The ELA Common Core Journey. . .

Claire Wick Yvonne Harness Oct. 22, 2013

http://www.youtube.com/watch?v=l-gQLqv9f4o Thoughts for educators . . .

Today’s Goals

• • • To deepen understanding of teaching and learning with the ELA Common Core Standards for K-5 To debrief and share feedback about lessons in OEU 1 To continue work on writing ELA Curriculum Companion elements

Agenda

8:00-8:15 Welcome

8:15-9:00 Debrief/feedback OEU lessons 9:00-10:00 New Learning: Calkins Book (ch. 5) 10:00-11:30 Grade level CC work 11:30-12:00 LUNCH 12:00-12:45 Workshop) Mini-lesson (Language/Word Study 12:45-2:45 Grade level CC work 2:45-3:00 Debrief/closure/next steps

• •

8:15 Debrief Curriculum Companion Implementation

Talk with grade level partners.

Reflect on implementation during past month.

• • • • Guiding Questions:

What lessons are you currently teaching (e.g., OEU 1B)?

What has gone well?

What challenges or obstacles have you noticed?

List vocabulary that requires clarification for understanding the standards and/or instructional practices in CC.

• Each grade level will share out in whole group.

9:00 New Learning

• Book Study: Calkins et. Al Ch. 5: Reading Informational Text (standards 2-9) Conversation #1: pp. 88-91 (Current Challenges to Implementing the Reading Standards for Informational Texts) • Students are not reading enough nonfiction texts.

• Students are not reading “just right” informational texts.

• Students are not engaging with informational texts in the appropriate way.

• Students have no choice in what to read.

9:00 New Learning

• Book Study: Calkins et. Al Ch. 5: Reading Informational Text (standards 2-9) Conversation #2: pp. 91-97 (Overcoming the Challenges to Implementation) • Get more high-interest nonfiction books into your classrooms.

• Infuse more information reading into content-area classes.

• Match your readers to nonfiction texts.

9:00 New Learning

• Book Study: Calkins et. Al Ch. 5: Reading Informational Text (standards 2-9) • •

Whole Group Share: Share 1 “big idea” pertinent for your grade level from Conversation #1.

Share 1 “big idea” pertinent for your grade level from Conversation #2.

10:00 Grade Level Work Teams

CC Work Process

 Review OEU, Inquiry Module (IM) Overview, Essential Questions  Review Focus Standards and Reading Foundational Skill Standards  Create student learning targets for the IM using the unpacked standards; document on Inquiry Module Map  Identify lesson teaching points on Inquiry Module Map that connect to the appropriate student learning targets  Sequence the IM lesson teaching points and document in CC Lesson Planning Tool  Choose appropriate instructional materials for IM

Next Steps?

•

Next Session: OCT. 22, 2013

2 3 4 5

Grade

K

Goals for Next Session

Complete the elements for 2A and start 2B 1 Finish 2A and complete 2B Enter 2A, work on 2B and resources Start 2A and 2B Finish 2A and 2B Put 2A, B, and C into CC; I can statements; share resources from OEU 1 and 2; document year overview

•

10:00 Grade Level Work Teams

Continued Work on OEU 1 (all modules):

•

What work is needed for you to teach the remaining modules in OEU 1?

- Team goals?

•

New Work on OEU 2

LUNCH

12:00 Mini-lesson

• Language/Word Study Workshop

•

Language Workshop/Word Study

Word Study involves students exploring the intricacies of language across multiple genres including literature, informational texts, and poetry. They investigate the meaning and structure of words, and the conventions and forms of written language. • Language and Word Study gives students a chance to explore the intricacies of language across multiple genres. They investigate the meaning and structure of words and the conventions of forms of written language. Spelling words are generated from the weekly spelling principal and customized to meet the needs of each individual. This block is about 15-20 minutes each day.

•

Language/Word Study Workshop

Learning about Words • Foundational Skills • Learning about Language • Word meanings/vocabulary

CCSS: Foundational Skills/Word Study • • • • • • Often referred to as “Word Work” Standards are found in Foundational Skills Understanding and organization of basic features of print (Print Concepts – Standard 1) Word patterns and parts and their use for decoding and writing (Phonological Awareness – Standard 2) Letter sounds, vowels sounds, high frequency words ,prefixes, suffixes, multi-syllable words (Phonics and Word Recognition

– Standard 3)

Read prose and poetry with understanding and purpose (Fluency – Standard 4)

Teaching Approaches: Three Broad Areas

• • • Knowledge of an increasing core of high-frequency words Knowledge of letter-sound patterns Knowledge of a variety of strategies for solving words

•

Word Part Acquisition Sequence

We learn how to read and write words in a sequence • Beginning consonants • • Final consonants Short vowels • • Consonant digraphs (sh, ch, th, etc.) Consonant blends (sl, st, dr, bl, fr, cr, sp, etc.) • Long vowel patterns (final –e, ea, igh)

Word Sequence, continued

• • • • • Complex consonants (tch, dge, scr,etc.) Inflectional endings (-ing, -es, -ed, -ies, etc.) Syllable junctures (-e dropping, doubling consonants, etc.) Base words, prefixes and suffixes Derivational endings (from Greek and Latin forms) •

From Words Their Way, Templeton et. al.

