Session 3 Facilitator’s Guide: Addressing the Reading Foundations and Language Standards

Sequence of SessionsLearning Targets of this February 2014 Network Team Institute

I can analyze EL’s Recommendations for Foundational Reading and Language Standards to determine the impact on my classroom practice.

I can describe the relationship between improved literacy performance and instructional focus on reading foundations skills.

High-Level Purpose of this Session This session will introduce participants to the Foundational Reading and Language Standard Supplemental Materials Strand for grades 3-

5.  These supplemental materials are intended to support the literacy instruction time beyond the 60 minutes of grades 3-5 ELA module instruction.  A portion of this session will include model lesson experiences based on the supplemental materials. Participants will collaborate and reflect as to how the instructional practices in the Supplementary Materials Strand will support all students to have improved literacy skills.

Related Learning Experiences Participants will deepen their understanding of the role of foundational skills and language standards in a student’s cohesive language

arts experience. Participants will use their understanding of the research that supports additional instructional time around these standards to make sense of the applications in this session.

Session Outcomes

What do we want participants to be able to do as a result of this session?

How will we know that they are able to do this?

I can analyze EL’s Recommendations for Foundational Reading and Language Standards to determine the impact on my classroom practice.

I can describe the relationship between improved literacy performance and instructional focus on reading foundations skills.

Participants will teach a foundational reading or language standard to their colleagues.

Discussions and journals. Concentric Circle Debrief

Session Overview

Section Time Overview Prepared Resources Facilitator PreparationWelcome; Learning Targets for Session 3

3 min Introduction to the session agenda and learning target.

Session 3_PPT_NTI_020614 Preview all documents and resourcesPre-read the Recommendations for Teaching Reading Foundations and Language Standards Booklet

Preview the PPT slides and note their alignment to the Facilitator’s Guide below.

Introductions 10 min Participants introduce selves at tables and share name, role and work location. React to ta quote about complex text.

Session 3_PPT_NTI_020614

Structure and Discussion of Foundational Reading and Language Standards Materials

15 min Participants will view PowerPoint slides regarding the structure of the Foundational Reading and Language Standards materials that are aligned to the content of the 2B modules in grades 3,4,5. Participants will engage in a discussion protocol.

Session 3_PPT_NTI_020614 Become familiar with the Reading Foundations and Language Standards materials and ppt. slides

Student Hat Experience

(*LEARNING WALKS WILL HAPPEN AT THIS TIME)

30 min Participants will have a model lesson experience based on additional work with complex texts. The lesson will be set up as a center experience that can be replicated in the classroom. This will allow participants to put on their “student hat” and enjoy a lesson from the student perspective

Session 3_PPT_NTI_February 2014Sentence Strips_pdf_NTI_ 020614Answer Key- Sentence Strips .pdf_ NTI_ 020614Cloze Activity_NTI_021614.Categories using Vocabulary_ NTI_02062014

Read the tab about Additional Work with Complex Texts in the RF and L Standards Materials

Preview the PPT slides and note their alignment to the Facilitator’s Guide below.

Synthesis of Student Hat Experience

5 min Participants will write in their participant’s journal to hold their thinking about what they just experienced in the first model lesson.

Participants’ Notebook

Student Hat Experience(*LEARNING WALKS WILL HAPPEN AT THIS TIME)

25 min Participants will have a whole group model lesson experience based on the Foundational Reading and Language Standards materials. This will allow participants to put on their “student hat” and enjoy a second lesson from the student perspective

Participants’ NotebookSentence Strips The Story of Water_NTI_021614 on Earth.pdfExcerpted from One Well- The Story of Water on Earth _NTI_020614One folder on each table with copies of 10 pictures in each folderChart paperMarkers

Provide a picture for each participant (something to inspire a piece of creative writing.)

BREAK 15 minJigsaw of Components of Foundational Reading and Language Standards Materials

60 min Participants will engage in a Jigsaw activity that will guide them through the sections of the Foundational Reading and Language Standards materials: (1.) Overview (2.) Word Study Criteria (3.) Additional Work with Complex Text (4.) Fluency Packet: Creating a Routine for Fluency Instruction (5.) “Show the Rule” (6.) Independent Reading: The Importance of a Volume of Reading and Sample Plans.

Recommendations for Teaching Foundational Reading and Language Standards, Grades 3-5 Booklet

Several copies of central texts from the 3-5 Modules

Collect in advance several copies of the central texts from the 3-8 Modules (one text for each participant)

Synthesis 10 min Using Concentric Circles, participants will work collaboratively to synthesize their learning from the two model lesson experiences. The

Prompts for Discussion

facilitator will guide participants through a series of reflection questions or prompts as they rotate the circles. (1) Brainstorm ways for parents to be engaged in reading for fluency. (2) How has your thinking been pushed regarding guided reading? Additional instructional time with complex text? Fluency?

