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

Strategic and Informed Choices in the Elementary Classroom Day 3 Session 3. Session Outcomes:. Review the CCSS shifts in the context of the Elementary Classroom. Session Outcomes:. Review the CCSS shifts in the context of the Elementary Classroom Consider how Guided Reading ,

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

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  1. Strategic and Informed Choices in theElementary ClassroomDay 3 Session 3 MSDE

  2. Session Outcomes: • Review the CCSS shifts in the context of the Elementary Classroom MSDE

  3. 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 MSDE

  4. 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 toolto assist with strategic and informed choices MSDE

  5. CCSS shifts:What are the unique considerations for Elementary Teachers? • Emphasis on Informational Text MSDE

  6. CCSS shifts:What are the unique considerations for Elementary Teachers? • Emphasis on Informational Text • Use of Complex Text MSDE

  7. CCSS shifts:What are the unique considerations for Elementary Teachers? • Emphasis on Informational Text • Use of Complex Text • Application of Close Reading MSDE

  8. CCSS shifts:What 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 MSDE

  9. CCSS shifts:What 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 MSDE

  10. CCSS shifts:What 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 MSDE

  11. 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 MSDE

  12. 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 MSDE

  13. 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 MSDE

  14. Interactive Read Aloud • A planned period of instruction when a wide variety of literary and informational complex textsare 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 readingand 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 MSDE

  15. 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. MSDE

  16. 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/orGuided Reading based on the strategic instructional decisions of the teacher.

  17. Instructional Implications for Elementary Teachers MSDE

  18. A shift: • to modeling close analytic reading of text MSDE

  19. A shift: • to more text dependent questions MSDE

  20. A shift: • in focus on vocabulary, especially academic vocabulary MSDE

  21. A shift:Strategic 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 MSDE

  22. Group work!!!! MSDE

  23. MSDE

  24. A tool for strategic and informed choices….. MSDE

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