File - DMPS Elementary Literacy

Des Moines Public Schools Summer Professional Development Sessions

3rd Grade June 10th & 11th

Agenda for the Two Days Together… Day 1: I.

Welcome and Introductions

II.

Elementary Literacy Instructional Framework

III.

Health / Science & Social Studies

Day 2:

I.

Comprehension Instruction: Whole Group & Small Group

II.

Grammar and Writing Instruction

III.

Word Study Instruction

IV. Fluency Instruction V.

Wrap-Up and Course Credit

BUT FIRST… A PEP TALK http://www.youtube.com/watch?v=l-gQLqv9f4o

INTRODUCTIONS! Let’s get to know each other!!

Get Up and Move  • Photo Scavenger Hunt • Using your phone or other device find someone who has a picture matching one of the choices on the list • Initial the paper and find someone else! • 10 minutes to complete

BALANCING OUR PRIORITIES Journeys, The Common Core Standards and Data Teams

Implement the Data Teams process using district assessment and design instruction without core materials

Become familiar with what works for kids in the Journeys Materials

Use assessments from the Journeys Materials and implement a modified Data Teams Cycle

Work to create CFAs aligned to the CC Standards to build a deeper understanding of these standards

Goal: Implement the CC Standards with teacher created assessment to use during the Data Teams process. Deepen our Data Teams process by using student data around the standards to plan for instruction using Journeys as a starting point.

Deepening our Understanding…

The Common Core Ate My Baby and Other Urban Legends by Timothy Shanahan. (Educational Leadership – January 2013)

As you’re reading…  2 ideas that clarified something for you

? 1 idea that brings up a question

Goals for Moving Forward with Data Teams • Ensure that teams have assessments that support instructional decision making in both literacy & math. – “This teacher-created assessment may consist of entirely original items, or of items available through sources like online databases and ancillary materials, or of a combination of original and non-original items. However, it's critical that the team agrees that the items on the assessment accurately measure the "unwrapped" standards.” ~ Peery, pg. 22

• Implement a data analysis process to ensure that we are modifying instructional practices based on student needs.

CURRICULUM GUIDES 2013 – 2014

Based on your feedback… Our goals for the 2013-2014 Literacy Guides • Simplicity • Connected to and supportive of the Data Teams process (Focusing our Instruction) • Refine the alignment with the Journeys materials & further support the instruction of the CC Standards • Provide additional clarity on Writing • Articulate the Speaking & Listening standards

Based on your feedback… Our goals for the 2013-2014 Literacy Guides • Simplicity • Connected to and supportive of the Data Teams process (Focusing our Instruction) • Refine the alignment with the Journeys materials & further support the instruction of the CC Standards • Provide additional clarity on Writing

• Articulate the Speaking & Listening standards

Based on your feedback… Our goals for the 2013-2014 Literacy Guides • Simplicity • Connected to and supportive of the Data Teams process (Focusing our Instruction) • Refine the alignment with the Journeys materials & further support the instruction of the CC Standards • Provide additional clarity on Writing • Articulate the Speaking & Listening standards

Based on your feedback… Our goals for the 2013-2014 Literacy Guides • Simplicity • Connected to and supportive of the Data Teams process (Focusing our Instruction) • Refine the alignment with the Journeys materials & further support the instruction of the CC Standards • Provide additional clarity on Writing • Articulate the Speaking & Listening standards

Frequently Asked Questions 1. Why can’t the district provide the “team I Can statements”? 2. If consistency is our goal, why aren’t we providing common assessments for each unit?

Question #1: Why can’t the district provide the “team I Can statements”? The purpose of the “team I Can statements”: – Build a deeper understanding of the grade-level standards – Promote teacher conversation regarding what this standard looks like through instruction and assessment – Team and teacher ownership of the “I Can” statements, common formative assessments, and instructional practices

Question #2: If consistency is our goal, why aren’t we providing common assessments? The Purpose of team created CFAs: – To drive daily instruction in the classroom

(…it's critical that the team agrees that the items on the assessment accurately measure the standards ~ Peery)

– Team and teacher ownership of what we want our students to know and be able to do regarding the ICC standards The purpose of our CFAs is not to compare schools or student progress. (**The Balanced Assessment System)