Reflection 5 min Reflection on the session and progress on the learning targets

Participants’ Notebook

Session RoadmapSection: Welcome, Introductions and Structure of Materials

Time: 1:30-1:58

[28 minutes] In this section, you will have an introduction to the session agenda and learning target. Participants introduce selves at tables and share name, role and work location. React to ta quote about complex text. Participants will view PowerPoint slides regarding the structure of the Foundational Reading and Language Standards materials that are aligned to the content of the 2B modules in grades 3,4,5. Participants will engage in a discussion protocol.

Materials used include:Session 3_PPT_NTI_020614

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

3 min Welcome participants to the session. Introduce the learning targets: I can analyze EL’s Recommendations for teaching Foundational Reading and Language

Standards to determine the impact on my classroom practice. I can describe the relationship between improved literacy performance and instructional

focus on reading foundations skills.

Whole group

10 min Display quote by Timothy Shanahan on the ppt. slide:

“Placing students in easy text CAN lead to learning, but placing students in more challenging texts and then making sure they can successfully negotiate the text (through rereading, analysis of information, etc.) may lead to even greater success.”

Participants introduce selves at tables by sharing name, role and work location. Participants should add to their introductions, “ I agree with the quote because….” Or “I disagree with the quote because…”

Table groups

10 min Slides 5-13 Participants will view ppt. slides regarding the structure of the Foundational Reading and Language Standards materials that are aligned to the content of the 2B modules in grades 3,4,5. Important points:

The package includes an Overview and 5 components: Word Study Criteria; Additional Work with Complex Text; Fluency Resources; Show the RuleTM Strategy (grammar and usage strategies); Independent Reading

The Overview includes: description of resources in packet; a sample schedule; a list of examples of where the RF and L standards live within the 2B Modules

Slides 9-19 are self-explanatory,

Whole group

5 min Participants will process and discuss. Ask participants to stand and find a partner from another table. Facilitator will pose the following prompts: “What do you understand thus far? What are you looking forward to learning more about?” Allow participants 3 minutes to discuss.

Individual and pairs

Section: Student-Hat Experience and Synthesis Time: 1:58-2:33[35 minutes] In this section, you will have a model lesson experience based on additional work with complex texts. The lesson will be set up as a center experience that can be replicated in the classroom. This will allow participants to put on their “student hat” and enjoy a lesson from the student perspective.

Materials used include:Session 3_PPT_NTI_020614Sentence Strips for Complex Text Center on Structure. pdf_NTI_ 020614Answer Key- Sentence Strips for Complex Text Center on Structure.pdf_NTI_020614Cloze Activity for Complex Text- Meaning_NTI_021614.Categories using Vocabulary from Complex Text- Meaning _NTI_02062014

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

Facilitation note: Principal walk throughs will be happening from 2:00-2:15 and again from 2:45-3:00. They will be walking through the session and collecting evidence during the model lessons so you must be modeling lessons during this time

1 min Tell participants that they will experience a model lesson. Participants need to assume the role of a student for this experience. Tell them to try to view the lesson through the eyes of an 8-10 year old. Ask them to hold on to any questions that they may have as an educator until the simulation is over. Tell them will have time at the end to ask questions. Explain that you have been formatively assessing [you are just setting the stage-you have not actually assessed them!] them and have placed them into groups. Split the large group into 3 smaller groups. It will be best in a large group to split the group by tables. This is a simulation of what centers might look like in a classroom. Tell participants that you will introduce the learning targets of give explanations of the activities at each center.

Whole Group

3 min Tell participants the learning target for Center 1: I can construct meaning from the text by completing a cloze activity.

Show ppt. slide with an example of how to circle the correct word from the list of 3 choices within an excerpt of complex text.

Whole Group

3 min Tell participants the learning target for Center 2: I can organize and make sense of text by placing sentences of a paragraph in the

correct order.

Show ppt. slide with the example of how to put sentences in correct order. Tell participants that they will work independently in their center. Each participant should take an envelope of sentence strips. Then, participants should place the strips in order on their tables. When they are finished, they may check their work against the actual paragraph that is located in their envelope on pink paper. Remind participants to NOT look at the pink paper until they have attempted to put their sentences in order

Whole Group

3 min Tell participants the learning target for Center 3: I can categorize vocabulary from the text.

