1. By Jody Rogers and Ben Dickson

2.  Connect Instructional Shifts and Standards to small group instruction  Review the components of reading development  Explore text complexity and its implications for SGRI  Score text using the Complexity Rubric

3.  To develop small group instruction around a central, complex text and the assessed reading needs of our students.

4. IS NOTIS  The ONLY way to think about small group ELA instruction  The SAME OLD THING  A MANDATE from us or the district!  A new way to think about small group reading instruction  Different from anything we have done before  A way to work smarter…not harder  Built by you!

5. Frogs Frog Art Frog and Toad Letters to Frog and Toad Froggy Goes to School Raise a Frog Magic School Bus Hope Home

6. Main Idea Main Idea Worksheets Focus Wall Writing About Main Idea Finding Main Idea in Text Focused Mini Less Common Assessments

7. SHIFT 3: Critically Analyze Quality Text SHIFT 4: Discussions focusing on evidence SHIFT 5: Write in response to text SHIFT 6: Focusing on Academic Language SHIFT 1: Balance of Narrative and Informational Text Use multiple standards Shift 2: Teaching content in ELA

8.  At your tables, discuss the question posted on your tent  Discuss and write your answers on the chart paper provided  Move to the next table and answer a new question. Add to the responses already posted.  The last group will have to summarize the information on the poster and present to the whole group

9.  https://youtu.be/anYa7Dkz-V4?t=4m https://youtu.be/anYa7Dkz-V4?t=4m

10.  Read the Foundational Skills and Listening/Speaking standards for your grade  Use your Note Taker to list the places in your day or activities you engage in that address these standards  Discuss where you are strong or need to focus more  DON’T STOP AT SKILLS!

11. ComprehensionVocabularyFluencyPhonicsPhonemic Awareness National Reading Panel Meta-Analysis of 100,000 studies

12.  Phonemes are the smallest parts of sound in a word h/a/t  The awareness that sounds in words can be manipulated  Teaching Strategies:  Isolation- What is the first sound in van?  Identity- What is the same sound in fix, fall, and fun?  Blending- What word is b/i/g?  Segmentation- How many sounds are in grab?

13.  The understanding that there are systematic and predictable relationships between written letters and spoken sounds  Phonics instruction is systematic and explicit with an emphasis on the direct-teaching of a set of letter-sound relationships  These are the foundational skills all other reading skills are formed from  Lessons are focused on letter/sound correspondence and manipulation  These are DRA level A-2

14.  Tier 1 Phonics: Systematic programs at grade level to target all students (HM and Fast Track Phonics)  Word Study:  Differentiated support of phonics and phonemic awareness  Recognition of word structures and spelling patterns at students level determined by the QSI

15.  Fluency is not an end to itself but is the “gateway to comprehension.”

16. Students may not be fluent at grade level, but have all decoding skills (QSI) Comprehend at grade level in read aloud situations Students need to acquire or maintain benchmark fluency rates for their grade level to become better readers

17.  Children are fluent at grade level with minimal teacher support, applying vocabulary and comprehension strategies  Comprehension is supported by vocabulary growth and Text Dependent Questions.  Scaffolded by gradually increasing levels of informational text  Comprehension is the goal of reading  To aid comprehension, teachers need to be aware of the reading vocabulary that students may require  It is important to be familiar with texts that your students are reading to anticipate challenging vocabulary or concepts

20.  “Not only should they (students) be able to read books independently, building interest, stamina, and fluency; they also need to tackle harder books that provide the opportunity to grow more skillful as a reader.” Fountas and Pinnell, 2012  What does this look like in your grade level?

21. CHANGES…LEXILE LEVELS…  Using text to plan  Making text central  Needs to be complex  Text Dependent questions are now a focus of all our text  Supports shifts 3 and 4  SBAC will use complex text with TDQ’s on all its new tests  Lexile levels have changed  Complexity is an issue  K-2 is about the same…..but 3 and up

22.  Help determine the appropriateness of chosen text  Guide us to support the most difficult parts of the text, both whole and small group  Promote Text Dependent Questions

23.  Use what we have  Appendix B  Other resources????  Think about: content rich, engaging, central to your instruction  It is MORE than a Lexile number!

24.  We are going to use the rubrics to compare the complexity of two pieces of text.  Read and highlight/underline the features of the Rubric  Discuss with your table mates  Read and score each text, using the rubric  Discuss and compare scores with your group

25.  Read/Review Foundations of Reading  Score a text and move through planning process together  Use your assessment data to create small groups  Determine what each groups needs  Find the complexity of a grade level text using rubric  Create lesson plans for each group using a central text  Discuss other aspects of the Literacy block around a text  Make PGS and Instructional Practice guide connections

26.  One or more grade level texts you would like to use (may be BAP, science or social studies etc.)  Assessment data for your class (Fluency, DRA, MAP etc. ) the more the better  Other items you need to plan