Reading To Learn – Grades K-2 March 27, 2015

Norms Begin and end on time Mute or turn off cell phones Take care of personal needs as necessary Focus on the goal No sidebar conversations Actively participate Listen to others Commit to action Practice the seven norms of collaboration  Pause  Paraphrase  Probe  Put ideas on the table and pull them off  Pay attention to self and others  Presume positive intentions  Pursue a balance between advocacy and inquiry

PLC Depth of Interaction

The GRPS Way Student Achievement Equity Professionalism Knowledge

The GRPS Way Student Achievement ◦T◦T he 4 Learner Outcomes of the Academic Plan AAll students will read and comprehend increasingly complex text in all content areas. AAll students will demonstrate cognitive skills and capacities for critical thinking, problem solving, creativity and innovation in all content areas. Where appropriate, students will conduct investigations and research across all content areas. AAll students will adapt their communication in relation to audience, task, purpose and discipline. They will set and adjust purpose for reading, writing, speaking, listening and language use as warranted by the task in all content areas. AAll students will use facts, procedures and operations to be efficient and flexible in solv­ing complex problems, constructing viable arguments and critiquing the reasoning of others. Note: “Others” include people as well as print and other media.

K-2 Outcomes Teachers will know how to support students’ ability to read and understand increasingly complex text by: ◦ Understanding the connection between the GRPS Way for Instruction and learner outcome number one from the GRPS Academic Plan ◦ Understanding the importance of teaching reading comprehension and vocabulary ◦ Reviewing the 5 Elements of Reading (Phonemic Awareness, Phonics, Vocabulary, Fluency, & Comprehension) ◦ Developing an understanding of two of the 5 Elements (comprehension and vocabulary) in relation to the grades K-2 ◦ Learning key strategies that can be implemented in their classroom for explicit instruction of reading comprehension and vocabulary.

Agenda REVIEW PLC AGENDA

FIVE COMPONENTS OF READING REVIEW Activity: Search and Sort Five Essential Components of Reading Card Sort Match each of the cards to the following categories: ◦ Component ◦ Definition ◦ High priority skill ◦ Sample activity.

Answer Key-5 components of Reading ComponentDefinitionHigh Priority SkillExample/Sample Activity Phonics Understanding that words are made up of letters, sounds are connected to letters, and can use these letter and letter combinations to read and spell unfamiliar words Blends sounds in printed words together and reads words as a whole accurately. The teacher tells the students that -dge and -ge both stand for /j/ at the end of words. Students then sort a group of twenty -ge and -dge words to determine when the -dge spelling is used. Students read the words once they are sorted. Phonemic Awareness Awareness that spoken words are made up of individual sounds. Segmenting spoken words into individual Sounds. Teacher places three pictures on the board. She says three individual sounds out loud that represent the name of one of the pictures. Students listen and say the word. Fluency Ability to read words in grade level text accurately with automaticity and with proper expression. Reads 110 words correct in a minute with phrasing and appropriate expression. (3 rd grade) Teacher models reading of a passage explicitly teaching smooth reading and pausing at punctuation. Vocabulary Understanding and use of words to acquire and convey meaning (mental dictionary). Learns and uses unfamiliar words introduced in stories and informational text. In small groups, the students list as many meanings as they can think of for the word, main. ComprehensionComplex process of listening/reading and reacting to spoken/written text in a meaningful way Retell the main idea of stories or informational text. Answers literal, inferential and evaluative questions about a passage. Before reading an information passage, the teacher has students make predictions about that they think they will learn.

The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Read the Comprehension and Vocabulary section As you read, consider the following question: How did the article challenge, confirm, or add to you thinking?

Three Minute Pause Reflect on what you have learned so far. Complete the section labeled the 5 Elements of Reading

“Talk a Mile a Minute” “Talk a Mile a Minute” Find a partner– Choose roles giver or receiver Kind of like the $25,000 Pyramid game Both giver and receiver see the category A set of terms will appear based on the category – One person is the giver (gives clues), while the other person is the receiver (tries to guess the terms) Receiver must turn his/her back to the screen First group done shout out Questions?

Irresponsible Issue Artifact Rights Pollution Words associated with Social Studies

Words associated with Science Living Things Seasons Nonliving things Precipitation Life cycle

As a giver, how did you get your receiver to figure out the terms? As a giver, how did you get your receiver to figure out the terms? As a receiver, what mental process did you follow in order to figure out each term correctly? As a receiver, what mental process did you follow in order to figure out each term correctly? What part did vocabulary knowledge play in your success with the game? What part did vocabulary knowledge play in your success with the game? Reflection

Research Behind the Importance of Teaching Vocabulary Research on Vocabulary Instruction and the Common Core and A Review of the Current Research on Vocabulary Instruction

As you read “A Review of the Current Research on Vocabulary Instruction”, think about the following Something that squares with your thinking A question going around in your mind Three points that you want to remember Once you are finished reading, share your thinking with your partner.

