Understanding the Grade 1 ELA Curriculum Grade Changers Office of English Language Arts June/August 2016

“How is teaching first grade different than my current grade?” Introductions Please share your: Name School Previous grade level One thing you hope to take away from this session We will answer the question: “How is teaching first grade different than my current grade?”

Learning Goals Outcomes: To examine the targeted CCRS and other documents for planning instruction. To deepen understanding of planning for responsive instruction within a Balanced Literacy Framework.  To become familiar with grade-level resources for planning English Language Arts instruction and assessment. Examine each area

Grade 1 MDCCRS Grade 1 ELA MDCCRS

Progression of Standards Understanding standard progressions allows for teachers to design customized instruction. Link to grade 1 progressions Access the progressions

Progression of Standards Link to grade 1 progressions

Progression of Standards In groups, examine the grade level standards and discuss: How are the grade 1 standards different from the K standards? How do the standards change when students enter grade 2? http://rt3nc.org/objects/standards/cclitmap/ela.html Teachers examine the progressions and work in groups to discuss the following questions:

Balanced Literacy Balanced Literacy Speaking and Listening Read Aloud Independent Writing Guided Writing Interactive Writing Shared Writing Modeled Writing Independent Reading Guided Reading Word Study Shared Reading Skilled reading is developed through a balanced classroom literacy program. Take a moment to think about how the components are represented in this balanced literacy model. What do you notice? (wait time) No component is more important than the other. According to Fountas and Pinnell, balanced literacy refers to a set of instructional literacy practices, which encompass methods for teaching to the whole class, small groups, and individuals according to need and interest. A balanced classroom literacy program: Includes a variety of instructional approaches in reading, writing, and word study. Provides opportunities for teachers to be responsive to the needs of their students. Capitalizes and develops the strengths of readers while also building and providing supports to develop the deficit skill areas. Speaking and Listening Speaking and Listening Speaking and Listening

Balanced Literacy is … Modeled, shared, guided and independent reading and writing.  Teachers integrating authentic reading and writing experiences into their daily instruction in order for students to become proficient readers and writers who can think critically and communicate effectively.

Balanced Reading Approaches Grouping Text Level How Text Is Read Purpose Read Aloud Whole Above grade level By the teacher Model fluent reading & reading strategies Motivate students to read Shared reading Small On grade level Students read with the teacher Teach strategies Support language Guided reading Instructional level (varies by student) Students read text independently while teacher coaches Practice reading strategies with teacher support Differentiate instruction based upon needs Self-selected reading Individual Independent level Independently Enjoyment & fluency Practice strategies that have been internalized Balanced reading instruction includes a variety of approaches designed to meet the needs of a diverse population of learners. Each instructional approach varies in student grouping, text level, how the text is read, and the purpose.

Balanced Writing Approaches Grouping Text Level How Text Is Written Purpose Modeled Writing Whole Above grade level By the teacher Model fluent writing & writing strategies Motivate students to write Shared and Interactive Writing Small On grade level Students dictate to the teacher or share the pen Teach strategies Support language Guided Writing 1:1 Instructional level (varies by student) Teachers coach students Practice writing strategies with teacher support Differentiate instruction based upon needs Independent Writing Individual Independent level Independently Develop voice for different purposes, foster creativity, apply learning, and communicate ideas/information

ELA Core Instructional Components Approximate Time Instructional Component 20 – 30 minutes Shared Learning Experience/Whole Group 45 – 60 minutes (about 15-20 minutes with each group) Teacher Directed Small Group Experiences and Meaningful Independent Work/Applied Learning or Small Group Collaborative Learning with Peers Literacy (Reading and Writing) Workshop 30 minutes Word Work A document with the Core Instructional ELA Components is available on BCPS One. *Note that this document is a guide with suggested time frames, it may be organized differently based on the needs of the school, students and resources available.

