Transcript Welcome to 2nd Grade Common Core State Standards Training Speaking & Listening Reading: Literature, Informational Text, and Foundational Skills Presented by: Arthetta Meeks and Patty Tong.

Welcome to 2nd Grade
Common Core State Standards Training
Speaking & Listening
Reading: Literature, Informational Text,
and Foundational Skills
Presented by:
Arthetta Meeks and Patty Tong
nd
2
Grade Task Force Team
Julie Fong, Nicole Eterovich Sutherland, Leslie Griess, Diana Sandoval
and Sheryl Tolson
Nuts and Bolts
Introductions
Identify a working partner at your
table (A and B partners)
Resources/handouts pages
Logistics for the day
Norms
 Be present
 Collaborate with colleagues
 Avoid sidebar conversations
during explanations
 Set your phone to silent
Our Focus - CCSS
If you have not attended the Open Court AB466
Trainings or need a refresher on the instructional
protocols…
After school workshops will be provided throughout the
2013-14 school year
• Blending
• Dictation
• Syllabication
• (comments from Feedback Forms) A brief mention of
these areas are needed today to show how these
areas are aligned to CCSS.
Outcomes
Participants will…
 Understand the importance of Structured Student
Interaction
 View Foundational Skills though a CCSS lens
 Understand the link between Speaking/Listening and
Reading Literature Common Core Standards
 Introduction to Text-Dependent Questions &
Close Reading
Transitioning to Common
Core
Shifts with CCSS
Shift 1: Focus on Connecting Writing to Reading
Shift 2: Focus on Increasing Text Complexity
Shift 3: Focus on Speaking and Listening
Shift 4: Focus on Text-Based Evidence
Shift 5: Focus on Academic Vocabulary/Language
Shift 6: Focus on Close Reading
Table Talk
 What strategies are used in your
classroom to promote student
collaboration/discussion?
 How often are they used?
Speaking and Listening
Standards
Pg. 6
Comprehension and Collaboration

Standards 1-3
Presentation of Knowledge and Ideas

Standards 4-6
Examining the Standards Activity
DIRECTIONS



Read through the standards progression handout
horizontally.
Once complete, read the document vertically
Note the use of common terminology and expectations
between S/L and Reading standards.
Compare CCSS Verbiage to
Progression Handout
Examining the Standards
Activity
DIRECTIONS
1. Read through the standards progression handout horizontally.
2. Once complete, read the document vertically
3. Note the use of common terminology and expectations between
S/L and Reading standards.
Connection to ELD Standards
http://blogs.egusd.net/win
Bridging the Old to the New
Former ELD
Domains
New ELD Modes of
Communication
Common Core State
Standards
Listening
Collaborative
Speaking
Listening
Speaking and Listening
Speaking
Interpretive
Reading
Listening
Writing
Reading
Productive
Speaking
Writing
Reading
Writing
Language
Speaking and Listening
Round the Clock
Standard
Description
SL 1
Participate in a range of collaborative conversations
SL 2
Recount key ideas and details
SL 3
Ask and answer questions about what a speaker
says in order to clarify comprehension…
SL 4
Tell a story or recount an experience with
appropriate facts and relevant descriptive details…
SL 5
Include multimedia when presenting
SL 6
Produce complete sentences when speaking
How do Speaking and Listening Standards
Connect to
Structured Student Interaction (SSI)?
Key Elements of SSI Include:
 Specific protocol or routine used for asking a
question or giving a direction
 Think time
 Conservative time limits
 A clear language expectation when sharing out
(language frame)
 Random accountability
 Question/task that is developmentally appropriate
Possible Protocol
Use the 4 Ls:
1. L = Look at your partner.
2. L = Lean toward your partner.
3. L = Lower your voice.
4. L = Listen attentively.
K. Kinsella, 2012
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Possible Protocol
Public Sharing
Voice
Private Voice
Out
Loud (not shouting)
Quiet (not a whisper)
Slower
Faster
Give students something specific to listen for…
Example frames:
My answer is similar to ____’s.
I agree with_______.
I disagree with ______.
Emerging Practice:
 Turn to a partner and
discuss the character.
 You have two minutes.
[2 min. pass]
 Raising a quiet hand,
tell me something you
talked about.
Evolving Practice:
 Turn to your designated
elbow partner.
 Partner A will go first.
(40 sec.)
 Discuss two
characteristics of the
main character.
