1. Grades K-2: Oral Language Development: Connecting to Reading and Writing in the Common Core State Standards (CCSS) SNRPDP

2. Entry Task _________________ Name _________________ School The title of a recent text you have used in your classroom. Something to share non-school related. Your Picture of Oral Language What you hope to get out of this professional development. Jane Awesome Elementary The Emperor’s EggFluffy Oral Language A spark! EXAMPLE: SNRPDP

3. Agenda I.Common Core State Standards Overview II.Oral Language in Education and our Classrooms III.Reading Foundational Skills IV.Oral Language and Vocabulary Development V.Closure SNRPDP

4. Oral Language Development Associations SNRPDP

5. Reflect and Respond Reflect on what Oral Language Development looks like in your classroom. – Write down how oral language is currently being developed in your classroom. Record on the Oral Language Development and Reflection sheet in your participant packet. Share your ideas with your table. – Identify a recorder to write the group’s listing on chart paper. SNRPDP

6. http://www.haskins.yale.edu/hli/hli_profdev2.html SNRPDP

7. What do you know? Sorting Activity In grade level groups, read over the oral language standards printed on each card in your bag. Headings for the sort are in bold. Decide if the standard is a current Nevada Standard or a new Common Core State Standard. Place the standard under the proper heading. SNRPDP

8. How did you do? Let’s refer to the ELA Translation Guide to check your answers. Below are the pages for your grade level. Speaking and Listening – Kindergarten, page 5 – First grade, pages 5-6 – Second grade, page 5 SNRPDP

9. How did you do? Let’s refer to the ELA Translation Guide to check your answers. Below are the pages for your grade level. Language – Kindergarten, page 6 – First grade, pages 6-7 – Second grade, pages 6-7 SNRPDP

10. How did you do? Let’s refer to the ELA Translation Guide to check your answers. Below are the pages for your grade level. Reading Foundational Skills – Kindergarten, page 3 – First grade, pages 3-4 – Second grade, page 3 SNRPDP

11. Core State Standards Oral Language Development Speaking and Listening, page 23 – Comprehension and Collaboration – Presentation of Knowledge and Ideas Language, page 26 – Command of conventions of Standard English when speaking – Knowledge of formal/informal language when speaking or listening – Vocabulary Acquisition and Use Reading Foundational Skills, pages 15-16 – Print Concepts – Phonological Awareness – Phonics and Word Recognition – Fluency SNRPDP

12. Table Talk Regroup Label the current activities in your classroom under the new Common Core State Standards categories involving Oral Language Development. SL- Speaking and Listening, page 23 L- Language, page 27 RF- Reading Foundational skills, pages 15-16 SNRPDP Which category has the most labels? Which category is sparse?

13. Table Talk Regroup – Star an area of strength – Circle an area to grow As a grade level or as a staff, how can knowing each other’s strengths and areas needing growth, help you teach the new CCSS? SNRPDP

14. Speaking and Listening CCSS Turn to pages 26 and 27 in Appendix A  Comprehension and Collaboration on page 23  Presentation of Knowledge and Ideas on page 23 SNRPDP

15. Learners Remember: 10 % of what we read; 20 % of what we hear; 30 % of what we both see and hear; 70 % of what we discussed with others; 80 % of what we experience personally; 95 % of what we teach to someone else. ---William Glasser SNRPDP

16. Speaking and Listening in the Classroom Create a safe and purposeful environment. Model expectations. Provide opportunities. Model sentence structure. Give students support for speaking with peers. Provide resources to gain language and ideas from (graphic organizers, thinking maps). Link what they have to say to writing and reading. Incorporate speaking and listening into all aspects of your day. SNRPDP

17. Chit Chat v. Purposeful Talk Speech is rooted in purpose or connections to topic or literature – Does what you say help make meaning? Listening with Intent – Are you listening and thinking about the big idea others’ are talking about or focusing on your own next thought to share? SNRPDP