Students listen to fluent reading Modeled Reading Examples Teacher reads aloud Students listen to fluent reading

Modeled Writing Examples Teacher models fluent writing and writing strategies Students participate in a Daily Message

Daily Message (10-15 minutes) The Daily Message provides opportunities for teachers to model the foundational, language, grammar, and writing skills and strategies that proficient writers use when they write independently. Strategy cards, model a daily message Show the resources the Message in BCPS One Follow the Grammar sequence; however teach it within the Daily Message and not at an additional or isolated time.

Modeled and Interactive Writing Purpose To demonstrate the writing process. To reinforce and apply learning about:  Concept of a word and a sentence  Letters and sounds  Concepts of print: spacing, capitalization, punctuation Sight words Sentence patterns Reading & Writing strategies Grammar skills

Word Work Word Work (30 minutes)  Phonological Awareness  Phonemic Awareness  Phonics  Structural Analysis  Spelling  High-Frequency Words Apply these skills to connected text during the lesson and small group instruction. Show the folder for Word Work

Shared Reading Examples Teacher provides strategy/comprehension instruction Students participate in the reading as they are able Students acquire/are exposed to content and concept vocabulary .

Shared Writing Examples Teacher provides strategy/comprehension instruction often in response to text Students contribute to the development of the written piece Students apply content and concept vocabulary

Shared Learning Experience Shared Learning Experience – Whole Group (20 - 30 minutes) The Shared Learning Experience is intended to expand the students’ literacy understanding, foster interest and motivation, model fluent reading, engage students in discussing and analyzing a text (close reading), demonstrate comprehension and written expression strategies, and develop academic vocabulary. Show on BCPS One

Independent Writing Examples Students practice and apply writing skills and strategies Students use journals or response logs to communicate

Independent Writing Independent, partner or small group collaborative work around texts or in response to texts. Readers Response Log Formative Assessment Independent Writing: journals, ongoing work around culminating events Product and Process Writing

Responsive Small Group Instruction Small Group Experiences (60 minutes- Teacher Facilitated) The teacher provides responsive instruction based on the needs of the students. Small-group instruction is homogeneous. The groups are flexible and may change depending on assessment data and are inclusive of a student’s growth and needs. Small group experiences may include: Word Study (Phonemic Awareness, Phonics, Sight Words, Vocabulary, Spelling) with connected text Guided Reading Guided Writing with connected text Collaborative Discussions with connected text

Management of Responsive Small Groups and Centers Utilize a structure that promotes students participation in independent, partner or small group collaborative work around reading, writing, and word work, such as: Rotational groups Center management chart Choice menus Individual or customized sequence of responsibilities Utilize the structure your school has selected to build consistency in routines and expectations across all grade levels.

Assessments for Responsive Small Group Instruction Letter Identification Screening Wonders Phonemic Awareness Screening Wonders Phonics Survey Beginning and Advanced Decoding Surveys Sight Word Lists Dictated Sentences Spelling Inventory Writing Samples Running Record Located in the BCPS Course Maps K-2

Guided Reading Examples Students practice reading skills and strategies with teacher support (leveled texts) Teacher customizes based on student needs determined by data

Guided Reading Guided Reading is based on students’ strengths and needs: Students of similar reading processes are grouped together. Flexible small groups. Group size is limited to 6 students. Meet daily, or at least three times a week. 15 to 20 minutes per group. Guided reading is targeted and purposeful when it is used to: Support comprehension through skill and strategy development. Provide flexible small group opportunities where students feel safe and supported. Allow the teacher time to coach students and provide scaffold and extensions. Allow time and opportunity to revisit the text, skills, and/or strategies.

What Guided Reading Is NOT! A program. Fixed reading groups. Text selection or instruction based upon “what comes next” in the basal. Students reading aloud, page by page, often with round-robin or “pop-corn” approaches. Workbook or worksheet responses to reading.

