literacy 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 Thinking

“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.shanahanliteracy.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

Skill-Based Instruction

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

Skill-Based Instruction

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:

•  Adequate Phonemic Segmentation Fluency

•  Adequate Nonesense Word

Fluency Adequate = Met Benchmark

Group 2: Low Phonemic Segmentation Fluency

Adequate Nonsensense Word Fluency

Low= did not meet benchmark

Group 3: Low Phonemic Segmentation Fluency Low Nonsense word Fluency

Group 4: Adequate Phonemic Segmentation Low Nonsense Word Fluency

Instructional Sort Practice Group students according to instructional

sort criteria

My Class Instructional Sort

Group 1: Adequate PSF & Adequate NWF Barbara Julie Laura Sheri Allan Piper

Group 2: Low PSF & Adequate NWF

Eden

Group 3: Low PSF & Low NWF Sharee Rob Amber

Group 4: Adequate PSF, Low NWF

Jenny

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"

I have my students sorted for instruction...

Now what should I do?

Skill-Based Instruction

Group 1: Adequate & Adequate

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

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

•  Focus: Materials

Group 1 Focus of Instruction Build Skills

•  Foundational pieces for decoding and Encoding cementing of skills for connected reading

•  Higher level of fluency reading for comprehension.

Skill-Based Group 1 The problem. . . is that they are focused on helping kids to learn with minimal amounts of teaching. But that switches the criterion. Instead of trying to get kids to optimum levels, that is, the levels that would allow them to learn most, they have striven to get kids to levels where they will likely learn best with minimal teacher support. ----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 •  Decodable reading practice o  (AL) Books

•  CORE STANDARDS: drive my text selection

o  Page 6 Map o  Use Big Question o  Writing Notebook

BIG SHIFT

Group 1: Adequate & Adequate Materials

Group 2: Low PSF & Adequate NWF

Skill-Based Instruction Group 2: Who are those students?

•  PSF not mastered •  Decoding mastered (barking or blending) •  Know how to figure words out. (You might

not be worried about this student) •  Can you picture that student in your

classroom? •  Why do we care about PSF?

Focus: Materials

Focus of Instruction

Automaticity with PA •  Model, Model, Model •  Repeated practice with corrective Feedback •  Decoding, Sound by Sound recode and

unitization •  Work to application of PSF (encoding)

Where to First?

Reading Street: •  Decodable Text

•  (OL) lessons •  (R) Unit materials • PA lessons from Reading Street

Group 2: Low PSF & Adequate NWF Materials

Sounds with discs Sounds with tiles

PALS

Quadrant 2 look for instructional priorities

Look for videos from Laura

Quadrants 1 and 2 Table time: Skill-Based Instruction for quadrants 1 and 2.

How do you see yourself using the focus of instruction and prescribed instructional materials during Skill-Based table time?

Group 3: Low PSF & Low NWF

Skill-Based Instruction Group 3: Who are those students?

•  Low, Low. •  RED •  Lack reading skills, lack of ability to write and

spell sounds •  Don't like school; behavior

Focus Materials

Focus of Instruction

•  PA with a scope and sequence •  Identifying initial, final and vowel phonemes •  Phoneme blending •  Decoding and encoding regular 1-syllable

words (VC & CVC with short vowels) •  Consonant Diagraphs •  Decoding and encoding consonant blends

Where to First? Reading Street •  Decodable Text •  Phoneme Segmentation •  (SI) Lessons •  Reading Street Unit (R) •  Response to Intervention Kit

Other Resources: •  PALS •  Elkonin boxes

Group 3: Low PSF & Low NWF

Group 3: Low PSF & Low NWF

Add to the map: Reading Street Intervention Kit

Group 4: Adequate PA & Low NWF

Skill-Based Instruction Group 4: Who are those students?

