K-3 ELA Common Core State Standards Job Alike #3 – Foundational Skills 3:00 – 4:30 & 3:45 – 5:15 Grades K - 3

SessionTopics #1Introduction to ELA CCSS #2Reading Foundational Skills Part 1 #3Reading Foundational Skills Part 2 Strategies for Closing the Gap in Foundational Skills #4Reading for Literature #5Reading for Informational Text #6Language (Vocab, Grammar, Usage) #7Writing & Language (Spelling, Punctuation, Capitalization #8Listening, Speaking and Assessment

“A student who can’t read on grade level by 3 rd grade is four times less likely to graduate by age 19 than a child who does read proficiently by that time. Add poverty to the mix, and a student is 13 times less likely to graduate on time than his or her proficient, wealthier peer. “Early Warning – Why Reading By the End of Third Grade Matters”, Annie E. Casey Foundation Third Grade Reading Predicts Later High School Graduation 3

Content & Language Objectives Content Objectives: o Teachers will identify strategies for accelerating the learning of Foundational Skills for below grade level readers in Reading Street o Teachers will review assessment tools to use to identify gaps in foundational skills o Teachers will be introduced to a Explicit Phonics Lesson and Lines of Practice –two instructional routines for accelerating learning of Foundational Skills Language Objective: o Teachers will read, write and discuss as they identify instruction in Reading Street, share and learn new instructional routines for acceleration.

Reflection Reflection: List 5-8 students in your class who are reading below grade level Are any of them students of color? Choose 2 students to focus on for today’s session. Partner Discussion: Turn and tell your partner about these students What are their strengths as readers? What challenges are they facing as readers? What are you currently doing to accelerate their learning? Condition 1. Focus on PERSONAL, LOCAL and IMMEDIATE Condition 2. ISOLATE race

What does it take to close the gap in Foundational Skills? Targeted Small Group Instruction 1.Identify skills that need to be retaught  Weekly targeted skills  Previously taught skills 2.Reteach - Small Group Instruction 3.Reassess 4.Provide instruction on next set of targeted skills 6

1. Identify Skills that Need to be Taught Reading Street Progress Monitoring Checks Phonics Survey Quick Check-outs (Grades K & 1) Teacher observation Student feedback 7

Using the Phonics Survey to Identify Gaps Guidelines for Grouping Students 1.Group students homogeneously based upon the lowest level task not passed. 2.As students master skills, select the next lowest task not passed 3.Kindergarten: Don’t group students by letter name. Instruction in letter name/letter sounds can occur simultaneously. 8

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Grouping Students for Small Group Instruction Phonics Survey Partner Activity Choose a partner Use the Sample Phonics Survey Class Grid as your data source Identify 1-3 small groups that you would target for small group instruction based upon the gaps indicated by the Phonics Survey Share Out 13

Quick Check-outs Kindergarten Grade 1 14 Quick Check-out For Grades K & 1:

2. Reteach – Small Group Instruction. 15 Explicit Phonics Lesson A research-based, highly effective instructional routine for teaching reading foundational skills. STEPS Phonemic Awareness (Gr. K & 1) Sound/Sound Spelling Review Blending Words Read Decodable Text Dictation (can be done at any time)

Small Group Instruction: Lines of Practice Lines of Practice provide students additional instruction in the following: practicing sounds & sound spellings in isolation blending regular words Reading high frequency/irregular words reading sentences applying skills in reading decodable text building accuracy and fluency 16

Lines of Practice Sounds/ Sound Spellings High Frequency Words Regular Words Sentences 17 Slide for Grades K, 1 & 2

Lines of Practice Sound Spelling/Affixes High Frequency Words Sentences Regular Words 18 Slide for Grade 3

Resources Pearson Success Net: Sign In - Codes available at Select Leveled Readers Select New Search Select Decodable and Phonics Readers Use drop down menu to select Phonics or Word Structure element Lines of Practice and Decodables: Order by Grade Level and Unit through Imaging Services, Video clip of Lines of Practice _gdata_player _gdata_player 19

Classroom implementation… Next Steps: What will you implement from today’s session. How will your next steps impact the 2 students you identified earlier? 3 – 5 mins Describe your next steps to a partner. 2-3 mins each Lines of Practice. Explicit Phonics Lesson Identify the Gaps: Assess 20

Evaluation Next Session – Please bring ELA CCSS Standards Grades K, 2 & 3 - TE Unit 4 Grade 1 – TE Unit 3 21