Summer Leadership 2015 Elementary Early Literacy Elementary Preview and Planning Day Summer Leader ship

Summer Training Preview As we talked earlier in the day, a major goal of today’s session is to give school leaders a snapshot overview of the training your teachers will be receiving so that: 1.You will understand their major content focus. 2.You will understand the most important points that should be covered in redelivery. 3.You can begin making informed plans for working with your teachers on redelivery and continued support this fall. 2

Summer Training Preview In each section, we will look at the “Teacher Training Top Take-Aways”. You will also have access to the module contents that your teachers are covering. Lastly, you will experience a high level overview of important content that leaders of which leaders need to be aware. We will begin now with Early Grades under Tab 3 of your manual on p. 43. p. 43 in your manual 3

Early Grades 4 Key Question #3: What key instructional content must leaders understand to ensure teachers are supporting PreK-2 students’ progress toward mastery in third grade?.

Early Grades On p. 43, you will find the “Top Teacher Training Take-Aways”. Let’s take a few moments to read through these before we view just a small portion of the content your teachers are experiencing. We will follow-up each overview section with a short reflection time on p. 165 of your manual. We will be using this notes later as we complete a planning document for each key area. pp. 43, 165 in your manual 5

Toward Building Mastery… Turn to p. 48 in your manual. Read the Third Grade TCAP Writing Task directions and then read the passages The Emperor's Challenge, by Deborah Churchman Waiting for the Little Penguins, by Vijayalakshmi Chary Finally, read the prompt. With your table group, discuss the knowledge, skills and habits students need for them to be successful with this 3 rd grade task. p. 48 in your manual 6

Student Comprehension Turn to p. 56 in your manual. Let’s read this quote about student comprehension together: “To be successful, in current and future grade levels, students must comprehend what they listen to and read. Students must understand that comprehending, or understanding, is the purpose for reading and listening.” p. 56 in your manual 7

Student Comprehension In your manual, on p. 56 read the quote representing the “big idea” about reading in the early grades. Below this quote, you will see the five recommendations that your teachers are spending time with during their training. These recommendations form the foundation of what we as leaders should be looking for in our early grades classrooms. 8 p. 56 in your manual

Current Implementation of Read Alouds Another important component of training this week is the concept of read alouds. Look at the survey on p. 58 and reflect on read alouds in your own school. Share at your table. Text complexity Listening Comprehension Promoting Vocabulary Acquisition & Development Questioning and Discussion TNCore Resources 9 p. 58 in your manual

Promoting Vocabulary Acquisition On p. 60, you’ll find important research about vocabulary acquisition and how important read alouds are to this process. As leaders, we need to support our teachers in the early grades as they work to better use important strategies during their read-aloud time to ensure vocabulary acquisition. Look at the questions listed on p. 61. At your tables, discuss the questions that you see being used in your own school and questions that you realize you would like to see more often in regards to read-alouds. 10 pp in your manual

11 p. 64 in your manual

Tolman’s Hourglass 12 Alphabetic Principle

Scarborough’s Reading Rope We are now going to complete a valuable, hands-on activity that your teachers are doing during their training. Turn to p. 65 in your manual where you will find a description of Scarborough’s Reading Rope. 13 p. 65 in your manual

14 p. 65 in your manual

Toward building mastery… Mathematics Let’s transition for our last portion of this module to what your teachers will be looking at in math: What foundational math skills do students in the early grades need to master in order to be mathematically successful in the elementary years and beyond? 15

Big Ideas for Place Value (Van de Walle, 2013) Sets of ten (and tens of tens) can be perceived as single entities or units. The positions of digits in numbers determine what they represent—which size group they count. This is the major organizing principle of place, central to developing number sense. There are patterns to the way that numbers are formed. The groupings of ones, tens, and hundreds can be taken apart in different but equivalent ways. Decomposing and composing multi-digit numbers in flexible ways is a necessary foundation for computational estimation and exact computation. 16

Big Ideas for Place Value (Van de Walle, 2013) Children progress through three levels of understanding the concept of “ten” starting with understanding ten not as a unit but only as ten ones. They then move to seeing ten as a unit but rely on physical or mental reconstructions of models to help them work with units of ten. Finally, they are able to easily work with units of ten without the need of physical or mental reconstructions of base Children’s ability to label the tens place and the ones place or to count by tens does not guarantee that they understand that one ten is the same as ten ones 17

18 p. 67 in your manual

Reflection As we close out our overview of the Early Grades content, let’s think about how we, as leaders, can best: –Support redelivery –Support our teachers’ ongoing implementation of strategies during the next school year Turn to p. 165 in your manual and complete the take-aways and key actions portions of the planning form. After completion, let’s take a few moments to share out from each table any key actions you know you will prioritize as a leader to support teachers. 19 p. 165 in your manual