EngageNY.org

Building Readers

Elementary Grades 3-5

Session 4

Learning Targets

• I can analyze the Recommendations for Teaching the Foundational Reading and Language Standards to determine the impact on my classroom practice.

• I can describe the relationship between improved literacy performance and instructional focus on reading foundations skills and language standards.

Quote

• “In the past, proficiency such as comparing and contrasting two grade-level texts might be given as a fifth-grade standard but what was meant by grade-level text was never defined. Not only is there a standard devoted specifically to students’ ability to read increasingly more complex text but explicit guidelines are given in the form of quantitative indices in Appendix A and in illustrations of exemplar texts in Appendix B. An emphasis on increasing capacity with complex text makes perfect sense and we can only ask why it has been ignored for the past several decades.

Elfrieda H. Hiebert from Core Vocabulary And The Challenge Of Complex Text

Introductions and Reactions

• Please share your name, location and role. • Complete either sentence:

I agree with Hiebert’s last statement because…

I disagree with Hiebert because….

“An emphasis on increasing capacity with complex text makes perfect sense and we can only ask why it has been ignored for the past several decades.”

Purposes of the Reading Foundations and Language Standards Resources

• Articulates the research base for instruction regarding reading foundations standards

• Points teachers to where that instruction lives “within the modules”

• Offers teachers options about how to organize an additional literacy block to comprehensively address these standards beyond and alongside the module lessons

Research Suggests…

Students benefit from additional time spent on literacy skills instruction with differentiated support, so they can continue to acquire and practice the skills necessary in becoming proficient and independent readers, writers, speakers, and listeners.

Foundational Reading and Language Resources

Word Study Criteria

Overview

Independent Reading:

Sample Plan and The

Importance of a Volume of Reading

Show the RuleTM

Strategy

Fluency Resource

Additional Work with Complex

Texts

Core Knowledge

Skills Strand

(Grade 3 ONLY)

Word Study Criteria

• Suggestions and specific criteria for approaches to word work that teach phonics and word analysis

• Offers a more contextualized approach to teaching phonics and word recognition

• Focuses on the morphology of words, syllabication patterns, and more complex spelling patterns

• Core Knowledge Skills Strand (Grade 3 ONLY):

Additional Work with Complex Texts

• Guidance for providing additional support with complex texts from the module lessons

• Focuses on 4 key aspects of text complexity: Meaning Structure Knowledge Language

• Sample schedule and example of centers

Fluency Resources

•Planning a Fluency Routine: The MAPP Approach

•Fluency Center Sample Schedule

•Fluency Passages and the Special Role of Poetry

•Additional Research

Show the RuleTM Strategy

• Resources and guidance for contextualized grammar and conventions instruction within the context of authentic reading and writing

• Uses models of informational texts and literature to teach explicit conventions and grammatical rules

• Includes targeted mini-lessons that support students in revising their work during the writing process

Independent Reading

• Resources and guidance for launching independent reading to ensure an appropriate volume of reading and the importance of a volume of reading

• Sample Plan

Whole Group Model

• Hold on to your questions as we will have time to process our learning at the end.

How is the Meaning Different?

• The panda bear eats shoots and leaves.

• The panda bear eats, shoots, and leaves.

Long-Term Learning Target

• I can use grammar conventions to send a clear message to the reader.

• grammar conventions: the rules for written and spoken language

Today’s Learning Targets

• I can explain what conjunctions are and how they are used in a sentence.

• I can use conjunctions to improve my writing.

Conjunctions

• Read your sentence strip.

• The underlined word is a conjunction.

Be a Detective!

• Read silently, One Well: The Story of Water on Earth.

• Highlight or underline each conjunction in the article.

Defining the Rule

• What is the ‘job’ of a conjunction?

• What rule could go with the highlighted words/conjunctions?

Show the RuleTM Journal Writing

• Select a picture of interest from the folder on your table.

• You have 5 minutes to write a creative piece using your picture as inspiration.

• Use the new rule about conjunctions as much as possible in your writing.

• When finished, highlight the conjunctions.

Self-Assessment

• Use the rubric in your materials to assess your piece of writing.

• Share your results with an elbow partner.

Remember…

• Once a rule has been posted to the chart, you are responsible for using it correctly in all of your writing.

Ink-Pair-Share

• Why is it important for writers to follow language rules when writing?

Learning Target Check-In

• I can explain what conjunctions are and how they are used in a sentence.

• I can use conjunctions to improve my writing.

Thumbs-up: I met the target. Thumbs-sideways: I am making progress

towards the target. Thumbs-down: I still have a lot of work to do

before meeting the target.

CCSS #10

“By the time they complete high school, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.” Tell participants that this is why struggling readers need to have access to text that is grade level appropriate.”

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Why Text Complexity Matters

• Locate the article, Aspects of Text Complexity Project: Why Complex Text Matters by David Liben on page 91 of your Participants’ Notebooks.

• Read the article and text-code for the following:

Idea I AGREE with (=) Idea I ARGUE with (?) Idea I ASPIRE to ()

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Discuss

• With an elbow partner, share your text codes.

• Discuss the following: “What are the ramifications if we do not ask

struggling readers to engage with complex text?”

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Model Center Experience

• Complete 3 centers.

Center #1- Cloze activity Center #2- Sequencing activity Center #3- Vocabulary activity

Center 1

• I can construct meaning from the text by completing a cloze activity.

• pp. 98-99

Center 1 Example

Center 2

• I can organize and make sense of text by placing sentences of a paragraph in the correct order.

• Use envelopes in center of table.

Center 2 Example

Center 3

• I can categorize vocabulary from the text.

• Use pp. 102

Center 3 Example

Self-Assess

• After you have completed your center activity, grab a sticky note and attach it to your work.

Write a “+” on sticky if you feel you have met the target of your center.

Write a “?” on your sticky if you feel you are making progress but still have some confusion.

Write a on your sticky if you put forth effort but are unsure of how to meet the target.

Learning Targets

• I can analyze the Recommendations for Teaching the Foundational Reading and Language Standards to determine the impact on my classroom practice.

• I can describe the relationship between improved literacy performance and instructional focus on reading foundations skills and language standards.

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Final Synthesis

• Locate your Synthesis for Teams on p.30 of your Participant’s Notebook.

• Synthesize your thinking about this session in whichever column is most relevant to you.

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