Title: Strategic and Informed Choices in the Elementary Classroom Day 3 Session 3
1 Strategic and Informed Choices in
theElementary ClassroomDay 3 Session 3
2Session Outcomes
- Review the CCSS shifts in the context of the
Elementary Classroom
3Session 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
4Session 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
5CCSS shiftsWhat are the unique considerations
for Elementary Teachers?
- Emphasis on Informational Text
6CCSS shiftsWhat are the unique considerations
for Elementary Teachers?
- Emphasis on Informational Text
- Use of Complex Text
7CCSS shiftsWhat are the unique considerations
for Elementary Teachers?
- Emphasis on Informational Text
- Use of Complex Text
- Application of Close Reading
8CCSS 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
9CCSS 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
10CCSS 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
11Close 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
12Guided 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
13Shared 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
14Interactive 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
15Interactive 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.
16PK-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.
17Instructional Implications for Elementary Teachers
18A shift
- to modeling close analytic reading of text
19A shift
- to more text dependent questions
20A shift
- in focus on vocabulary, especially
- academic vocabulary
21A 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
22Group work!!!!
23(No Transcript)
24A tool for strategic and informed choices..