Aiken County Public School District January 13, 2017 Jaime S. Creasy LEADERS IN LITERACY CONFERENCE Rubicon Resources Power point template opening slide Aiken County Public School District January 13, 2017 Jaime S. Creasy

Essential Question As an early childhood teacher, how can I plan and prepare effective early literacy experiences for the 4K classroom? aiken county public school district

Training Outcomes At the end of this session, participants will have a clear understanding of the information available in Rubicon Atlas for 4K classrooms, use the information to create an effective lesson activity appropriate for young literacy learners, and prepare and participate in group planning work to apply the new knowledge. aiken county public school district

Rubicon Reference Check-in on the prior knowledge of the Rubicon system Check-in on the daily use and experience working with the components of the Rubicon system Check-in on the status of lesson planning using the Rubicon system aiken county public school district

Rubicon Review aiken county public school district The Pre-Kindergarten ELA Unit is a comprehensive English Language Arts curriculum designed to prepare young children for later reading success by building foundational language and literacy skills. The curriculum provides explicit, systematic support for developing young children’s language, literacy, and content knowledge within the context of developmentally appropriate early childhood practices. A focus area is in developing young students’ oral language skills, including their vocabulary and narrative skills. Oral language skills are the foundation for listening comprehension during the preschool years and reading comprehension in the later grades. Oral language skills are modeled and practiced as teachers read aloud to students and engage them in rich, content related discussions. Students build content knowledge and vocabulary by listening to developmentally appropriate texts that build in complexity across the pre-kindergarten year. Students are also given the opportunity to practice using the language they are hearing by participating in meaningful content-related activities and discussions and developmentally appropriate play activities. Alongside content and language instruction, students also receive explicit, systematic instruction in the emergent literacy skills that are precursors to reading and writing (e.g., phonological and phonemic awareness, print knowledge, comprehension and vocabulary, print concepts, emergent writing and alphabet knowledge). Emergent literacy skill instruction occurs alongside—and integrated with—content instruction in each domain. Emergent literacy skills are gradually and systematically introduced during large group lessons, small group instruction, one-on-one teaching and practice with particular attention paid to the developmental sequence in which young children typically acquire these skills. Rubicon Atlas will be reviewed online. aiken county public school district

Rubicon Review A focus area is in developing young students’ oral language skills, including their vocabulary and narrative skills. Oral language skills are the foundation for listening comprehension during the preschool years and reading comprehension in the later grades. Oral language skills are modeled and practiced as teachers read aloud to students and engage them in rich, content related discussions. Students build content knowledge and vocabulary by listening to developmentally appropriate texts that build in complexity across the pre- kindergarten year. Students are also given the opportunity to practice using the language they are hearing by participating in meaningful content-related activities and discussions and developmentally appropriate play activities. Alongside content and language instruction, students also receive explicit, systematic instruction in the emergent literacy skills that are precursors to reading and writing (e.g., phonological and phonemic awareness, print knowledge, comprehension and vocabulary, print concepts, emergent writing and alphabet knowledge). Emergent literacy skill instruction occurs alongside—and integrated with—content instruction in each domain. Emergent literacy skills are gradually and systematically introduced during large group lessons, small group instruction, one-on- one teaching and practice with particular attention paid to the developmental sequence in which young children typically acquire these skills. aiken county public school district

Rubicon Review Alongside content and language instruction, students also receive explicit, systematic instruction in the emergent literacy skills that are precursors to reading and writing (e.g., phonological and phonemic awareness, print knowledge, comprehension and vocabulary, print concepts, emergent writing and alphabet knowledge). Emergent literacy skill instruction occurs alongside—and integrated with— content instruction in each domain. Emergent literacy skills are gradually and systematically introduced during large group lessons, small group instruction, one-on-one teaching and practice with particular attention paid to the developmental sequence in which young children typically acquire these skills. Focus discussion to ELA, specifically Q3 and Q4 aiken county public school district

Overarching Concepts in 4K ELA 1. Children learn to effectively communicate. 2. Children engage in foundational reading skills. 3. Children develop skills in phonological and phonemic awareness. 4. Children engage in foundational writing skills. aiken county public school district

Essential Questions for 4K ELA What are the skills needed to effectively communicate, read and write? I can speak. I can read. I can write aiken county public school district

Rubicon Resources: Pacing Guides Quarter 3 ELA Overview Quarter 4 ELA Overview Knowing the learning expectations, we accomplish this through the daily Literacy Block. aiken county public school district

Required Components for ELA Lesson Planning 8:15-8:30 15 min   Morning Meeting and Message 8:30-8:45 10-15 min Shared Reading with *Interactive Read Aloud Teacher demonstrates proficient reading, models strategies, and extends understanding using the book/big book, chart, SmartBoard, or various types of texts. 8:45-9:15 30 min Guided Reading (small groups) Teacher acts as a guide to engage students in practicing reading strategies, asking and answering questions, and to develop independence. 9:15-9:25 10 min Independent Reading/Exploring Texts Students choose the text to build stamina in exploring texts for pleasure, information, and application of strategies. 9:25-9:55 Literacy Stations (including Word Study) 5 Stations=25 min (1 Waterford rotation-1 group of 4) 9:55-10:05 Shared Writing (connected to Reader’s Workshop) Teacher models writing strategies on chart paper while students interact, listen, and participate. 10:05-10:15 Independent Writing/Journaling Guided Writing Conferences Students engage in independent writing practice while teachers conference to reinforce strategies. aiken county public school district

