Arizona’s ELA College and Career Ready Standards DVUSD Session 2

DVUSD Mission

To ensure our success today… Use of technology is purposeful and related to training Take time to meet and share with new colleagues Engage in today’s activities enthusiastically and stay focused Be open to divergent perspectives and other participants’ point of view Share in the responsibility for the success of today’s work Limit side conversations during the direct instruction portions of the day Return promptly after lunch and scheduled breaks Silence your cell phone Thank you for your commitment to making today a successful experience!

Foci of today’s training… Strategic Priority Areas Excellence in student learning Excellence in workforce DVUSD Primary Work AZCCRS MTSS – Tier 1 Effective Instruction AZCCRS ELA Training focus Shift #2 – Knowledge in the Disciplines Shift #3 – Staircase of Complexity Shift #4 – Text Based Answers

As a result of today’s training… In the classroom, expect teachers to… Understand the goal of independent learning which empowers students to develop self-regulation skill, increase self-confidence and set their own goals Analyze similarities and differences between independent reading and silent reading Examine the four elements of reading conferences, the purpose of reading conferences, and understand how to use conferences for formative assessments In the classroom, expect students as independent learners to… Utilize opportunities to self-regulate, manage time, monitor progress, and solve problems Develop competence and effort needed to accomplish a task Gain experience in setting and achieving goals Predict, infer, and make hypotheses based on text

As a result of today’s training… Teachers will understand how independent reading will support students in their gradual shift in assuming responsibility for their learning through: Examining the goals of independent reading staircase Nurturing student development through independent reading Analyzing the similarities and differences between independent reading and silent sustained reading Examining the four elements of conferences and understanding how to use conferring for formative assessments

Today’s Agenda Review Learning from last training Share: Close Reading and Letsgeddit experiences An Independent Reading Staircase Inductive Learning (Review from last year’s Core 6) Independent Reading Technology Integration Padlet Rewordify Independent Practice & Planning Time

Technology Integration Google Forms – sign in sheet & Plus/Delta feedback Blackboard – ELA AZCCRS Training Padlet.com Letsgeddit.com Rewordify.com SDOHS Library Website (SDOHS Library)

Share Close Reading and Letsgeddit Experiences Share with groups of 4 how letsgeddit went Share the successes and challenges Offer opportunity to share with group

Core 6 Inductive Learning Review

Steps for Inductive Learning Students examine, group, and label specific “bits” of information to find patterns Students use their labeled groups to develop a working hypothesis about the content to come Students collect evidence to verify or refine each of their hypotheses during the learning cycle

Three Reasons for using Inductive Learning 1) Inferences - emphasizes the sub-processes that go into making inferences: examining information closely, looking for hidden relationships, generating tentative hypotheses, and drawing conclusions that are not explicitly stated 2) Evidence - students actively seek out information to support their hypotheses as well as collect and consider evidence that runs counter to their hypotheses 3) Academic Vocabulary - forces students to search for key attributes and relationships among words

Independent Reading Staircase

What is an independent reading staircase? Provide complex texts, but not as complex as those used during close reading instruction Skills are built over years and over phases of instruction (K-12) Purpose is to gradually push students to read more complex text, more independently

SSR versus Independent Reading

Goals of Independent Reading 1. Independent reading workbook pages, worksheets, or busy work. 2. Goals of independent reading are To empower students to develop self- regulation skills For students to increase their sense of competence For students to set their own goals

Independent Reading Tools Reading Logs Comment Cards Sticky Notes Reflection Journals Conferring with Students

Reading Logs Example located behind “Independent Rdg.” tab

Comment Cards Example behind “Independent Rdg.” tab

Sticky Notes

Reflection Journal Two Examples: last pg. behind “Independent Rdg” tab and behind “Breakouts” tab.

A Word About Conferring with Students Inquiry - Decisions - Instruction - Recordkeeping

Four Elements of Effective Conferences Begin by conversing with the student about his or her work Goal: Assess the student on one literacy focus topic per session Based on the evidence culled from the opening conversation, rapidly make a decision about what should be taught next Brief procedural, literary, or strategic instruction to help the student move to the next level of independent learning Student attempts the work with teacher support Make anecdotal notes about the main points of the conference Inquiry Recordkeeping Instruction Decisions

WRITING Take it to…….

Final Thoughts Teachers artfully steer students to more challenging reading, with strategic bursts of instruction and peer conferences to foster metacognitive awareness (Frey & Fisher, 2013). We want students to be able to read complex text progressively and more independently Providing guidance in the classroom helps students develop these skills and move up the independent reading staircase Independent reading activities are interwoven with collaborative activities For students to develop essential reading and thinking habits, which are vital for successful college and career, they need to consistently read independently and confer with teachers about their reading

Break – 10 Minutes When you return we will … Demonstrate the steps to create and use a Padlet Learn how to differentiate instruction using Rewordify Have time to practice using and create Padlets Have time to practice using Rewordify Have time to plan how you can incorporate today’s learning to develop your students’ independent reading skills with more challenging text

Padlet Demonstration

How to Differentiate Instruction Using Rewordify

Support for Today’s Training Library’s website – SDOHS Library Library’s website Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The core six. Alexandria, VA: ASCD Frey, N., & Fisher, D. (2013). Rigorous reading. Thousand Oak, CA: Corwin Literacy.

Process, Practice, Create The remaining time is for you to: Process today’s information and determine how you can apply this information into your near, future instruction Practice working with Padlet and Rewordify Create a Padlet to use with near, future instruction OR Use Rewordify to differentiate a reading text for near, future instruction that includes reading challenging text independently.

Plus/Delta for Today