LITERACY DATA TEAMS MODEL Grade 4 Unit 5

Step #1: Focusing our Instruction Literature Standards

Informational Standards

Literature 2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.  I can determine the theme of a story, drama, or poem.  I can list details from the story, drama, or poem to defend the theme I determined.  I can create my own summary using the theme of the story, drama, or poem and the details to support it. Literature 9: Compare and contrast the treatment of similar themes and topics (e.g. opposition of good and evil) and patterns of events (e.g. the quest) in stories, myths, and traditional literature from different cultures.  I can identify patterns of events that help me determine the themes and topics in stories, myths, and traditional literature.  I can explain similarities and differences in themes, topics, and patterns of events among stories, myths, and traditional literature from different cultures. Literature 1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.  I can use details from the story to explain what the text says explicitly.  I can draw inferences from the story using what the text says combined with my own thinking.  I can explain details and provide examples from the text to support the inferences I made.

Informational 3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.  I can explain important events or ideas in a text and support my explanation with details from the text.  I can explain important events or ideas in a text and what caused them to occur.  I can explain procedures from a text and identify signal words that supported my understanding.  I can explain the relationship of ideas in a text by examining how they are alike and different. (BUILDING CAPACITY FOR GRADE 5 INFORMATIONAL 3)

Informational 5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.  I can identify signal words or features for different text structures.  I can identify the structure used to organize a text.  I can identify text or graphic features and their purpose. (REVIEW from GRADE 3 INFORMATIONAL 5)

Focusing our Instruction 1. 2. 3.

I can use the details explicitly stated in the story and inferences I have made to determine the theme of the story. I can create my own summary using the theme of the story and details to support it. I can identify patterns of events and explain similarities and differences in themes in stories from different cultures.

1.

2.

I can explain the connection between important events or ideas in a text and support my explanation with key details from the text. (cause effect, sequencing, and compare and contrast) I can identify the text structure using signal words and text features in the text.

Goal for Step #1: Focusing our Instruction Promote teacher conversation & understanding of the grade-level standards: – What does the standard expect of students? – How do the different standards fit together? – What does this standard look like at previous or future grade levels?

Great resource to promote this conversation:

Step #2: Create the Pre/Post Common Formative Assessment

Goals for Step 2: Create the Pre/Post Common Formative Assessment • Assessment items directly aligned to prioritized I Can Statements. • Assessment items are designed to highlight the strengths and needs of students. • Assessment passages are grade level text. • Assessment length is reasonable. Resources to Support: – Journeys passages (practice book, projectable, unit assessments) – Read Works Website – District provided options

Step #3: Set the SMART Goal The percentage of students scoring proficient or higher on our prioritized I Can Statements will increase from ________% to ________% measured by the posttest administered on ___________________________.

Step #4: Identify Strengths and Needs • •

Identifying the text structure Identifying signal words that helped them know the text structure.

Needs/ • Implications •

Explaining cause/effect relationships THEME and identifying supporting details

Strengths

Goals for Step #4: Identify Strengths and Needs • The group analyzes the pre-assessment data to determine student strengths and areas of need, in reference to the team “I Can” statements. • Direct analysis of student work is necessary to complete this step.

Step #5: Planning for Instruction Lesson

Genre

Prioritized I Can Statements (* focus) I can use the details explicitly stated in the story and inferences I have made to determine the theme of the story. ** I can create my own summary using the theme of the story and details to support it. **

21

Literature

I can identify patterns of events and explain similarities and differences in themes in stories from different cultures.

Whole Group Considerations

** DEFINE THEME/LESSON FOR STUDENTS Use the handouts from Bobbi (In server folder) Student-friendly Themes Poster (from last year) Teacher Read Aloud: Questions 1, 3, 4 Question 4: What is the theme of this text? What details support this theme? Introduce Comprehension: Use Practice Book pg. 241 (Tues.). Use projectable 21.2 (Wed.)

Main Selection: (Thursday) Theme Graphic Organizer (In server folder) ** “Let’s track how the author worked toward building a theme. Deepening Comprehension: (Friday) Use the Guided Practice to have students “track” the development of theme on pg. 541-545. Text Structure Anchor Chart: Teacher Read Aloud: All of the questions – identifying the cause and the effect.

22

Informational

I can explain the connection between important events or ideas in a text and support my explanation with key details from the text. (cause effect, sequencing, and compare and contrast) I can identify the text structure using signal words and text features in the text.

