Day 1: Speaking & Listening Reading: Literature, Informational

1. Day 1: Speaking & Listening Reading: Literature, Informational Text, Foundational Skills Presented by: LaRaeBlomquist, Dee Dee Ring, Erin Sipes & Kathy Wilson Summer 2013

2. Kindergarten Task Force Team Heather Wright, Julie Radke, Denise Nakamoto, Felicia Womack-Suine

3. Nuts and Bolts • Introductions/Name tags on index card • Identify a working partner at your table (A and B partners) • Resources/handouts for reference • Question Board • Logistics for the day

4. Norms • Be engaged!  • Collaborate with colleagues. • Commit to applying what we learn today. • Ask questions and take risks. • Exhibit professionalism.

5. Outcomes: Participants will… • Understand the critical nature of Speaking and Listening standards. • View Foundational Skills though a CCSS lens • Craft text dependent questions • Facilitate close reading practice

6. Transitioning to Common Core

7. Shifts in CCSS • Teaching Foundational Skills to Mastery • Foundational Skills and Reading Standards taught simultaneously • Focus on Speaking and Listening • Strong connection between Reading and Writing • Focus on Text-based Evidence • Focus on Academic Vocabulary and Language

9. Domains/Strands • Reading* – literature and informational text (K-5 also has six standards specific to foundational skills of reading.) • Writing* – writing for various purposes and formats • Speaking/ Listening – speaking to comprehend, collaborate, and present knowledge • Language – conventions/ grammar, word relationships, and vocabulary (Note: this domain is intended to explicitly teach how things are written—the rhetoric of text.) (There is an emphasis on expository reading/writing.)

10. Table Talk • What strategies are used in your classroom to promote student collaboration/discussion? • How often are they used?

11. Speaking and Listening Standards Pg. 6 • Comprehension and Collaboration • Standards 1-3 • Presentation of Knowledge and Ideas • Standards 4-6

12. Examining the Standards Activity DIRECTIONS • Read through the standards progression handout horizontally. • Once complete, read the document vertically • Note the use of common terminology and expectations between S/L and Reading standards.

13. Connection to ELD Standards

14. Children’s speaking and listening skills lead the way for their reading and writing skills, and together these language skills are the primary tools of the mind for all future learning.Roskos, Tabors, & Lenhart, 2005, p. v.

15. How do Speaking and Listening Standards connect to Structured Student Interaction?

16. Components of SSI What components of SSI are most absent in the average classroom?

17. Key Elements of SSI Include: Specific protocol or routine used for asking a question or giving a direction Think time Conservative time limits A clear language expectation when sharing out (language frame) Random accountability Question/task that is developmentally appropriate

18. Possible Protocol: Use the 4 Ls: K. Kinsella, 2012 • L= Look at your partner. • L= Lean toward your partner. • L= Lower your voice. • L= Listen attentively. 18

19. Sharing Out Possible Protocol: Give students something specific to listen for… Example frames: My answer is similar to ____’s. I agree with_______. I disagree with ______.

20. Language Frame Resource

21. A Classroom Look What elements of SSI are present in the video?

22. Structured Student Interaction: Sentence Frame One element of SSI I observed in this video was_____. The teacher could have refined her practice by including ________.

23. Structured Student Interaction Quiet Reflection and Discussion: How might the information you just heard refine what you already do in your classroom to support structured student interaction? What new steps might you take? What ideas are you considering now?

24. “Big Ideas”Speaking/Listening Skills through SSI Speaking and listening skills lead the way to reading and writing skills SSI requires a set protocol/routine for students to follow when interacting with one another to check for understanding The language frame supports students ability to use academic language in their responses

25. Reading-Foundational Skills • Print Concepts • Phonological Awareness • Phonics and Word Recognition • Fluency Pg. 3

32. CCSS Reading Foundational Skills Activity • Walking through foundational skills document • What do you notice?

33. Implications For EL Learners and Students with Disabilities

34. Print Concepts • Follow words, left to right, top to bottom, pg. to pg. • Sequence of letters represent spoken language • Words separated by spaces • Letter Recognition

35. Reading Texts • Big Books and More....

36. Big Books: commercial (OCR), teacher-made, class made, informational or literature • Teacher-made charts: poetry, songs, chants, instructions, and information • Sentence strips in the pocket chart • Use of technology to project: poetry, songs, excerpts What Texts Can Be Used?

37. Choosing Appropriate Texts • Students' interest and enjoyment • Content linked to classroom learning • Worthy of rereading • Students' instructional needs • Layout of the text

38. Purposes for Sharing the Text Whole Group • Provides appropriate learning experiences in content, concepts, and skills for all students • Builds on previous experiences in reading • Provides the opportunity to model fluent and expressive reading • Provides an opportunity for ALL participants to see and attend to large text • Prepares students for independent reading of text

39. Benefits of Whole Group Reading • Enjoyable- students who are engaged in meaningful content are behaving like readers, feeling success, are attending to the task and learning • Efficient- teaching points are quickly presented to the whole group • Effective- student become independent readers with the support of whole class reading • Explicit- teaching points are made during a group reading lesson and revisited as students use the text as a resource for learning

40. “Big Ideas” Targeted intervention(WIN and WORKSHOP) Teaching to mastery is critical at this stage.

41. “Big Ideas” Benefits of whole group reading instruction. Simultaneous explicit instruction for both foundational skills AND comprehension

42. Phonemic Awareness The basic purpose for providing structured practice in phonemic awareness is to help the students hear and understand the sounds from which words are made……. (Open Court Appendix II)

43. Phonemic Awareness • “Children who fall behind in first grade reading have a one in eight chance of ever catching up to grade level.”                                                                                    (Juel, 1994) • “Phoneme awareness is the single best predictor of reading success between kindergarten and second grade.”                                                                                                                                                     (Adams, Stanovich, 1995)  • “Phonemic awareness is more highly related to learning to read than are tests of general intelligence, reading readiness, and listening comprehension.”                                                                                                                                                      (Stanovich, 1993)

44. Phonological AwarenessDevelopment Continuum • Rhyming (recognition and production) • Count, pronounce, blend, and segment syllables into spoken words • Blend and segment onsets and rimes of syllables in spoken words • Blend two to three phonemes into recognizable words • Isolate initial, medial, and final vowel sounds • Substitution

45. Details Matter Consider (when facing students): • Which hand should signal the beginning sound? • Which hand should signal the ending sound? • Do you pause between phonemes so that students have an opportunity to put them together themselves? • Are you purposeful when you answer with the students and when you let them answer on their own? Do you have a signal for students to know when to respond? • Which hand should Leo the puppet be on, when…? • Do students have an assigned seat on the carpet? • Can you see all of your students’ mouths?

47. Phoneme Level Deletion & Substitution Examples • Substitution • Say cat. Change the first sound in cat to /s/. What’s the new word? • Say fan. Change the /n/ to /t/. What’s the new word? • Say sick. Change the /i/ to /o/. What’s the new word? • Deletion • Say cat. Now say cat without the /c/. • Say fan. Now say fan without the /n/.

48. Segmentation • Critical skill to support writing and spelling. • Reciprocal process for blending • Hand movement to assist students. • Pop fingers • Touch face • Touch arm • Elkonin boxes Monitor carefully

49. Additional Practice Labels

50. Resource Booklet for Additional Practice