common core (florida standards) and reads fame webinar – february 19, 2014 presenters: sarah...
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Common Core (Florida Standards) and READS
FAME Webinar – February 19, 2014
Presenters:Sarah Aloise (Brevard)Lisa Comparato (Polk)Kathy Crisafulli (Brevard)Sybil FarwellRebecca Shary (Brevard)Nancy TegerElizabeth (Beth) Wareham (Brevard)
(Handout: Presenters Contact Info)
AgendaIntroduction – OverviewREADS Components
◦Common Core integration◦Instructional activities
Background
Range of essential services◦Guiding readers◦Supporting classroom instruction◦Planning and collaboration◦Offering direct teaching
Lesson plans
◦Implementing collection development plan◦Advocating for school libraries
Essential QuestionHow do school librarians
contribute to students’ development as lifelong learners and readers?◦Ideas
Teaching and reinforcing literacy skills Promoting reading and developing a
“literate” community Providing access to a wide range of
resources
READSAdvantages
◦Provides scope and sequence Strands spiral up through grade levels
◦Supports reading initiatives of school and district
◦Provides value-added services that lead to improved student achievement
◦ (Handout – READS CC correlation.2.Activities)
Why READS?Statewide reading motivational
and instructional scope and sequence◦Transferable (Common language
and curriculum) From district to district Within feeder patterns With other educational partners
Why READS?Scope and sequence
◦Formalizes instructional role Curriculum development
Structured approach Lesson plans Student skills and activities
◦Merges reading agendas (Common Core State) Florida Standards AASL Standards FINDS Research Process Model
http://readsresources.wikispaces.comhttp://www.fldoe.org/bii/Library_Media/http://www.floridamedia.org/?page=Prof_READS_Flo
READS ComponentsRead as a
personal activity
Read as a personal activity: Reading guidance
Introducing students to books/mediaGroup strategies
◦ Displays◦ Book talks◦ Activities◦ “Speed Dating”◦ Reading interest surveys◦ Reading aloud
Read as a personal activity: Reading guidance
Individual strategies Welcoming library environment
◦ Time to select books◦ Collection reflects students’ interests
Choice in reading selections Personal reading interviews
◦ “I hate to read!”◦ “I want another book like . . . “◦ Reading interest survey
Online reading guidance sites Assigned student mentoring
READ as a personal activity
Handouts:• Lisa.ipad handout
for lesson
• Lisa.ipad handout top 10 apps
• Lisa.ipad Handout #3
READS as a personal activity
1.2 Select listening and viewing resources for enjoyment and information
1.2.1 Choose age and ability appropriate resources for listening and viewing activities (e.g., podcasts, music)
Teaching with the iPad
READS ComponentsExplore characteristics, history,
and awards of creative works
Explore characteristics, history, and awards of creative works
2.1 Literary Themes and Genres◦ Themes in Literature◦ Fiction Genres – Rebecca Shary◦ Nonfiction Genres
2.2 Social, Cultural, Political, and Historical Events
2.3 Literary and Artistic Excellence◦ Awards◦ Intellectual Freedom
Explore: Google Docs Spreadsheets & Literary Genres
by Rebecca Shary, Media Specialist at the West Melbourne Elementary School for Science
Handout: Rebecca.fiction genres & google spreadsheet Grade 5
Overview This activity is part of a lesson that
spans several visits to the Media Center and includes: ◦ A review of fiction genres◦ An introduction to Google Spreadsheets
