!” What does this sentence mean? Count the number of words. Identify/underline the important nouns. Circle the important verbs. Tell us WHY you marked the noun or verb as important. What is the purpose of the “” marks? What does the apostrophe in Ping’s signal? 30

31. Suffix: /or/ - a person or thing who does the aforementioned Success + or = successor 31

32. Word Study – “successor” Suffix: /or/ - a person or thing who does the aforementioned inspector actor navigator aggressor editor generator debtor successor creditor connector counselor escalator decorator propellor governor conveyor emperor People Who DoThings That Do Discuss with the students the word meanings, then provide opportunities for students to sort a collection of words. 32

33. Possible Steps – Exploring Syntax Write a long sentence on the board or chart paper. Ask students, what do you think these sentences mean? Count the number of words. Compare the longer sentence versus the shorter sentence – discuss the differences. Ask why? Find the “juicy words” in the sentences. Discuss grammar – is it written in present tense? past tense? Examine the punctuation. Why did the author use this comma? Examine parts of speech within the sentence. Add a short sentence and compare and contrast the two sentences. 33

34. School Wide Approach to Vocabulary and Syntax Our school articulates essential vocabulary across the grades. Students learn words relevant to important content areas; words they will encounter frequently in curriculum and instructional materials in the future. Our school/district articulates the prefixes, suffixes and root words students will learn in each grade level. Our school promotes wide reading and word consciousness. 34

35. Model for English Language Arts Common Core State Standards 35

36. Closure Please take a moment to write down in your Reflective Journal what you have learned during this session….what you value. Thank you for coming. Have questions? Call or write: Katie Moeller – Florida Department of Education Katie.Moeller@fldoe.org; 850-245-5160Katie.Moeller@fldoe.org 36