literacy professional development: the ela common...

Literacy Professional Development: The ELA Common Core & Reading

Street Canyons School District 2012

Day 2

Welcome back!

Professional Expectations o  This is a safe place for learning; all ideas are worth

consideration

o  Please be respectful of those around you; avoid side bar conversations.

o  Use technology to enhance learning (e.g. online shopping = inappropriate; taking notes = appropriate; cell phones silenced = very appropriate).

o  Your participation is needed; please engage in learning and put away outside work.

o  Everything we do here should reflect our commitment to preparing students for citizenship, college and careers.

Today's Flexible Agenda

•  8:30 -- 9:00 Reading Street Review

•  9:00 -- 11:45 SKILL-BASED INSTRUCTION

•  11:45 -- 12:15 Lunch

•  12:15 -- 3:15 The Essentials of Kindergarten

•  3:15 -- 3:30 Wrap up

Getting Reacquainted

Table talk:

•  Your name and school

•  A unit theme in Reading Street that you are looking forward to teaching

Today’s Objectives Participants will continue to become familiar

with and increase understanding of

•  CSD Instructional Priorities •  ELA Curriculum Maps •  The Elementary Literacy Block •  Reading Street - comprehensive program

•  Language Development

Canyons SD

Instructional Priorities

ASSESSMENT CONTINUUM

Page 23

Unit Tests do not exist... Progress Monitoring is

REAL and RELEVANT in Kindergarten!

The Literacy Block •  Three Components of the

Literacy Block: o  READING o  LANGUAGE ARTS o  SKILL-BASED SMALL GROUP

The 5-Day Plan is SO last month...

The 4-Day Plan is where it's at...

The 4-Day Plan

•  Three Components of the Literacy Block: o  READING o  LANGUAGE ARTS o  SKILL-BASED SMALL GROUP

Reading Street Scavenger Hunt

•  Each table: choose a street sound to represent your table

•  When EVERYONE at your table has found the item in their Teacher Edition, stand and makes your table's sound to indicate you have found it.

Skill-Based Instruction

Skill-Based Instruction

What is it?

Additional instruction with teacher while students engage in Practice Stations and/or Independent Activities that preview, review, reinforce or extend core curriculum

Skill-Based Instruction

How do I create my small groups?

• Organized using CBM benchmark data

•  Flexible--Adjusted using CBM progress monitoring

Fall Skill-Based Groups Group 1:

•  Adequate First Sound Fluency

•  Adequate Letter Name

Fluency

Adequate = Met Benchmark

Group 2: Low First Sound Fluency

Adequate Letter Name Fluency

Low= Did not meet benchmark

Group 3: Low First Sound Fluency Low Letter Name Fluency

Group 4: Adequate First Sound Low Letter Name Fluency

Instructional Sort Practice

My Class Instructional Sort

Group 1: Adequate FSF & Adequate LNF

Barbara Allan Sheri

Group 2: Low FSF & Adequate LNF

Rob

Group 3: Low FSF & Low LNF

Laura Julie

Group 4: Adequate FSF, Low LNF

Eden Sharee Amber

I have my students sorted for instruction...

Now what should I do?

Skill-Based Instruction

Full Day K

Group 1: Adequate & Adequate

Skill-Based Instruction Group 1: Who are those students?

•  Students benefiting from Core Instruction •  Green •  Not all greens are created equal •  Differentiation

§  Students who know letter sounds but are not yet decoding or "sounding out words".

§ Students who is in "bumpy land" and need to read in decodable texts focusing on decoding and blending

§ Whole word readers who do not have decoding skills

Group 1 Focus of Instruction

Build Skills •  Blending/segmenting phonemes •  Decoding •  Encoding

Group 1: Adequate FSF, Adequate LNF

READING STREET o  Decodable texts o  Advanced Level lessons (AL)

Additional Resources: •  KPALS •  Elkonin boxes with discs or pushing up

sounds with fingers •  Whiteboards, erasers, letter tiles,

magnetic letters

Group 1: Adequate FSF, Adequate LNF Materials

Group 2: Low FSF & Adequate LNF

Skill-Based Instruction Group 2: Who are those students?

•  FSF not mastered •  Letter names may have been mastered •  Students doing sound by sound and not blending.

(You might not be worried about this student) •  Why SHOULD we be concerned about this

student?

