Putting the Pieces Together Standards to Strategies Strategies to Structures Structures to Schedules

Standards Standards do not say how they tell us what to teach. Articulate the fundamentals Does not mention how to help students above or below grade level. Provides a good signpost of what they should be able to do or know. ELL or SPED – participate as much as possible within the standard - Permit for appropriate accomodations. Not everything they need to know is addressed – basic comprehension skills. Use research based practices to implement the standards. Shared responsibility for teaching all students to become literate citizens. We are all in this together! Year end standards.

Comprehension Strategies Determining Important Ideas Understanding Text Structure Summarizing Synthesizing Predicting Using Schema Making Connections Inferring Questioning Visualizing College and Career Readiness Anchor Standards for reading. Goes back to understanding text complexity 21st century learners need to apply comprehension strategies Before, During, After Reading Utilize the gradual release of responsibility. As a proficient reader we don’t say today I am going to predict while I am reading. We automatically do each of these strategies without realizing that we are.

Standard Goals Integrated Literacy Model Strong Content Knowledge Self Directed Learners Comprehend and Critique Site Evidence Focus on Results Rather than Means Integrated Model – Reading, Writing, Language, Speaking and Listening - all overlapping not meant to be implemented in isolation Interdisciplinary approach. Reading is Thinking – it’s about making meaning from text and media Focus on the Means – The Standards do not mandate a particular wiring process or range of metacognitive strategies that students may need to know to monitor and direct their thinking and learning. Teachers are free to provide students with whatever tool and knowledge their professional judgement that is most helpful for meeting the goals. Metacognitive processes

Strategies

Writing Six Traits Opinion Informative Narrative Ideas Organization Voice Word Choice Sentence Fluency Conventions Presentation Refer to Anchor standards for Writing/ Listening Viewing Speaking – May blend text types We have to develop the capicity of our students to buiild knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet the goals, sutdents must devote significant time and effort to writing, producing numerous pieces over short and extended time frames through the year. Informative – begin with questions The six traits of writing tie to the Writing Anchor Standards, Language Standards, and the Listening Speaking Standards.

Vocabulary Acquisition Words are not just words. They are the nexus-the interface-between communication and thought. When we read, it is through words that we build, refine, and modify our knowledge. What makes vocabulary valuable and important is not the words themselves so much as the understanding they afford.

Reciprocal Reading Predict Question Clarify Summarize Reciprocal teaching is strategy that has proven to be the most effective in improving reading comprehension. Reciprocal teaching is a scaffolded discussion technique that incorporates four main strategies that good readers use together to comprehend text. Think about how you read and article in a magazine, you probably first look at the visuals then skim and scan as you predict what it is about. Then as you read you alternate between clarifying ideas and words by rereading and using other fix-up strategies and asking questions or wondering. You summarize throughout your reading and predict what will come next. All readers use these four strategies very naturally as they read.

Predicting Paula the Powerful Predictor Paula helps us to: Use clues from the text, the illustrations, and our experiences to make predictions. Reflect as we read and change our predictions.   Paula says: I predict…because… I think…will happen…because… I think I’ll learn…because… Model using informational text Some students think of making a prediction as a form of guessing – sometimes wild guesses. Predicting goes way beyond guessing and involves previewing the text to anticipate what may happen next. Students need explicit lessons on the differences in predicitng fiction and nonfiction. Props: Fortune-teller garb – beads, a shimmery scarf, crystal ball (snow globe/ornament)   Mannerisms: Exotic accent, roll r’s, moves hands around the crystal ball, moves scarf around the ball

Questioning Quincy helps us to: Asks questions before, during, and after reading. Think about what we wonder. Ask literal and inferential questions.   Quincy says: I wonder [why, how, who, where, when, what] Toy microphone – Good readers ask question before and during reading. As you know, many students begin by asking questions about unimportant details. However, we need to model question formulation and gradually release the responsibility to students so they will begin to ask their own higher order questions that are based on inferences and main points in text. “Why do you think. . .? Children naturally wonder and ask questions about the world around them. When students are encourage and taught to ask question as they read, their comprehension deepens. Common Core explicitly addresses this concept and is a focus in your first unit. Props: toy or real microphone, tie, suit coat, cards for questions   Mannerisms: fast-talking game- show host voice, or talk-show voice, waves microphone around Quincy the Quizzical Questioner