18. Explicitly Teaching Behavior Establish Clear Expectations with the students Model – Correct Way – Incorrect Way – Correct Way Practice – Post – Review & Re-teach SNRPDP

19. What do you think Good Listening is? What do listeners’ bodies look like? How do listeners’ minds think? What questions do listeners’ ask to help them understand ? SNRPDP

20. What do you think Good Listening Is? Listeners’ Bodies – We look at the speaker. – We nod, smile or say, “uh-huh” to show we’re listening. Listeners’ Minds – We think about what the speaker is saying. – We listen hard to try to understand what the speaker is saying. – We try to picture in our minds what the speaker is saying. Questions Listeners’ Ask to Help Them Understand – We ask the speaker for details: “Can you say more?” – We ask the speaker to explain, “I’m not sure I understand, can you explain that?” – We ask the speaker to repeat what she said: “Could you repeat that so I can understand?” SNRPDP

21. Building a Collaborative Community- Behaviorally “I-Chart” for Independence Listening Why important? Understand the meaning others are making in their heads. Help us make our ideas better or change our ideas. StudentsTeacher Look at the person speaking Think about what they are saying, not what you want to say Bodies are still Try to picture what the speaker is saying in your mind Comparing their ideas to your thoughts Nod, smile, or say “uh huh” Clarify what is being said that helps us learn Check for understanding What do I still want to know? Comparing their ideas to own thoughts Not repeating what students say SNRPDP

22. Reflect & Apply Using the CCSS as a guide, brainstorm behavioral suggestions or non-negotiable procedures to establish with your class for both listening and speaking. Suggested: Create I-Charts for Speaking and Listening Behaviors with your class SNRPDP

23. Break Time SNRPDP

24. Keeping Lines of Thinking Alive Staying focused on a single idea Work to understand the thinking behind it Develop the idea as far as possible Observe natural language structures rather than only relying on artificial sentence frame structures (Nichols, 2006) SNRPDP The CCSS calls for collaborative conversation which means students are not just sharing their thought or idea and the next student shares his or hers, but that there is a connection between the students’ sharing.

25. Make explicit the relationship between a new contribution and what was said before. Linking Contributions SNRPDP

26. Thin vs. Thick Questions In K-2, the CCSS require that students are able to ask and answer questions as part of their speaking and listening for clarification and further explanation. Thin Questions:Thick Questions: Who is….?What might….? What is….?How could….? Where is….?What if….? We will model this strategy using informational and narrative (story) text exemplars from the CCSS. SNRPDP

27. the man in the picture? happen if the character gets lost? SNRPDP

28. Time to Reflect Looking through the CCSS, which standards would these two questioning techniques (Thin vs. Thick Questions and Q- Chart)address? SNRPDP

29. Structures that Support Oral Language Look at these structures that you may currently use. Identify specific ways they support the CCSS. Do you need to make modifications to your current practices? Share with a partner. Eye to Eye, Knee to Knee Think, Turn, Talk Think, Pair, Share Mix, Pair, Share Circle Talks Buzz Groups Talk in three Appointment Clocks Stand Up, Hand Up, Pair Up Inside Outside Circle Round Table SNRPDP

30. Establishing Partnerships for Speaking and Listening Consider… Stages of Language Gender Personalities Behavior Proximity is key! Keep students who need closer monitoring close to you. Assign seats (carpet, table) SNRPDP

31. Using Time Efficiently Assign each partner a letter, shape or color Tell students who will share first (e.g. Blues, you will share first. Reds, your job is to listen) Use chimes, bell, or signal when it’s time to switch partners You will not need to use these signals once students have become comfortable with the partner routines SNRPDP

32. Gradual Release of Responsibility Teacher Responsibility Student Responsibility Focus Lesson Guided Instruction Collaborative Independent “I do it.” “We do it.” “You do it together.” “You do it alone.” SNRPDP

