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Implementing the Common Core in Reading Grades K-6 Workshop

Implementing the Common Core in Reading Grades K-6 Workshop. March 16, 2012. Agenda – ELA Grades K-6. Morning Sessions. 8:00 – 8:30 a.m. Registration 8:30 – 11:30 Conference LUNCH - 11:30 - Noon. Afternoon Sessions. 12:00 – 3:00 p.m. The story of reading- in data. 3.

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Implementing the Common Core in Reading Grades K-6 Workshop

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  1. Implementing the Common Core in ReadingGrades K-6 Workshop March 16, 2012

  2. Agenda – ELA Grades K-6 Morning Sessions 8:00 – 8:30 a.m. Registration 8:30 – 11:30 Conference LUNCH - 11:30 - Noon Afternoon Sessions 12:00 – 3:00 p.m.

  3. The story of reading- in data 3

  4. TheLinkBetweenSpendingandStudent Performance Why? 4

  5. 5

  6. 6

  7. ELA/MathGap GradeLevel 5 6 7 8 0 10 20 30 Reading PercentileRankofAllNYSSchoolSystems Math 40 50 60 70 80

  8. Some Possible Answers • Insufficient practice recognizing that characters in books have perspectives that are different from those of readers or authors. • Failure to understand the character’s perspective at time 1 or time 2. • Failure to recognize the change. • Failure to comprehend basic elements of the story due to gaps in background knowledge. • Failure to comprehend basic elements of the story due to passive or inattentive reading. • Failure to comprehend basic elements of the story due to inability to unpack unusual syntax. • Failure to comprehend basic elements of the story due to inability to understand key vocabulary and its implications. • Failure to comprehend basic elements of the story due to inability to read with enough fluency to leave excess processing capacity. • Failure to comprehend basic elements of the story due to inability to read with enough fluency to get through the passage in time. •Failure to comprehend basic elements of the story due to inability to decode key words.

  9. Shift 1: ShiftInBalance DoubletheAmountofNon-Fiction

  10. Shift 3: HarderTexts ByTwoGradeLevels

  11. Shift 4: CloseReadingQuestions: TheMicroscopeReplacestheTelescope

  12. Whereare theanswers?

  13. Bright Spots

  14. BrightSpots PatrickPastore’s20106thGradeELAversusMonroeCounty 100 90 80 70 60 50 40 30 20 10 0 %Proficient 0 10 20 30 40 50 60 70 80 90 %FRPL

  15. Students spent a lot of time READING!

  16. Reading/Achievement Correlation

  17. What’s Your MRPH?MinutesReading Per Hour

  18. Wewatched50 Readingclasses withastopwatchin hand.

  19. Average:17MRPH

  20. How Do We Increase Our Road Miles?

  21. Whatarethebenefitsandlimitations ofReadingSilently,ReadingAloud, andBeingReadTo?

  22. SilentIndependent Reading StudentsReading Aloud TeacherReading AloudtoStudents Benefits •Theformatthat studentsread-inon examsandin college…andfor •Studentshearand modelexpression andfluidity. •Providesrichand •Allowsthebest readerintheroomto modelandcreate drama/meaning. mostoftheirlives. constantdata.Highly•Allowsstudentsto •It‘sefficientinterms ofmiles. •Replicableinany setting Limitations•Lowaccountability- readerscanpractice readingpoorlyand thiseffectislikelyto accountableand enablesimmediate correction. •Connectsstudents withthefunof reading. •Canlack―leverage‖- i.e.,ifonestudentis readingwhat‘s everyoneelsedoing? learnvocabulary, syntaxandstory structuremore complexthatwhat theycanreadon theirown. •Involvesmore modelingthan practice;canprepare studentstoengage bemostpronounced•Doesn‘tfullyprepare withtextswithout withtheweakest studentstoreadon beingabletoread readers. theirown them. 36

