Welcome Southside- Ashpole

1. Welcome Southside-Ashpole Fall Retreat… October 31-November 2, 2013 Created by: Denise Oxendine…Lead Teacher PSRC Vonnie (Mrs. Purple) Lewis…Curriculum Specialist PSRC

2. Toolbox Contents Data CCSS Text Complexity RTI Daily 5 5 Components of Reading Reading A-Z

3. With CCSS We Have To “DIG DEEPER”

5. Understanding the Common Core State Standards… What you Need to Know Now The Common Core State Standards Initiative, based on the most effective student performance models from states across the country and countries around the world, provides teachers and parents with a common understanding of what school children are expected to learn. Announced in 2009 for implementation in schools by 2014, Common Core standards will provide consistent academic benchmarks for all students, regardless of where they live.

6. The Common Core Standards: • are aligned with college and work expectations. • are clear, understandable, and consistent. • include rigorous content and application of knowledge through high-order skills. • build upon strengths and lessons of current state standards. • are informed by top-performing countries, so all students are prepared to succeed in our global economy and society. • are evidence-based.

7. Balanced Literacy

9. ELA Common Core Standards Framework The major areas or disciplines of study within each content area. Strands “What” students should know and be able to do at each grade level and band. Domains The main focus of the content within each strand. Standard Statements by Grade Level Standards Statements by Grade Level Standards Statements by Grade Level

12. A comprehensive K–5section with four strands • Reading strand (includes Foundational Skills) • Writing strand • Speaking and Listening strand • Language strand • Two content area-specific sections for grades 6-12 with four strands • • ELA • Reading strand • Writing strand • Speaking and Listening strand • Language strand • • History/Social Studies, Science, and Technical Subjects • Reading strand • Writing strand

22. So… what is “The Daily 5” thing all about? • First of all, The Daily 5 will become a big part of your day. • It will allow you to do meaningful work independently. • Now let’s dig more into The Daily 5…

23. Management System • 5 “Rotations: that replace centers and are literacy ONLY focused. • Literacy blocks are broken into smaller blocks with a group mini lesson followed by a 20-30 minute work time. During the work time the kids choose one of the daily 5 rotations : • *read to self • *read with someone, • *work on writing • *listen to reading • *working with words • (while the teacher meets with small groups - guided reading or strategy) or holds individual conferences.

25. The Daily Five will establish… Stamina • How do you “build up” stamina?

26. In terms of The Daily 5, you will need to build up stamina in order to be successful readers and writers. Just think of the process as a runner training for a marathon. • If you don’t have the stamina to read for thirty minutes, you will not be successful. In fact, you may even become frustrated and lose motivation to succeed. • Therefore, it is important that you are taught how to be successful at each of the five key components of The Daily 5. • Stamina…

27. Daily 5 Essentials • Establishing a Gathering Place • Finding “Good-Fit” Books • Book Boxes • Anchor Charts • Signals & Check-in • Repeated Practice

29. FindingGood-Fit Books… • One of the most important things to do to become a better reader is to read “good-fit” books. • You should look for a “good-fit” book in five ways using the acronym, “I PICK”.

30. Ianswers the question… • “What book should I choose?” Panswers the question… “What is my purpose for wanting to read the book?” Ianswers the question… “What sort of book am I interested in reading?” Canswers the question… “Do I comprehend the book that I chose?” Kanswers the question… “Do I know the words?”

31. Setting up “BookBoxes”… • Now that you’ve decided on a few “good-fit” books, you should put these books in a place where you can easily access them. • Your teacher will show you where to put your books…

32. Creating Anchor Charts • As we learn each component of The Daily 5, we will come together and make an anchor chart (or “I” chart for “Independence”). • On each chart, you will be asked to come up with learning behaviors and expectations for you and your teacher. • Now, let’s see who can model these behavior…

33. Signals and Check-in • Your teacher will have a signal to get your attention. • Maybe it’s a yell, a bell, or a siren. Whatever it is, you should adhere to the signal. Let’s try it… • To be self-reflective, you will be asked to give a thumbs-up or a thumbs-sideways in regards to how you did.

