1. K-2 FOUNDATIONAL LITERACY MODULE October 9, 2014

2. Desired Outcomes:  Create protective K-2 literacy environments in our school that support all students, including English Learners, foster youth, and socioeconomically disadvantaged students  Define and apply best practices associated with interactive read alouds to support the implementation of the CA CCSS and A.I.R.  Implement rigorous and relevant tasks that integrate the 4 Cs and engage students in reading, writing, speaking, and listening to support the implementation of the CCSS and A.I.R.

3. Essential Questions  How can we use best practices to guide our reading instruction?  What role do K-2 “read alouds” play in embedding academic vocabulary, informational text reading/writing and rigor into CCSS implementation while supporting all students?  How can the integration of Thinking Maps into our daily language arts and content instruction support our implementation of the 4 Cs, A.I.R., and CA CCSS to engage all K-2 students?

4. 2014 ELA/ELD Framework  Close Reading K: Read Ch. 3, pp. 18-20 and pp. 123-127 1 st : Read Ch. 3, pp. 18-20 and pp. 165-170 2 nd : Read Ch. 4, pp. 18-20

5. 2014 ELA/ELD Framework Read about: The importance of reading aloud to children and discover how it looks in the classroom. Create: Thinking Maps that capture the most essential information from the reading. Write: One sentence that explains the importance of read alouds in the frame of your map.

6. Teachers share maps and essential learning with each other. Share Out

7. Video As you watch the following video, find one take-away from the video that you think you could try. Share your take-away with the group.

8. Video Advance Organizer

10. Reading aloud to children is important. Because reading aloud to children Contributes to students’ language development Exposes children to new ideas & genres Models use of academic vocabulary Models use of complex grammatical structures

11. Treasures Interactive Read- Aloud

12. Interactive Read Alouds  Treasures Connection Developing Listening Comprehension ■ Develops specific comprehension strategies ■ Sets purpose for listening ■ Determines author’s purpose Why is it interactive? ■ Uses Teacher Think Alouds ■ Children “think aloud” and apply comprehension strategy

13. Components of Lesson  Before Reading Set purpose  During Reading Teacher models Think Aloud(s) Genre study  After Reading Student Thinking Aloud  Think and Respond Thinking Maps

14. In this clip, a first grade teacher "thinks aloud" to model reading comprehension strategies. Treasures Comprehension Video

15. Thinking Maps Tools for Understanding Literature  Refer to WFTB Response to Literature Hand-outs  14 activities that can be used for: Characterization Summarizing Making predictions Making connections Inference Questioning Author’s Message/Purpose Theme

16. Character Description  Bubble Map with Adjectives Teacher/Students state sentences using the information on the map to describe the character. Teacher/Students write sentences using the information on the map to describe the character.

17. “The Very Hungry Caterpillar is ___________, _____________, and __________________.” “The Very Hungry Caterpillar is ________ because ___________.” The Very Hungry Caterpillar hungry green recently hatched sick voraciou s little fat “That night, he had a stomach ache.” “He was a big, fat caterpillar.”

18. Author’s Purpose  One-sided or Partial Multi-Flow Left side lists reasons (evidence heard in the text) that support student’s assertions about author’s purpose. Right side states the author’s purpose in a complete sentence.

19. The author’s purpose is to inform children about the details of a bear’s life cycle. The title of the article is “The Life Cycle of Black Bears”. Photographs of real bears at different stages of life are included. The details are organized to tell what usually happens in order. Why did the author write this article? How do you know? What evidence can you point to that supports your claim?

20. Thinking Maps Connections  How can the integration of Thinking Maps into our daily language arts and content instruction support our implementation of the 4 Cs, A.I.R., and CA CCSS to engage all K-2 students?

21. FOCUSING ON COGNITIVE VOCABULARY (ACADEMIC LANGUAGE)  Create a Tree Map  Write Academic Language at the top of your chart paper.  Write the names of the Thinking Maps for each category.  Write the question each map answers under the name of the map.

23.  Think about the general academic language you should be using with each map.  Match the words on the labels to the correct Thinking Map. FOCUSING ON COGNITIVE VOCABULARY (ACADEMIC LANGUAGE)

25. So why are they important? So what do you now understand about the key words? Page 77 Lang for Learning

26. How can Thinking Maps support A.I.R.?  Brainstorm how Thinking Maps can be used with all content areas to support the use of academic language in both oral and written form.

27. Picture Word Module  Review handout from September PD View pictures posted on Haiku View next slides for Kindergarten phases Plan instructional sequence for Picture Word Module

28. Picture Word Module Planning  Consider the following while planning: When could this activity be incorporated in your day? Discuss how you can use this activity with your students. What pictures could you use? How will this support ELLs? How can this be extended for advanced students? Could you use technology with this activity?

29. Picture Word Module - Phase 1 Picture Word Module - Phase 2 Picture Word Module - Phase 3

30. Evaluations