Welcome to 2nd Grade Common Core State Standards Training

Speaking & Listening Reading: Literature, Informational Text,

and Foundational Skills Presented by:

Arthetta Meeks and Patty Tong

2nd Grade Task Force Team

Julie Fong, Nicole Eterovich Sutherland, Leslie Griess, Diana Sandoval and Sheryl Tolson

Nuts and BoltsIntroductionsIdentify a working partner at your

table (A and B partners)Resources/handouts pagesLogistics for the day

Norms Be present

Collaborate with colleagues

Avoid sidebar conversations during explanations

Set your phone to silent

Our Focus - CCSS If you have not attended the Open Court AB466

Trainings or need a refresher on the instructional protocols…

After school workshops will be provided throughout the 2013-14 school year • Blending• Dictation• Syllabication• (comments from Feedback Forms) A brief mention of

these areas are needed today to show how these areas are aligned to CCSS.

Outcomes

Participants will… Understand the importance of Structured Student

Interaction View Foundational Skills though a CCSS lens Understand the link between Speaking/Listening and

Reading Literature Common Core Standards Introduction to Text-Dependent Questions &

Close Reading

Transitioning to Common Core

Shifts with CCSS Shift 1: Focus on Connecting Writing to Reading

Shift 2: Focus on Increasing Text Complexity

Shift 3: Focus on Speaking and Listening

Shift 4: Focus on Text-Based Evidence

Shift 5: Focus on Academic Vocabulary/Language Shift 6: Focus on Close Reading

Table Talk

What strategies are used in your classroom to promote student collaboration/discussion?

How often are they used?

Speaking and Listening Standards

Comprehension and Collaboration Standards 1-3

Presentation of Knowledge and Ideas Standards 4-6

Pg. 6

DIRECTIONS Read through the standards progression handout

horizontally. Once complete, read the document vertically Note the use of common terminology and expectations

between S/L and Reading standards.

Examining the Standards Activity

Compare CCSS Verbiage to Progression Handout

Examining the Standards Activity

DIRECTIONS

1. Read through the standards progression handout horizontally.2. Once complete, read the document vertically3. Note the use of common terminology and expectations between

S/L and Reading standards.

Connection to ELD Standardshttp://blogs.egusd.net/win

Bridging the Old to the NewFormer ELD Domains

New ELD Modes of Communication

Common Core State Standards

Listening CollaborativeSpeaking Listening

Speaking and Listening

Speaking InterpretiveReadingListening

Writing

Reading ProductiveSpeaking Writing

Reading

Writing Language

Standard Description

SL 1 Participate in a range of collaborative conversations

SL 2 Recount key ideas and details

SL 3Ask and answer questions about what a speaker says in order to clarify comprehension…

SL 4Tell a story or recount an experience with appropriate facts and relevant descriptive details…

SL 5 Include multimedia when presenting

SL 6 Produce complete sentences when speaking

Speaking and Listening Round the Clock

How do Speaking and Listening Standards Connect to

Structured Student Interaction (SSI)?

Key Elements of SSI Include:Specific protocol or routine used for asking a

question or giving a direction

Think time

Conservative time limits

A clear language expectation when sharing out (language frame)

Random accountability

Question/task that is developmentally appropriate

Possible Protocol

1. L = Look at your partner.

2. L = Lean toward your partner.

3. L = Lower your voice.

4. L = Listen attentively.18

Use the 4 Ls:

K. Kinsella, 2012

Sharing Out

Public Voice Private VoiceLoud (not shouting) Quiet (not a whisper)

Slower Faster

Give students something specific to listen for…

Example frames:

My answer is similar to ____’s.

I agree with_______.

I disagree with ______.

Possible Protocol

Turn to a partner and discuss the character.

You have two minutes. [2 min. pass]Raising a quiet hand,

tell me something you talked about.

Turn to your designated elbow partner.

Partner A will go first. (40 sec.)

Discuss two characteristics of the main character.

Use popsicle stick to call on students.

Evolving Practice:Emerging Practice:

Exemplary Practice 15 seconds think time

Designated elbow partner, partner B starts, then A (40 sec. each)

Question: What two adjectives best describe the main character? What happened in the story that would support your answer?