34. ~Muscle Memory~ Repeated Practice • Don’t be surprised if we go over and over and over some of the expectations for the components of The Daily 5. • The reason we do this is to train your muscles to do the right thing. • To be successful, we’ll follow 10 steps to muscle memory…

35. ~Muscle Memory~ 10 Steps • Identify what is to be taught. • Set a purpose and a sense of urgency • Brainstorm behaviors using “I” chart. • Model the most desirable behaviors. • Model the least desirable behaviors. • Everyone model and build stamina (3 minutes). • Independent work (teacher stays out of the way). • Quiet signal to come back to group. • Group check-in (How did you do?). • Repeat steps 1-9.

36. Read to self • Read to someone • Listen to reading • Work on writing • Word work

37. Read to Self • Being able to read to yourself is the foundation of The Daily 5. • The “launching” of read to self is based on the gradual release of responsibility- eventually, you will be able to do this independently the right way! • Steps to Take • 1. Let’s find our gathering place. • 2. Discuss the three ways to read a book: • Read the words • Read and talk to yourself about the pictures • Retell a previously read book • 3. Model read to self, practice read to self, talk about read to self… • 4. Fill-out the “I” chart on read to self. • 5. Build your stamina. Model, practice, talk, and repeat…

38. Read to Someone • Being able to read to someone will help you become less reliant on the teacher for assistance. • Reading to someone will allow you to share your thinking and learning with a friend. • Like all of the components of The Daily 5, the “launching” of read to someone is based on the gradual release of responsibility- eventually, you will be able to do this independently the right way! • Steps to Take • 1. If you’re not there already, let’s find our gathering place. • 2. Think-Pair-Share: “Why do you suppose that reading to someone everyday is so important? • 3. Model and practice EEKK (elbows to elbows, knees to knees). • 4. Brainstorm “I” chart on read to someone. • 5. Build your stamina. Model, practice, talk, and repeat…

39. Listen to Reading • Steps to Take • 1. If you’re not there already, let’s find our gathering place. • 2. Think-Pair-Share: “There are several ways to listen to reading. What are some ways to listen to reading?” • 3. Brainstorm “I” chart on listen to reading. • 4. Build your stamina. Model, practice, talk, and repeat… • Listening to reading is another way to develop fluency and vocabulary. • Listening to reading will allow you to relax and listen to a good story and learn new strategies. • Like all of the components of The Daily 5, listening to reading is based on the gradual release of responsibility- eventually, you will be able to do this independently the right way!

40. Work on Writing • Steps to Take • 1. If you’re not there already, let’s find our gathering place. • 2. Think-Pair-Share: “Why do you think it is important to write everyday?” • 3. Brainstorm “I” chart on work on writing. • 4. Build your stamina. Model, practice, talk, and repeat… • Work on writing will allow you time to spend on writing that really matters to you: • Persuasive writing • Letters to a friend • Reports on topics of interest • Poetry • Other • Like all of the components of The Daily 5, writing is based on the gradual release of responsibility- eventually, you will be able to do this independently the right way!

41. Word Work (Words Their Way) Steps to Take 1. If you’re not there already, let’s find our gathering place. 2. Think-Pair-Share: “Do you know any spelling patterns?” 3. Brainstorm “I” chart on word work. 4. Build your stamina. Model, practice, talk, and repeat… • Having time during a reading block to focus on words is critical to your development as a reader, writer, and communicator. • With word work, you will work on: • Experimenting with spelling patterns • Memorizing high-frequency words • Generalizing spelling patterns • Adding to your knowledge and curiosity of unique and interesting words • Like all of the components of The Daily 5, word work is based on the gradual release of responsibility- eventually, you will be able to do this independently the right way!

42. Text Complexity

43. Specifically, within reading standard #10: • Anchor Standard: • R.CCR.10 • Read and comprehend complex literary and informational texts independently and proficiently