Literacy Professional Development: the ELA Common …csdela.weebly.com/uploads/9/5/6/3/9563459/4th_5th_gr… · · 2012-06-14Literacy Professional Development: the ELA Common Core

Literacy Professional Development: the ELA Common Core

& Reading Street Canyons School District 2012

Day 2

Welcome back!

Professional Expectations o  This is a safe place for learning; all ideas are worth

consideration.

o  Please be respectful of those around you; avoid side bar conversations.

o  Use technology to enhance learning (e.g. online shopping = inappropriate; taking notes = appropriate; cell phones

silenced = very appropriate).

o  Your participation is needed; please engage in learning and put away outside work.

o  Everything we do here should reflect our commitment to preparing students for citizenship, college and careers.

Today's Flexible Agenda

•  8:30 -- 9:15 Reading Street Review

•  9:15 -- 12:15 SKILL-BASED INSTRUCTION

•  12:15 -- 12:45 Lunch

•  12:45 -- 2:00 CONTENT INTEGRATION

•  2:00 – 3:00 Assessment Tools

• 3:00 -- 3:30 Wrap up

Getting Reacquainted

Table talk:

•  Your name and school

•  A unit theme in Reading Street that you are looking forward to teaching

Today’s Objectives

Participants will continue to become familiar with and increase understanding of

§  CSD Instructional Priorities §  ELA Curriculum Maps §  The Elementary Literacy Block §  Reading Street - comprehensive ELA

program

Canyons SD

Instructional Priorities

The Literacy Block

•  Four Components of the Literacy Block: o  READING o  LANGUAGE ARTS o  SKILL-BASED SMALL GROUP o  CONTENT INTEGRATION

Reading Street Scavenger Hunt

•  Each table: choose a street sound to represent your table

•  When EVERYONE at your table has found the item in their Teacher Edition, stand and makes your table's sound to indicate you have found it.

Are the ELA CCSS really different?

•  CCSS were informed from the research done using the ACT;

particularly “Reading Between the Lines” (2006)

•  CCSS are based on different theories of reading

comprehension, writing, and differentiated instruction than

past standards

•  KEY DIFFERENCE: TEXT COMPLEXITY

Text Complexity

•  Theory of ELA standards in the past: focus on cognitive skills

and text was largely irrelevant or uncontrolled

•  Theory of common core: Text difficulty is central and cognitive

skills have to be executed with texts of a specified difficulty

range

CCSS Theory

“Challenging text is the right ground to

maximize learning…but the only way that

will work is if kids are getting substantial

teaching support in the context of that

hard text.” -Tim Shanahan www.shanahanonliteracy.com

Implications

•  Students will be taught from texts that are “frustration” level

•  Less emphasis on guided reading or matching text to student level

•  Greater emphasis on working with harder materials and on stretching students to meet the demands of harder text

•  Educators must learn how to scaffold challenging readings effectively without reading to students or telling them what the text says

Skill-Based Small Group Instruction

•  Differentiates by increasing the intensity of instruction

in order to meet the demands of the common core

•  Supports mastery learning of foundational reading

skills and comprehension of literary and informational

text

Table Talk

•  Things that make you go hmmmmm… •  Turn to page 6 in your map. Review the ELA standards

for your grade •  How does the information about text complexity shift

your view of these standards? •  Think about the possibilities of small group instruction.

Skill-Based Instruction

Look at your Map


What is it?

Additional instruction with teacher while students engage in Practice Stations and/or Independent Activities that preview, review, reinforce or extend core curriculum


How do I create my small groups?

• Organized using CBM benchmark data

•  Flexible--Adjusted using CBM progress monitoring

Why Oral Reading Fluency?

Skill-Based Groups

Group 1: Accurate & Fluent

Met benchmark on R-CBM with at least 98% accuracy

Group 2: Accurate & Slow

Below benchmark on R-CBM with at least 98% accuracy

Group 3: Inaccurate & Slow

Below benchmark on R-CBM with less than 98% accuracy

Group 4: Inaccurate & Fluent

Met benchmark on R-CBM with less than 98% accuracy

Instructional Sort Practice

Group students according to instructional sort criteria

My Class Instructional Sort

Group 1: Accurate & Fluent Barbara Julie

Sheri


Allan Eden


Sharee Rob

Amber


Laura Piper

BREAK

I have my students sorted for instruction...