Focus of Instruction

Phonemic Awareness Scope and Sequence •  Sound and word discrimination

•  Rhyming and alliteration

•  Blending onset and rime

•  Matching initial sound

•  Letter- sound correspondence

•  Phoneme isolation

Group 2: Low FSF, Adequate LNF

Reading Street: •  Reading Street OL lessons

•  Sound-Spelling Cards

•  Initial sound picture sorts

Additional Resources:

•  Elkonin boxes with discs (FCRR)

•  Alpha Arc, letter tiles, magnetic letters

•  Tactile supplies for tracing letters

Quadrant 2 Insert Leigh's K Quadrant 2 Video

Quadrants 1 and 2 Table talk: Skill-Based Instruction for quadrants 1 and 2

What is the same/different from what you are already doing in skill-based groups?

How will Reading Street materials support your skill-based groups in quadrants 1 & 2?

Break

Group 3: Low FSF & Low LNF

Skill-Based Instruction Group 3: Who are those students?

•  Low FSF, Low LNF •  RED •  Lack phonemic awareness and letter knowledge •  Students may lack self confidence or exhibit

behavior problems •  Lack of exposure to instruction in the fall

o After a month they may take off

•  May need little intervention to move •  Progress Monitor

Focus of Instruction •  Letter ID •  Phonemic Awareness Scope and Sequence

•  Sound and word discrimination •  Rhyming and alliteration •  Blending onset and rime •  Matching initial sound •  Letter- sound correspondence •  Phoneme isolation

Group 3: Low FSF, Low LNF

Reading Street •  Sound/Spelling cards •  Small Group Strategic Intervention

Lessons (SI) Other Resources: •  KPALS •  Initial Sound Picture Sorts •  Elkonin boxes with discs (FCRR) •  Alpha Arc, letter tiles, magnetic letters •  Tactile supplies for tracing letters

Group 3: Low FSF & Low LNF

Group 4: Adequate FSF & Low LNF

Skill-Based Instruction Group 4: Who are those students?

•  Students with adequate FSF but lack alphabet knowledge

•  These students will benefit linking first sound knowledge to letter name

•  Sound/Spelling cards will help them to "attach" the letter sound to the letter name

•  They may know some letter sounds however lack letter ID

•  Need practice blending phonemes

Focus of Instruction Letter identification Letter-Sound correspondence Phoneme Isolation

Phonemic Awareness Scope and Sequence

Group 4: Adequate FSF & Low LNF

Reading Street

•  Sound/Spelling Cards •  Strategic Intervention (SI) Lessons •  Decodables

Other Resources •  KPALS •  Elkonin boxes with discs (FCRR) or pushing

up sounds with fingers •  Alpha Arc, letter tiles, magnetic letters •  Tactile supplies for tracing letters

Group 4: Adequate FSF & Low LNF

Quadrant 4

K Leigh's video

• 

• 

KPALS Review

Student Games -"Name Game": Letter ID -"Rhyme Time": Rhyming pictures -"First Sound": Identify first sounds -"Say the Word": Blending phonemes /m/ /a/ /n/ man -"Last Sound": Identify last sounds -"Stretch it": Segmenting phonemes man /m/ /a/ /n/

Teacher Games ~There are only 2 that don't correspond with Student Games: -Letter-Sound Correspondence: Letter sounds -Sounding Out Words: Decoding

• 

KPALS Materials in Skill-Based Groups

KPALS Schedule of Teacher Games: TE p. 83

KPALS Schedule of Student Games: TE p. 84

• 

Group 2 Low First Sound Fluency KPALS Lessons 1- 15 Rhyming Lessons 1-60 also cover Letter ID.. bringing students to

mastery... KPALS Lessons 1- 31 First Sound Fluency

• 

Group 2 Adequate Letter Name Fluency KPALS Teacher Games 37 - 60 Letter-Sound Correspondence Keep in mind that Teacher Games 37 -60 contain blending phonemes as well. Are students in group 2 ready for this?!

• 

•  Your turn ~Identify focus of instruction for Groups 1, 3, and 4 ~Look at the KPALS Schedule of Student Games &/or Schedule of Teacher Games.. think focus of instruction ~Which KPALS lesson(s) would you begin with in skill-based groups?