 Use popsicle stick to call
on students.
Exemplary Practice
 15 seconds think time
 Designated elbow partner, partner B starts, then A (40
sec. each)
 Question: What two adjectives best describe the main
character? What happened in the story that would
support your answer?
 Ready.. Think… Turn to elbow partner…
 Sentence Frame: The adjectives that best describe the
main character are… because in the selection he/she…
 Popsicle sticks to call on students
Components of SSI
A Classroom Look
What elements of SSI are present in
the video?
Structured Student
Interaction: Sentence
Frame
One element of SSI I observed in this
video was_____.
The teacher could have refined her
practice by including ________.
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Language Frame Resource
Structured Student Interaction
Quiet Reflection and Discussion:

How might the information you just heard refine
what you already do in your classroom to support
structured student interaction?
 What new steps might you take?
 What ideas are you considering now?
Frames:

One way I will refine my structured student
interaction is…

The steps I will take include…

One of the ideas I am considering is…
“Big Ideas”
Speaking/Listening Skills through SSI
Speaking and listening skills lead the
way to reading and writing skills
SSI requires a set protocol/routine for
students to follow when interacting
with one another to check for
understanding
The language frame supports
students ability to use academic
language in their responses
ELA CCSS and Reading
Kindergarten
First Grade
Second Grade
Third Grade
Reading Standards: Foundational Skills
Reading-Foundational Skills
1. Print Concepts
2. Phonological Awareness
3. Phonics and Word Recognition
4. Fluency
Pg. 3
CCSS Reading Foundational
Skills Activity
 Walk through the foundational skills document.
 What do you notice?
One Early Literacy CCSS
Shift
Simultaneous work of learning to
read AND reading to make meaning
+
Blending
Purpose
The purpose of blending is to teach
the students a strategy for figuring
out unfamiliar words.
Blending
Sound by Sound
Whole Word
Syllable Blending
Blending
(cvc, ccvc, cccvc, cvce)
Syllable:
 Write the first syllable of the word
 Students blend the first syllable
 Cover the first syllable with a card or hand
blend the next syllable
 Students blend syllables together to read
the word
Review of Sound Spelling
Cards
Program Appendix pages 15 and 16
Terminology:
 Name of the Card
 Sound
 Spelling
Purpose:
Dictation
Program
Appendix
p. 18
To teach the students to spell words
based on the sounds and spelling they
have learned
To give students a new strategy for
reflecting on the sounds they hear in
words to help them with their own
writing.
Features of
Dictation
A learning experience - not a test
Students are encouraged to ask for help
Proofreading is an INTEGRAL part
Helps to informally assess needs
All students are successful and not frustrated
Students should receive reinforcement and
feedback
Whole Word/Sentence
Dictation
- Students should be encouraged to look at
the Sound Spelling Cards
- Remind students to use capitals and
punctuation.
- Proofreading- Circle incorrect words and
rewrite them.
How Many Days on Getting Started?
To do a quick review of the important reading
skills in preview learning
Grade Level Team Decision with
Administration
Base decision on beginning of year data (BPST
Fluency, and Johnston Spelling Inventory)
Good opportunity to teach routines such as
SSI, behavior management skills, phase in
workshop, etc. with a lower cognitive load
Multi-Syllabic Decoding
Outcomes:
Review the different types of
syllables
Review a process for teaching
students to break apart words
Share resources with some practice
opportunities.
Syllabication Vocabulary
Word
Definition/Example
vowels
a, e, i, o, u
consonants
b, c, d, f, g, h, j, k, l, m, n, p, q, r,
s, t, v, w, x, y, z
Consonant digraphs
sh, th, ch, wh
Special combinations of
consonants that make one
sound
compound word
ck
syllables
Parts of a word; each
containing a vowel
One word made up of two
words (ie. sun –set)
Syllabication: General Rules
Every syllable must have a vowel sound.
This can be represented by one vowel or
a vowel pair.
po-ta-to
pain
Syllabication: General Rules
Special combinations of consonants that
make one sound are not divided.
Examples:
pathway
path - way
pickle
pick - le
Specific Guidelines VC-CV
 Divide between 2 small words as in compound
words
Examples:
sun-set
base-ball cup-cake
 Divide between 2 consonants in the middle of
the word. Each syllable has its own vowel sound.
Examples:
hap-pen
den-tist
Specific Guidelines V-CV
Divide before the middle
consonant if the first vowel
makes a long sound.