Now what should I do?


Group 1: Accurate & Fluent

Skill-Based Instruction Group 1: Who are those students?

•  Students benefitting from Core Instruction •  Green: •  Not all greens are created equal •  Differentiation

Focus: Materials:

Group 1 Focus of Instruction MONITORING MEANING PUSH complexity

Use the most difficult text as possible •  LESS difficult text use Higher Order Thinking • MORE difficult text use Lower Order Thinking

Skill-Based Group 1

If the teacher is doing little to support the students’ transactions with text, then I suspect more learning will accrue with somewhat easier texts. However, if reasonable levels of instructional support are available, then students are likely to thrive when working with harder texts.

----Timothy Shanahan (2012) "Common Core vs. Guided Reading: Rejecting Instructional Level Theory"

Group 1: Where to First?

•  READING STREET o  Use strategies aligned to

scope and sequence o  AL Books

•  CORE STANDARDS

o  Page 6 Map o  Use Big Question o  Skills drive text selection

Group 1: Accurate & Fluent Materials



•  Disfluency; may sound choppy •  Yellow •  Lacks proper phrasing •  May appear as if they are decoding in their head •  Can you picture that student in your classroom?

Focus: Materials

Focus of Instruction

Automaticity •  Repeated practice •  Pacing with punctuation, prosody •  Phrasing

Don't ignore: •  Grouping of words to make meaning •  Summarization, text elements, main idea

Where to First?

Reading Street •  Decodable Readers •  Reading Street Leveled Readers •  Fluency Passages •  Literary and Informational readers •  (OL) Small group lessons


•  Main Selection or short passages

•  Leveled Readers •  Content Readers

•  Fluency Passages Day 5

or Fresh Reads

Decodable Practice Reader

Quadrant 2 look for instructional priorities

Video of Cindy W. 3rd quad 2

Quadrants 1 and 2 Table time:

Talk about "small group time" for quadrants 1 and 2. Look over the OL and AL lessons (yellow pages).

Find the Fluency passage located in Day 5.



•  Disfluent •  RED •  Frustrated and lack reading skills •  Don't like school •  Do not know how to attack a piece of text for decoding or

meaning

Focus Materials


Missing Phonemic Awareness Decoding Skills needed Sight Words Application of skills in connected text

Don't ignore: •  Substantial Practice applying phonics to new text and

using writing (encoding) to cement skills

Where to First? SI lessons





•  Students who are not monitoring •  Green •  High error rate •  Appear inattentive to meaning of text

Focus: Materials


•  Modeling of accurate reading •  Table tap method •  Goal set with reduced error rate •  Teach to adjust reading rate

Don't ignore: •  Fluency with decodable text

Determine if student has skills to correct errors using the pencil tap test (assisted monitoring)

“Whenever you make an error, I’m going to tap the table with my pen. When I tap the table,

I want you to fix the error.”

•  If student can fix errors when you point them out, you know he/she has the decoding skills to read the passage, but needs assistance learning to self-monitor for accuracy. Intervene with self-monitoring strategies.

•  If the student cannot fix errors when you point them out, a skill deficit in decoding may be indicated. Further analyze errors to isolate patterns of difficulty, and intervene with targeted decoding strategies.

Adapted from Heartland AEA 11.

Where to First? SI lessons


Quadrant 4 Watch for the monitoring "Table

Tap," Word routines

•  Mary Jo from 3rd archive Finger tapping; multi-syllabic words with chunking

The Power of Skill-Based Instruction "Don't try harder, think differently" ---Robert Pasternack

•  1st year Skill-Based Instruction •  Core Phonics •  Focused instruction on NEEDS •  Progress Monitoring/ student graphed data •  Students wanted to attain goal •  Daily relentless practice with fluency •  Focused on needs vs. just teaching "how we usually teach"

Task: Look for these sample support materials for your

skill-based instruction

Group 1 Find the Reading Street small group AL lessons Small Group lessons (Yellow)

Group 3 SuccessNet: search for a decodable in the Leveled Reader library Small Group lessons (Yellow)

Group 2 Reading Street Fluency passages (Day 5)

Group 4 Find the Reading Street small group SI lessons Small Group lessons (Yellow)

Look in Your Map: 5 Day Plan

Partner Talk

•  Discuss with your partner the best thing you ever learned that required practice. o  Why was the practice phase so important?

o  What was the outcome of the practice?

