1. Strategic and Informed Choices in the Elementary Classroom Day 3 Session 3 10/10/2015MSDE1

2. Session Outcomes:  Review the CCSS shifts in the context of the Elementary Classroom 10/10/2015MSDE2

3. Session Outcomes:  Review the CCSS shifts in the context of the Elementary Classroom  Consider how Guided Reading, Shared Reading and Interactive Reading Aloud are informed by the CCSS shifts 10/10/2015MSDE3

4. Session Outcomes:  Review the CCSS shifts in the context of the Elementary Classroom  Consider how Guided Reading, Shared Reading and Interactive Reading Aloud are informed by the CCSS shifts  Explore a tool to assist with strategic and informed choices 10/10/2015MSDE4

5. CCSS shifts: What are the unique considerations for Elementary Teachers?  Emphasis on Informational Text 10/10/2015MSDE5

6. CCSS shifts: What are the unique considerations for Elementary Teachers?  Emphasis on Informational Text  Use of Complex Text 10/10/2015MSDE6

7. CCSS shifts: What are the unique considerations for Elementary Teachers?  Emphasis on Informational Text  Use of Complex Text  Application of Close Reading 10/10/2015MSDE7

8. CCSS shifts: What are the unique considerations for Elementary Teachers?  Emphasis on Informational Text  Use of Complex Text  Application of Close Reading  Response to text-dependent questions with oral and written responses 10/10/2015MSDE8

9. CCSS shifts: What are the unique considerations for Elementary Teachers?  Emphasis on Informational Text  Use of Complex Text  Application of Close Reading  Response to text-dependent questions with oral and written responses  Development of Vocabulary/Academic Vocabulary 10/10/2015MSDE9

10. CCSS shifts: What are the unique considerations for Elementary Teachers?  Emphasis on Informational Text  Use of Complex Text  Application of Close Reading  Response to text-dependent questions with oral and written responses  Development of Vocabulary/Academic Vocabulary  Focus on rich content knowledge 10/10/2015MSDE10

11. Close Reading A process of reading and re-reading complex text deliberately to query, contemplate and carefully analyze and evaluate the meaning of the text in order to gain multi-layered comprehension MCCSC Framework Glossary Maryland State Department of Education Office of Reading/English Language Arts 10/10/2015MSDE11

12. Guided Reading Explicit instruction for the purpose of providing the skills, structure and purpose of reading and responding to instructional level text (usually occurs in a homogeneous small group setting) MCCSC Framework Glossary Maryland State Department of Education Office of Reading/English Language Arts MSDE 12

13. Shared Reading Interactive period of instruction where the students view text and the teacher explicitly teaches and models the skills and behaviors of good readers. MCCSC Framework Glossary Maryland State Department of Education Office of Reading/English Language Arts 10/10/2015MSDE13

14. Interactive Read Aloud A planned period of instruction when a wide variety of literary and informational complex texts are read aloud and used as a vehicle to teach literacy and other content (i.e. science and social studies). The teacher as reader uses prosody, think alouds and text dependent questions in order to model close reading and fluency while maintaining the feel of a ‘story time’ versus a scripted l esson. MCCSC Framework Glossary Maryland State Department of Education Office of Reading/English Language Arts 10/10/2015MSDE14

15. Interactive Read Alouds of Complex Text for PK-12 students Interactive Read Alouds of complex texts can be used effectively to model and engage students in close reading of grade- level complex texts as a stretch into text that may be too difficult for the student to read independently. 10/10/2015MSDE15

16. PK-1 st grade students can not decode complex text independently so the close reading of complex text occurs during Interactive Read Alouds, Shared Reading and/or Guided Reading based on the strategic instructional decisions of the teacher. 10/10/201516

17. Instructional Implications for Elementary Teachers 10/10/2015MSDE17

18. A shift: to modeling close analytic reading of text 10/10/2015MSDE18

19. A shift:  to more text dependent questions 10/10/2015MSDE19

20. A shift: in focus on vocabulary, especially academic vocabulary 10/10/2015MSDE20

21. A shift: Strategic selection of more complex text More informational text (NOT all) Multiple themes and/or subtle themes Subtle/frequent transitions Density of information Unfamiliar settings, topics or events Longer paragraphs Lack of words, sentences, or paragraphs that review or pull things together Any text structure which is less narrative and/or mixes structures 10/10/2015MSDE21

22. Group work!!!! 10/10/2015MSDE22

23. 10/10/2015MSDE23

24. A tool for strategic and informed choices….. 10/10/2015MSDE24