Welcome to 2 nd Grade Common Core State Standards Training Speaking & Listening

1. 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

2. 2nd Grade Task Force Team Julie Fong, Nicole Eterovich Sutherland, Leslie Griess, Diana Sandoval and Sheryl Tolson

3. Nuts and Bolts • Introductions • Identify a working partner at your table (A and B partners) • Resources/handouts pages • Logistics for the day

4. Norms • Be present • Collaborate with colleagues • Avoid sidebar conversations during explanations • Set your phone to silent

5. 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.

6. 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

7. Transitioning to Common Core

8. 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

9. Table Talk • What strategies are used in your classroom to promote student collaboration/discussion? • How often are they used?

10. Speaking and Listening Standards Pg. 6 • Comprehension and Collaboration • Standards 1-3 • Presentation of Knowledge and Ideas • Standards 4-6

11. Examining the Standards Activity 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.

12. Compare CCSS Verbiage to Progression Handout

13. Examining the Standards Activity 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.

14. Connection to ELD StandardsEnglish Language Development

15. English Language Learner Support

16. Speaking and ListeningRound the Clock

17. How do Speaking and Listening Standards Connect to Structured Student Interaction (SSI)?

18. 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

19. Possible Protocol • L= Look at your partner. • L= Lean toward your partner. • L= Lower your voice. • L= Listen attentively. Use the 4 Ls: K. Kinsella, 2012

20. Possible Protocol Sharing Out Give students something specific to listen for… Example frames: My answer is similar to ____’s. I agree with_______. I disagree with ______.

21. Emerging Practice: Evolving Practice: • 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.

22. 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

23. Components of SSI

24. A Classroom Look What elements of SSI are present in the video?

25. Structured Student Interaction: Sentence Frame One element of SSI I observed in this video was_____. The teacher could have refined her practice by including ________.

26. Language Frame Resource

27. 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…

28. “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 understanding The language frame supports students ability to use academic language in their responses

29. ELA CCSS and Reading Kindergarten

30. First Grade

31. Second Grade

32. Third Grade

33. Reading Standards: Foundational Skills Page 3

34. Reading-Foundational Skills • Print Concepts • Phonological Awareness • Phonics and Word Recognition • Fluency Pg. 3

35. CCSS Reading Foundational Skills Activity • Walk through the foundational skills document. • What do you notice?

36. One Early Literacy CCSS Shift • Simultaneous work of learning to read AND reading to make meaning +

37. Blending Purpose The purpose of blending is to teach the students a strategy for figuring out unfamiliar words.

38. Blending • Sound by Sound • Whole Word • Syllable Blending

39. 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

40. Review of Sound Spelling CardsProgram Appendix pages 15 and 16 • Terminology: • Name of the Card • Sound • Spelling

42. Dictation Program Appendix p. 18 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.

43. Features of Dictation • A learning experience - not a test • Students are encouraged to ask for help • Proofreading is an INTEGRAL part • Helps to informally assess needs • All students are successful and not frustrated • Students should receive reinforcement and feedback

44. 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.

45. 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

47. Multi-Syllabic Decoding Outcomes: • Review the different types of syllables • Review a process for teaching students to break apart words • Share resources with some practice opportunities.

48. Syllabication Vocabulary

49. Syllabication: General Rules Every syllable must have a vowel sound. This can be represented by one vowel or a vowel pair. po-ta-topain

50. Syllabication: General Rules Special combinations of consonants that make one sound are not divided. Examples: pathway pickle path - way pick - le