What's the purpose of a PRACTICE STATION?

•  To support: o  ELA Core Standards

o  practice of meaningful tasks o  "Y'all do" and "You do" phase of explicit instruction

o  mastery learning, "practice makes permanent"

o  Science and Social Studies application

What makes an effective PRACTICE STATION?

•  Student Tasks: o  are instructionally relevant - who needs what when?

o  relate to and support initial whole group instruction o  provide opportunities for additional exposure and

practice with the skill (Acquire-Auto-Apply)

o  allow for targeted, purposeful practice at the student's skill level

o  are engaging and as authentic as possible

What makes an ineffective PRACTICE STATION?

•  Student Tasks: o  do not support mastery learning (misses the target)

o  are irrelevant to current learning o  are unfamiliar or not modeled

o  are too easy or too hard

o  are redos of work previously done (same)

o  are rarely authentic

PRACTICE STATIONS

ON READING STREET

5th

Where are they in my manual?

Open to any unit in your TE.

On pages “h & i” of the Planning Guide, located at the beginning of each five day plan, you will find an overview of the week’s practice stations. The stations reference skills and concepts taught during the previous five day lessons.

How to Access Practice Stations On Line Using Successnet

Click on Teacher Resources

Click on Teaching Guides

Click on Practice Station Flip Charts

Categories of Practice Stations4th and 5th Grade

1.  Word Wise 2.  Word Work

3.  Words to Know 4.  Let’s Write!

5.  Read for Meaning

6.  Get Fluent

Categories of Practice Stations4th and 5th Grade

Levels at the Stations

Note that the stations can be set up for different levels of difficulty.

Below level activities

On level activities

Above level activities

Choose s

A Sample

The following slides show a sample Practice Station page.

Read for Meaning Grade 4, Unit 2, Week 1

Words to Know Grade 5, Unit 3, Week 1

Grade 4, Unit 2, Week 1

You will need: leveled readers pencils paper 3 baskets

Choose a book from your basket. Think about the main idea. Write one sentence that tells the selection’s main idea and one sentence with a detail that tells more about this idea. Read one of the books from your basket and think about the main idea. Write one sentence stating the main idea. Write two sentences with supporting details. Read one of the books from your basket and think about the selection’s main idea. Write a short paragraph that states the main idea and supporting details.

READ FOR MEANING

Identify main idea and details.

Grade 5, Unit 3, Week 1

You will need: teacher-made word cards paper pencil

Choose three word cards. List the base words on paper. Next to each, write the –s, -ed, and –ing forms of the word. Then write one sentence for each base word, using one of the words you formed.

Choose five word cards. Write the base words on paper. Next to each, write the –s, -ed, and –ing forms of the word. Then write one sentence for each base word, using one of the words you formed.

Choose seven word cards. Next to each, write the –s, -ed, and –ing forms of the word. Then use a variety of the words to write a short, fictional paragraph.

WORDS TO KNOW

Words with endings –s, -ed, -ing

Base -s -ed -ing

Word

claim claims claimed claiming

Management for Practice Stations •  Accountability- My Work Plan

•  Classroom Management Handbook for Differentiated Instruction Practice Stations

o  Setting up the stations o  Classroom Map o  ELL-Accessible stations o  Assessing station activities o  Observation record o  Student work plan

Management for Practice Stations

•  Rules and routines

o  Establish learning partners o  Model, practice, reinforce (X10!) o  Decide when to monitor progress, provide feedback o  Decide on grading, turning things in o  Keep your sanity - Start small!

Getting Started

Task: Think about the first steps you will take in establishing Practice Stations. Fill out the top half of the GO.

Next, anticipate the predictable failures. What will you do to minimize these obvious problems? Jot your notes down on the bottom half of the GO.

Last, anticipate the possible rewards. Jot them down next to the star.

LUNCH

Content Integration

Five-Day Plan for Content Integration

List of possible resources; not meant to be exhaustive nor

exclusive.