Ready.. Think… Turn to elbow partner…

Sentence Frame: The adjectives that best describe the main character are… because in the selection he/she…

Popsicle sticks to call on students

Components of SSI

A Classroom LookWhat elements of SSI are present in

the video?

Structured Student Interaction: Sentence

Frame

24

One element of SSI I observed in this video was_____.

The teacher could have refined her practice by including ________.

Language Frame Resource

Structured Student Interaction Quiet Reflection and Discussion: How might the information you just heard refine

what you already do in your classroom to support structured student interaction?

What new steps might you take? What ideas are you considering now?Frames: One way I will refine my structured student

interaction is… The steps I will take include… One of the ideas I am considering is…

“Big Ideas”Speaking/Listening Skills through SSI

Speaking and listening skills lead the way to reading and writing skills

SSI requires a set protocol/routine for students to follow when interacting with one another to check for understandingThe language frame supports students ability to use academic language in their responses

ELA CCSS and ReadingKindergarten

First Grade

Second Grade

Third Grade

Reading Standards: Foundational Skills

Page 3

Reading-Foundational Skills

1. Print Concepts

2. Phonological Awareness

3. Phonics and Word Recognition

4. Fluency

Pg. 3

CCSS Reading Foundational Skills Activity

Walk through the foundational skills document. What do you notice?

One Early Literacy CCSS ShiftSimultaneous work of learning to

read AND reading to make meaning

+

Blending

PurposeThe purpose of blending is to teach the students a strategy for figuring out unfamiliar words.

Blending

Sound by Sound

Whole Word

Syllable Blending

Blending(cvc, ccvc, cccvc, cvce)

Syllable: Write the first syllable of the word

Students blend the first syllable

Cover the first syllable with a card or hand blend the next syllable

Students blend syllables together to read the word

Review of Sound Spelling Cards

Program Appendix pages 15 and 16

Terminology:

Name of the Card

Sound

Spelling

Dictation Purpose:

To teach the students to spell words based on the sounds and spelling they have learned

To give students a new strategy for reflecting on the sounds they hear in words to help them with their own writing.

Program Appendix

p. 18

Features of Dictation

A learning experience - not a testStudents are encouraged to ask for helpProofreading is an INTEGRAL partHelps to informally assess needsAll students are successful and not frustratedStudents should receive reinforcement and

feedback

Whole Word/Sentence Dictation

- Students should be encouraged to look at the Sound Spelling Cards

- Remind students to use capitals and punctuation.

- Proofreading- Circle incorrect words and rewrite them.

How Many Days on Getting Started?

To do a quick review of the important reading skills in preview learning

Grade Level Team Decision with Administration

Base decision on beginning of year data (BPST Fluency, and Johnston Spelling Inventory)

Good opportunity to teach routines such as SSI, behavior management skills, phase in workshop, etc. with a lower cognitive load

Multi-Syllabic DecodingOutcomes:Review the different types of

syllablesReview a process for teaching

students to break apart wordsShare resources with some practice

opportunities.

Syllabication VocabularyWord Definition/Example

vowels a, e, i, o, u

consonants b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z

Consonant digraphs sh, th, ch, wh

Special combinations of consonants that make one sound

ck

compound word One word made up of two words (ie. sun –set)

syllables Parts of a word; each containing a vowel

Syllabication: General RulesEvery syllable must have a vowel sound.

This can be represented by one vowel or a vowel pair.

po-ta-to pain

Syllabication: General Rules Special combinations of consonants that

make one sound are not divided.

Examples:

pathway picklepath - way pick - le

Specific Guidelines VC-CVDivide between 2 small words as in compound

wordsExamples:

sun-set base-ball cup-cake Divide between 2 consonants in the middle of the

word. Each syllable has its own vowel sound. Examples:

hap-pen den-tist

Specific Guidelines V-CVDivide before the middle

consonant if the first vowel makes a long sound.

Examples:be-low pi-lot mo-ment

Specific Guidelines VC-VDivide after the middle consonant if the

first vowel makes a short sound.