Now read “Research on Vocabulary Instruction and the Common Core” As you read, consider the following questions. What Assumptions does the author of the text hold? What do you Agree with in the text? What do you want to Argue with in the text? What parts of the text do you want to Aspire to? Take turns with your group members sharing your 4 A’s citing evidence from the text. What implications do these two articles have for our work with our students?

Vocabulary and the CCSS Common Core State Standards: ◦ RI.K.4, RI.1.4, RI.2.4 ◦ L.K.4, L.1.4, L.2.4 What do the standards say our students need to know and be able to do? Whole group discussion- Facilitator charts skills

20 Explicit Teaching of Vocabulary Six-Steps for Teaching New Terms First 3 steps – introduce and develop initial understanding. Last 3 steps – shape and sharpen understanding.

Math Vocabulary K-2 Grade

add To put groups together or combine 3 bears add 2 bears makes 5 bears

subtract To take away from or pull apart 5 apples subtract 2 apples leaves3 apples

equal Equal means “is the same as” 6 hearts is equal to 4 hearts and 2 hearts because 6 hearts is the same as 4 hearts and 2 hearts

Equal sign (=) An equal sign is the symbol we use to show that two amounts are the same or equal. 6 black chips is equal to 1 black chip and 5 black chips 6 = 1 + 5

Three Minute Pause Reflect on what you have learned so far. Complete the section labeled vocabulary

BREAK

Comprehension What is comprehension? ◦ Turn and Talk to a Partner Research Says: ◦ Comprehension is “intentional thinking during which meaning is constructed through interactions between text and reader” (Harris and Hodges, 1995). ◦ Comprehension is a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text, and the stance the reader takes in relationship to the text (Pardo, 2004).

What does the research say? “Comprehension can be improved by teaching students to use specific cognitive strategies or to reason strategically when they encounter barriers to understanding what they are reading. Readers acquire these strategies informally to some extent, but explicit or formal instruction in the application of comprehension strategies has been shown to be highly effective in enhancing understanding. The teacher generally demonstrates such strategies for students until the students are able to carry them out independently.” (National Reading Panel, 2000)

Comprehension Article: Synthesis of Research/Reading Comprehension: What Works Step 1: Divide into small groups and read the article. Step 2: After each group reads the article, discuss the article and write the main idea/s, what you found interesting, how does it apply to your classroom, and any questions you may have, on chart paper. Step 3: Post your chart paper on the wall with a blank piece of chart paper next to it. Step 4: Ask groups to rotate around the room reading the main ideas, interesting information and questions. Write comments or responses on post-it notes and stick the post- it notes to the blank sheets of chart paper next to the ones on the article. Step 5: After everyone has responded to the article, have the groups return to the original chart paper and read and discuss the post-it notes left by other participants.

Comprehension is evident when readers can:

Comprehension is evident when readers can: “Jot Thoughts” about what you think this looks like in a K-2 classroom. – Write it on a Sticky note - Share

More research… Explicit comprehension instruction in K-2 is not only possible, but wise and beneficial rather than detrimental to overall reading instruction. “To delay this sort of powerful instruction until children have reached the intermediate grades is to deny them the very experiences that help them develop the most important of reading dispositions – the expectation that they should and can understand each and every text they read.” (p 257) Diane Snowball

Institute for Education Science Recommendations (IES) 2010

Comprehension Standards What are the comprehension standards? ◦ Key Idea and Details ◦ Integration of Knowledge ◦ Craft and Structure What do the standards say our students need to know and be able to do? ◦ Whole group discussion – Share out ◦ Facilitator chart responses

So what is the difference between a STRATEGY and a SKILL? Turn and talk to a table partner A strategy is a thinking process that is used consciously and intentionally to achieve a goal A strategy is an intentional mental action during reading that improves reading comprehension. A strategy is a deliberate effort by a reader to better understand or remember what is being read.

So what’s a teacher supposed to do?

Comprehension Strategies Fix-Up Strategies Predicting Visualizing Making Connections Inferencing Questioning Determining Importance Summarizing Synthesizing

VISUALIZING QUESTIONING

Analyzing a Lesson Activity Page 7: Analyze lessons related to RI. K7 Identify the comprehension strategies embedded within the lesson.

Three Minute Pause Reflect on what you have learned so far. Complete the section labeled Comprehension