Strategic and Informed Choices in the Elementary Classroom Day 3 Session 3

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Strategic and Informed Choices in
theElementary ClassroomDay 3 Session 3
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Session Outcomes

• Review the CCSS shifts in the context of the
  Elementary Classroom

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Session Outcomes

• Review the CCSS shifts in the context of the
  Elementary Classroom
• Consider how Guided Reading,
• Shared Reading and
• Interactive Reading Aloud are informed by
  the CCSS shifts

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Session Outcomes

• Review the CCSS shifts in the context of the
  Elementary Classroom
• Consider how Guided Reading,
• Shared Reading and
• Interactive Reading Aloud are informed by
  the CCSS shifts
• Explore a tool to assist with strategic and
  informed choices

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CCSS shiftsWhat are the unique considerations
for Elementary Teachers?

• Emphasis on Informational Text

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CCSS shiftsWhat are the unique considerations
for Elementary Teachers?

• Emphasis on Informational Text
• Use of Complex Text

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CCSS shiftsWhat are the unique considerations
for Elementary Teachers?

• Emphasis on Informational Text
• Use of Complex Text
• Application of Close Reading

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CCSS shiftsWhat are the unique considerations
for Elementary Teachers?

• Emphasis on Informational Text
• Use of Complex Text
• Application of Close Reading
• Response to text-dependent questions with oral
  and written responses

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CCSS shiftsWhat are the unique considerations
for Elementary Teachers?

• Emphasis on Informational Text
• Use of Complex Text
• Application of Close Reading
• Response to text-dependent questions with oral
  and written responses
• Development of
• Vocabulary/Academic Vocabulary

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CCSS shiftsWhat are the unique considerations
for Elementary Teachers?

• Emphasis on Informational Text
• Use of Complex Text
• Application of Close Reading
• Response to text-dependent questions with oral
  and written responses
• Development of
• Vocabulary/Academic Vocabulary
• Focus on rich content knowledge

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Close Reading

• A process of reading and re-reading complex text
  deliberately to query, contemplate and carefully
  analyze and evaluate the meaning of the text in
  order to gain multi-layered comprehension
• MCCSC Framework Glossary
• Maryland State Department of Education
• Office of Reading/English Language Arts

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Guided Reading

• Explicit instruction for the purpose of providing
  the skills, structure and purpose of reading and
  responding to instructional level text (usually
  occurs in a homogeneous small group setting)
• MCCSC Framework Glossary
• Maryland State Department of Education
• Office of Reading/English Language Arts

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Shared Reading

• Interactive period of instruction where the
  students view text and the teacher explicitly
  teaches and models the skills and behaviors of
  good readers.
• MCCSC Framework Glossary
• Maryland State Department of Education
• Office of Reading/English Language Arts

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Interactive Read Aloud

• A planned period of instruction when a wide
  variety of literary and informational complex
  texts are read aloud and used as a vehicle to
  teach literacy and other content (i.e. science
  and social studies). The teacher as reader uses
  prosody, think alouds and text dependent
  questions in order to model close reading and
  fluency while maintaining the feel of a story
  time versus a scripted lesson.
• MCCSC Framework Glossary
• Maryland State Department of Education
• Office of Reading/English Language Arts

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Interactive Read Alouds of Complex Text for
PK-12 students

• Interactive Read Alouds of complex texts can be
  used effectively to model and engage students in
  close reading of grade-level complex texts as a
  stretch into text that may be too difficult for
  the student to read independently.

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PK-1st grade students

• can not decode complex text independently
• so the close reading of complex text occurs
• during Interactive Read Alouds, Shared
• Reading and/or Guided Reading based
• on the strategic
• instructional decisions
• of the teacher.

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Instructional Implications for Elementary Teachers
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A shift

• to modeling close analytic reading of text

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A shift

• to more text dependent questions

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A shift

• in focus on vocabulary, especially
• academic vocabulary

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A shiftStrategic selection of more complex text

• More informational text (NOT all)
• Multiple themes and/or subtle themes
• Subtle/frequent transitions
• Density of information
• Unfamiliar settings, topics or events
• Longer paragraphs
• Lack of words, sentences, or paragraphs that
  review or pull things together
• Any text structure which is less narrative and/or
  mixes structures

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Group work!!!!
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(No Transcript)
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A tool for strategic and informed choices..