1. A Little Old SchoolA Little New School

2. Prior Knowledge • What do I already know about Building Blocks? • What do I already know about Four Blocks?

3. Why Now? • Higher Expectations • Common Core Roll Out Grades K-2 • Kindergarten students will be the first students in 2014-2015 to take the Next Generation Test • Addresses the 12 Instructional Rubrics

4. Comparisons Old School New School Guide on The Side Conferencing with students Differentiated Instruction Formative Assessments Smart boards Bloom’s Academic Vocabulary Quadrant D Technology Common Core • Sage on the Stage • Round Robin Reading • Whole Group Reading Instruction • Multiple Choice Questions for assessments • Blackboards/Chalk • Workbooks, workbooks, workbooks!!! • Basic Skills First

5. New School Changes!!! Old School • Reading • ‘Riting • ‘Rithmetic Rigor Relevancy Relationships

6. Kindergarten Building BlocksFirst Grade Four Blocks Kindergarten-Reading with Children First Grade-Guided Reading Block Big Group-I Can statements Good morning song Morning Meeting Picture Walks Echo/Choral Reading Shared/Partner Reading Playschool/Coaching Groups Three-Ring Circus • Big Group-I Can statements • Good morning song • Morning Meeting • Predictable Big Books • Picture Walks • Echo/Choral Reading • Nursery and Other Rhymes/Common Core

7. Building BlocksNursery RhymesOne, Two, Buckle My Shoe One, two, buckle my shoe; Three, four, shut the door; Five, six, pick up sticks; Seven, eight, lay them straight; Nine, ten , a big fat hen.

8. Echo Read Activity • Read the rhyme to the children the first time. • The second time you read the rhyme, let the children be your echo and read after you when you cup your hand to your ear. • The third time you read, have everyone read with you.

9. Choral Read Activity • Choral read after the students become familiar with the rhyme. • Group students by having them count off---1-2,3-4,5-6,7-8,9-10. • All students read the title together. (Be sure to use a pointer.) • Group 1-2 will read the first line,3-4 read second line,5-6 read third line , etc… • Any students who were not included in the group of choral reading will pantomime the actions.(Be sure to model the actions.)

10. Extended Learning • What skills were taught in the rhyme? • With your group decide how you could extend the learning to accommodate differentiated instruction. Each group will be given 5 minutes and one person will report an activity. Write the activity and the skills taught on the tablet paper.

11. The Wheels on the Bus • Make cards that say “wheels,” “horn”, “people,” “driver,” “children”, “mothers”, and “wipers.” • First, let all the children read all of the parts and do all of the actions with you. • Next day, divide the children into 7 groups and assign each group a part. • Each group will say their assigned lines and do the corresponding action.

12. The Wheels on the Bus The wheels on the bus go round and round, round and round, round and round. The wheels on the bus go round and round. All through the town. The horn on the bus goes beep… The people on the bus go up and down… The driver on the bus says “move on back…” The children on the bus go “yak….” The mothers on the bus go “shh…” The wipers on the bus go swish….

13. First GradeGuided Reading Block Partner Reading: • Consider whom you will pair with whom, pairing the most struggling readers with your better readers. • Give the stronger readers a blue square and the other student a blue circle. • Have the students find partners with different shapes and tell them that the squares read first today. • Partner Read the Lion and the Mouse.

14. Three-Ring Circus Way to differentiate instruction: • Wait until partner reading is well-established • Begin second semester • Organization chart showing Three-Ring Circus components • Three components are: Read with Partners, Read by Yourself, and Read with Teacher

15. Shoulder Share • With your shoulder partner, share how you can implement this in your room. • After 5 minutes share an idea with the whole group.

17. Life is a Beach Ball!!!! This activity is not a story map but can lead to the development of a written story map. Use a large beach ball with the following questions written on each strip of the ball: • What is the book title, and who is the author? • Who are the main characters? • What is the setting? • What happens in the story? • How does the story end? • What is your favorite part?

18. In Conclusion !!! Exit Ticket: Incorporate 3 new activities in your room this semester Have fun, enjoy and live, laugh and dance! Always do right- This will gratify some people and astonish the rest— Mark Twain