Standards Mapping and Close Reading with an emphasis on Read Alouds District Learning Day Location goes here August 6, 2015.

Standards Mapping and Close Reading with an emphasis on

Read Alouds

District Learning DayLocation goes here

August 6, 2015

Do NowPenny History ActivitySelect a penny from the bin on the table.Locate the year on the pennyOn a sheet of paper, write down an interesting thing that happened to you in that year.Share with your table members,Identify one from your group that will be shared with the entire group.

Norms

• Be present and engaged.• Be respectful of differences in perspective

while challenging each other productively and respectively.

• Monitor “air time.”• Make the most of the time we have.• Stay focused on students.

KUDO’s for LearningKnow-The participants will know the standards as they

relate to preparing students for success, as well as, how to use the close reading strategy to build listening and language comprehension skills.

Understand-The participants will understand that instructional shifts are required to effectively develop comprehensive reading skills in students.

Be able to Do-The participants will be able to identify grade specific reading standards and effectively use the Read Aloud strategy to engage primary students in the Close Reading Process.

Context for presentation

• TN-Core Summer Training Manual. The content is aligned to the district’s and state’s goal of increasing literacy profanely rates for all students.

The Stakes are High in Pre-K-Second grade

Three-quarters of children who struggle with reading in third grade will continue to struggle in school.

Children who do not read proficiently by the end of third grade are four times more likely to drop out of school than proficient readers.

Eighty-two percent of fourth graders from low-income families failed to reach the “proficient” level in reading on the 2011 National Assessment of Educational Progress (NAEP).

Children who cannot read proficiently and are poor for at least one year are six times more likely to drop out of high school than proficient readers.

- The Annie E. Casey Foundation

STANDARDS MAPPING

Why is it important to understand the standards mapping process?

Focus Question

StandardsKnowledge of the academic expectations of future grade levels is relevant to all standards. This session most closely aligns with the following College and Career Readiness Anchor Standards for Reading:

Key Ideas and Details 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. Craft and Structure Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Preparing for Third Grade: Standards Mapping

What do students need to be doing in early grades so that they are prepared to be successful in third grade? Review the Tennessee Academic Standards, in your handout.

The standards are organized by strand and show the progression of the standard from Pre-K to third grade.

Review the third grade writing task. Determine which standards are reflected in the writing task.

Looking at the culminating third grade standard, note the progression in expectations across grade levels. What does this progression make you think about your own instruction and how you can be preparing your students for future expectations?

Preparing for Third Grade: Standards Mapping

Writing

ExampleAnchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.  In Kindergarten, the standard expects students to use drawing, dictation, and writing to state an opinion about a topic or text. In first grade the standard expects students to write, state an opinion, and supply a reason for the opinion. By third grade students have to support their opinion with multiple reasons, use sequencing word. As a Kindergarten teacher, I can be thinking about how to prepare my students to give reasons for their opinion.   

Third Grade Writing Task

• Read the writing task on your own – Directions: Read Text 1 The Emperor’s

Challenge, Text 2 Waiting for the Little Penguins, and the prompt.

• While reading, think about the knowledge, skills, and habits that students need to be successful on this task.

Key Idea

To be successful, in current and future grade levels, students must comprehend what they listen to and read. Students must understand that comprehending, or understanding, is the purpose for reading and listening.

SCS STANDARDS BASED INSTRUCTIONAL RESOURCES

• What resources will SCS provide to teachers to access the standards and curricular resources?

Focus Question

TNDOE Curriculum Standards

Based on the Common Core State Standards

http://www.state.tn.us/education/standards/index.shtml

ELA Standards and Strands

• Reading: Literature• Reading: Informational Text• Reading: Foundational Skills• Writing• Speaking and Listening• Language

What are curriculum maps?

• Detailed information regarding standards, expected outcomes, resources, and suggested performance assessments

• Pacing by the week• Your roadmap for success; follow it!

SCS ELA Curriculum Documents

• Do– Include what to teach and when to teach

it– Provide “Outcome” statements to help

you write daily/weekly objectives– Reference resources that can be used– Provide sample performance assessments

• Do NOT– Provide instructional activities

Using the Curriculum Maps to Plan• Match standards and learning target

statements to the selected texts for the week.

• Plan your weekly and daily objectives, using the learning target statements to help.

• Study the suggested assessments, and match them to your objectives.

• Plan your instruction, using the district lesson plan and Journeys resources.

Our Primary Resource

Journeys Components—All Grades

• Teacher’s edition• Student books• Focus wall poster• Sets of readers– Above Level– Below Level– On Level– Vocabulary Readers– ELL Readers

• Language and Literacy Guide

• Writing Handbook (T, S)

• Reader’s Notebook (consumable)

• Literacy Center Flip Charts

• Grab and Go Set• Tennessee Test Power

Additional Journeys Components

• Reading Toolkit (1-3)• Literacy Toolkit (4-5)• Decodable Readers (1, 2)• Big books (K, 1)• Sound-Spelling Cards (1-3)• Curious About Words Kit (K-3)• Common Core Language Support

Cards (K-3)

Using Journeys to Plan and Instruct

• Consult both your curriculum map and your Journeys five-day planner to complete your lesson plan.

• Write your daily objectives (I can…) and determine how you will assess them.

• Plan whole group instruction. • Plan small group instruction:

– Teacher-directed small group– Literacy stations (How many? Which

ones? Differentiated activities?)• Plan closure.• Plan follow-up for reteaching and

enrichment.• List the materials you will need.