Projectable 22.2: (t-93)(Tuesday) Stick with Cause/Effect Flow Chart. Add a box: identify signal words (as a result, which, because). Practice substituting other signal words in the text to “test” whether they are true signal words. Add another effect box: women got the right to vote. Main Selection: (Wednesday) Summarizes-- Teacher will read through each pages summary so students know what the main events are in the story (T95). Read pages 562563 (t96- t97) and complete projectable 22.3a. Read pages 565 (t99) –first 3 paragraphs (stop at the #4) complete the cause & effect on t98.

(Thursday) –continue to 567-569 (t101-103) complete the projectable 22.3b –use explicit details from the story. CAT—(Thursday) Complete practice book pg. 253 (t93) Elizabeth Cady Stanton

Goals for Step #5: Planning for Instruction • The group determines implications for whole group and small group instruction based on the team “I Can” statements and the pre-assessment student data. • Specific materials for use, teacher actions and student actions are articulated. • The group reviews the available materials within Journeys and determines what modifications to instruction and teacher language are necessary to accomplish our team “I Can” statements. Resources to Support: – JOURNEYS – The Common Core Book

Data Teams 2013-2014 (Grade 3 Unit 1) Literature Standards Literature 3: Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.  I can describe the traits, motivations and feelings of a character.  I can use the characters’ actions to infer their traits, motivations or feelings.  I can identify the sequence of major events in a story.  I can describe how the character’s actions caused the major events in a story.  I can compare and contrast two characters, using key details from the text, to deepen my understanding of characters in a story. (BUILDING CAPACITY FOR GRADE 5 LITERATURE 3)

Informational Standards Informational 3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.  I can locate and use signal words to help me identify time, sequence and cause/effect relationships.  I can identify important events, ideas or steps in the order they happened, to help me navigate the text that I am reading.  I can use signal words to help me describe the relationship between ideas in the text I’m reading.

Literature 5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.  I can identify and use the vocabulary terms that describe the parts of a text (chapter, scene, stanza, etc.).  I can describe how the parts of a text work together to create the big idea of a text. Literature 6: Distinguish their own point of view from that of the narrator or those of the characters.  I can identify the author’s or character’s point of view, using details from the text.  I can determine my own point of view using events or ideas from the text combined with my own experiences.  I can find similarities and differences between my own point of view and that of the author or character. Focusing our Instruction 1. 2. 3.

I can infer the character’s traits, motivations and feelings and tell how they contribute to the sequence of events. I can use the text structure to help me understand a story, poem or play. I can identify the author’s or character’s point of view (who is telling the story, 1 st or 3rd person) and compare it to my own or that of another character.

1. 2.

I can identify the key details to determine cause and effect relationships I can identify and use signal words to help find the sequence in the story ( time, dates, and signal words)

Data Team Example Discussion: 1. How do you see this working at your building? With your grade level team? 2. If you have already engaged in this process at your building, share out your experience with your table.

DESIGNING THE INSTRUCTIONAL DAY Handout

Designing the Instructional Day The Purpose of this Document: – Time allotments across content areas – Instructional components of each content area – Starting point for grade-level conversations about the distribution of the instructional day

3rd Grade Example Schedule 3rd Grade Schedule (M, T, Th, F) 8:25-8:45

Students enter, get breakfast & prepare for day

8:45-9:15

Math Intervention (small groups)

9:15-9:45

Science/Social Studies

9:45-10:45

Specials

10:45-11:50

Math (DMR, Core, Fact Fluency, Assessment)

11:50-12:30

Lunch/Recess

12:30-12:45

Word Study

12:45-2:00

Literacy Core (will vary time wise depending on day) • • • •

Writing/Grammar Vocabulary Fluency (model whole group/practice small group) Comprehension

2:00-2:30

Intensive Literacy Intervention

2:30-3:15

Literacy Intervention

Example Schedule Discussion: 1. What have you found that works at your building or individual classroom?

ENJOY YOUR LUNCH!

Des Moines Public Schools

Why do we need to teach health?

Childhood obesity

Childhood obesity...

...is just the tip of the iceberg of health risks impacting kids.

