Script: Welcome participants. Introduce self.Quick Assignment so please choose a peanut butter or jelly and set aside for later.
-Shifts happensGo thru(explain each) will go into next slide.-In grade-level groups, ask teachers to discuss the challenges with these shifts – what is most challenging for their grade-level-Remind them that these shifts have to be central to their instruction – they are a key consideration for assessment, so we need to emphasize them in instruction [After having them discuss challenges and going thru them. Have them notice the charts around the room with the 6 traits;As we go thru the day, have them put posted notes onto the charts as we see the shifts through out the day][Remind them that the more the participate they will all walk away with information that will help them with the implementation of the program]
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Teacher’s guide provides support for whole group, small group, and independent instruction. There are 5 weeks of core instruction per unit and the 6th week is for enrichment, assessment and reteaching or catch-up. Don’t finish in April!
Script: Fourth Grade has 1 volume text with 6 units. The 6th unit changes to a magazine. Unit 6 has a separate TE. The concept was that it would be high interest after testing. Trade books replace leveled books in Unit 6.
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Focus Wall Posters change weekly so put up with a clip. This is one of the things principals will be checking for fidelity.
Script: The Sound Spelling Cards support the connection between the spoken sound and the spelling of that sound. Every classroom in the district needs to have these posted. All other alphabets need to come down. You can post above your cursive writing alphabet if you want. Mount with the orange side out. Because each set costs $200, it is suggested to clip them up instead of staple.
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Script: The reading selections within the student book provide an excellent balance of fiction and informational text. Every lesson includes two texts for the student to read, the Anchor Text and a shorter, more complex Paired Selection on the same topic.
Script: “What do you notice?”We begin every lesson by introducing the academic vocabulary students will encounter in the anchor text. Each word is defined in context along with a real-life photograph to help students make a visual connection.
Script: Each teacher will receive a set of Vocabulary in Context Cards. The front of these cards have the same visual as in the student book. A routine is on the back of each card. The routines are…What Does It Mean provides a student friendly definitionHow Do I Use It (for grades K and 1 only) provides students with additional examplesThink About It asks students to demonstrate their understanding of the word, and Talk It Over includes prompts and graphic organizers that support the Common Core Standards of formal and informal discussion and collaboration. You encounter them throughout the week in read alouds, anchored text, vocabulary readers, and leveled readers so don’t spend 30 min. a day teaching vocab.The students build a deeper understanding of the academic vocabulary they will encounter in the Anchor Text as well as the shorter complex text. The Vocabulary in Context Cards are also online and are tablet ready.
Everyone write a sentence using the two vocabulary words: fault, trace. Share at table groups. Share out with whole group. It’s the discussion around the vocabulary that’s important, not just memorizing a definition.
Script: Next, we introduce a target skill and strategy; preview the topic.
Script: First Read of your Anchor Text used for practice and application of target vocabulary and skills and strategies. The questions to guide you are on the left side of the page. Includes new pieces of authentic literature and a wide variety of genres. The essential question is posted on the front page to give you your focal point.
Script: The Analyze the Text questions reinforce Target Skill and Target Strategy. It also supports the Common Core standard citing text evidence by having students go back into the text to find /support their answers.
Script: Dig Deeper is the second read of the text and is not the entire story. Provides 2-3 mini-lessons on ‘how to” analyze the text and cite text evidence –helping students learn how to read closely- to gain a deeper understanding of text so they can read independently at their expected level.
Script: Your Turntakes the text discussion to the next level…students Turn and Talk, have Classroom Conversations, collaborate in small groups…just what the Common Core Standards are calling for. On the facing page, students will complete a performance task as they write in response to the anchor text.
Have all participants sketch as you tell a story. (Precision Partner work: purposely select partners.) Peanut butters, retell the story to jellies using your sketches. *This is teacher opportunity to monitor and sit with groups as they discuss.
Script: Following each anchor text, students will read a shorter complex text - many of these are non- fiction /informational text – giving them an opportunity to apply those Dig Deeper strategies in another text using the weeks vocabulary words.
Script: Text to text is the focal point! If you can’t get to anything else do this. In Compare Texts,students are provided with opportunities to write in response/compare the two texts they have just read. In this Text to Text example, what are students being asked to do?-Gather details from text-Share ideas with a partner (collaboration)-Use text evidence in their writing to support their thoughts.Each of these is a big emphasis in Common Core
Script: you find two pages of grammar instruction every week in the student book. It is not taught in isolation and is tied to the anchor text.
Script: this is a reading adoption not writing. Still have your students respond to literature through speaking and writing. Although there are some good resources still follow the TTSD scope and sequence for writing.
Script This is good resource that provides mini lessons on writing forms and traits. It can be used to teach the district scope and sequence.
Script: The Reader’s Notebook provides on level practice and support for Reading, Writing, Grammar, and Spelling. 30 per classroom for one time only. You might want to mark pages that you want sent to the print shop for next year. Beyond and Approaching are available on line as black line masters.