•  How did you do? ~Group 1: Adequate FSF: "Say the Word" (Blending phonemes) Student Games Lessons 16 - 45 Adequate LNF: Teacher Games Lessons 37 - 60 Letter-Sound Correspondence

•  How did you do? ~Group 3: Low FSF: "Rhyme Time" Student Lessons 1 - 15 "First Sound" Student Lessons 1 - 30 Low LNF: "Name Game" Student Lessons 1 - 60

• 

How did you do? ~Group 4: Adequate FSF: "Say the Word" (Blending Phonemes) Student Games Lessons 16 - 45 Low LNF: "Name Game" (Letter ID) Student Lessons 1 - 60. You could begin with Lesson 16 and focus on "Say the Word" AND "Name Game"

Look in Your Map: 4 Day Plan

• 

Partner Talk

•  Discuss with your partner the best thing you ever learned that required practice. o  Why was the practice phase so important?

o  What was the outcome of the practice?

What's the purpose of a PRACTICE STATION?

•  To support: o  ELA Core Standards

o  practice of meaningful tasks o  "Y'all do" and "You do" phase of explicit

instruction

o  mastery learning, "practice makes permanent"

o  Science and Social Studies application

What makes an effective PRACTICE STATION?

•  Student Tasks: o  are instructionally relevant - who needs what

when? o  relate to and support initial whole group

instruction o  provide opportunities for additional exposure

and practice with the skill (Acquire-Auto-Apply)

o  allow for targeted, purposeful practice at the student's skill level

o  are engaging and as authentic as possible

What makes an ineffective PRACTICE STATION?

•  Student Tasks: o  do not support mastery learning (misses the

target) o  are irrelevant to current learning

o  are unfamiliar or not modeled

o  are too easy or too hard o  are redos of work previously done (same)

o  are rarely authentic

PRACTICE STATIONS

ON READING STREET

1st

Where are they in my manual?

Open to any unit in your TE. On several pages of the Planning Guide, located at the beginning of each five day plan, you will find an overview of the week’s practice stations. The stations reference skills and concepts taught during the previous five day lessons.

Your Own Flipchart

You will receive flipcharts with your Reading Street materials—one for each of the different categories of Practice Stations. The pages are duplicated online for reference.

How to Access Practice Stations On Line Using Successnet

Click on Teacher Resources

Click on Teaching Guides

Click on Practice Station Flip Charts

Categories of Practice Stations Kindergarten

1.  Listen Up!

2.  Word Work 3.  Words to Know

4.  Let’s Write!

5.  Read for Meaning

6.  Let's Make Art!

Levels at the Stations

Note that the stations can be set up for different levels of difficulty.

Below level activities

On level activities

Above level activities

Choose s

A Sample

The following slides show a sample Practice Station page.

This is a Listen Up! practice station.

Kindergarten Unit 5 Week 2

Listen Up! Identify words with /w/.

Find the Picture Card for wig. Say the sound you hear at the beginning of wig. Find another Picture Card that begins with the same sound as wig.

Find the Picture Card for wig. Say the sound you hear at the beginning of wig. Find all the Picture Cards that begin with the same sound as wig.

Find the Picture Card for wig. Say the sound you hear at the beginning. Find other Picture Cards that begin like wig. Draw pictures of other things that begin like wig.

You will need: paper pencils crayons Picture cards: waffle, wagon, web, wig, wolf, boat, lemon, otter, taxi, and zebra

Choose s

Kindergarten, Unit 5, Week 2 Word Work Flip Chart Activity 26

An Actual Practice Station

Management for Practice Stations •  Accountability- My Work Plan

•  Classroom Management Handbook for Differentiated Instruction Practice Stations

o  Setting up the stations o  Classroom Map o  ELL-Accessible stations o  Assessing station activities o  Observation record o  Student work plan

Management for Practice Stations

•  Rules and routines

o  Establish learning partners o  Model, practice, reinforce (X10!) o  Decide when to monitor progress, provide

feedback o  Decide on turning things in o  Keep your sanity - Start small!

Getting Started

Task: Think about the first steps you will take in establishing Practice Stations. Fill out the top half of the GO.

Next, anticipate the predictable failures. What will you do to minimize these obvious problems? Jot your notes down on the bottom half of the GO.

Last, anticipate the possible rewards. Jot them down next to the star. Talk with a partner about your plan for practice station rotation.

LUNCH

Kindergarten Schedule: •  Literacy Block

•  Numeracy Block •  Language Development Block

~Terri Mitchell

SHORT BREAK

Mapping Our Work

Table Discussion Look in your map at the Grade Level Core Standards Overview What has you most excited about using the literacy block to teach the core standards to mastery?

This is just the beginning of our ELA journey.