Examples:

nev-er lim-it prod-uct

Specific Guidelines –C-le

When the letters le come at the end of a 2 syllable word, include the consonant that comes before it as part of the last syllable.

Examples:

ta-ble bu-gle cra-dle lit-tle

Practice TimeBreak each word into syllables. Tell which of the guidelines were followed.

1. column2. makeshift3. propel4. pattern5. steeple

col-umnmake-shiftpro-pelpat-ternstee-ple

Six Syllable TypesSyllable Type Examples Explanation

closed syllables rab-bitcom-mentnap-kinpic-nicex-actrack-et

When a vowel is followed by a consonant it is short

open syllables ra-darmo-mentmu-ta-tionde-cide

When a vowel is at the end of the syllable, it is long

Six Syllable Types Cont…Syllable Type Examples Explanation

R-Controlled bird, birth When a vowel is followed by /r/, the vowel often is not long or short but spoken with the /r/ sound.

Vowel Team great, afloat, explainpoint

When two vowels are next to each other, they can be long, short, or diphthong vowels. They can be followed by a consonant or used at the end of syllables.

Six Syllable Types Cont…Syllable Type Examples Explanation

Vowel-Silent e compete,decideabatement

A syllable with a long vowel-consonant-silent e pattern.

Consonant-le tablelittlemiddle

An unaccented final syllable that has a consonant plus –le.

Syllabication Reference Sheet

Multi-Syllabic ResourcesMulti-Syllabic Word Labels (Prairie ES)

Florida Center for Reading Research (FCRR.org)• Six Way Syllable Sort• Syllable Snake

Game board Websites:• http://abcteach.com/directory/fun_activities/games/folde

r_board_games/• http://www.toolsforeducators.com/boardgames/

Where do decodables fit with CCSS?

The purpose of decodables…1. “To help students apply, review, and

reinforce their expanding knowledge of sound/spelling correspondences.”

2. “To provide practice reading words.”3. To practice fluency - Reading

Foundational Skills Standard 4 (RFS4)

“Big Ideas” It is essential that students can access

the Sound Spelling Cards for reading and writing.

Students need to know how to apply the basic rules for syllabication.

Students need additional practice in decoding multi-syllabic words.

Reading Standards: 4 Distinctive Categories

Key Ideas and DetailsStandards 1-3

Craft and StructureStandards 4-6

Integration of Knowledge and IdeasStandards 7-9

Range of Reading and Level of Text ComplexityStandard 10

Pages 1 and 2

71

“WHAT” is said

“HOW” it is said

Compare texts

Literary Nonfiction is defined asBiographies and autobiographiesBooks about history, social studies,

science, and the artsTechnical texts including directions,

forms, and information displayed in graphs or charts or maps

Digital sources on a range of topics

Informational Text

CCSS: Reading - LiteratureStories – children’s adventure stories,

folktales, legends, fables, fantasy, realistic fiction, and myth

Dramas – staged dialogue and brief familiar scenes

Poetry – nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

Activity: Side-by-Side Comparison

74

“Owning” the Standards#1-#3 = Key Ideas and Details

75

“Owning” the Standards#4-#6= Craft and Structure

76

“Owning” the Standards#7-#9= Integration of Knowledge and

Ideas

77

“Owning” the Standards#10= Range of Reading/Text Complexity

78

Text Dependent Questions (TDQ)

What are text dependent questions?

Questions that require students to engage with the text and to think critically

Text-Dependent Nature of Reading Standards

Drilling Down to Understand “Text Dependent Questions” (TDQs)

Text Dependent Questions

Debrief – Table PartnersPlease choose a language frame:Two things that I learned about text

dependent questions are_______ and _______.

One thing that I learned about text dependent questions is _________, but I still have a question about ________. 82

Non-Examples and Examples

In Why did the Dinosaurs Disappear, the author gives many reasons why dinosaurs disappeared. Describe your favorite dinosaur.

In Why did the Dinosaurs Disappear, the author gives many reasons why dinosaurs disappeared. State your opinion and give reasons from the text to support your opinion of why they disappeared.

