NCDPI
K-3 Literacy
Regional
Consultants
March 3-5, 2014
It’s NOT Just a 3rd Grade
Law
HB 950 S.L. 2012-142
Read to Achieve Program
Common Core State
Standards
Meet each year’s grade-specific
standards
Retain or further develop skills and
understandings
Work toward meeting general
expectations described by the College
and Career Readiness standards.
What are 3rd Grade
Teachers Saying?
“The humor of it all is that the other
grade levels use us now as the criteria
to judge their day with "At least we're
not in 3rd grade.”
--ProTeacher Community Online Forum
Early Intervention:
Children struggling with
reading at the end of
kindergarten will most likely
remain poor readers by the
end of Grade 4
Richard Allington
ELA Common Core
Learning Progressions
Built on previous grade
level
Anchor Standard
1. Read closely to
determine what the text
says explicitly and to
make logical inferences
from it; cite specific
textual evidence when
writing or speaking to
support conclusions
RL. 3.1 Ask and answer
questions to demonstrate
understanding of a text, referring
explicitly to the text as the basis
for the answers.
RL. 2.1. Ask and answer such
questions as who, what, where, when,
why , and how to demonstrate
understanding of key
details in a text.
RL. 1.1. Ask and answer
questions about key
details in a text.
RL. K.1. With prompting and
support, ask and answer
questions about key
details in a text.
Anchor Standard
2. Determine central
ideas or themes of a
text and analyze their
development;
summarize the key
supporting details and
ideas.
RL. 3.2. Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or moral
and explain how it is conveyed
through key details in the text.
RL. 2.2. Recount stories,
including fables and
folktales from diverse
cultures, and determine
their central message,
RL. 1.2. Retell stories,
including key details, and
demonstrate
understanding of their
central message
RL. K.2. With prompting and
support, retell familiar
stories, including key
details.
Academic Vocabulary
Key Details “What are the most important details in this story.”
Central Message
“What is the author telling or teaching us in this story?”
Text “What are you reading?” “What does it (text) say?”
Academic Vocabulary
Question “What do you want to know?”
Answer“What is your response to the question?”
Comment“Tell me what you think?”
mCLASS
Reading
3D
Diagnostic Tool
Instruc
t
Collect and
Use Data
Video
ANALYZE DATA
THE COMPOSITE SCORE IS JUST A BEGINNING
“DRILL DOWN” FOR THE WHOLE PICTURE
INSTRUCTIONAL NEEDS?
Written Response to Text
Starts with Oral Language
Retell
Show and Tell
Questions/Answers
Academic Vocabulary for Instruction
High Frequency Words
ANTIQUE ROADSHOW
SHOW AND TELL
ANALYZE QUESTION
STEMS
WHAT ELEMENTS SHOULD BE INCLUDED IN
INSTRUCTION
BREAKDOWN OF THE
QUESTION STEM
PRACTICE
Literacy Structures
Daily 5
Four Blocks
Balanced Literacy Block
Other:
KINDERGARTEN
BUILDING A FOUNDATION FOR A SCHOOL-WIDE
LITERACY PROGRAM
WHAT ARE YOUR
‘NEXT STEPS’?
NCDPI K-3 LITERACY
http://www.livebinders.com/play/play/850
102
NCDPI K-3LITERACY LIVEBINDER
K-3 Literacy Professional Development Offerings
Oral and Written Response to Text: Creating the Foundation for Comprehension in the Early Grades is designed to help K-­‐1 teachers: *See the ELA Common Core Standards as learning progressions, starting in kindergarten *Begin to use a common academic vocabulary, K-­‐3 *Implement instructional practices and routines that can be built upon in the following grade *Increase text complexity through read-­‐aloud and oral language skills *Tie the three Reading 3D comprehension assessments, Retell, Oral, and Written Comprehension directly to instruction The training time is 3 hours. Reading 3D Refresher This training is an overview for teachers new to Reading 3D and a refresher for those teachers who have already received the two-­‐day product training. During this session, participants will make connections to the foundational skills of reading, practice administration procedures and discuss the use of data to guide instruction. Participants will also have opportunities to explore related resources for each assessment and practical applications for the classroom, including time management, organization and materials. The length of the session can be adjusted to meet the needs of the participants. Written Response to Text This three hour session is not just about learning the mechanics of the written comprehension part of R3D. It will also focus on why we need to include writing and written response to text in our instruction. Often times we just refer to this part of Reading 3D as TRC. We have used the acronym so frequently that some teachers do not know what it stands for. If we focus on the words instead of the acronym we see that text reading (fluency and accuracy) is only half of the assessment. The other half, as well as the purpose for reading is comprehension. K-­‐3 Literacy/January 2014 K-3 Literacy Professional Development Offerings
MSV: Digging Deeper Using the Three Reading Cueing Systems During this three hour session participants will gain a deep understanding of the importance of using MSV, the three reading cueing system that readers use when engaging with text. Research has shown that using the reading cueing system to analyze test, allows the teacher to understand what cognitive processes or strategies students are using to the point where the error occurs. Understanding a student’s error pattern allows the teacher to identify his/her strengths and weaknesses, so that instruction can be targeted based on needs. Using Data to Guide Readers At the conclusion of this three hour presentation participants will understand how to use Reading 3D data to form instructional groups, understand the structure of guided reading, create guided reading lessons based on data, and acquire resources to enhance learning. Using Data to Drive Instruction Participants will work with web reports to gain insight into students’ strengths and weaknesses for instructional decisions. Developing an understanding for Progress Monitoring as well as gaining an understanding of the Now What? Tool and how to effectively use the tool for communication with parents, working with small groups, and identifying key areas of concern in various student probes will also be emphasized during this three hour session. Literacy Rich Instructional Leadership This three hour session will allow school administrators and identified school leaders an opportunity to gain an understanding of how to use Reading 3D data reports to make K-­‐3 Literacy/January 2014 K-3 Literacy Professional Development Offerings
instructional decisions as well as communicate with teachers about specific student needs. Participants will also have the opportunity to work with data reports and identify what next steps in Reading 3D are necessary at the school level for student success. Read to Achieve The “Read to Achieve” program is a part of the Excellent Public Schools Act, which became law in July of 2012 and applies to all schools at the beginning of the 2013-­‐2014 school year. The goal of the State is to ensure that every student read at or above grade level by the end of third grade. This presentation will allow participants an opportunity to explore the new legislation to ensure effective reading instruction is occurring to meet the individual needs of all students in K-­‐3. K-­‐3 Literacy/January 2014 Benchmark Assessments are given three +mes per year: BOY – Beginning of Year MOY – Middle of Year EOY – End of Year Progress Monitoring: Record your
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RED – A minimum of every 10 days. YELLOW – A minimum of every 20 days. GREEN/BLUE – A minimum of once per grading period. All screenshots are from is owned and operated by Do WR unDl all 3 lists are read at a proficient level.