33. Reading Foundational Skills in the CCSS Turn to pages 17-21 in Appendix A – Phonological Awareness K-1 on page 15 – Phonics and Word Recognition K-2 on page 16 – Fluency K-2 on page 16 SNRPDP

34. “Before children are readers and writers, they are speakers and listeners.” - Roskos SNRPDP

35. Phonological Awareness Page 15 SNRPDP Phonological awareness refers to an individual's awareness of the phonological structure, or sound structure, of spoken words. Relates directly to one’s ability to decode words and spell. Includes phonemic awareness. Is an auditory skill, it does not need to include print. Prerequisite to the process of connecting letters and patterns of letters in writing to words stored in the memory.

36. Phonological awareness is a strong predictor for future reading success and an essential skill for phonics and spelling. - Stanovich, (2000) SNRPDP

37. Levels of Phonological Awareness The Word Level The Syllable Level The Onset-Rime Level The Phoneme Level Phonological Awareness word awareness onset-rime awareness syllable awareness phoneme awareness SNRPDP

38. Children need not work solely on one achievement until mastery. A child may not be able to rhyme with total success yet still can engage in phonological tasks that require greater sophistication, such as matching words on the basis of final sounds. Children can engage in both easier and harder tasks when adults provide scaffolding that is sensitive and supportive. -Laura M. Justice, 2005 SNRPDP

39. Phonemic Awareness SNRPDP Phonemic awareness is the recognition and manipulation of the smallest units of sound, phonemes, that make up words. It is also the understanding that speech is composed of a sequence of sounds (phonemes) that are combined and can be recombined to form other words. Requires progressive differentiation of sounds in spoken language and the ability to manipulate those sounds. Activities should lead to pairing of letters and sounds for purposes of word recognition and spelling. Good predictor of reading success. Should be taught explicitly and systematically.

40. General Progression of Phonemic Awareness Skills 1.Phoneme Isolation 2.Phoneme Identify 3.Phoneme Categorization 4.Phoneme Blending 5.Phoneme Segmentation 6.Phoneme Deletion 7.Phoneme Addition 8.Phoneme Substitution * all of these skills are occurring and practiced orally in spoken language SNRPDP

41. Phonics Page 16 The relationship between speech and print. Is connecting the sounds to letters (graphemes). Phonics should be taught explicitly and directly with corrective feedback. Phonics is taught in a sequential order. Students are taught to blend the sounds to make words. Students apply this knowledge through reading of decodable text. SNRPDP

42. Teaching Phonics Letter-Sound Instruction Blending Word Building Multisyllabic Words * The purpose of teaching phonics is to be able to decode words. SNRPDP

43. Blending Teaching Children How Words Work “Phonics instruction will be of limited value until a child can blend the component sounds in words.” -Blevins, 1998 SNRPDP

44. Short and Long Phonics Center For students that need practice and support. SNRPDP fcrr.org

45. Sight Word Instruction Systematic instruction in high-frequency words should begin as soon as students understand the concept of a word and can recognize and name the letters of the alphabet. When teaching irregular words/ sight words focus on the letter patterns and point out the specific irregularities within the words. (Honig, 2001) SNRPDP

46. Why Use a Word Wall? Provides visual for students that helps them remember connections between words. Serves as an important tool for helping students learn to read and spell new words. Fosters student independence. Promotes reading and writing. Holds students accountable for spelling specific words correctly at all times. - Callela, 2001 SNRPDP

47. Using pictures and the word together.Words are printed on different colors. Letters are displayed on the classroom alphabet code with the words placed beneath it. Names are also included on the word wall.

48. Monthly themed word wall game- Students typing sight words on old keyboards. Student is walking around the room writing the sight words he finds. SNRPDP Turn to the CCSS, where do sight words fit into the standards for your grade level?