  23. AccountableIndependent Reading Page5 39

  24. Bright Spots

  25. BrightSpots PatrickPastore’s20106thGradeELAversusMonroeCounty 100 90 80 70 60 50 40 30 20 10 0 %Proficient 0 10 20 30 40 50 60 70 80 90 %FRPL

  26. Patrick Pastore’sAccountable Independent Reading Strategy http://engageny.org/resource/network-team-institute-materials-november-29-30-videos/ Password to video is: nti1129

  27. Practice

  28. ButAlsoSimple

  29. Shift 3: ToolsforTextComplexity

  30. Common Core Exemplars by Lexile AnimalFarm Watsons ToKilla Mockingbird Magician‘sNephew TheGiver LordoftheFlies TheOutsiders NumbertheStars Night

  31. Shift 4: Text Based Answers

  32. UntilPeachesVideoAnalysis Until Peaches Video HowdoesColleen‘squestionsupport student‘scomprehensionandpreparethem forclosereading? Whyisherfollowupquestionespecially important? Page6

  33. LowertheLevelQuestions •LowertheLevel:Askquestionsaboutatext atallfourlevelsofmeaning(word/phrase level,sentencelevel,passagelevel,text level)butpayparticularattentiontoword, phraseandsentencelevel.Theseareoften therootoflargermisunderstandingsandare askedtoinfrequentlybymanyteachers. Page6

  34. LowertheLevelExamples: •Whatdoesitmeanthatthelionturnedon them?Howisthatdifferentfromturning around? • “I really want to go!” • “But your mother said no.” • “I don’t care what she says.” • In this unidentified exchange of dialogue, who are the people talking? How do you know? • •Theauthorsays,Itwastheworstthing • imaginable. What‘stheitshe‘sreferringto • there? Page7

  35. Don’tWait Don‘tWait:Askquestionsfrequently,and throughouttheselectionratherthanwaiting untiltheendofaselection.Don’tWait questionsarequicktomaximizetime actuallyspentreading. Page 7

  36. Everything You Need Can Be Found through Your Local Library Resources for Common Core

  37. Grades K-2 Grades 3-4 Grades 5-6

  38. LowertheLevelPractice •Chooseandreadyourgradeleveltext: •Elementary:SarahPlainandTall •MiddleSchool:NumbertheStars •HighSchool:ToKillaMockingbird •Star(*)3-5placeswherewordorphraselevel questionsarecriticaltopreventinglarger misunderstandings.Scriptaquestionforeach. •Bepreparedtotradewithapartnerfor feedback.

  39. LowertheLevelFeedback – Report Out • •Share:Explainyourchoicestoapartner. • What‘simportantaboutaskingtheLowerthe • Levelquestionswhereyoudid? • •Feedback: • Howdidyourpartner‘squestions supportstudentsinreadingclosely? • Whatdoyoulikeaboutthe questions? • Whatsuggestionsdoyouhavefor improvement?

  40. Embedding Non-Fiction

  41. EmbeddingNon-FictionPractice Step1:Readthenon-fictiontextwhichaccompanies yourtextHungry Caterpillar, Sarah, Plain and Tall, or Number the Stars. Step2:Decide: •Howwillyouadapt/chunktheNon-Fictiontextfor mystudents? •WherewillyouembedtheNon-Fictiontext(or • excerptsfromit)intheprimarytext? • Beginning or end? • Throughout as a whole or in chunks? • Selective excerpts where needed?

  42. Practice:EmbeddingNon-Fiction Step3:WritequestionstousewithaStopand Jotaftereachsectionofthenon-fiction reading.Consideraskingtwotypesof questions: •Questionsaboutthenovelthatdrawonthe Non-Fictiontext •QuestionsabouttheNon-Fictioncontent

  43. Think of two strategies learned today that you will try to use in your classroom next week.

  44. Thank you for your participation today!Be sure to visit:www.engage ny.orgwww.sllboces.org/rttt

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