CONTENT INTEGRATION

Science and/or Social Studies Connections

Whole group and/or small group instruction using digital reader; focus on OTR and feedback

Lanae Video whole group

CONTENT INTEGRATION

Small Content Reading Groups Reinforce/Expand/Extend the Concept

•  Content Leveled Readers (SE) •  Before-During-After •  eSelection (digital) •  eReaders (digital)

•  ELD time: REACH materials

eReader with iPad

•  Tana video grade 4 quad 1

SOCIAL STUDIES AND/OR SCIENCE CONNECTIONS

Materials and Resources to REINFORCE/EXPAND/EXTEND THE CONCEPT

eSelection (digital) eReaders (digital)

Task

1. Go to www.pearsonsuccessnet.com

2. Log into SuccessNet using our training account Username: CSDela Password: CSDela

3. Click on "new search".

4. Choose a Science or Social Studies concept from your grade level. 5. Search in the eReader database for digital text to support that concept.

6. Click on a title

Click on the title or cover to view, print, or assign the eReader.

Click on the title or cover to view, print, or assign the eReader. View: projecting in the classroom for whole group instruction Print: individual or small group (may not be best use of our resources) Assign: students log into their personal accounts and view the eReader (computer lab, small group, or individual)

Research and Inquiry •  Accessing informational and literary

texts in content areas •  Writing in content areas

Scheduling Considerations

•  Literacy components with Science and Social Studies do not need to be taught in specific order

•  English Language Learner Considerations

•  Special Education Considerations

English Language Development

Students identified as English Learners, Levels 1-3, must be provided English Language Development one period a day, grouped by language proficiency

•  30 minutes REACH curriculum during Content Integration

•  15 minutes Imagine Learning online learning during Practice Stations or Independent work (4 days a week)

English Language Learners •  Students identified as English Learners,

Levels 4 and 5, must be provided sheltered instruction in grade level Core Curriculum by an ESL endorsed teacher at least one period a day

•  The ESL Materials in Reading Street may be used to scaffold instruction for ELL students during whole group and small group instruction (however, they are NOT a substitute for ELD time with REACH curriculum)

Expectations for Students with Disabilities

Resource Students (including self-contained resource students):

•  Participate in both the Reading and Language Arts block of time

•  Participate in Skill-Based Instruction for 15 minutes

•  Receive 45 minute independent skill practice, pull-out or push-in instructional time with Special Education Teacher on IEP Goals

•  Participate in Content Integration instruction, or additional instruction on IEP Goals, using content materials that support the Science and Social Studies core

Expectations for Students with Disabilities

Cluster Class Students: •  Participate in both the Reading and Language Arts

block of time if appropriate.

•  Participate in Skill-Based Instruction for 15 minutes if appropriate

•  Receive 45 minutes of independent skill practice, pull-out or push-in instructional time with Special Education Teacher on IEP Goals.

•  Participate in Content Integration instruction if appropriate or, additional instruction on IEP Goals, using content materials that support the Science and Social Studies core.

SHORT BREAK

ASSESSMENT TOOLS

•  Day 5

•  SuccessNet §  Unit tests and Weekly tests §  Mastery Report

•  Skill Assessment in Reading Street

•  Aimsweb §  Progress Monitoring §  CBM probes

What is the Purpose of Day 5?

ELA Assessment Continuum

Unit Tests in SuccessNet

Unit Tests in SuccessNet: Three areas of focus:

Part 1. Comprehension Part 2. Vocabulary Part 3. Conventions

Unit Tests in SuccessNet: Comprehension

Unit Tests in SuccessNet: Vocabulary

Unit Tests in SuccessNet: Conventions

Mastery Report

• 

•  SCREEN SHOT OF MASTERY ANALYSIS

Skill Assessments in Reading Street

Progress Monitoring in Aimsweb

Mapping our Work

Table Discussion

Look in your map at the Grade Level Core Standards Overview What has you most excited about using the literacy block to teach the core standards to mastery?

This is just the beginning of our ELA journey.

Literacy Professional Development: the ELA Common …csdela.weebly.com/uploads/9/5/6/3/9563459/4th_5th_gr… · · 2012-06-14Literacy Professional Development: the ELA Common Core

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