Guided Reading Level Ladder of Progress Levels A - D: Kindergarten Levels E - J: Grade 1 Levels K - M: Grade 2 Levels N - P: Grade 3

Guided Reading Texts Wonders leveled texts Leveled texts (7,000) in the repository Leveled texts from the school collection. Ready Readers Wright Group HM Little Readers for Guided Reading

Guided Writing Examples Students practice writing skills and strategies with teacher support (connected to leveled texts) Teacher customizes based on student needs determined by data

Word Work Focus: Using a Decodable Text Examples Students practice Word Work skills and strategies with teacher support using decodable texts Teacher customizes instruction based on student needs determined by data

Word Work Focus: Using a Decodable Text Decodable Texts:

Structure of a Small Group Lesson- Decoding Focus Word Work (Before Reading): Focus on a skill or skills to access the text: Phonemic Awareness: The Spoken Word Phonics: Sound-Symbol Association (decodable words)

Structure of a Small Group Lesson- Decoding Focus Introduce the text: Build background, as needed Preview the text Implant vocabulary and language structure. Ask questions to lend focus to the reading Set the purpose for reading

Structure of a Small Group Lesson- Decoding Focus Read the text. Discuss the text. Make teaching points. Teaching Points: Make explicit teaching points based upon challenges of the text, observations of students’ reading, and the discussion. Return students to the text. Have students reflect on their own use of reading strategies. “What was tricky for you?” f l y f l o a t

Students read for enjoyment Independent Reading Examples Students read for enjoyment Students read texts at their independent level to practice and apply learned skills and strategies Teacher provides support and immediate feedback to students by actively monitoring, coaching, and conferencing

Meaningful Independent Work Meaningful Independent Applied Learning or Small Group Collaborative Learning (Concurrent with small group instructional time –Daily) Students are engaged in reading and/or writing activities as an extension or preparation for the Shared Learning Experience or Small Group Experience, concurrently as the teacher meets with small groups. Students may also be engaged in literacy centers, independent reading, writing, project-based learning, literature study groups, anchor activities and/or journaling.

Meaningful Independent Work

Meaningful Independent Work

Meaningful Independent Work

Meaningful Independent Work

Writing Process and Content Writing Refer to the Writing column in the Unit at a Glance. Explain difference between process & content writing

Collaborative Inquiry: Exploring Balanced Literacy and Components of the ELA Block Blend Space: Click the hyperlinks below Reading Instruction Writing Instruction Word Study Routines/Management This chart will guide participants as they review the resources provided through the links in the next slide. This Note-taking organizer can also be used as participants review the materials/resources in BCPS One. Symbaloo: Click the link below https://www.symbaloo.com/mix/balancedliteracy4

ELA , Grade 1, Unit 1 Have I Got a Story for You!

Grade 1 Course Map Walk through what is the grade 1 course map

Grade 1 Year-at-a-Glance The Year-at-a-Glance document will: Identify target standards for each unit. Examine checkpoints and culminating events. The Year-at-a-Glance document is being created this summer.

A Closer Look at Back to School

A Closer Look at Unit 1 Target Standards Culminating Event Texts Check points Pathways

MSDE Clarifications http://mdk12.msde.maryland.gov/instruction/curriculum/reading/index.html Scroll to the bottom Top of the page Use the clarification document to examine unit 1 target standards Hyperlink attached to clarification graphic

Assessing Student Growth At the beginning of each unit, the teacher should use student work and observational data to make an informed decision for determining student learning pathways and small group instruction. The purpose of Learning Checkpoints is for the teacher to assess students’ performance in relation to the targeted standards. The information gathered is used to inform instruction and contributes to the body of evidence to monitor students’ learning. The purpose of the Culminating Event is to help teachers gauge student abilities in relation to the targeted CCSS standards.  To promote student growth and reflection, students may make revisions to their culminating event products based on teacher feedback.

Resources and Materials Y O U R T U R N ! Work with one or two partners to examine instructional resources for Unit 1 in BCPS One.

What additional support or professional development would be helpful?