WHY??? HealthTeacher.com / Nonfiction Readers

• Organization • Integration • Accuracy of Information Hea

HealthTeacher Overview

Curriculum Lesson Guides

Website Walk-through

Lesson Playtime

Time to Bookmark Lessons

HealthTeacher.com Overview

Works on iPads!

Log In to HeathTeacher.com -- Set all passwords as dmpshealth

Log In

Home – Can always come back to home by clicking on the “home” icon.

home

Navigation and Other Resources Available on the Home Page Toggle

Resources

Search

Health in the News

To Find and Bookmark a Lesson… 1) click on lessons button

Lessons

2) Click on Scope & Sequence, 3) click on Topic and Grade, 4) click on lesson

Bookmark Lesson by Clicking on the Pink Ribbon – It Will Change to a Checkmark

Bookmark

The lesson is now bookmarked on my home page!

Send Health Home – Can Copy and Paste into a Parent Newsletter or Email.

Another way we can connect with parents… home.healthteacher.com

“New” Lesson Example: Start on the Interactive Video Required parts of the lessons are listed on the curriculum guides, additional parts are optional.

Start here

“Classic” Lesson Example: Will Use the Lesson Overview and the Teaching Steps

After You Teach Each Lesson – PLEASE Click on the “I Taught This” Button!

I Taught This

So You Will Earn a GOLD STAR!

…and for accountability!

Healthteacher.com http://staging.gonoodle.com/ Click on 8am: See Run With Us

Time to Activate Your Account. Enjoy!

WELCOME TO DAY 2!

GO NOODLE BRAIN BREAK!

COMPREHENSION INSTRUCTION Whole Group & Small Group

Effective Comprehension Instruction • Effective comprehension instruction is explicit or direct. (Gradual release of responsibility) • Build background knowledge • Read and prepare for the text ahead of time • Introduce and interact with new vocabulary • Opportunities to engage in a variety of complex texts and genres • Opportunities to read and reread a variety of text to deepen our understanding • Opportunities to write in response to our reading • To think deeply and talk about complex questions

CLOSE Reading Overview Close reading includes: • Using short passages and excerpts • Diving right into the text with limited prereading activities • Focusing on the text itself • Read with a pencil • Rereading with a purpose • Noticing things that are confusing • Discussing the text with others • •

•

Think-pair Share or Turn and Talk frequently Small groups with whole class

Responding to text-dependent questions

CLOSE Reading Overview • Video clip http://www.youtube.com/watch?v=5w9v6-zUg3Y http://www.youtube.com/watch?v=JhGI5zdjpvc

CLOSE Reading Overview • Read Article by Doug Fisher & Nancy Frey about close reading in elementary schools • Interacting with the Text * 3 connections you make while reading ? 2 questions you have ! 1 point that sticks in your mind

CLOSE Reading Overview • Text-Dependent Questions –Come prepared with a bank of questions to drive discussion to meet the end goal –Bring in opportunities for students to respond with writing (Write to Learn) –Evidence for questions must come from the text –Understanding beyond basic recall –Journeys has a great bank of questions to start discussions, however, you may need to add to some of the them or prioritize the questions that you need

Example of CLOSE Reading • Close Reading at Madison –What we did –What we learned and then changed • Post it notes/Writing with pencil in small group

–Things to consider • Time of year • Who needs extra support

• What have you tried? Share at your tables.

Journeys and CLOSE Reading • Our text dependent questions from A Fine, Fine School. 1. How does Mr. Keene feel about the students, teachers and school? How do you know? (T30) 2. What is the main problem in the story? Who is responsible for it? (T33) 3. Why does Tillie go to see Mr. Keene? (T34) 4. How did Tillie’s talk with Mr. Keene influence his decision at the end of the story? (solution)

Journeys and CLOSE Reading • Our text dependent questions from The Trial of Cardigan Jones. 1. 2.

3. 4.

The main problem is that Cardigan Jones is accused of stealing Mr. Brown’s pie. What details from the story lead you to believe that Cardigan Jones is guilty? How is Cardigan’s point of view about the problem different from that of Mrs. Brown? Reread pages 60-64. What happens after Cardigan insists that he did not take the pie? (T124) (First, Then, Next on student sheet) What clues lead the judge to solve the pie mystery? What was his conclusion? (solution) (T125)

Journeys and CLOSE Reading • Whole Group Discussion Questions 1. How did your knowledge of text structure help you better understand this story? 2. Who is telling this story? Let’s reread page48-51 together to help figure this out.

