Grade 1, ELA – S July 18 – 22, 2016

1. Grade 1, ELA – SJuly 18 – 22, 2016 • Texts Worthy of Reading

2. Do Now Thinking about the texts you read as pre-work, reflect and discuss with a partner: • What makes these texts worthy of reading and teaching? • In what ways will these texts be engaging and challenging for a bilingual first grade student?

3. Agenda • Window and Mirror Texts • Text Complexity Features • Model: Unpacking the Text – Stelaluna • Application: Unpacking the Text – Owen • Reflection and Closing

4. Objectives Participants will… • Explore the role of coding systems in planning for early literacy instruction • Unpack the meaning of a literary text and analyze its defining features • Consider strategies for effective bridging • Apply learning to focus texts

5. Language Allocation Guidelines – K-3 Literacy

6. Mirror and Window Texts Provide students with a glimpse of the world/contexts that are unfamiliar to them Show students history, places, cultures, world views, etc. Assist students in gaining exposure to new ideas and building background knowledge Support students in understanding their own experiences through presenting more familiar concepts and ideas Students can connect the text to their own background knowledge Help students build empathy Window Texts Libros de ventana Mirror Texts Libros de espejo

7. Partner Discussion Mirror Text = we understand the text through our own knowledge and experiences • Do you view Stelaluna as a mirror text or a window text? Why? • Would your first grade students view Stelalunaas a mirror text or a window text? Why? Window Text = we gain exposure to new ideas and perspectives

8. Interactive Coding Systems for Early Reading Phonetic/ Visual Cues Semantic/ Meaning Cues Syntactic/ Structure Cues Awareness that signs and symbols correspond to sounds and convey ideas Understanding general ideas from texts read aloud Awareness that the order of words, phrases, and sentences can help make meaning Decoding complex sign and symbol relationships Employing numerous strategies to comprehend complex ideas presented in a text Employing numerous strategies to comprehend the organization of texts

9. Interactive Coding Systems for Early Reading • What they sound like in a classroom: • Fonética: “¿Cuál es la sílaba inicial en la palabra ‘mamá’?” (Teacher points to the word "mamá" in a story.) • Semántica: “¿Qué pasa después en el cuento?”  • Sintáctica:“¿Cuál es la palabra inicial en cada oración en esta página?”

10. Guiding Questions: Stelaluna • How can we determine the phonetic, semantic, and syntactical features that make Stelalunachallenging for students, so that we can better plan to engage them? • What are the most important ideas and understandings we want our students to walk away with after reading Stelaluna?

11. Unpacking the Text: Stelaluna Sistema de codificar 1: Fonética What phonics skills could be highlighted in Stelaluna? Modelo: • Distinguir entre la ‘c’ suave y la ‘c’ fuerte (cosas, cerró, p. 9) • With a partner, identify one additional phonics skill you could highlight while reading this text.

12. Unpacking the Text: Stelaluna • What does this look like in the classroom? • Instead of asking students to “sound it out,” ask more directed questions to cue phonemic awareness and development: • ¿Escuchas la ‘c’ suave o la ‘c’ fuerte en la palabra “caer”? • ¿Cuántassílabas hay en la palabra “aquellas”? (divídela) • ¿Cuantas silabas cerradas escuchas en “finalmente”? • ¿Cuál es la consonante inicial? ¿La última?

13. Unpacking the Text: Stelaluna Sistema de codificar 2: Sintáctico How does the order of words and phrases help readers make meaning in this story? Modelo: • Cuando habla uno de los pajaritos, siempre habla otro. Esto nos ayuda a saber que pasará después en el diálogo. • Con tucompañero, encuentraotroejemplo del sistemasintácticoen el texto.

14. Unpacking the Text: Stelaluna Discuss at your tables: What parts of Stelaluna may be challenging for students to understand? Why?

15. Let’s Dig Deeper! • What is the story’s central message or lesson? • What background knowledge would students need in order to access this story? • What do you notice about the sentences and vocabulary in the story? How challenging is the story’s language? • How do the illustrations support and convey meaning?

16. Reflection and Debrief: Stelaluna With your tables, discuss: • When during the school year might you use this text with students? Why? • What features make the text worthy of study? • What are the benefits of analyzing a text as teachers before reading it with students?

17. The Strategic Use of 2 Languages How will you incorporate the strategic use of two languages across the year to ensure students develop literacy in both languages?

18. The Bridge:Examples

19. Unpacking a New Text: Owen Application • Identify an opportunity to highlight one phonics skill and one syntactical element in Owen. • Analyze which parts of the story may be challenging for students to understand (semantics). • Determine when in the year you would use this text, and what elements make the text worthy of study.

20. Reflection in Note Catcher • What are the benefits of analyzing the phonetic, semantic, and syntactical elements of a text before teaching it? • What aspects of today’s learning are you most excited to apply? How will applying this learning benefit your students?