Strategic and Informed Choices in the

Elementary ClassroomDay 3 Session 3

04/21/23 MSDE 1

Session Outcomes:

Review the CCSS shifts in the context of the Elementary Classroom

04/21/23 MSDE 2

Session Outcomes:

Review the CCSS shifts in the context of the Elementary Classroom

Consider how Guided Reading, Shared Reading and Interactive Reading Aloud are

informed by the CCSS shifts

04/21/23 MSDE 3

Session Outcomes:

Review the CCSS shifts in the context of the Elementary Classroom

Consider how Guided Reading, Shared Reading and Interactive Reading Aloud are

informed by the CCSS shifts Explore a tool to assist with strategic

and informed choices

04/21/23 MSDE 4

CCSS shifts:What are the unique considerations for Elementary Teachers?

Emphasis on Informational Text

04/21/23 MSDE 5

CCSS shifts:What are the unique considerations for Elementary Teachers?

Emphasis on Informational Text Use of Complex Text

04/21/23 MSDE 6

CCSS shifts:What are the unique considerations for Elementary Teachers?

Emphasis on Informational Text Use of Complex Text Application of Close Reading

04/21/23 MSDE 7

CCSS shifts:What are the unique considerations for Elementary Teachers?

Emphasis on Informational Text Use of Complex Text Application of Close Reading Response to text-dependent

questions with oral and written responses

04/21/23 MSDE 8

CCSS shifts:What are the unique considerations for Elementary Teachers?

Emphasis on Informational Text Use of Complex Text Application of Close Reading Response to text-dependent

questions with oral and written responses

Development of Vocabulary/Academic Vocabulary04/21/23 MSDE 9

CCSS shifts:What are the unique considerations for Elementary Teachers?

Emphasis on Informational Text Use of Complex Text Application of Close Reading Response to text-dependent questions

with oral and written responses Development of Vocabulary/Academic Vocabulary Focus on rich content knowledge

04/21/23 MSDE 10

Close Reading

A process of reading and re-reading complex text deliberately to query, contemplate and carefully analyze and evaluate the meaning of the text in order to gain multi-layered comprehension

MCCSC Framework GlossaryMaryland State Department of EducationOffice of Reading/English Language Arts

04/21/23 MSDE 11

Guided Reading

Explicit instruction for the purpose of providing the skills, structure and purpose of reading and responding to instructional level text (usually occurs in a homogeneous small group setting)

MCCSC Framework GlossaryMaryland State Department of EducationOffice of Reading/English Language Arts

MSDE 12

Shared Reading

Interactive period of instruction where the students view text and the teacher explicitly teaches and models the skills and behaviors of good readers.

MCCSC Framework GlossaryMaryland State Department of EducationOffice of Reading/English Language Arts

04/21/23 MSDE 13

Interactive Read Aloud

A planned period of instruction when a wide variety of literary and informational complex texts are read aloud and used as a vehicle to teach literacy and other content (i.e. science and social studies). The teacher as reader uses prosody, think alouds and text dependent questions in order to model close reading and fluency while maintaining the feel of a ‘story time’ versus a scripted lesson.

MCCSC Framework Glossary

Maryland State Department of Education

Office of Reading/English Language Arts

04/21/23 MSDE 14

Interactive Read Alouds of Complex Text for PK-12 students

Interactive Read Alouds of complex texts can be used effectively to model and engage students in close reading of grade-level complex texts as a stretch into text that may be too difficult for the student to read independently.

04/21/23 MSDE 15

PK-1st grade students

can not decode complex text independently

so the close reading of complex text occurs

during Interactive Read Alouds, Shared Reading and/or Guided Reading based on the strategic instructional decisions of the teacher. 04/21/23 16

Instructional Implications for Elementary Teachers

04/21/23 MSDE 17

A shift:

to modeling close analytic reading of text

04/21/23 MSDE 18

A shift:

to more text dependent questions

04/21/23 MSDE 19

A shift:

in focus on vocabulary, especially academic vocabulary

04/21/23 MSDE 20

A shift:Strategic selection of more complex text

More informational text (NOT all) Multiple themes and/or subtle themes Subtle/frequent transitions Density of information Unfamiliar settings, topics or events Longer paragraphs Lack of words, sentences, or paragraphs that

review or pull things together Any text structure which is less narrative and/or

mixes structures

04/21/23 MSDE 21

Group work!!!!

04/21/23 MSDE 22

04/21/23 MSDE 23

A tool for strategic and informed choices…..

04/21/23 MSDE 24