Winston-Salem / Forsyth County Schools

1. Winston-Salem / Forsyth County Schools Mid-year Instructional Shifts Using Imagine It!

2. Kindergarten

3. Kindergarten Blending • All sound cards are turned • Lessons shift from phonemic awareness to phonics

4. Foundational Standards • RF.K.2- Demonstrate understanding of spoken, words, syllables, and sounds (phonemes). • RF.K.3- Know and apply grade-level phonics and word analysis skills in decoding words.

5. Kindergarten Blending • Students are blending sound-by-sound • The focus is on the vowel • Begin blending: • CVC • CVCe • Students do not have spellings • NO RULES! (e.g. two vowels walking…)

6. Kindergarten Green Band • Daily review of sound cards • Chant • Motions • Think of them as a tool • Refer to when writing • Increase practice of high frequency words and phrases

7. First Grade: Unit Seven

8. Changes in the Red Band • Vocabulary is taught in context • Move from Shared Reading approach to Teacher Directed Reading approach • Students start applying strategies and skills through the model-prompt-do cycle. Winston-Salem / Forsyth County Schools 2012

9. Changes in the Red Band • Vocabulary is taught in context • Move from Shared Reading approach to Teacher Directed Reading approach • Students start applying strategies and skills through the model-prompt-do cycle Critical instructional time Winston-Salem / Forsyth County Schools 2012

10. Overview of Red Band

11. Common Core Anchor Standard- Language 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate

12. Common Core Standard- Language 1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies • Use sentence-level context as a clue to the meaning of a word or phrase • Use frequently occurring affixes as a clue to the meaning of a word • Identify frequently occurring root words (e.g. look) and their inflectional forms (e.g. looks, looked, looking)

13. Vocabulary: WhatWe Should Do Winston-Salem / Forsyth County Schools 2012 Provide explicit instruction in: • Word knowledge • Word structure • Vocabulary strategies • Context clues • Word structure • Apposition

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15. Read words to the students as they point and repeat. Have words written on board or chart to be used throughout process of defining. Winston-Salem / Forsyth County Schools 2012

16. Review three vocabulary strategies. The highlighted strategy for the Warm-up should be the focus of your quick vocabulary mini-lesson. In this example I would do a mini lesson on Context Clues. Winston-Salem / Forsyth County Schools 2012

17. Context Clues

18. Context Clues

19. Context Clues

20. Context Clues

21. Susie just got a new b___________

22. Susie just got a new b___________

23. Susie just got a new b___________ at the media center.

24. Susie just got a new book at the media center.

25. Jane r_____________

26. Jane r_____________

27. Jane r_____________ to first base when she hit the ball.

28. Jane ran to first base when she hit the ball.

29. My mother saw a c_____________

30. My mother saw a c_____________

31. My mother saw a c_____________parked outside near the school.

32. My mother saw a carparked outside near the school.

33. Read entire Warm-up aloud to students without stopping. Eventually students will assume the responsibility for the reading. Until this can be done quickly, the teacher should read aloud. Winston-Salem / Forsyth County Schools 2012

34. As part of your preparation, decide which strategy or strategies students should use and write in your manual any notes to support instruction Winston-Salem / Forsyth County Schools 2012

35. Reread the Warm-up stopping at each highlighted word to define using vocabulary strategies. Model explicitly. As you lead students to define the word, list the definition on the board or chart using the student’s words. Winston-Salem / Forsyth County Schools 2012

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37. When all words have been defined and written on the board, confirm the definitions by using the transparency or skills practice page (top of the page) Winston-Salem / Forsyth County Schools 2012

38. Explain concept vocabulary word and add this word to the concept question board Winston-Salem / Forsyth County Schools 2012

39. Red Band (Before the Read)-Building Background Choose the prior knowledge and background information that will best support your students especially with the genre they are preparing to read Winston-Salem / Forsyth County Schools 2012

40. Red Band (Before the Read)- Browse As they Browse remind students the purpose is to prepare for the reading. Browsing is not a picture walk. Winston-Salem / Forsyth County Schools 2012

41. Red Band (Before the Read)- Browse Use this information to inform how to guide the browse. Winston-Salem / Forsyth County Schools 2012

42. Red Band- Browse Depending upon the strategies and skills being taught, students may not browse the entire selection when doing a C-P-W Make sure that students attend to the text features and how a reader will read expository text differently Winston-Salem / Forsyth County Schools 2012

43. Planning for Red Band Instruction- Before the Read • Decide what background information (if any) is needed prior to reading. • Review genre type and characteristics • Include ideas for what to model in the C-P-W or K-W-L Winston-Salem / Forsyth County Schools 2012

44. Red Band- First Read, focus on strategies After Vocabulary Warm-Up, insert a mini lesson on the Comprehension Strategy or Strategies that will be featured in the selection. Comprehension Rubrics can be used as discussion points or to help build mini-lessons. Winston-Salem / Forsyth County Schools 2012

45. Red Band- First Read, focus on strategies Students are to read the text in the most independent way that is possible. Winston-Salem / Forsyth County Schools 2012

46. Overview of Red Band

47. Planning for Red Band Instruction- First Read • Review strategy or strategies • After teaching in isolation, strategies are taught in combination with each other • Use the instructional language provided and expect students to use the language as well • Mini-lesson on strategy(ies) prior to the read then apply throughout first read Winston-Salem / Forsyth County Schools 2012

48. Comprehension Strategy Reminders • Strategy posters- updated to align with hand motions • Hand motions • Comprehension Strategy songs The teacher is the most proficient reader, by modeling strategies you let the students “hear” what happens in a reader’s head Winston-Salem / Forsyth County Schools 2012

49. Red Band- Second Read, focus on skills Winston-Salem / Forsyth County Schools 2012

50. Red Band- Second Read Prior to skills lesson, the students must revisit the selection. They will re-read the selection independently, with a partner of similar ability, or in a small teacher guided group Winston-Salem / Forsyth County Schools 2012