Examples:
be-low
pi-lot
mo-ment
Specific Guidelines VC-V
Divide after the middle consonant if the
first vowel makes a short sound.
Examples:
nev-er
lim-it
prod-uct
Specific Guidelines –C-le
When the letters le come at the end
of a 2 syllable word, include the
consonant that comes before it as
part of the last syllable.
Examples:
ta-ble
bu-gle
cra-dle
lit-tle
Practice Time
Break each word into syllables.
Tell which of the guidelines were followed.
1. column
2. makeshift
3. propel
4. pattern
5. steeple
col-umn
make-shift
pro-pel
pat-tern
stee-ple
Six Syllable Types
Syllable Type
Examples
Explanation
closed syllables
rab-bit
com-ment
nap-kin
pic-nic
ex-act
rack-et
When a vowel is
followed by a
consonant it is
short
open syllables
ra-dar
mo-ment
mu-ta-tion
de-cide
When a vowel is at
the end of the
syllable, it is long
Six Syllable Types Cont…
Syllable Type
R-Controlled
Vowel Team
Examples
Explanation
bird, birth When a vowel is followed
by /r/, the vowel often is
not long or short but
spoken with the /r/ sound.
great,
When two vowels are next
afloat,
to each other, they can be
explain
long, short, or diphthong
point
vowels. They can be
followed by a consonant or
used at the end of
syllables.
Six Syllable Types Cont…
Syllable Type
Examples
Explanation
Vowel-Silent e compete,
A syllable with a long
decide
vowel-consonant-silent e
abatement pattern.
Consonant-le
table
little
middle
An unaccented final
syllable that has a
consonant plus –le.
Syllabication Reference
Sheet
Multi-Syllabic Resources
Multi-Syllabic Word Labels (Prairie ES)
Florida Center for Reading Research
(FCRR.org)
• Six Way Syllable Sort
• Syllable Snake
Game board Websites:
• http://abcteach.com/directory/fun_activities/games/folde
r_board_games/
• http://www.toolsforeducators.com/boardgames/
Where do decodables fit
with CCSS?
The purpose of decodables…
1. “To help students apply, review, and
reinforce their expanding knowledge of
sound/spelling correspondences.”
2. “To provide practice reading words.”
3. To practice fluency - Reading
Foundational Skills Standard 4 (RFS4)
“Big Ideas”
It is essential that students can access
the Sound Spelling Cards for reading
and writing.
Students need to know how to apply
the basic rules for syllabication.
Students need additional practice
in decoding multi-syllabic words.
Reading Standards:
Pages
4 Distinctive Categories1 and 2
Key Ideas and Details
“WHAT” is said
Standards 1-3
Craft and Structure
“HOW” it is said
Standards 4-6
Integration of Knowledge and Ideas Compare texts
Standards 7-9
Range of Reading and Level of Text Complexity
Standard 10
71
Literary Nonfiction is defined as
Biographies and autobiographies
Books about history, social studies,
science, and the arts
Technical texts including directions,
forms, and information displayed in
graphs or charts or maps
Digital sources on a range of topics
CCSS: Reading - Literature
Stories – children’s adventure stories,
folktales, legends, fables, fantasy, realistic
fiction, and myth
Dramas – staged dialogue and brief
familiar scenes
Poetry – nursery rhymes and the
subgenres of the narrative poem,
limerick, and free verse poem
Activity: Side-by-Side
Comparison
74
“Owning” the Standards
#1-#3 = Key Ideas and Details
75
“Owning” the Standards
#4-#6= Craft and Structure
76
“Owning” the Standards
#7-#9= Integration of Knowledge and
Ideas
77
“Owning” the Standards
#10= Range of Reading/Text Complexity
78
Text Dependent Questions
(TDQ)
Questions that require students to
engage with the text and to think
critically
Text-Dependent
Nature of Reading Standards
Drilling Down to Understand “Text
Dependent Questions” (TDQs)
Debrief – Table Partners
Please choose a language frame:
Two things that I learned about text
dependent questions are_______
and _______.
One thing that I learned about text
dependent questions is _________,
but I still have a question about
________.
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Non-Examples and Examples
In Why did the
Dinosaurs Disappear,
the author gives many
reasons why dinosaurs
disappeared. Describe
your favorite dinosaur.