49. Fluency Page 16 What is fluency? – Jot down your ideas about fluency on the pieces of paper at your table. – One idea per piece of paper. – Spread the pieces of paper out over the table, without the slips overlapping each other. * Kagan Strategy, “Jot Thoughts” What does fluency look like in your grade level? – Read through the “jot thoughts” with your peers at your table. – Discuss fluency at your tables. In what skills should you see fluency? SNRPDP

50. What is Fluency? Fluency refers to efficient, effective word recognition skills that permit a reader to construct the meaning of the text. Fluency is manifested in accurate, rapid, expressive oral reading and is applied during, and makes possible, silent reading comprehension. Pikulski and Chard, 2003 SNRPDP

51. 3 Parts of Fluency RateRAP’in Reading Accuracy on PAR Reading Prosody SNRPDP

52. Research Shows More fluent readers: – Focus their attention on making connections among the ideas and their background knowledge. Therefore, they are able to focus on comprehension. Less fluent readers: – Must focus their attention primarily on decoding individual words. Therefore, they have little attention left for comprehending the text. Partnership for Reading, 2001 SNRPDP

53. Punctuation and Stressing ABC? DE. FGH! I? JKL. MN? OPQ! RST! UV? WX. YZ! Cows moo. Cows moo? Cows moo! I am sad. I am sad. I am sad. SNRPDP

54. Reading Foundational Skills Article Jigsaw Phonemes in Use: Multiple Activities for a Critical Process Two Essential Ingredients: Phonics and Fluency Getting to Know Each Other Reading fluency instruction: Moving beyond accuracy, automaticity, and prosody SNRPDP

55. VIP Strategy Read the text. Choose three VIPs (Very Important Points). After reading, students explain what points they chose and EXPLAIN why they chose them. Students need to be reminded to explain why they thought their points are important. Provide language frames for students to scaffold thinking and speaking: – My VIP was_____________. – I think it is important because _____________. SNRPDP

56. Break Time SNRPDP

57. Language in the CCSS Turn to pages 32-35 in Appendix A  Vocabulary Acquisition and Use on page 27 SNRPDP

58. Vocabulary is used to describe the store of words children know. The average preschooler has a vocabulary size of about 5,000 words. By the end of high school he/ she will have an estimated vocabulary size of about 60, 000 words. (Bloom, 2000) SNRPDP

59. Organized into two large types: 1.Receptive Vocabulary- words they can understand when heard in context (listening). 2.Expressive Vocabulary- words children can use to express themselves (speaking). SNRPDP

60. The Three Tiers of Words SNRPDP The most basic words: clock, baby, happy, walk... etc. These words rarely require instruction in school. Frequency of use of these words is quite low: isotope, peninsula, lathe, or refinery. Best learned when the need arises. Words of high frequency for mature language users and found across a variety of domains: coincidence, absurd, industrious, or fortunate. Tier One Tier Two Tier Three

61. Vocabulary is Acquired Incidental: (most vocabulary is learned this way) – Students learn vocabulary from words they hear and see in many different contexts. Playground, peers, at home, reading Intentional: – Students learn vocabulary from explicit/ direct word instruction and word learning strategies. Classroom, teachers, adults SNRPDP

62. Vocabulary Instruction Direct and explicit Modeled usage Model vocabulary using literature Accelerate vocabulary acquisition by allowing students to hear new words many times in varying circumstances The more often children hear a word in text, the more likely they are to learn it Provide opportunities for children to use the words in drama or other book-related activities SNRPDP

63. Linking Vocabulary to Reading Comprehension Select literature that supports the curriculum. Choose 3-5 words to teach (tier 2 words). Decide how you will contextualize the word. Explain meanings in everyday language. Think of/ look for different contexts you can use the word in. How can you engage the children with the new vocabulary? SNRPDP

64. “April Rain Song” by Langston Hughes K-1 Read-Aloud Poetry Exemplar April Rain Song Let the rain kiss you Let the rain beat upon your head with silver liquid drops Let the rain sing you a lullaby The rain makes still pools on the sidewalk The rain makes running pools in the gutter The rain plays a little sleep song on our roof at night And I love the rain SNRPDP

