Session Outcomes What do we want participants to be able to do as a result of this session? How will we know that they are able to do this? I can analyze EL’s Recommendations for Foundational Reading and Language Standards to determine the impact on my classroom practice. I can describe the relationship between improved literacy performance and instructional focus on reading foundations skills. Participants will teach a foundational reading or language standard to their colleagues. Discussions and journals. Concentric Circle Debrief Session Overview Section Time Overview Prepared Resources Facilitator Preparation Welcome; Learning Targets for Session 3 3 min Introduction to the session agenda and learning target. Session 3_PPT_NTI_020614 Preview all documents and resources Pre-read the Recommendations for Teaching Reading Foundations and Language Standards Booklet Preview the PPT slides and note their alignment to the Facilitator’s Guide below. Introductions 10 min Participants introduce selves at tables and name, role and work location. React to ta quote about complex text. Session 3_PPT_NTI_020614 Structure and Discussion of Foundational Reading and Language Standards Materials 15 min Participants will view PowerPoint slides regarding the structure of the Foundational Reading and Language Standards materials that are aligned to the content of the 2B modules in grades 3,4,5. Participants will engage in a discussion protocol. Session 3_PPT_NTI_020614 Become familiar with the Reading Foundations and Language Standards materials and ppt. slides
Learning Target Check-in. Have participants use the Thumb-o-meter to rate their success with the Learning Targets: Thumbs-up= I met the target. Thumbs-sideways= I am making progress towards the target. Thumbs-down= I have a lot of work to do before meeting the target. Section: BREAK Time: 15 minutes (3:00-3:15) Section: Components of Foundational Reading and Language Standards Materials Time: 3:15-4:15 [60 minutes] Participants will engage in a Jigsaw activity that will guide them through the sections of the Foundational Reading and Language Standards materials: (1.) Overview (2.) Word Study Criteria (3.) Additional Work with Complex Text (4.) Fluency Packet: Creating a Routine for Fluency Instruction (5.) “Show the Rule” (6.) Independent Reading: The Importance of a Volume of Reading and Sample Plans. Recommendations for Teaching Foundational Reading and Language Standards, Grades 3-5 Booklet Several copies of central texts from the 3-5 Modules Extra paper Markers Glue Sticks Scissors 35 min Tell participants that we are continuing to work on our two learning targets: I can analyze the Foundational Reading and Language Standards Supplemental Materials Strand to determine the impact on my classroom practice. I can describe the relationship between improved literacy performance and instructional focus on reading foundational skills. Divide Participants into teams of 3. Each member of the team will choose to read a section of the RF and L standards packet: Additional work with Complex Text; Fluency; Independent Reading. ALL members will read Overview and Word Study. Tell participants that after their reading, they will work in expert groups to develop a short, 5 minute mini-lesson to deliver to their original, home group. Allot 30 minutes for reading. Groups of 4; individuals 20 min Participants will now meet in groups to develop a short mini-lesson (no more than 5 minutes) demonstrating a piece of learning from their reading. The lesson should showcase how the researched literacy component (additional work with complex text; fluency, independent reading or word study) would be presented in the classroom. Each Role-Alike group will collaboratively plan ONE lesson that they each can bring back to their group. Groups of 3