1. Jacksonville District #117
July 2013 Grade Level Meetings

2. Kindergarten Team July 22 and 29, 2013 8:30 - 11:30 am
Our Time's Target:
Increasing Capacity with our Learning Targets, Curriculum Maps, and Common Assessments

3. District #117 July Grade Level Meetings
Kindergarten Agenda
Monday, July 22, 2013
8: :30 am
Introduction and Warm-Up (20-30 Minutes)
Purpose Setting with the Common Core: “I Choose C”
CC Review Activity
A Focus on the Standards: RI 1 and 10 (60-75 Minutes)
Instructional Practices in Action: Primary Video Clip
Increasing Capacity with Our Curriculum Maps, Learning Targets, and Common Assessments: Independent Work Time and Collaboration
Break (10 Minutes)
The Situational Reader ( Minutes)
A Look at Our System’s Target
Text Complexity
The Quantitative and Qualitative Perspectives
The Qualitative Measures Rubric for Kindergarten Readings
Closure and Reflection Time (10-15 Minutes)

4. Reflecting on Our Practices. and a good laugh
Reflecting on Our Practices....and a good laugh! Why We Need the Common Core
Click here to view video clip of "I Choose C"

5. Standard Focus: RI 1 and 10 Quarter One Key Ideas and Details
Informational
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Kindergarten
First
Second
With prompting and support, ask and answer questions about key details in a text.
With prompting and support, identify the main topic and retell key details of a text.
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Actively engage in group reading activities with purpose and understanding.
Ask and answer questions about key details in a text.
Identify the main topic and retell key details of a text.
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
With prompting and support, read informational texts appropriately complex for grade 1.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

6. Close Reading Anchor Standard One:
Reading Standards for Literature and
Reading Standards for Informational Text
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text

7. What Is Close Reading? Not to be mistaken for cloze reading.
For Kindergarten....this can be:
a picture
a word
a phrase
a sentence
Click here for Douglas Fisher’s Close Read Definition…

8. The Close Read: Lesson Study for Craftsmanship
What evidence do you find of best practices with vocabulary instruction and developing academic language?
What evidence do you note regarding the development of speaking and listening skills?
How is this close reading structured for these first graders?
What instructional practices do you appreciate? Why?

9. Text Complexity Rubric
Text and illustrations can be complex for learners of reading.
Kindergarten instructors can use the Text Complexity Rubric
to reflect on the purpose of a close read
to guide for the “just right” or “extension text”

10. Situational Reader vs. Struggling Reader
A shift in Choice Word selection
Accelerating the learning of all readers
Text complexity puts every reader in a new “situation”
Common Core Standard 10 moves instruction beyond the “Just Right” to capture extended instructional levels

11. Experience the Close Read
First Reading: Draw two T-tables for Strengths/Citation and for Needs/Citation
Read and Record Salvador’s Strengths and Needs with Textual Evidence
Salvador, Late or Early
by Sandra Cisneros
Salvador with eyes the color of caterpillar, Salvador of the crooked hair and crooked teeth, Salvador whose name the teacher cannot remember, is a boy who is no one’s friend, runs along somewhere in that vague direction where homes are the color of bad weather, lives behind a raw wood doorway, shakes the sleepy brothers awake, ties their shoes, combs their hair with water, feeds them milk and corn flakes from a tin cup in the dim dark of the morning.
Salvador, late or early, sooner or later arrives with the string of younger brothers ready. Helps his mama, who is busy with the business of the baby. Tugs the arms of Cecilio, Arturito, makes them hurry, because today, like yesterday, Arturito has dropped the cigar box of crayons, has let go the hundred little fingers of red, green, yellow, blue, and nub of black sticks that tumble and spill over and beyond the asphalt puddles until the crossing-guard lady holds back the blur of traffic for Salvador to collect them again.
Salvador inside that wrinkled shirt, inside the throat that must clear itself and apologize each time it speaks, inside that forty-pound body of boy with its geography of scars, its history of hurt, limbs stuffed with feathers and rags, in what part of the eyes, in what part of the heart, in that cage of the chest where something throbs with both fists and knows only what Salvador knows, inside that body too small to contain the hundred balloons of happiness, the single guitar of grief, is a boy like any other disappearing out the door, beside the schoolyard gate, where he has told his brothers they must wait. Collects the hand of Cecilio and Arturito, scuttles off dodging the many schoolyard colors, the elbows and wrists crisscrossing, the several shoes running. Grows small and smaller to the eye, dissolves into the bright horizon, flutters in the air before disappearing like a memory of kites.
Source: From Women Hollering Creek and Other Stories by Sandra Cisneros

12. Second Reading:. Annotate for Questions You Might Have
Second Reading: Annotate for Questions You Might Have Use Our District Annotation Guide (Next Slide) Third Reading: Replace Salvador with Heather and boy for girl (as well as pronouns) Do you experience any gender or socio-economic changes in your interpretation?

14. Participants' Reflections from the Day...