How We Teach

the Foundational Skills (acquiring words and word parts)

Common instructional categories to help students with word part acquisition : ( Cunningham, Phonics We Use ) 1.

2.

3.

4.

5.

High frequency words Patterns within words Visual checking: Spelling words with two or more patterns Multi-syllable words Cross checking

Segment 20 : Word Sorts

(4 min.) • Five Step Process 1.

2.

3.

4.

Reread familiar poem Listen for rhyming words Locate rhyming words Categorize the words by sound and visual patterns 5.

Articulate the problem-solving process

Segment 21: Use Analogy to Solve Words and Write New Words

(6 min) • • • Making Words Using Onset and Rime Patterns See Apprenticeship in Literacy, p. 90

Known Word Starts Like (onset) ball boy book he cat do Known Word Ends Like (rime) sack red pig sad man may New Word back bed big had can day

Segment 22: Using the Pocket Chart to Categorize Words

• • • • Beginning and Ending Patterns Use strategies to problem-solve in varied contexts Take common words for your grade level and go on a “writing spree” using onset and rime patterns to make new words

How can you use words on cardstock to create a pocket chart activity?

Responding to Demonstrations/Video Clips…

• • • What were students able (or not able) to do as a result of the word work/vocabulary in the context of reading and writing?

How did you see the teacher using word work/vocabulary as a tool to help all students learn and apply new words independently?

How is word work/vocabulary integrated in the reading/writing lessons you observed?

•

Language/Word Study Workshop

Learning about Words • Foundational Skills • Learning about Language • Word meanings/vocabulary

Learning about Language

• •

CCSS: Language Investigation

What do we expect students to know and be able to do in Language? Language Anchor Standards • Conventions of Standard English • • Knowledge of Language Vocabulary Acquisition and Use

Strong relationship between vocabulary and academic background knowledge

• • • Easier to understand information they may read or hear about a topic 4500-5400 word difference in vocabulary knowledge between high/low-SES students grades 4-12 Mid-SES 1 st graders know 50% more words Nagy and Herman, 1984

Direct Approaches to Enhancing Academic Background Knowledge

• Increase variety and depth of out-of-class experiences • Field trips to museums, art galleries • Mentoring relationships • More expert language user • Leads to more experiences

-Marzano (2004) Building Background Knowledge for Academic Achievement

What does it mean to know a word?

Learners move from

not knowing acquainted

a word, to being with it, to attaining a deeper,

somewhat richer knowledge

that allows them to use new words in many modalities of expression.

-

Camille Blackowicz and Peter Fisher, Integrated Vocabulary Instruction (2005)

Levels of Word Knowledge

I can use the word I have a vague understanding of the word I’ve heard that word before I’ve never heard that word before

Vocabulary and the Common Core Standards

Vocabulary is addressed in the CCSS for Language. It will be items 4, 5,and 6 under Vocabulary Acquisition and Use. K-2(page 27) 3-5(page 29)

Common Core State Standards: Language Investigation

• • What do we expect students to know and be able to do in Language/Word Study?

Language Anchor Standards • • • Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use

•

Direct Instruction of Vocabulary- 6 Steps

http://www.youtube.com/watch?v=-NMzKYWRBJg 1.

2.

3.

4.

5.

6.

Provide a description, explanation, or example of the new term.

Ask students to restate the description, explanation, or example in their own words.

Ask students to construct a picture, symbol, or graphic representing the term.

Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

Periodically ask students to discuss the terms with one another.

Involve students periodically in games that allow them to play with terms.

•

Direct Instruction of Vocabulary- 6 Steps

http://www.youtube.com/watch?v=-NMzKYWRBJg Marzano DVD: “A Six-Step Process for Teaching Vocabulary”

How do we plan for Language/Word Study Workshop?

• • • Consider the OEU idea.

Consider the Language standards that are identified as Focus Standards (e.g., L.3.6 – Acquire and use accurately grade appropriate conversational, general academic, and domain specific words and phrases . . .) • Reflect on the identified Lesson Teaching Points and Student Learning Targets for a module Plan Language/Word Study Workshop mini-lessons after reflecting on the above concepts

12:45 Grade Level Work Sessions

CC Work Process

 Review OEU, Inquiry Module (IM) Overview, Essential Questions  Review Focus Standards and Reading Foundational Skill Standards  Create student learning targets for the IM using the unpacked standards; document on Inquiry Module Map  Identify lesson teaching points on Inquiry Module Map that connect to the appropriate student learning targets  Sequence the IM lesson teaching points and document in CC Lesson Planning Tool  Choose appropriate instructional materials for IM

Debrief/Closure

• Whole Group • • Report out work progress Document on “Parking Lot” any professional development needs

Next Steps?

2 3 4 5 •

Grade Next Session: Nov. , 2013

•

Read ch. 6 – Overview of the Writing Standards Goals for Next Session

K 1