Not Text-Dependent Text-Dependent

Text Dependent Question Sort

Directions:

Divide the following questions into two categories:

1. Text Dependent Questions

2. Non Text Dependent Questions

“Big Ideas”Text Dependent Questions

Questions that require an examination of the text

Questions that require the reader to use evidence to support their ideas

Questions that move from text-explicit to text-implicit knowledge

LUNCHOut to

Close ReadingClose Reading

Why Close Reading?“A significant body of research links the close reading of complex texts - whether the student is a struggling reader or advanced- to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness.”

Partnership for Assessment of Readiness for College and Careers, 2011

What is Close Reading?

“Close reading means reading to uncover layers of meaning that lead to deep comprehension.”

-Nancy Boyles, Southern Connecticut State University

Note: Close reading is not a technique or a strategy, but rather an outcome. One uses various techniques in order to closely read.

Key Points Use of short passages Rereading Reading with a pencil Noticing things that are confusing Discussing the text with others Responding to text-dependent

questions Fisher and Frey, 2012

Use Short Reading Passages When students are introduced to a

procedure, skill, or strategy through close reading, it is better to use a short piece of text.

Students can be directed to closely read a small section of a longer text.

Students should learn to apply strategies for close reading as needed.

Not all texts require a close read.

First ReadThe focus is RL or RI 1 (other

standards may be added)The objective of the first read is to

get the gist of the selectionThe first read is usually done

independently to give students an opportunity to grapple with the text

Rereading

Rereading in a Close ReadIs not…

Reading the entire text a second or third time.

Reading for fluency practice

Reading without being under teacher direction

Is…Reading only a

sentence or short section

Reading with a specific purpose and standard in mind

Reading under the guidance of the teacher

Close Reading OptionOne option for rereading a text:1st Read: Students read independently to read

what a text says (RL1, -Reading Comprehension literal)

2nd Read: Focus on Vocabulary (RL4 which includes L4a sentence level context

clues and RL 7 Using illustrations)3rd Read: Point of view of the characters (RL6- acknowledge different points of view

between characters.)

Reading with a PencilNot literally, but some means of taking notesSome examples include:Margin notesHighlightUnderlineLined paper notesGraphic organizers

Noticing Confusing PartsTeach students to monitor anything that is

confusing to them:

Examples:A single unknown wordA big idea that the reader has never

considered beforeThe structure of sentences

Discussing the TextDiscussion should allow students to engage in purposeful talk. Using Structured Student Interaction, teachers can use a language frame to guide student responses.

Asking Text-Dependent Questions

Since students have not yet developed the habit of rereading, it is necessary to prompt students with text-dependent questions.

Text-dependent questions: Those questions that can only be answered with evidence from the text. (both at literal and inferential levels)

Note: Upwards of 80% of CCSS reading standards (in most grades) require that students provide evidence from the text in their responses.

A Close Read Example (I do)

“The Butterfly Seeds” (Unit 6, Lesson 5)First Read RL 1, 7 (Get the “gist”)Second Read RL 3 (Look at how characters

react to events in the story)Third Read RL 4, 5, 7 (Focus on vocabulary

and how the author began and ended the story, use illustrations to support vocabulary)

First Read (RL 1,7)Read pages 316-319 to get the “gist.”

1. Students tell partner the gist.

2. Randomly call on students.

3. Re-read or ask questions as necessary.

(RL1) Questions:• Where does the beginning of

the story take place?

• What is the family doing? How do you know?

2nd Read RL3

What is a word that would describe Albert at this point in the story?

3rd Read RL4, 5, and 7RL 4,7 What does the word inspected mean?

What are they looking for?

How do you know?

RL5 How does the author begin/end the story?

inspected p.324Inspect (verb) inspector

(noun)

Inspect: To look over closelyInspector: The person who looks over something

closely.Her mom inspected her room to make sure it was clean. ________inspected___________.

overstuffed p.316See picture on p. 316What does the word over-stuffed

mean?How do you know?

vendor pp.325-327

Someone that sells something.We bought hot dogs from the vendor.We bought ______ from the vendor.

Lesson DesignUse a lesson design format to organize the

following:1. Learning Objectives2. Activating Prior Knowledge3. Concept Development (Lesson Content

Focus)4. How and when will you check for

understanding?5. How will you bring closure to the lesson?

