Transcript Winston-Salem / Forsyth County DIBELS

Winston-Salem / Forsyth
County Schools
Mid-year Instructional
Shifts
Using Imagine It!
KINDERGARTEN
Kindergarten Blending
 All sound cards are
turned
 Lessons shift from
phonemic
awareness to
phonics
Foundational Standards
 RF.K.2- Demonstrate understanding of
spoken, words, syllables, and sounds
(phonemes).
 RF.K.3- Know and apply grade-level phonics
and word analysis skills in decoding words.
Kindergarten Blending
 Students are blending sound-
by-sound
 The focus is on the vowel
 Begin blending:
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CVC
CVCe
Students do not have spellings
NO RULES! (e.g. two vowels
walking…)
Kindergarten Green Band
 Daily review of sound cards
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Chant
Motions
Think of them as a tool
Refer to when writing
 Increase practice of high frequency words
and phrases
FIRST GRADE: UNIT SEVEN
Changes in the Red Band
 Vocabulary is taught in context
 Move from Shared Reading approach to
Teacher Directed Reading approach
 Students start applying strategies and skills
through the model-prompt-do cycle.
Winston-Salem / Forsyth County Schools 2012
Changes in the Red Band
 Vocabulary is taught in context
 Move from Shared Reading approach to
Teacher Directed Reading approach
 Students start applying strategies and skills
through the model-prompt-do cycle
Critical instructional time
Winston-Salem / Forsyth County Schools 2012
Overview of Red Band
Red Band
Mini-lesson on
Vocabulary
Strategy
Mini-lesson on
Strategies
Second Read to
Refresh
Comprehension
Vocabulary
Warm-Up
First Read for
Strategies
Mini-lesson for
Skills and Apply
in Text
Discussion and
Response
Common Core Anchor StandardLanguage 4
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases by
using context clues, analyzing meaningful
word parts, and consulting general and
specialized reference materials, as
appropriate
Common Core StandardLanguage 1.4
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade 1 reading and content,
choosing flexibly from an array of strategies
a)
b)
c)
Use sentence-level context as a clue to the
meaning of a word or phrase
Use frequently occurring affixes as a clue to
the meaning of a word
Identify frequently occurring root words (e.g.
look) and their inflectional forms (e.g. looks,
looked, looking)
Vocabulary: What We Should Do
Provide explicit instruction in:
 Word knowledge
 Word structure
 Vocabulary strategies
 Context clues
 Word structure
 Apposition
Winston-Salem / Forsyth County Schools 2012
Winston-Salem / Forsyth County Schools 2012
Read words to the
students as they point
and repeat. Have words
written on board or
chart to be used
throughout process of
defining.
Winston-Salem / Forsyth County Schools 2012
Review three vocabulary
strategies. The highlighted
strategy for the Warm-up
should be the focus of your
quick vocabulary minilesson. In this example I
would do a mini lesson on
Context Clues.
Winston-Salem / Forsyth County Schools 2012
Context Clues
Context Clues
Context Clues
Context Clues
Susie just got a new b___________
Susie just got a new b___________
Susie just got a new b___________
at the media center.
Susie just got a new book
at the media center.
Jane r_____________
Jane r_____________
Jane r_____________ to first base
when she hit the ball.
Jane ran to first base
when she hit the ball.
My mother saw a c_____________
My mother saw a c_____________
My mother saw a c_____________
parked outside near the school.
My mother saw a car
parked outside near the school.
Read entire Warm-up aloud to
students without stopping.
Eventually students will
assume the responsibility for
the reading. Until this can be
done quickly, the teacher
should read aloud.
Winston-Salem / Forsyth County Schools 2012
As part of your
preparation, decide
which strategy or
strategies students
should use and write
in your manual any
notes to support
instruction
Winston-Salem / Forsyth County Schools 2012
Reread the Warm-up stopping
at each highlighted word to
define using vocabulary
strategies. Model explicitly. As
you lead students to define
the word, list the definition on
the board or chart using the
student’s words.
Winston-Salem / Forsyth County Schools 2012
Winston-Salem / Forsyth County Schools 2012
When all words have been
defined and written on the
board, confirm the definitions
by using the transparency or
skills practice page (top of the
page)
Winston-Salem / Forsyth County Schools 2012
Explain concept
vocabulary word
and add this word to
the concept
question board
Winston-Salem / Forsyth County Schools 2012
Red Band (Before the Read)Building Background
Choose the prior
knowledge and
background information
that will best support
your students especially
with the genre they are
preparing to read
Winston-Salem / Forsyth County Schools 2012
Red Band (Before the Read)Browse
As they Browse remind
students the purpose is
to prepare for the
reading. Browsing is not
a picture walk.
Winston-Salem / Forsyth County Schools 2012
Red Band (Before the Read)Browse
Use this information to
inform how to guide the
browse.
Winston-Salem / Forsyth County Schools 2012
Red Band- Browse
Clues
Problems
Wonderings
Realistic Fiction
Depending upon the strategies and skills being taught, students
may not browse the entire selection when doing a C-P-W
K
W
L
Informational Article
Make sure that students attend to the text features and how a
reader will read expository text differently
Winston-Salem / Forsyth County Schools 2012
Planning for Red Band InstructionBefore the Read
 Decide what background information (if any)
is needed prior to reading.