Show ppt. slide with the example of how to locate words within the text and place them in the appropriate category. Display the slide with text; tell participants that you are going to locate the words associated with each category

Whole Group

20 min • Show the slide on self-assessment and say: After you have completed your center activity, grab a sticky note and attach it to your work.

• Write a “+” on sticky if you feel you have met the target of your center.• Write a “?” on your sticky if you feel you are making progress but still have some

confusion.• Draw a heart on your sticky if you put forth effort but are unsure of how to meet the

target.

Allow participants 20 minutes to locate their materials in their Participant Notebooks and complete their assigned center activity.

Individual

5 min Participants will synthesize their learning by participating in a think-pair-share with the following prompt: “My colleague asks me, “What is included in the Recommendations for Teaching Reading Foundations and Language Standards Booklet?” My response is …”

Section: Student-Hat Experience-Whole Group Time: 2:34-3:00[25 minutes] In this section, you will have a whole group model lesson experience based on the Foundational Reading and Language Standards materials. This will allow participants to put on their “student hat” and enjoy a second lesson from the student perspective.

NOTE: PPRINCIPALS WILL BE CONDUCTING WALK-THROUGHS IN THE MIDDLE OF THIS SESSION.

Participants’ NotebookSentence Strips The Story of Water_NTI_021614 on Earth.pdfExcerpted from One Well- The Story of Water on Earth _NTI_020614One folder on each table with copies of 10 pictures in each folderChart paperMarkers

2 min Tell participants that they will once again experience a mini-lesson on a language standard; this time, you (the facilitator) will be leading. Remind them of their role as a “student.”

Display the following two sentences on the ppt. slide:

The panda bear eats shoots and leaves.

The panda bear eats, shoots, and leaves.

Ask participants: How is the meaning of each of these two sentences different? As a reader, what helps us figure out the differences?

Say: In order for people to understand your writing (which is the whole purpose of writing!), you must follow certain rules.

Whole group

3 min Share the long-term learning target ppt. slide:

I can use grammar conventions to send a clear message to the reader.

Define grammar conventions as rules for written and spoken language.

Ask participants to think-pair-share: Why is it important for writers to follow language rules while writing?” Call on a few participants to share their thinking.

Share the two learning targets for this mini-lesson:

I can explain what conjunctions are and how they are used in sentences.

I can use conjunctions to improve my writing.

Whole group

4 min Explain that today the class will be learning about a kind of word called a conjunction. After looking carefully at the conjunctions in an excerpt from One Well: The Story of Water on Earth, students will try to figure out what conjunctions are and how they are used in sentences.

Distribute the sentence strips from the excerpt, One Well: The Story of Water on Earth, and explain that the underlined words are conjunctions. Ask participants to share some of the sentences and underlined words on their strips with the group. As they share, begin recording the conjunctions on chart paper.

Whole group; individual

4 min Have participants locate the copy of the excerpt: One Well: The Story of Water on Earth, Tell them they are to be detectives and find the conjunctions (“and,” “or,” “but,” “so”) as they read. They should highlight or underline the conjunctions. (NOTE: Tell participants that this is an article that they would already be familiar with through prior lessons.)

Individual

4 min When participants have completed highlighting the words in the excerpt, ask: What is the ‘job’ of a conjunction? What rule could go with the highlighted words/conjunctions?” Connect these questions back to the Learning Targets:

I can explain what conjunctions are and how they are used in sentences.

I can use conjunctions to improve my writing.

As a whole group, invite participants to begin to define the rule. Guide the discussion, drawing the language of the rule from the ideas the participants are presenting. The group should generate a Conjunctions Rule Anchor Chart with a definition similar to the one below as well as several examples students noticed in the text:

A conjunction is a joiner, a word that connects (conjoins) two words, phrases, or sentences.

Whole group

7 min Participants should now choose a picture from the envelope at the center of their tables. Encourage them to choose a picture of interest. They will use these pictures to inspire ideas for their own creative writing pieces.

With the new rule in mind (conjunctions), invite each participant to write a creative piece using the rule as much as possible throughout the piece. This reinforces the newly acquired knowledge and provides evidence of the depth of knowledge.

When participants are finished with their writing, ask them to use their highlighters to “show the rule” throughout the piece.

5 min Have participants now locate the Show the RuleTM self-assessment rubric in their materials. Participants should apply this rubric to their writing piece and then share the findings with an elbow partner.

1 min Explain that once a rule has been added to the chart, everyone is accountable for following it in all written work. They are n cumulatively accountable for all of the rules on the chart in all of their writing across the curriculum. Be sure to emphasize this with students each time a rule is added.

Ink-Pair-Share with this question: Why is it important for writers to follow language rules when writing?

