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Addressing the Reading Foundations

and Language Standards

Session 3, February 2014

NTI

Learning Targets

• I can analyze the Recommendations for teaching the 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 and language standards.

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Quote

“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.”

Timothy Shanahan, 2010

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Introductions and Reactions

• Please share your name, location and role and…

• complete either sentence:

I agree with Shanahan because…

I disagree with Shanahan because…

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Purposes of the Reading Foundations and Language

Standards Resources• Articulates the research base for instruction

regarding reading foundations standards

• Points teachers to where that instruction lives “within the modules”

• Offers teachers options about how to organize an additional literacy block to comprehensively address these standards beyond and alongside the module lessons

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Research Suggests…

Students benefit from additional time spent on literacy skills instruction with differentiated support, so they can continue to acquire and practice the skills necessary in becoming proficient and independent readers, writers, speakers, and listeners.

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Foundational Reading and Language Resources

Word Study Criteria

Overview

Independent Reading:

Sample Plan and The

Importance of a Volume of Reading

Show the RuleTM

Strategy

Fluency Resource

Additional Work with Complex

Texts

Core Knowledge

Skills Strand

(Grade 3 ONLY)

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Description of the resources in the package

Overview

RF and L Standards within the Module Lessons

A sample schedule

The research base

a research review, implications for instruction, and associated resources for each aspect of foundational reading and language standards instruction

a sample two-week alternating schedule that outlines one way to organize a foundational reading and language instructional block

a list of examples of foundational reading and language instruction in the 60-minute module lessons, by grade

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Word Study Criteria• Suggestions and specific criteria for approaches to word work

that teach phonics and word analysis

• Offers a more contextualized approach to teaching phonics and word recognition

• Focuses on the morphology of words, syllabication patterns, and more complex spelling patterns

• Core Knowledge Skills Strand (Grade 3 ONLY): Structured phonics and fluency assessments and lessons for students with some gaps

in their foundational reading skills.

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Additional Work with Complex Texts

• Guidance for providing additional support with complex texts from the module lessons

• Focuses on 4 key aspects of text complexity: Meaning Structure Knowledge Language

• Sample schedule and example of centers

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Fluency Resources• Getting Started

• Planning a Fluency Routine: The MAPP Approach

• Fluency Center Sample Schedule

• Fluency Passages and the Special Role of Poetry

• Additional Research

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Show the RuleTM Strategy• Resources and guidance for contextualized

grammar and conventions instruction within the context of authentic reading and writing

• Uses models of informational texts and literature to teach explicit conventions and grammatical rules

• Includes targeted mini-lessons that support students in revising their work during the writing process

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Independent Reading

• Resources and guidance for launching independent reading to ensure an appropriate volume of reading and the importance of a volume of reading

• Sample Plan

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Process and Discuss

• Mix and Mingle

• When signaled, find a partner

• Listen to the prompt

• Discuss

• Repeat

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Model Experience

• 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.

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Center 1

• I can construct meaning from the text by completing a cloze activity.

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Center 1 Example

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Center 2

• I can organize and make sense of text by placing sentences of a paragraph in the correct order.

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Center 2 Example

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Center 3

• I can categorize vocabulary from the text.

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Center 3 Example

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Self-Assess• 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.

Write a on your sticky if you put forth effort but are unsure of how to meet the target.

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Synthesis

• Think-Pair-Share about the following prompt:

• My colleague asks me, “What is included in the Recommendations for Teaching Reading Foundations and Language Standards Booklet?” My response is …

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Whole Group Model

• Remember to hold on to your questions as we will have time to process our learning at the end.

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How is the Meaning Different?

• The panda bear eats shoots and leaves.

• The panda bear eats, shoots, and leaves.

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Long-Term Learning Target

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

• grammar conventions: the rules for written and spoken language

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Today’s Learning Targets

• I can explain what conjunctions are and how they are used in a sentence.

• I can use conjunctions to improve my writing.

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Conjunctions

• Read your sentence strip.

• The underlined word is a conjunction.

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Be a Detective!

• Read silently, One Well: The Story of Water on Earth.

• Highlight or underline each conjunction in the article.

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Defining the Rule

• What is the ‘job’ of a conjunction?

• What rule could go with the highlighted words/conjunctions?

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Show the RuleTM Journal Writing

• Select a picture of interest from the envelope on your table.

• You have 5 minutes to write a creative piece using your picture as inspiration.

• Use the new rule about conjunctions as much as possible in your writing.

• When finished, highlight the conjunctions.

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Self-Assessment

• Use the rubric in your materials to assess your piece of writing.

• Share your results with an elbow partner.

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Remember…

• Once a rule has been posted to the chart, you are responsible for using it correctly in all of your writing.

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Ink-Pair-Share

• Why is it important for writers to follow language rules when writing?

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Learning Target Check-In

• I can explain what conjunctions are and how they are used in a sentence.

• I can use conjunctions to improve my writing.

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.

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Continuing Learning Targets

• I can analyze the Recommendations for teaching the 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 and language standards.

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Jigsaw: Step 1

• Member A: Additional Work with Complex Text

• Member B: Fluency

• Member C: Independent Reading

• ALL Members: Overview and Word Study

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Jigsaw: Step 2

• Meet in Role-Alike Groups: All Member A’s together (Complex Text) All Member B’s together (Fluency) All Member C’s together (Independent Reading)

• Create a mini-lesson for the other three members of your group as if they were elementary students using any information in your materials and/ or the central texts on your table.

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Jigsaw-Step 3

• Return to your original group of 3.

• Each member present her/his mini-lesson to the team (5 min. each.)

• Team members may now ask/address clarifying questions about their topics (5 min. total).

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Synthesis: Concentric Circles

• Count off by 2’s

• All 1’s form a circle; then face outward

• All 2’s stand in front of a 1 hence forming two concentric circles

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Learning Targets Reflection

• I can analyze the Recommendations for teaching the 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 and language standards.

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Process and Discuss

• Use your Participants’ Notebook to record:

3 ways literacy performance is improved through

an instructional focus on RF skills and

language standards

2 questions still lingering

1 next step

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