Magnolia Elementary Jenn Hatch, NCDPI November 21, 2013

1. Magnolia ElementaryJenn Hatch, NCDPINovember 21, 2013 A Closer Look at the Common Core Classroom K-2 EngageNY.org 1

2. Learning to Read: The 6 Shifts for K - 2 Students HEAR read aloud a balance of informational and fictional texts Read-alouds address cross-curricular domain-specific texts on science, history, & the arts Phonemic & syntactic complexity (SKILLS) Read-aloud text complexity (L&L) Oral conversations around a common text draw students attention to key details Drawing and dictating, leading to short written works with increasing details. Oral exposure, through read-alouds to academic and domain-specific vocabulary PLUS explicit, sequential, phonics instruction that begins orally EngageNY.org EngageNY.org 2 2

3. What is Reading? Decoding Comprehension Reading D xC =R EngageNY.org 3

4. What is the Significance of this Number? 270 EngageNY.org 4

5. Pillar 1: Explicit Instruction in the Code • 26 Letters A B C D E F G H I J K L M N O P Q R S T … • 52 Total with Upper- and Lowercase a b c d e f g h i j k l m n o p q r s t u v w x … • 16 Distinctly Different Uppercase A B D E F G H I J K L M N Q R T • 44 sounds 26 consonant, 18 vowel • 150 spellings /ie/ =ie|i_e|igh | y | ye|y_e • Directionality  EngageNY.org 5

6. What Will Students Read? EngageNY.org 6

7. Reflect • I used to think… • Now I think… • Now I wonder… EngageNY.org 7

8. What evidence do you seeof the following? Early Asian Civilizations Grammar Spelling Handwriting Content What Will Students Write? EngageNY.org 8

9. Summary of the Writing Process Genre Introduction As a Class Plan for a Shared Writing in the Genre As a Class Draft a Shared Writing in the Genre Students Individually Plan their Own Writing Students Individually Draft their Own Writing Students Edit their Writing Students Publish their Writing (sometimes) EngageNY.org 9

10. Genre Writing Descriptive Writing Fictional Narrative Personal Narrative Friendly Letter Opinion Piece Persuasive Writing “What if…” Writing Taking Notes Report Writing EngageNY.org 10

11. Pillar 2: The Listening & Learning Strand Supporting Language and Knowledge Development through Shared Interactive Reading EngageNY.org 11

12. Anchor Standards for Reading and Writing • If you are sitting on the RIGHT side of the room, write one word or phrase that comes to mind when you consider what the Common Core writing standards call for. • If you are sitting on the LEFTside of the room, write one word or phrase that comes to mind when you consider what the Common Core reading standards call for. EngageNY.org 12

13. Anchor Reading Standards EngageNY.org 13

14. Kindergarten Reading Standards EngageNY.org 14

15. Grade 1 Reading Standards EngageNY.org 15

16. Grade 2 Reading Standards EngageNY.org 16

17. Anchor Writing Standards EngageNY.org 17

18. Kindergarten Writing Standards EngageNY.org 18

19. Grade 1 Writing Standards EngageNY.org 19

20. Grade 2 Writing Standards EngageNY.org 20

21. Liben & Liben, 2013 Expanding students’vocabulary and developing the vocabulary of all students cannot be done from texts early readers are able to read themselves in these younger grades. It must come from rich texts read aloud.Exposure to varied and sophisticated syntax – the other ingredient of academic language – must also come from excellent works heard read aloud. Though both syntax and word work can and should also be addressed in other ways, high quality and diverse texts read aloud, enjoyed, discussed and analyzed, are the richest pathway to develop robust language capacity in all students. EngageNY.org 21

22. Listening and Learning Lessons EngageNY.org 22

23. Listening and Learning Lessons EngageNY.org 23

24. Listening and Learning Lessons EngageNY.org 24

25. Listening and Learning Lessons EngageNY.org 25

26. Listening and Learning Lessons EngageNY.org 26

27. Learning to Read: The 6 Shifts for K - 2 Students HEAR read aloud a balance of informational and fictional texts Read-alouds address cross-curricular domain-specific texts on science, history, & the arts Phonemic & syntactic complexity (SKILLS) Read-aloud text complexity (L&L) Oral conversations around a common text draw students attention to key details Drawing and dictating, leading to short written works with increasing details. Oral exposure, through read-alouds to academic and domain-specific vocabulary PLUS explicit, sequential, phonics instruction that begins orally EngageNY.org EngageNY.org 27 27

28. Reflect • I used to think… • Now I think… • Now I wonder… EngageNY.org 28