Reading Coaches Meeting September 2011

NEW

Common Core SS

-Place the documents side-by-side-Three different color highlighters: Highlight Right There Questions YellowThink and Search Question BlueAuthor and Me Questions - Green

right there questions initial understandingthink and search answer is in several parts of the textauthor and you interpretation and analytical

RL.1.1Questioning/Key DetailsQuestionType of QARWhy is the character happy/sad?

What problem does the character have?What caused _____ to ____?What words describe the character?

Possible StandardsQuestionsEssential QuestionWhen?B, D, A(CCSS)RL.1.1RL.1.3RL.1.7RL.1.2RL.1.4What words can you use to describe Jasper?How do you know how Jasper feels s about gardening

Who is the most important character?What does Jasper want?The purpose of the illustration on p. 55 is to show the reader..?What happened first?What is the problem in the story?How do you know?What caused the beanstalk not to grow?

What does Jasper really want?RL.1.3

What does Jaspers want?B

D

A

CCSSQuestionsRL.1.3 Describe characters, settings, and major events in a story, using key details.RL.1.2Retell stories, including key details, and demonstrate understanding of their central message or lesson.RL.1.7Use illustrations and details in a story to describe its characters, setting, or eventsWhat does Jasper really want?What do you see?What words can you use to describe Jasper?- Why does Jasper have gardening tools?How do you know how Jasper feels s about gardening?Who is the most important character?What does Jasper want?The purpose of the illustration on p. 55 is to show the reader..?What happened first?What is the problem in the story?How do you know?What caused the beanstalk not to grow?

BeginningMiddle EndJasper feels ___ because____.Jasper feels ___ because____.Jasper feels ___ because____.

Bring in a beanAskHow many have a garden?Share experiences with their gardensBring in gardening tools.shareDiscusshave they ever looked forward to a special event/occasion.Discusspatience/some things take time.

Look at the Cover

You can tell Jasper likes gardening because?

What words can you use to describe Jasper?

How do you know how Jasper feels s about gardening?

The picture I am getting in my mind is.

Shared ReadSet Up a Gathering/Meeting PlaceBuilding Oral LanguageBuilding Comprehension Skills through Interaction with the TextTeacher models Think-A-Loud process Higher Order Questioning using CCSS

P. 59 Who is the most important character?What does Jasper want?The purpose of the illustration on p. 55 is to show the reader..?What happened first?P. 63 -What is the problem in the story?What caused the beanstalk not to grow?

Model Think-A-Loud

P.67What caused Jasper to toss the bean?

P. 70Why is Jasper sad?How do you know?Tossed beanstalk.Forgets about it.Is not looking forward to the bean growing.(doesnt have to be patient)

The picture I am getting in my mind is.

BeginningMiddle EndJasper feels ___ because____.

Jasper feels ___ because____.Jasper feels ___ because____.

Look at the illustration on p. 67, how does Jasper feel about bean? How do you know?

Read p. 66 what words did you hear that let you know that Jasper is mad?

The purpose of the illustration on p. 73 is to show the reader _____?

(Problem/Solution)Graphic Organizer

What does Jasper REALLLLYYY want?

In assigned groups/tableRead A Hut for Zig BugPlan as a teamAn Essential QuestionOther appropriate questions for this storyGraphic Organizer(s)Extension ActivityShare with Group

Although the lesson demonstrated was based on the HM Read-A-Loud and Anthology.accessing more complex text is the clearest differentiator in reading between students who have a higher probability of reading successWe need to support teachers in utilizing complex text along with strong instructional strategies that are woven together to promote student growth and academic achievement.

Explain how these task cards should be used as tools to help raise the rigor of questioning in K/1

We will NO LONGER be using the SAT10 Task Cards in first grade. *Note: HOT OFF THE PRESS!Common Core State Standards task cards Developed question by analyzing the standards in order to achieve the outcomes/standards

Divided into (RL.__ Literary) (RI.___Informational)One set for (Kindergarten and one for First grade)First Grade CCSS task cards are much more rigorous than the Kindergarten*Both pictured books are CCSS exemplar text (READ ALOUD) Fiction*Both pictured books are CCSS exemplar text (READ ALOUD) Non-Fiction

**Understanding the types of questions that we should weave into our lessons need to be rigorous. and the questions on the CCSS meet this rigor and beyond.

Go over slide Task cards have right there questions initial understanding think and search answer is in several parts of the text author and me interpretation and analytical*Have the participants:

Place the documents side-by-side-Three different color highlighters: Highlight Right There Questions YellowThink and Search Question BlueOn My Own Questions PinkAuthor and Me Questions - Green

2. AHH Moment Point out how much rigor and deeper CCSS questions are

*Have the participants go through a few more questions from the CCSS task cards (about 10 minutes) than have them share their findings and discuss. *Review slide as information flies in.

Standards that will be covered during Read-A-LoudGraphic OrganizersCCSS QuestionsEssential Question

Please Note: We enhanced this lesson from the HM TE by adding the lesson on mood and changing the graphic organizer for story structure to a more rigorous organizer. *Possible things to do in order to activate prior knowledge.

Talking Points on slide. *Remind participants that as they plan, they are to utilize CCSS task cards to get deep thinking prior to reading the story.*Prompt participant to look at cover and predict what this story is going to be about..

Students can either draw a picture or write their prediction in their response logs. *Review slide*Place these question on post-its and place on the proper pages in the big book. Ask the questions as you Read-A-Loud the story. *Ask the questions as you Read-A-Loud the story. *Prompt participant to look at cover and predict what this story is going to be about..

Students can either draw a picture or write their prediction in their response logs. *Discuss what happened at the beginningFill in with participants what mood was Jasper in and why.Discuss what happens in the middle of the story.Fill in with participants what mood was Jasper in and why.Discuss with participants what happens in the end of the story.Fill in with participants what mood was Jasper and why.

Note:The Common Core State Standards deepen understanding, by not only asking what mood but more importantly why. *Point to illustration and wording on page 67.Picture shows Jasper is very sad, and he uses the word never which also further illustrates his feeling at the time.

P. 73 illustration show that Jasper is happy because he finally got what he wanted a beanstalk.*Review Graphic Organizer*Keeping the end in mind..*NOTE:

Planning with questioning and an ultimate essential question in mind will drive the instructional journey that teachers will take as they help student make meaning from text.

KEEEPING THE END IN MIND.

NOTE: This theme and story is not scheduled according to the pacing guide until the week of Oct. 17th. Therefore, you should go back to your schools and share this lesson and or plan with your teachers, so teachers can properly infuse the task cards into their instructional planning.

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