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Arizona’s ELA College and Career Ready
StandardsDVUSD Session 2
http://mbcurl.me/TJR5
DVUSD Mission
To ensure our success today… Use of technology is purposeful and related to training
Take time to meet and share with new colleagues
Engage in today’s activities enthusiastically and stay focused
Be open to divergent perspectives and other participants’ point of view
Share in the responsibility for the success of today’s work
Limit side conversations during the direct instruction portions of the day
Return promptly after lunch and scheduled breaks
Silence your cell phone
Thank you for your commitment to
making today a successful experience!
Foci of today’s training…Strategic Priority Areas
Excellence in student learning Excellence in workforce
DVUSD Primary WorkAZCCRSMTSS – Tier 1 Effective Instruction
AZCCRS ELA Training focusShift #2 – Knowledge in the DisciplinesShift #3 – Staircase of ComplexityShift #4 – Text Based Answers
As a result of today’s training… In the classroom, expect teachers to…
Understand the goal of independent learning which empowers students to develop self-regulation skill, increase self-confidence and set their own goals
Analyze similarities and differences between independent reading and silent reading
Examine the four elements of reading conferences, the purpose of reading conferences, and understand how to use conferences for formative assessments
In the classroom, expect students as independent learners to… Utilize opportunities to self-regulate, manage time, monitor progress,
and solve problems Develop competence and effort needed to accomplish a task Gain experience in setting and achieving goals Predict, infer, and make hypotheses based on text
As a result of today’s training…Teachers will understand how independent reading will support students in their gradual shift in assuming responsibility for their learning through:
• Examining the goals of independent reading staircase• Nurturing student development through independent
reading • Analyzing the similarities and differences between
independent reading and silent sustained reading• Examining the four elements of conferences and
understanding how to use conferring for formative assessments
Today’s AgendaReview Learning from last training
Share: Close Reading and Letsgeddit experiences
An Independent Reading Staircase Inductive Learning (Review from last year’s Core 6)Independent Reading
Technology IntegrationPadletRewordify
Independent Practice & Planning Time
Technology IntegrationGoogle Forms – sign in sheet & Plus/Delta feedback
Blackboard – ELA AZCCRS Training 2014-2015
Padlet.com
Letsgeddit.com
Rewordify.com
SDOHS Library Website (SDOHS Library)
Share Close Reading and Letsgeddit Experiences
Share with groups of 4 how letsgeddit went
Share the successes and challenges
Offer opportunity to share with group
Core 6 Inductive Learning Review
Steps for Inductive Learning Students examine, group, and label specific “bits” of
information to find patterns
Students use their labeled groups to develop a working hypothesis about the content to come
Students collect evidence to verify or refine each of their hypotheses during the learning cycle
Three Reasons for using Inductive Learning
1) Inferences - emphasizes the sub-processes that go into making inferences: examining information closely, looking for hidden relationships, generating tentative hypotheses, and drawing conclusions that are not explicitly stated
2) Evidence - students actively seek out information to support their hypotheses as well as collect and consider evidence that runs counter to their hypotheses
3) Academic Vocabulary - forces students to search for key attributes and relationships among words
Independent Reading Staircase
What is anindependent reading
staircase?• Provide complex texts, but not as complex as those used
during close reading instruction
• Skills are built over years and over phases of instruction (K-12)
• Purpose is to gradually push students to read more complex text, more independently
Goals of Independent Reading
1. Independent reading workbook pages, worksheets, or busy work.
2. Goals of independent reading are• To empower students to develop self-
regulation skills• For students to increase their sense of
competence• For students to set their own goals
Independent Reading ToolsReading Logs
Comment Cards
Sticky Notes
Reflection Journals
Conferring with Students
Reading Logs
Example located behind “Independent Rdg.” tab
Comment Cards
Example behind “Independent Rdg.” tab
Sticky Notes
Reflection Journal
Two Examples: last pg. behind “Independent Rdg” tab and behind “Breakouts” tab.
A Word About Conferring with Students
Inquiry - Decisions - Instruction - Recordkeeping
Four Elements of Effective Conferences
• Begin by conversing with the student about his or her work
• Goal: Assess the student on one literacy focus topic per session
• Based on the evidence culled from the opening conversation, rapidly make a decision about what should be taught next
• Brief procedural, literary, or strategic instruction to help the student move to the next level of independent learning
• Student attempts the work with teacher support
• Make anecdotal notes about the main points of the conference
Inquiry
Recordkeeping
Instruction
Decisions
WRITING
Take it to…….
Final Thoughts Teachers artfully steer students to more challenging reading, with strategic bursts of instruction and peer conferences to foster metacognitive awareness (Frey & Fisher, 2013).
We want students to be able to read complex text progressively and more independently
Providing guidance in the classroom helps students develop these skills and move up the independent reading staircase
Independent reading activities are interwoven with collaborative activities
For students to develop essential reading and thinking habits, which are vital for successful college and career, they need to consistently read independently and confer with teachers about their reading
Break – 10 MinutesWhen you return we will …
Demonstrate the steps to create and use a PadletLearn how to differentiate instruction using
Rewordify
Have time to practice using and create Padlets
Have time to practice using Rewordify
Have time to plan how you can incorporate today’s learning to develop your students’ independent reading skills with more challenging text
Padlet Demonstration
How to Differentiate Instruction Using
Rewordify
Support for Today’s Training
Library’s website – SDOHS Library
Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The core six. Alexandria, VA: ASCD
Frey, N., & Fisher, D. (2013). Rigorous reading. Thousand Oak, CA: Corwin Literacy.
Process, Practice, Create
The remaining time is for you to:Process today’s information and determine how
you can apply this information into your near, future instruction
Practice working with Padlet and RewordifyCreate a Padlet to use with near, future instruction
ORUse Rewordify to differentiate a reading text for
near, future instruction that includes reading challenging text independently.