In Why did the Dinosaurs
Disappear, the author
gives many reasons why
dinosaurs disappeared.
State your opinion and
give reasons from the text
to support your opinion
of why they disappeared.
Text Dependent
Question Sort
“Big Ideas”
Text Dependent Questions
Questions that require an examination of
the text
Questions that require the reader to use
evidence to support their ideas
Questions that move from text-explicit to
text-implicit knowledge
Out to
LUNCH
Close Reading
Close Reading
Why Close Reading?
“A significant body of research links
the close reading of complex texts whether the student is a struggling
reader or advanced- to significant
gains in reading proficiency and finds
close reading to be a key component
of college and career readiness.”
Partnership for Assessment of Readiness for College and Careers, 2011
What is Close Reading?
“Close reading means reading to
uncover layers of meaning that lead
to deep comprehension.”
-Nancy Boyles, Southern Connecticut State University
Note: Close reading is not a technique or a
strategy, but rather an outcome. One uses
various techniques in order to closely read.
Key Points
 Use of short passages
 Rereading
 Reading with a pencil
 Noticing things that are confusing
 Discussing the text with others
 Responding to text-dependent
questions
Fisher and Frey, 2012
Use Short Reading Passages
 When students are introduced to a
procedure, skill, or strategy through close
reading, it is better to use a short piece of
text.
 Students can be directed to closely read a
small section of a longer text.
 Students should learn to apply strategies for
close reading as needed.
 Not all texts require a close read.
First Read
The focus is RL or RI 1 (other
standards may be added)
The objective of the first read is to
get the gist of the selection
The first read is usually done
independently to give students an
opportunity to grapple with the text
Rereading
Rereading in a Close Read
Is not…
Is…
Reading the entire
text a second or
third time.
Reading for fluency
practice
Reading without
being under teacher
direction
Reading only a
sentence or short
section
Reading with a
specific purpose and
standard in mind
Reading under the
guidance of the
teacher
Close Reading Option
One option for rereading a text:
1st Read: Students read independently to read
what a text says (RL1, -Reading Comprehension
literal)
2nd Read: Focus on Vocabulary
(RL4 which includes L4a sentence level context
clues and RL 7 Using illustrations)
3rd Read: Point of view of the characters
(RL6- acknowledge different points of view
between characters.)
Reading with a Pencil
Not literally, but some means of taking notes
Some examples include:
Margin notes
Highlight
Underline
Lined paper notes
Graphic organizers
Noticing Confusing Parts
Teach students to monitor anything that is
confusing to them:
Examples:
A single unknown word
A big idea that the reader has never
considered before
The structure of sentences
Discussing the Text
Discussion should allow students to
engage in purposeful talk. Using
Structured Student Interaction,
teachers can use a language frame
to guide student responses.
Asking Text-Dependent
Questions
Since students have not yet developed the habit of
rereading, it is necessary to prompt students with
text-dependent questions.
Text-dependent questions: Those questions
that can only be answered with evidence from
the text. (both at literal and inferential levels)
Note: Upwards of 80% of CCSS reading
standards (in most grades) require that
students provide evidence from the text in
their responses.
A Close Read Example (I do)
“The Butterfly Seeds” (Unit 6, Lesson 5)
First Read RL 1, 7 (Get the “gist”)
Second Read RL 3 (Look at how characters
react to events in the story)
Third Read RL 4, 5, 7 (Focus on vocabulary
and how the author began and ended
the story, use illustrations to support
vocabulary)
First Read (RL 1,7)
Read pages 316-319 to get the
“gist.”
1. Students tell partner the gist.
2. Randomly call on students.
3. Re-read or ask questions as
necessary.
(RL1) Questions:
• Where does the beginning of
the story take place?
• What is the family doing? How
do you know?
nd
2
Read RL3
What is a word that would
describe Albert at this
point in the story?
rd
3
Read RL4, 5, and 7
RL 4,7 What does the
word inspected mean?
What are they looking
for?
How do you know?
RL5 How does the
author begin/end the
story?
inspected p.324
Inspect (verb)
(noun)
inspector
Inspect: To look over closely
Inspector: The person who looks over something
closely.
Her mom inspected her room to make sure it was
clean.
________inspected___________.
overstuffed p.316
See picture on p. 316
What does the word over-stuffed
mean?
How do you know?
vendor pp.325-327
Someone that sells something.
We bought hot dogs from the vendor.
We bought ______ from the vendor.