 Review genre type and characteristics
 Include ideas for what to model in the C-P-W
or K-W-L
Winston-Salem / Forsyth County Schools 2012
Red Band- First Read, focus on
strategies
After Vocabulary WarmUp, insert a mini lesson
on the Comprehension
Strategy or Strategies
that will be featured in
the selection.
Comprehension Rubrics
can be used as
discussion points or to
help build mini-lessons.
Winston-Salem / Forsyth County Schools 2012
Red Band- First Read, focus on
strategies
Students are to read the
text in the most
independent way that is
possible.
Winston-Salem / Forsyth County Schools 2012
Overview of Red Band
Red Band
Mini-lesson on
Vocabulary
Strategy
Mini-lesson on
Strategies
Second Read to
Refresh
Comprehension
Vocabulary
Warm-Up
First Read for
Strategies
Mini-lesson for
Skills and Apply
in Text
Discussion and
Response
Planning for Red Band InstructionFirst Read
 Review strategy or strategies
 After teaching in isolation, strategies are
taught in combination with each other
 Use the instructional language provided and
expect students to use the language as well
 Mini-lesson on strategy(ies) prior to the read
then apply throughout first read
Winston-Salem / Forsyth County Schools 2012
Comprehension Strategy
Reminders
 Strategy posters- updated to align with hand
motions
 Hand motions
 Comprehension Strategy songs
The teacher is the most proficient reader, by
modeling strategies you let the students
“hear” what happens in a reader’s head
Winston-Salem / Forsyth County Schools 2012
Red Band- Second Read, focus on
skills
Winston-Salem / Forsyth County Schools 2012
Red Band- Second Read
Prior to skills lesson, the
students must revisit the
selection. They will reread the selection
independently, with a
partner of similar ability,
or in a small teacher
guided group
Winston-Salem / Forsyth County Schools 2012
Red Band- Second Read
After Second Read, the
teacher will teach a minilesson on the skill
featured in the lesson.
The focus will be one
skill at a time. After the
mini-lesson, the students
will go back into the text
with the teacher and
apply that skill.
Winston-Salem / Forsyth County Schools 2012
Red Band- Second Read, focus on
skills
Lesson Planner and
Teacher’s manual will
give specific places
within the selection to
apply the skill
Winston-Salem / Forsyth County Schools 2012
Overview of Red Band
Red Band
Mini-lesson on
Vocabulary
Strategy
Mini-lesson on
Strategies
Second Read to
Refresh
Comprehension
Vocabulary
Warm-Up
First Read for
Strategies
Mini-lesson for
Skills and Apply
in Text
Discussion and
Response
Comprehension Skill Reminders
 Prior to any skill instruction, students re-read
the text (either in entirety or parts)
Independently- With Partner- Small Group
 Mini-lesson on skill including graphic
organizer
 Apply skill at points in the text
Winston-Salem / Forsyth County Schools 2012
Red Band- Text Dependent
Questions
 Explicit modeling in how to respond in writing
 Plan text dependent questions modeled after
TRC assessments to be practice during
differentiation
 Resources provided in Companion Planning
Document and Progression of Text
Dependent Questions
Winston-Salem / Forsyth County Schools 2012
Overview of Red Band
Red Band
Mini-lesson on
Vocabulary
Strategy
Mini-lesson on
Strategies
Second Read to
Refresh
Comprehension
Vocabulary
Warm-Up
First Read for
Strategies
Mini-lesson for
Skills and Apply
in Text
Discussion and
Response
SECOND GRADE: UNIT FOUR
Word Structure
 Transitions from phonology to morphology
 Supports the development of fluency
 Supports the development of vocabulary
 Helps with pronunciation of longer unfamiliar
words
 Teaches students to deconstruct words
Word Structure Includes:
 Plurals
 Synonyms
 Antonyms
 Homographs
 Homophones
 Compound words
 Contractions
 Affixes
 Inflectional endings
 Comparative endings
Prefixes
 Are attached to the beginning of a root or
word and change the meaning
 Prefixes do not change the form of the word,
only the meaning
Suffixes
 Are attached to the end of a word or root
 Suffixes change the meaning
 Suffixes often change the function of the word
 Suffixes often require a spelling change in the
root
Inflectional endings
 Inflectional endings change the number, case
or gender when added to nouns
 Inflectional endings change the tense when
added to verbs
Teaching Word Structure
 Students read the words on a line
 Model that words can be made of individual
parts
 Examine the words on each line for
meaningful parts
 Identify the root word and discuss the
meaning
Teaching Word Structure
(continued)
 Underline and discuss the meaning of the
prefix or suffix or both
 Reassemble the word, thinking about the
meaning of the word parts
 Say the word
 Use the word in an extended sentence
Instructional Implications for
Students
 Helps students realize that many words are
related and that using their knowledge of a
word can help them understand related
words.
 Encourages students to use their knowledge
of word structure during all of their reading to
clarify unfamiliar words.
Common Core Standards
 RF.2.3- Know and apply grade-level phonics
and word analysis skills in decoding words.
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d. Decode words with common prefixes and
suffixes.
 L.2.4- Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 2 reading and
content, choosing flexibly from an array of
strategies.

b. Determine the meaning of the new word
formed when a known prefix is added to a
known word