Shared Reading aiken county public school district What is Shared Reading? Shared Reading is a time for sharing a story and reading together (as well as a time of teaching beginning reading concepts in a safe, fun environment)! Shared reading in our pre-kindergarten classrooms may include echo reading (students echoing the words after the teacher), choral reading (students reading at the same time as the teacher), or fill in the gap reading (teacher reading the majority of the text and then pausing for students to fill in and say rhyming words or other predictable words in the story). All of these ways of reading are ways to encourage early reading enjoyment and success with a high level of teacher support. During shared reading, students focus on both the pictures and the text to make predictions and to generate meaning. Most shared readings begin with a 'picture walk' in which the teacher guides students through a preview of the story, asking questions to elicit words and phrases that are used in the text. The book is then read to students and predictions are checked against the text of the story. The book is revisited among several days. Further comprehension of the story takes place through questioning and discussion of each story (the author's choice of words and the illustrator's pictures), through acting out the story, making puppets and retelling boards, reviewing elements of the story (setting, characters, problem, solution), and putting pictures of events of the story in order. Once students are familiar with the story, we also look more closely at the text. We mask certain letters and go on word hunts for small high frequency words such as I, the, to, etc. We also play with the sound of the text. Students might be asked to listen carefully to the story and be asked to round up all the rhyming words they hear or words that begin with a certain sound. We also frequently brainstorm other words that rhyme or begin with the same sound. They may be asked to determine the number of claps (syllables) in a word or the number of parts (sounds) in a word. Sometimes, students will need to listen carefully to a word that is stretched out and put it together to figure out the word from the story. aiken county public school district

Shared Reading Students are learning to: track print from left to right and word by word predict and infer enjoy and participate in reading with a high level of support build a sense of story expand their vocabulary find letters and sounds in context attend to concepts of print (spacing, capitalization, punctuation) sequence the events of a story focus on story elements (author, illustrator, characters, setting, beginning, middle, end).  aiken county public school district

Guided Reading Guided reading has many of the same components as shared reading.  However,  it is conducted with a smaller number of students and focuses more on the individual reading needs of each child.  During guided reading, teachers work with students at their instructional level to guide them in using the context, visual, and structure cues within stories to generate meaning.  By using instructional level texts that gradually increase in difficulty, students apply strategies in context and feel successful! The end goal, as with any literacy component used in pre-kindergarten, is for students to become confident in pre-reading skills and who LOVE to read! Guided reading in pre-kindergarten can be conducted one on one or in small groups using books with predictable text, decodable text, books containing a large number of sight words, specially leveled books in a series, or trade books. By participating within smaller groups, students get more individualized attention and are often able to focus more clearly on tasks. Students are divided into small groups based on data demonstrating specific target areas for instruction. aiken county public school district

Shared Writing and Guided Writing 1) Model for students The teacher, using anchor charts: thinks aloud about possible ideas, draws a picture and orally discusses why certain elements are in the drawing (prewriting) decides what to write that corresponds to the picture does adult/book writing (with student assistance) 2) Student Writing (This may also be a time for fine motor skill practice early in the school year.) Students: get their writing notebooks date their next clean page think about what they want to draw draw their picture kid write (with and with out assistance) 3) Continue with conferences and Author’s Share *These are not writing prompts, but are connected to Reader’s Workshop. aiken county public school district

In Writer’s Workshop, we focus on: letter formation left to write progression how print and pictures contain the message how to differentiate between letters and words spacing between words the sounds and letters in words punctuation assisting children develop greater independence in writing expressing ideas through pictures, oral language, and print valuing ideas that are important to students sharing orally aiken county public school district

Work Group Discussion and Share You are the experts! Through professional collaboration, complete the following task: Review your group’s topic Discuss together, share ideas on planning for this area of instruction Complete the anchor chart with the following: Topic Title KUD for Quarter 3 (Review Rubicon) Ideas, Activities, Highlights If time allows, design a quick lesson activity for your topic based on Q3 pacing guide aiken county public school district

Work Group Discussion and Share Work Group Literacy Topics 1-Shared Reading 2-Guided Reading 3-Independent Reading/Exploring Texts 4-Literacy Stations 5-Shared Writing (Discuss connection with Reader’s Workshop) 6-Guided Writing/Independent Writing Answer this question as a group: How do you make instruction explicit to follow the learning expectations of the pacing guide, while maintaining individualized instruction and developmentally appropriate practice? aiken county public school district

Revisiting the Training Outcomes At the end of this session, participants will: have a clear understanding of the information available in Rubicon Atlas for 4K classrooms, use the information to create an effective lesson activity appropriate for young literacy learners prepare and participate in group planning work to apply the new knowledge aiken county public school district

Questions? aiken county public school district

Closing: Contact Information Jaime S. Creasy, Ed.S School Readiness and Pre-Kindergarten Programs jcreasy@acpsd.net aiken county public school district