•  Students who are not decoding •  Barking sounds •  Do not know how to blend sounds

together •  Need decoding support

Focus: Materials

Focus of Instruction • Decoding regular 1-syllable words (VC

& CVC with short vowels) • Consonant Diagraphs • Decoding and encoding consonant

blends (CVCC & CCVC)

• Need decoding support

Where to First? •  Reading Street •  Reading Street

decodable text •  (SI) Lessons •  (R) Unit lessons

PALS Elkonin Boxes

Group 4: Adequate PA & Low NWF

Quadrant 4

• 

Task: Look for these sample support materials

for your skill-based instruction

Group 1 Find the Reading Street small group (AL) lessons Group 3 SuccessNet: search for a decodable in the Leveled Reader library. Look at (SI) lessons

Group 2 Look for the routines in the (OL) lessons and (R) Unit Group 4 How can you use PALS for small group instruction?

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

1st

Your Own Flipchart

You should receive flipcharts with your Reading Street materials—one for each of the different categories of Practice Stations. These can be used directly in your centers. The pages are duplicated online for reference.

These Practice Stations build on each other from week to week throughout the unit.

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 Stations1st Grade

1.  Listen Up! 2.  Word Work

3.  Words to Know 4.  Let’s Write!

5.  Read for Meaning

6.  Get Fluent

Where are they in my manual?

Open to any unit in your TE. On pages “h" and "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.

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.

This is a Word Work practice station.

Grade 1, Unit 2, Week 1

Grade 1, Unit 2, Week 1

You will need: Teacher-made word cards 3 sorting baskets

Read the words on the word cards. Sort cards by placing words with short u in one basket and words with final consonant blends in another basket.

Read the words on the word cards. Sort cards by placing words with short u in one basket. Place words with final consonant blends in another basket. Place words without short u or final consonant blends in a third basket.

Read the words on the word cards. Sort cards by placing words with short u in one basket and words with final consonant blends in another basket. Use each word in a sentence and tell it to a partner.

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

Five-Day Plan for Content Integration

CONTENT INTEGRATION

Science and/or Social Studies Connections

Whole 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

E reader with ipad

• 

•  Tana video grade 4 quad 1

SOCIAL STUDIES AND/OR SCIENCE CONNECTIONS

SMALL GROUP

REINFORCE/EXPAND/EXTEND THE CONCEPT

BEFORE-DURING-AFTER Small Group Lesson in TE (Yellow Pages)

eSelection (digital) eReaders (digital) OL Readers

Lexile Levels Lexile: universal system for leveling texts K-12

•  Common Core Band Grade Levels •  SRI (4-5) optional

o  6th grade is mandatory o  Why: Measures word frequency/

complexity and sentence length o  No ceiling

Lexile Levels Lexile levels aren't perfect however they allow teachers to:

§  Provide highest complexity texts

possible §  With instructional support/scaffolding in

small groups •  Complex texts •  Cognitive efficiency •  Higher order comprehension skills:

inferring

Lexile levels

Task

Choose a Science or Social Studies content topic that you are currently teaching.

Go to www.pearsonsuccessnet.com Log into your personal account, or use our account

Username: CSDela Password: CSDela

Research and Inquiry •  Accessing informational and

literary texts in content areas •  Writing in content areas

Day 1: Identify & Focus Topic Question of Week Day 2: Research Skill: Picture Graph, Reading a Web Page, Encyclopedia Day 3: Gather & Record Information Students look through sources to find information about one topic Day 4: Review and Revise Topic Do students have enough information or do they need to research further or revise topic Day 5: Communicate: Drama, act out a story, communicate the information gathered from research

Scheduling Considerations

•  Literacy Components 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?

• 

Unit Tests in SuccessNet: 1. Comprehension

Unit Tests in SuccessNet: 2. High-Frequency Words

Unit Tests in SuccessNet: 3. Phonics

Unit Tests in SuccessNet: 4. Writing Conventions

Unit Tests in SuccessNet: Mastery Report

• 

•  SCREEN SHOT OF MASTERY ANALYSIS

Skill Assessments in Reading Street

Progress Monitoring in Aimsweb

Lexile Levels in Aimsweb

• 

Differentiation in Reading Street

• 

Content Integration or Skill-Based Instruction

Reading or Language Arts: Whole Group time

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.