Open Court Selections Aligned with Common Core Standards

Standards Alignment Guide

Should I use this standard with this text?

Sample Questions

Objectives

Planning Together (We do)

“The Library” Page T46

Standards: Reading Literature

1st Read Standards: 1, 7,2 2nd Read Standard: 4

“The Library”Unit 1, Lesson 3 Selected Standards: RL (1,2,7) (4)1. Understanding the standards-Make sure there is an

understanding of what students are expected to do.2. Consider how to chunk the text into manageable

sections.3. Write questions on post-its that help students get to the

“gist” if needed RL 1, 7, 2.4. Read the selection through the lens of standards RL 4, 75. Write questions on post-its that focus on standards 4

and/or 7.

“The Library” Page 46

Planning for First Read: Chunk the text How would chunk the text?

Pages 46-48, 49-51, 52-55, 56-59

(We do)

“The Library” Page 46(We do)Using the alignment guide, write

questions for pages 46-48 through the lens of RL 1 that would lead

Example: Who is the main character? What do we know about her at this point in the story?

“The Library” Pages 49-51

Planning for First Read:(With a Partner)Write questions for pages 49-51

through the lens of RL 1 that would lead students to the gist.

(You do together)

“The Library” RL 2 (We do)

Planning for First Read:Look at the Standards Alignment

Guide for RL 2. What question(s) may apply for this selection?

Vocabulary (RL 4 includes L 4)

With regard to vocabulary, consider:Which words are important to addressing the

selected standards?Which words are necessary, but a quick

definition is adequate?Which words are necessary and/or high utility

the text contains enough contexts clues for students to discover the meaning for themselves?

RL 4 Pages 46-48 (We do)

Planning for the Second Read:Identify words where we should tell

students the definition and move on.Identify words with enough context

clues for students to determine the definition.

nearsighted

incredible“She learned to read quite earlyAnd at an incredible rate.”

What is a synonym for incredible?

RL 4 Pages 49-51 (You do together)

Worth KnowingTell Definition

Worth KnowingUse Contest Clues

RL 4 Pages 49-51 (You do together)

Worth KnowingTell Definition

Worth KnowingUse Contest Clues

steamer trunk pg. 49 manufactured pg. 50adrift pg. 50 library cards pg. 50olympiad pg. 50 preferred pg. 51raids pg. 50

Olympiad

Planning for an OCR Selection

1. Consider the Matrix- What standards are suggested?

2. Consider the Standards Alignment Sheet.3. Consider how you will chunk the text for the

independent first read.4. Read the selection through the lens of the

standards that were selected.5. Use the standards alignment sheet to create

questions.6. Consider your lesson design including objectives,

activating prior knowledge, etc.

“Big Ideas”Close Reading

Critically reading short passages of challenging text

Students have an opportunity to grapple with text on their own.

Close reading is an outcome, not a strategy

Aligning Open Court to CCSSConcept/Question Board

OC term “Theme” CCSS term “Big Idea”

Comprehension StrategiesSetting Reading Goals

Summarizing

Monitoring and Clarifying

Asking Questions

Predicting

Making Connections

Visualizing

Monitoring and Adjusting Reading

Speed

Sample Questions

AssessmentsOCR lesson assessments are not

aligned to the CCSSMore information on assessments

will be forthcomingWriting will be a vehicle used assess

reading standards

Recommended Beginning of Year Diagnostic Assessments

Reading Lions Unit Fluency Assessments (give both and record the average)

BPSTJohnston Spelling Inventory

Day 2 CCSS ELA Training - Writing

Calendar Date

Year-Round July 15 and 16th

Modified Traditional August 12th

Traditional August 13th

Three things you learned or reviewed today.

Two actions you plan on taking based upon the information you learned today.

One question you wish to explore.

Emily learned at Pre-service that CCSS is a

dimmer switch…

Back in her classroom…

It’s very dark in here!

Closure: Implementation

All of the pieces will fit together as we collaborate within and across grade

level teams.

Remember the “dimmer switch”

Did you sign in?

Implications For EL Learners and Students with Disabilities

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