Clarify Clara the Clarifier Clara helps us to: Admit when we are stuck. Clarify words by breaking them into parts. Clarify sentences or parts of text. Visualize. Reread and read on to monitor. Monitor using the illustrations and text features.   Clara says: I don’t understand…, I didn’t get the [word, part, idea, chapter]so I…[fix-up strategies]. Tied into the Anchor Standards for Language - Vocabulary Appendix A cognitive process for determining the meanings of words and phrases in context Clarifying or monitoring comprehension includes more than just figuring out difficult words in a text. Clarifying includes keeping track of one’s comprhenison of the text and knowing fix-up strateting to maintain meaning during reading. Two basic steps 1- Identify or admitting that one is stuck on a word or idea. 2- Figuring out how to solve the problem. Props: various sizes and shapes of pairs f glasses, feather boa, or white gloves   Mannerisms: Clara uses a “fancy” prim and proper voice and says “darlings” often; an English accent works well for her Clara the Clarifier

Sammy the Super Summarizer   Sammy helps us to: Reread or skim to review material. Select important points. Summarize in order. Use graphic organizers. Use our own words. Sammy says: This was about… [First, next, then, finally…] Sammy the Super Summarizer Teaching students to summarize is a research-based effective way to improve overall comprehension. Learn the difference between fiction (characters, setting , problem, solution) and nonfiction (events, details, ordering points). Props: cowboy hat, jump rope or yarn for lasso   Mannerisms: southern drawl, lasso the rope over head, or loop around text “main ideas”

Reciprocal Reading Predict Question Clarify Summarize

Structures Goal to create independent readers, writers, and thinkers - Structure how to structure your day to insure we reach the goal Morning Meaning Daily 5

Mini-Lesson Steps Introduce the Strategy Define the strategy Model Strategy Through a Think-aloud Think aloud using an example from the reading material: When I read this, I ask questions. Provide Support & Guided Practice Pairs or teams of students turn and talk finding examples. Independent Practice Students practice identifying examples. Wrap up Ask student what they learned about the reading and which strategy helped them the most during work time.

Beginning of Year Reading Round 1 Reading Round 2 Word Work Habits & Procedures Mini-lesson - 10 – 15 minutes Work Time – 5 minutes Sharing – 5 minutes Reading Round 2 Mini-lesson – 10 minutes Word Work Saxon – Multiple mini-lessons Mini-lesson – 15 minutes Work Time – 10 minutes Reading Round 3 Mini-lesson - 10 – 15 minutes Work Time – 15 minutes Writing Work Time – 20 minutes Second Grade - 245 minutes literacy

Reading Round 1 Narrative Midyear Minutes Reading Round 1 Narrative Mini-lesson – 10 minutes Work Time – 15 minutes Sharing – 5 minutes Word Work Saxon – Multiple mini-lessons Mini-lesson – 15 minutes Work Time – 10 minutes Reading Round 2 Mini-lesson - 10 – 15 minutes Writing Work Time – 20 minutes Second Grade - 245 minutes literacy

Schedules

2010 / 2011 Kindergarten Schedule Time Subjects 7:40 – 8:00 Group Time / Calendar 8:00 – 8:45 Activity 8:45 – 9:00 Snack Time 9:00 – 9:20 Group Time 9:20-11:00 Centers 11:00 – 11:30 Lunch 11:30-011:40 Restroom 11:40 – 12:00 Recess 12:00 – 12:30 12:30 – 1:00 1:00 – 1:30 1:30 – 2:00 Quiet Time 2:00 – 2:30 Closure TY Actual Schedule

2010 / 2011 Kindergarten Sample Time Subjects 7:40 – 8:00 Morning Meeting / Calendar 8:00 – 8:45 Activity 8:45 – 9:00 Snack Time 9:00 – 11:00 Literacy (Daily 5) 11:00 – 11:30 Lunch 11:30-011:40 Restroom 11:40 – 12:00 Recess 12:00 – 1:00 Math Mini-lesson / Centers 1:00 – 2:00 Literacy (Daily 5) 2:00 – 2:30 Quiet Time / Closure Sample

2010 / 2011 First Grade Schedule TY Actual Schedule

2010 / 2011 First Grade Sample

2010 / 2011 Second Grade Schedule TY Actual Schedule

2010 / 2011 Second Grade Sample Second Grade - 245 minutes literacy

Your Turn

Standards to Strategies Strategies to Structures Structures to Schedules Thinking about all you have learned in the past few weeks about teaching reading and writing in the common core classroom. Think about one or two areas within your school you feel you will need more support in the “how to teach”.