Access to Journeys Online• Look for an email from

support@thinkcentral.com. This will contain your login information.

• Log into ThinkCentral at http://www-k6.thinkcentral.com • Go to the Dashboard and

play around. You can’t break the system; learn to use it!

www.scsliteracy.weebly.com

Password: readandwrite

Resources from the TDOE• The TNCore website

http://www.tncore.org/english_language_arts.aspx – Instructional resources –

units, tasks, close reading lessons

– Assessment resources—writing prompts, scored papers, scoring rubrics

– Username: tneducation– Password:

fastestimproving

• Training materials www.tncore.org/training.aspx

• Text complexity resources http://www.tncore.org/literacy_in_science_and_technology/instructional_resources/text_complexity.aspx

• For teachers in grades K-3 http://www.readtennessee.org/read.aspx

CLOSE READING AND READ ALOUDS

Focus Question

What is Close Reading? How should this process look in the primary grade?

Something to Think AboutIf we want to create close readers who are also independent readers, we need to explicitly teach how to approach a text to uncover its multiple layers of meaning. In the meantime, we'll need to come to class prepared to ask important text-dependent questions when students' own questioning fails to produce a deep understanding. College and career readiness begins in the primary grades. With the right tools, we can build close reading skills even with our youngest readers.

- Boyles, 2013.

What is Close Reading?

The Tennessee Academic Standards for English Language Arts ask students to read closely and carefully. They require that this careful, close reading be done with texts of greater complexity than has generally been the case in America’s public schools. Text complexity and the ability to rely on oneself to gain an accurate understanding of it are vital skills for the workplace, for college, and for citizenship.

- Guide to Close Reading. Retrieved from www.TNCore.org.

Close Reading Requires

• Understanding your purpose in reading• Understanding the author’s purpose in writing• Seeing ideas in a text as being interconnected• Looking for and understanding systems of

meaning• Engaging a text while reading• Getting beyond impressionist reading• Formulating questions and seeking answers to

those questions while reading

Close Reading Strategies

• Story Mapping• SOAPS• Text-Self-World Connections• Three Levels of Questions• Arguments and Evidence• Appeals-Logical, Ethical Emotional• Assumptions

Close Reading Strategies Defined

Key Shift• In order to assist students with making the shift to

become more engaged with complex text, teachers must make a shifts with their questioning techniques.

Airtight Activity: Classroom Peek

• Kindergarten, Second Read– https://www.yout

ube.com/watch?v=Op5ilpCAepY

• Kindergarten, Third Read– https://www.yout

ube.com/watch?v=Ev9cysqJNsw

Close Reading

Looks like…

Sounds like…

Feels like…

Reflection:MODELING

• What resonated with you?• What is similar to your current

practice?• What is different than your current

practice?• What are you going to change as a

result?

Implications for Learning

• To ensure our students are college and career ready, we must teach them critical reading strategies in order for them to independently attack a text.

• Our students must learn how to own a text, rather than letting the text own them.

Focus Question

• How are Read Alouds connected to the close reading process?

The Importance of Read AloudsReading aloud is often recommended as the most significant activity for adults to support the emerging literacy skills of young children.

- NELP, 2008.

Reading aloud to young children is not only one of the best activities to stimulate language and cognitive skills; it also builds motivation, curiosity, and memory.

- Bardige, 2009.

Reading texts aloud is the single most important activity for building the knowledge required for successful reading.

- McCormick, 1977.

Stellalluna Read Aloud:MODELING

• Stellalluna by Janell Cannon

Reflection:MODELING

• What resonated with you?• What is similar to your current

practice?• What is different than your current

practice?• What are you going to change as a

result?

Key Idea

Close reading is the thoughtful and critical process of analyzing a text. Close reading focuses on the significant details and patterns within a text to help students develop a deep and precise understanding of the text’s form, craft, meanings, etc. Close reading is an important shift within the Tennessee Academic Standards.

Next steps and activities for follow up• Plan and conduct a Read Aloud with your students.1. Select a complex trade book.2. Carefully craft a variety of complex questions using

Bloom’s Taxonomy as a point of reference.3. Engage students in the activity, carefully modeling

your though process as a method of setting the foundational stage for teaching close reading concepts.

4. Reflect on your experience (positive or negative) and email your thoughts to salliecl@scsk12.org.

Revisit ObjectivesKnow-The participants will know the standards as they relate to

preparing students for success, as well as, how to use the close reading strategy to build listening and language comprehension skills.

Understand-The participants will understand that instructional shifts are required to effectively develop comprehensive reading skills in students.

Be able to Do-The participants will be able to identify grade specific reading standards and effectively use the Read Aloud strategy to engage primary students in the Close Reading Process.

Reflection: One minute paper on post-it

• Jot down your “Take-Aways” • Consider what you need to know and be able to

do to successfully implement what you have learned in this session.–What is still unclear?–What professional development or additional

resources do you need?

Early Childhood and Curriculum and Instruction Staff

Susan Dold, DOLDSB@scsk12.org Staci Hendrix, HENDRIXSL1@scsk12.org

Dr. Tanya Kelly, KELLYTL@scsk12.org Jolie Madihalli, MADIHALLIJA@scsk12.org

Chanel Sallie, SALLIECL@scsk12.org

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Password: readandwrite