Lesson Design
Use a lesson design format to organize the
following:
1. Learning Objectives
2. Activating Prior Knowledge
3. Concept Development (Lesson Content
Focus)
4. How and when will you check for
understanding?
5. How will you bring closure to the lesson?
Open Court Selections Aligned with
Common Core Standards
Standards Alignment Guide
Planning Together (We do)
“The Library” Page T46
Standards: Reading Literature
1st Read Standards: 1, 7,2
2nd Read Standard: 4
“The Library”
Unit 1, Lesson 3 Selected Standards: RL (1,2,7) (4)
1. Understanding the standards-Make sure there is an
understanding of what students are expected to do.
2. Consider how to chunk the text into manageable
sections.
3. Write questions on post-its that help students get to the
“gist” if needed RL 1, 7, 2.
4. Read the selection through the lens of standards RL 4, 7
5. Write questions on post-its that focus on standards 4
and/or 7.
“The Library” Page 46
(We do)
Planning for First Read:
 Chunk the text
How would chunk the text?
 Pages 46-48, 49-51, 52-55, 56-59
“The Library” Page 46
(We do)
Using the alignment guide, write
questions for pages 46-48 through
the lens of RL 1 that would lead
Example: Who is the main
character? What do we know about
her at this point in the story?
“The Library” Pages 49-51
(You do together)
Planning for First Read:
(With a Partner)
Write questions for pages 49-51
through the lens of RL 1 that would
lead students to the gist.
“The Library” RL 2 (We do)
Planning for First Read:
Look at the Standards Alignment
Guide for RL 2. What question(s)
may apply for this selection?
Vocabulary
(RL 4 includes L 4)
With regard to vocabulary, consider:
Which words are important to addressing the
selected standards?
Which words are necessary, but a quick
definition is adequate?
Which words are necessary and/or high utility
the text contains enough contexts clues for
students to discover the meaning for
themselves?
RL 4 Pages 46-48 (We do)
Planning for the Second Read:
Identify words where we should tell
students the definition and move on.
Identify words with enough context
clues for students to determine the
definition.
nearsighted
incredible
“She learned to read quite early
And at an incredible rate.”
What is a synonym for incredible?
RL 4 Pages 49-51 (You do together)
Worth Knowing
Tell Definition
Worth Knowing
Use Contest Clues
RL 4 Pages 49-51 (You do together)
Worth Knowing
Tell Definition
Worth Knowing
Use Contest Clues
steamer trunk pg. 49 manufactured pg. 50
adrift pg. 50
library cards pg. 50
olympiad pg. 50
preferred pg. 51
raids pg. 50
Olympiad
Planning for an OCR Selection
1. Consider the Matrix- What standards are
suggested?
2. Consider the Standards Alignment Sheet.
3. Consider how you will chunk the text for the
independent first read.
4. Read the selection through the lens of the
standards that were selected.
5. Use the standards alignment sheet to create
questions.
6. Consider your lesson design including objectives,
activating prior knowledge, etc.
“Big Ideas”
Close Reading
Critically reading short passages of
challenging text
Students have an opportunity to
grapple with text on their own.
Close reading is an outcome, not a
strategy
Aligning Open Court to CCSS
Concept/Question Board
OC term “Theme”
CCSS term “Big Idea”
Comprehension Strategies
Setting Reading Goals
Monitoring and Clarifying
Asking Questions
Summarizing
Making Connections
Visualizing
Monitoring and
Adjusting Reading
Speed
Predicting
Sample Questions
Assessments
OCR lesson assessments are not
aligned to the CCSS
More information on assessments
will be forthcoming
Writing will be a vehicle used assess
reading standards
Recommended Beginning of Year Diagnostic
Assessments
Reading Lions Unit Fluency
Assessments (give both and record
the average)
BPST
Johnston Spelling Inventory
Day 2 CCSS ELA Training - Writing
Calendar
Date
Year-Round
July 15 and 16th
Modified Traditional
August 12th
Traditional
August 13th
Three things you learned or reviewed today.
Two actions you plan on taking based upon
the information you learned today.
One question you wish to explore.
Emily learned at Preservice that CCSS is a
dimmer switch…
It’s very dark
in here!
Back in her
classroom…
Closure: Implementation
All of the pieces will
fit together as we
collaborate within
and across grade
level teams.
Did you sign in?
Implications For EL Learners
and Students with Disabilities
138