Learning Target Check-in. Have participants use the Thumb-o-meter to rate their success with the Learning Targets:

Thumbs-up= I met the target.

Thumbs-sideways= I am making progress towards the target.

Thumbs-down= I still have a lot of work to do before meeting the target.

Section: BREAK Time: 15 minutes (3:00-3:15)Section: Components of Foundational Reading and Language Standards Materials

Time: 3:15-4:15

[60 minutes] Participants will engage in a Jigsaw activity that will guide them through the sections of the Foundational Reading and Language Standards materials: (1.) Overview (2.) Word Study Criteria (3.) Additional Work with Complex Text (4.) Fluency Packet: Creating a Routine for Fluency Instruction (5.) “Show the Rule” (6.) Independent Reading: The Importance of a Volume of Reading and Sample Plans.

Recommendations for Teaching Foundational Reading and Language Standards, Grades 3-5 Booklet

Several copies of central texts from the 3-5 Modules

Extra paperMarkersGlue SticksScissors

35 min Tell participants that we are continuing to work on our two learning targets: I can analyze the Foundational Reading and Language Standards Supplemental Materials

Strand to determine the impact on my classroom practice.

I can describe the relationship between improved literacy performance and instructional focus on reading foundational skills.

Divide Participants into teams of 3. Each member of the team will choose to read a section of the RF and L standards packet: Additional work with

Groups of 4; individuals

Complex Text; Fluency; Independent Reading. ALL members will read Overview and Word Study. Tell participants that after their reading, they will work in expert groups to develop a short, 5 minute mini-lesson to deliver to their original, home group. Allot 30 minutes for reading.

20 min Participants will now meet in Role-Alike groups to develop a short mini-lesson (no more than 5 minutes) demonstrating a piece of learning from their reading. The lesson should showcase how the researched literacy component (additional work with complex text; fluency, independent reading or word study) would be presented in the classroom. Each Role-Alike group will collaboratively plan ONE lesson that they each can bring back to their group.

Invite participants to use any materials from the RF and L standards materials or the Central Texts located on their tables. If possible, provide blank paper, scissors, glue sticks, markers, tape)

Groups of 3

20 min Have participants return to their original team of 3. Have each team assign a facilitator and a timekeeper. The timekeeper will ensure that each member has 5 minutes to present his/her mini-lesson. The facilitator will keep the group on task. Ask all participants to wear a “Student Hat” when they are the “Learners.”

Say: It is important to assume the role of a student for this experience. Try to view the lesson through the eyes of an 8-10 year old. Hold on to any questions that you may have as an educator until the simulation is over. You will have time at the end to ask each presenter in your team clarifying questions.

When roles have been assigned, instruct the teams to begin with a volunteer presenting his/her mini-lesson.

After each member has participated, allot the remaining time, approximately 5 minutes, for the team to ask/address any clarifying questions to one another.

Section: Synthesis and Reflection Time: 4:15-4:30[15 minutes] Participants will work collaboratively to synthesize their learning from the two model lesson experiences. Participants will

Participants’ NotebookSession 3_PPT_NTI_020614

reflect on the session and their progress towards meeting the learning experiences.

10 min Participants will count by 2’s. The “1’s” will form a circle. “1’s” then face outward and “2’s” partner with the “1’s” to form an outside circle. Participants should be facing each other. Guide participants through a series of reflection questions. Pose the following prompts one at time. Give participants in either the inside or outside circle time to respond. Before the next prompt is given, have either the inside or outside circle rotate to the next person-left or right so they each have a new partner. Prompts for discussion:

Brainstorm ways for parents to be engaged in reading for fluency. How has your thinking been pushed regarding guided reading? What are ways to increase students’ success with complex text? How will you schedule additional instructional time? What is the role of independent reading in increased student achievement? What was the impact on you as learners when participating in centers? How can you differentiate for students using these materials? How can you support teachers in creating these materials?

Partners

5 min Allow participants some time to reflect in their Participants’’ Notebooks using the following prompt: Participants will process and discuss. First, participants will use the Participants’ Notebook to write 3 ways literacy performance is improved through an instructional focus on RF skills and language standards; 2 questions they have; 1 next step. When finished, allot 2 minutes for participants to discuss their notes with an elbow partner.

Individual; partner

Turnkey Materials Provided

Sentence Strips_pdf_NTI_ 020614 Answer Key- Sentence Strips .pdf_ NTI_ 020614 Cloze Activity_NTI_021614. Categories using Vocabulary_ NTI_02062014 Recommendations for Teaching Foundational Reading and Language Standards, Grades 3-5 Resource Package Facilitator’s Guide and PPT Session 3