Using Technology and Think Central to Support Comprehension Instruction

• CUTEE Resources –Location & use

• Think Central –Online readers –Manuals –Workbook

Collaborative Discussion Time Options: 1. Work on focused “I Cans” 2. Create questions for a story in Unit 1 of Journeys

GRAMMAR & WRITING INSTRUCTION

Effective Grammar and Writing Instruction • Being a Writer –This will be our primary resource for writing instruction

• 3rd grade Units –The Writing Community & The Writing Process –Letter Writing Supplement –Personal Narrative –Opinion Writing Supplement –Functional Writing & Poetry –Expository Nonfiction

Effective Grammar and Writing Instruction

• Grammar –Journeys will be our primary resource for grammar instruction

Effective Grammar and Writing Instruction

• Writing (Being a Writer) – Getting Ready to Write (Lesson Focus) – Writing time – Sharing & Reflecting *Goal is to have students writing everyday

Lesson Demonstration • Integration of Being a Writer and the Grammar lessons –Unit 1 Lesson1

Using Technology and Think Central to support Writing & Grammar Instruction • Grammar Snap • Write SMART? –How can we incorporate pieces of Write SMART into our writing instruction? –Unit 3: Personal Narrative examples

WORD STUDY INSTRUCTION Phonemic Awareness, Phonics, Spelling and Vocabulary

Effective Word Study Instruction • Word Study Manual & Teacher’s Manual provide explicit instruction for Phonics and Vocabulary

• Provide practice in a connected text • Frequent repetition

• Explicit instruction of patterns in language • Frequent opportunities for practice • Make it fun!

Lesson Demonstration • Share Lesson 1sequence –Model the Sort –Repeat the Sort –Word Hunt –Blind Writing Sort –Extra support for students who struggle (formatively assess based on the bling word sort)

Effective Vocabulary Instruction Develop consciousness – appreciate words Activate background knowledge Variety of activities with words Word structure (affixes, base words and roots) provide clues to meaning • When necessary, explain meaning & give examples of how they are used MAKE A POINT OF USING THE WORDS OFTEN • • • •

Lesson Demonstration • Share Lesson 1sequence –Introduce Vocabulary from Anthology –Introduce Target Vocabulary Ending in –ed –Suffix –ly –Word Associations –Four-Square Map (multiple-meaning word)

Using Technology and Think Central to Support Word Study Instruction • CUTEE –Word study support links –Vocabulary support links

• Curriculum Resources Page –www.elementaryliteracy.org • Teacher created resources

FLUENCY INSTRUCTION

Effective Fluency Instruction • Fluency –Instruction of fluency should include modeling fluent reading and having students engage in repeated oral reading with an instructional focus.

Lesson Demonstration • Use the Oral Fluency passage from Journeys –Projectable –5 day sequence example

Engaging Students in Fluency Instruction • Activities for Repeated Oral Fluency Practice –Student-adult reading – One-on-one with an adult who provides a model of fluent reading, helps with word recognition, and offers feedback. –Choral reading – reading aloud simultaneously in a group –Partner reading – reading aloud with a more fluent partner (or with a partner of equal ability) –Readers’ theatre – the rehearsing and performing before an audience of a dialogue-rich script derived from a book.

Collaborative Discussion Time Options: • Adding classes in Think Central • Destination Reading • CUTEE – Units 1, 5 & 6

• Write SMART • Work on Word Study

WRAP-UP

Registering for Credit Activity Name: Literacy PLC 2013-Grade 3 1. To register for this course and paying with a credit card, please go online to www.aea11.k12.ia.us. Under the "Home" area, click on Professional Development, and then to the right, click on "Professional Development Catalog”. 2. On the catalog search page, scroll down to Or Enter an Activity Number and enter the activity number: SG090899991401 3. On the Activity Detail page, under “Fee Option” choose: o o o

$25.00 - License renewal credit is desired $.00- No credit is desired $100.00- Drake Graduate Credit

 You MUST have attended the full 2 days to be eligible for credit.

You MUST register by June 17th.

Exit Slip • Please use the notecards on your table to complete one of the following stems… –Next summer I would like… –I am excited about… –I really enjoyed… –Something I did not enjoy…