Learning Target Check-in. Have participants use the Thumb-o-meter to rate their success with the Learning Targets: Thumbs-up= I met the target. Thumbs-sideways= I am making progress towards the target. Thumbs-down= I have a lot of work to do before meeting the target. Section: BREAK Time: 15 minutes (3:00-3:15) Section: Time: 3:15-4:15 Components of Foundational Reading and Language Standards Materials [60 minutes] Recommendations for Teaching Foundational Reading and Language Participants will engage in a Jigsaw activity that will guide Standards, Grades 3-5 Booklet them through the sections of the Foundational Reading and Language Standards materials: (1.) Overview (2.) Word Study Criteria (3.) Several copies of central texts from the 3-5 Modules Additional Work with Complex Text (4.) Fluency Packet: Creating a Routine for Fluency Instruction (5.) the Rule” (6.) Independent “Show Extra paper Reading: The Importance of a Volume of Reading and Sample Plans. Markers Glue Sticks Scissors 35 min Tell participants that we are continuing to work on our two learning targets: Groups of 4; individuals I can analyze the Foundational Reading and Language Standards Supplemental Materials Strand to determine the impact on my classroom practice. I can describe the relationship between improved literacy performance and instructional focus on reading foundational skills. Divide Participants into teams of 3. Each member of the team will choose to read a section of the RF and L standards packet: Additional work with Complex Text; Fluency; Independent Reading. ALL members will read Overview and Word Study. Tell participants that after their reading, they will work in expert groups to develop a short, 5 minute mini-lesson to deliver to their original, home group. Allot 30 minutes for reading. 20 min Participants will now meet in groups to develop a short mini-lesson (no more than 5 Groups of 3 minutes) demonstrating a piece of learning from their reading. The lesson should showcase how the researched literacy component (additional work with complex text; fluency, independent reading or word study) would be presented in the classroom. Each Role-Alike group will collaboratively plan ONE lesson that they each can bring back to their group.
Learning Target Check-in. Have participants use the Thumb-o-meter to rate their success with the Learning Targets: Thumbs-up= I met the target. Thumbs-sideways= I am making progress towards the target. Thumbs-down= I have a lot of work to do before meeting the target. Section: BREAK Time: 15 minutes (3:00-3:15) Section: Components of Foundational Reading and Language Standards Materials Time: 3:15-4:15 [60 minutes] Participants will engage in a Jigsaw activity that will guide them through the sections of the Foundational Reading and Language Standards materials: (1.) Overview (2.) Word Study Criteria (3.) Additional Work with Complex Text (4.) Fluency Packet: Creating a Routine for Fluency Instruction (5.) “Show the Rule” (6.) Independent Reading: The Importance of a Volume of Reading and Sample Plans. Recommendations for Teaching Foundational Reading and Language Standards, Grades 3-5 Booklet Several copies of central texts from the 3-5 Modules Extra paper Markers Glue Sticks Scissors 35 min Tell participants that we are continuing to work on our two learning targets: I can analyze the Foundational Reading and Language Standards Supplemental Materials Strand to determine the impact on my classroom practice. I can describe the relationship between improved literacy performance and instructional focus on reading foundational skills. Divide Participants into teams of 3. Each member of the team will choose to read a section of the RF and L standards packet: Additional work with Complex Text; Fluency; Independent Reading. ALL members will read Overview and Word Study. Tell participants that after their reading, they will work in expert groups to develop a short, 5 minute mini-lesson to deliver to their original, home group. Allot 30 minutes for reading. Groups of 4; individuals 20 min Participants will now meet in groups to develop a short mini-lesson (no more than 5 minutes) demonstrating a piece of learning from their reading. The lesson should showcase how the researched literacy component (additional work with complex text; fluency, independent reading or word study) would be presented in the classroom. Each Role-Alike group will collaboratively plan ONE lesson that they each can bring back to their group. Groups of 3
session_three_facilitators_guide_addressing_the_reading_foundations_and_language_standards_nti_020614.docx