Script: There are three titlesfor each grade level, with many of titles being Text Exemplars.Trade Booksfeature fiction and non-fiction and support literature circles and book talks, making the study of longer, complex texts a meaningful part of the classroom. The Trade Books are a part of the instructional cycle in grades 1-6 at the end of Units 2, 4, and in Unit 6. Lesson plans for each unit are located in the teacher’s guide. There are class sets of the first 2 but they replace the leveled readers in Unit 6.
Get your TE out, turn it to the side and notice file folder tabs. Go to your first whole group tab and then flip to the weekly planner (t10).
Script:Provides an opportunity to model fluency and promote listening comprehension. It also provides the context to introduce the week’s vocabulary words. There are questions and prompts placed at planned stopping points in the text throughout the Teacher Read Aloud.
Script: As students come to the end of the anchor text, they are asked to take an even closer look with Dig Deeper. The Dig Deeper section is a mini-lesson to guide the students in how to analyze the text, understand what the author or speaker is saying and questions their assumptions or premises.
Script: At the end of anchor text, you will always see a page entitled Your Turn. Notice how students have an opportunity to respond both verbally (turn and talk) and in writing.
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Script: Turn to the Small Group tab…Fourth grade exampleNow let’s look at the Weekly Plan for Small Group Instruction. What is addressed each day?The Literacy Centers are to be used during this small group time for independent practice. There is a center for Comprehension and Fluency, Word Study, and Think and Write. Each week the students will have an opportunity to complete leveled activities in these centers. Getting Started is an activity any learner in your class should be able to complete, Reach Higher is an activity for those who need more challenging work, while Challenge Yourself offers activities for those students who are ready to more advanced activities.
Script: Fourth grade example Top half are suggestions for Teacher Directed Groups. Bottom half are suggestions for Independent Work. Point out To Do Lists.tinyurl.com/4thgradesmallg
Script: Day Two will focus on differentiation of comprehension using the Anchor Textfrom the students’ edition.
Script: The Vocabulary Readers provide another exposure to academic vocabulary found in the Anchor Text; one title, 6 copies for each week of instruction (teaching support found behind small group tab). These non-fiction readers allow students to read and apply the academic vocabulary to connected text during small group instruction. The Vocabulary Readers are also online.
Script: TheLeveled Readers (On, Above, Below and ELL—30 titles 6 copies of each): provide leveled text with reinforcement of the comprehension skills and vocabulary taught in the Anchor Text. The ELL reader is linguistically adapted for students moving into English. It is also identical to the On Level Reader but includes clearer syntax. All of the Leveled Readers are correlated to F&P, Reading Recovery, Lexile, and DRA levels. They are also available online and can be printed for additional copies
Debbie visual -
Script: Readers that provide leveled Guided Reading instruction and practice for comprehension skills, vocabulary taught in the main selection. (8 page teacher’s plan for each leveled reader)
Ideas: Students reading to self, partner reading, Listening station, Vocabulary and Spelling Word work, Technology, fluency practicePlease try using these centers and come to our next training ready to share about what worked and what didn’t work.These are separate flipcharts
Script: There are three Ready-Made Literacy Centersper grade level that provide independent activities: Word Study, Comprehension and Fluency and Think and Write. 3 differentiated activities on each allow students to see how far they can go within each station: (1) Get Started, (2) Reach Higher, (3) Challenge Yourself.(TE references an online activity as well.)
Listening/Speaking Checklist and Writing Checklist in the back of the resource that can be utilized in learning stations.
This box is a good resource, but the most valuable is the Additional Resources folder. You should find this folder and put it in the front of your box.
No more weekly assessment, we will use benchmark/unit assessments.Reference Assessment plan – use our notes to lead them through stating what’s mandatory and what’s notUnit 1 has been ordered for all buildings, but you need to order all other unit test on your own and take out the writingYou don’t need to scan a copy to the print shop. Refer to the grade level, name of the book and page numbersAll assessments are available on Think CentralSpelling test are okay for 10 minutes but get back to teaching…
Script: TheCold Reads (grades 1-6) are 30 passages of increasing difficulty (1/3 below, 1/3 on, 1/3 above) that students read “cold,” without prereading instruction. Each passage is accompanied by comprehension questions, which assess literal, inferential, and higher-order thinking. Grades 2–6 also include written responses. Correlated to CCSS, the Cold Reads may be administered to individual students to monitor progress or given to students to read independently for ongoing practice with increasingly difficult texts.The cold reads have been ordered for Unit 1
Script: This takes the place of Unit 6
Script:Heather will go through Technology slideshowThink Central – Guides and Tutorials – Student and Teacher Quick start guides (Student is available in Spanish)
Script: Ask teachers if they have any additional questions. Stay with your team and plan the first week, continue to explore Think Central, or go look at focus walls in the building.