65. “Autumn” by Emily Dickinson 2-3 Read-Aloud Poetry Exemplar Autumn The morns are meeker than they were The nuts are getting brown; The berry’s cheek is plumper, The rose is out of town. The maple wears a gayer scarf, The field a scarlet gown. Lest I should be old-fashioned, I’ll put a trinket on. SNRPDP

66. Let’s Interact Cooperatively! “Mix-Pair-Share” Page 23, Comprehension and Collaboration The class “mixes” until the teacher calls, “pair.” Students find a new partner to discuss or answer the teacher’s question. 1.Students mix around the room, can have music play. 2.Teacher calls “pair” or stops the music. 3.Students pair up with the person closest to them and gives them a high five. Students who haven’t found a partner raise their hands to find each other. 4.Teacher asks a question and gives think time. 5.Students share with their partners. 6.Teacher turns on the music and the class “mixes.” Kagan Cooperative Learning (2009) SNRPDP

67. Core State Standards Oral Language Development in Narrative and Informational Text Reading Speaking and Listening, page 23 – Comprehension and Collaboration – Presentation of Knowledge and Ideas Language, page 27 – Command of conventions of Standard English when speaking – Knowledge of formal/informal language when speaking or listening – Vocabulary Acquisition and Use Reading Foundational Skills, pages 15-16 – Print Concepts SNRPDP

68. Balanced Reading Which CCSS are you addressing? (ELA Standards, p. 11, 13) Modeled Reading (read aloud) Shared Reading Guided Reading Independent Reading SNRPDP

69. Thinking Aloud Informational – page 13, Narrative – page 11 Provide a framework for laying open the thinking that normally goes on inside the head of a proficient reader. Helps children become aware of what is going on inside their heads. Students have the opportunity to reflect on their thinking. 3 types of connections: – Text to self – Text to text – Text to world SNRPDP

70. Interactive Read Aloud Why read aloud? Allows access to oral language development for all students, whether they can read the text or not. “Let children hear text structures that expose them to language beyond their control. Reading aloud to children of any age will sketch for them a landscape features into which their own language usage may expand.” -Clay, 2004 “Nothing a parent or teacher does for a child’s intellect or social growth is more important than talking to ---and by extension---reading aloud to a child.” –Rebecca Likens SNRPDP

71. Interactive Read Aloud Pages 23 & 27 What is it? Generally: Teacher reads aloud to students and is the facilitator of discussion. Students think about, talk about, and respond to text using purposeful oral language. SNRPDP

72. Interactive Read Aloud What it is? – PLANNED, not just reading a book on the fly. Books are selected and often sequenced for specific purposes. – PREPARED for, with some opportunities for purposeful talk identified before reading but leaving room for surprises and spontaneous discussion. – ACTIVE, eliciting response from students. – CONNECTED, across instructional contexts. (Fountas & Pinnell, 2006) SNRPDP

73. Core State Standards Oral Language Development in Writing (page 19) Speaking and Listening – Comprehension and Collaboration – Presentation of Knowledge and Ideas Language – Command of conventions of Standard English when writing or speaking – Knowledge of formal/informal language when writing, speaking or listening – Vocabulary Acquisition and Use Reading Foundational Skills – Print Concepts – Phonological Awareness – Phonics and Word Recognition – Fluency SNRPDP

74. Balanced Writing Which CCSS are you addressing? Writing Standards, pages 19-20 Modeled Writing Shared Writing Interactive Writing Guided Writing Independent Writing SNRPDP

75. What “squared” (agreed) with something you already knew about the CCSS? What about the CCSS did you see from a new “angle?” What was new or created a new “circle” of knowledge for you when looking at the Translation Guide? In what “new direction” might you go when school starts? What action will you take when implementing the CCSS?