READS Explore Components
1.1 Select and read literary and informational resources at an appropriate reading level.
1.3 Use community resources for recreational and informational needs.
2.1 Identify and critically analyze literary and media themes and genres.
3.1 Identify and analyze key ideas and details of a work.
3.2 Understand the literary techniques and complexities of a work.
4.1 Create a presentation appropriate for the topic, audience, and purpose, working in groups or individually.
Explore: Genre – Nonfiction
Biography – Life stories•Autobiography•Memoir•Collective
Narrative – Informational text using story features•Facts on topic using narrative style; may have literary language•May use setting and feature larger message
Expository – Facts in clear organizational structure•Major topic and supporting details; logical sequence•Compare/contrast; cause/effect; graphic features (charts, etc)
Explore: Appreciate literary and artistic excellence
Awards Caldecott Award Newbery Award Robert F. Sibert Informational Book Medal YALSA Award for Excellence in Nonfiction for
Young Adults Orbis Pictus Award for Outstanding Nonfiction for
Children Odyssey Award for Excellence in Audiobooks Nobel Prizes Pulitzer Prizes National Book Awards
Explore: Appreciate literary and artistic excellence
Activities Televised news shows Story Times: stories and/or illustrations Reading Forums: Third grade up – Reviving
Reading Contests Displays Teacher and/or Librarian activities
◦ Read alouds; mentor texts; text set on content area; class novels/nonfiction selections
Explore: Appreciate literary and artistic excellence
Lessons Nourishing the Newbery. (2013). By Beth McGuire.
School Library Monthly, 30 (3), 11-14. (Gr. 4 up) Reading/Language Arts: Becoming a Caldecott art
critic. (2013). By Samantha Roslund. School Library Monthly, 30 (3), 56-57. (Gr. 2-4)
Sources ReadWriteThink ReadWorks New York Times Learning Network AASL Lesson Plan Database (membership required
for resources) Journals: School Library Monthly; LibrarySparks
READS ComponentsAnalyze structure and aesthetic
features of creative works
Florida Standards and Vocabulary Development
Language – 4, 5, 6◦ Vocabulary acquisition and use
Reading: Literature – 4, 5◦ Craft and structure (interpret words and phrases)
Reading: Informational Text – 4, 5◦ Craft and Structure (interpret words and phrases)
Speaking and Listening – 1, 2, 3, 4, 6◦ Formal language usage, ability to adapt language
to situationWriting – 1, 2, 3
◦ Linking words, temporal words, phrases and clauses, concrete words
Tier 3 – Highly specialized, subject-specific; low occurrences in texts; lacking generalization◦ E.g., lava, aorta, legislature, circumference
Tier 2 –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas◦ E.g., vary, relative, innovation, accumulate, surface,
layer
Tier 1 – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level◦ E.g., clock, baby, Common Core State Standards, Appendix A, page 33
Vocabulary and Common Core3 Tiers of Words
Word-savvy students◦More successful learners
How can you expect to complete assignments and do well on tests if you don’t understand the directions?
Second graders are becoming word wizards by creating posters to show what they know about these vocabulary words that span all content areas.
Wizard Word Wall
7 8 9
4 5 6
1 2 3ScoreboardX
O
Click Here ifX Wins
Click Here ifO Wins
http://quizlet.com/33532540/flashcards
http://quizlet.com/ Log in to create cards.
http://www.wordle.net/createhttp://www.vocabulary.co.il/http://www.youtube.com/watch?v
=qgaSmJKR9HM
Cool Tools: Engage with Technology
Analyze – Vocab-A-ThonImprove academics and support
literacy◦Satellite High School (Sarah Aloise)◦Fundraiser (supports library
programming) – pledge funds◦Activities
500 word list – take 100 word test Top two scorers per class in second
vocabulary test for prizes Pizza party
Most money raised and top average test scoreHandout: Sarah.Vocab-a-thon
Analyze – Author StudiesPurpose
◦Critically evaluate author’s themes, characters, and writing style
◦Make connections between authors or student’s experiences and author/characters
Dr. Seuss Celebration Lessons for Grades K-6
Handouts: Kathy.Beyond Green Eggs; Kathy.graphing-goldfish; Kathy.One Fish, Two Fish
Grades K-1
FOLLOW UP:
Make a fun pictograph by sorting colored goldfish crackers. Use graphs to compare numbers of each color per bag.
Red Fish
Blue Fish
Talk about how fish are alike and different in the book. Introduce Venn Diagrams with red and blue hoops or yarn circles. Students place Red, Blue or Red/blue fish in correct section to compare/contrast.
Grades 2-3
Follow up read aloud with
a class book (or PowerPoint)
entitled “Beyond Green Eggs
and Ham”. Follow model.
Illustrate silly rhyme.
I do not like green
mashed potatoes.
I would not eat it
on a log.
I would not eat it with
a dog.
I would not eat it in
a tree.
I would not eat it near
a bee.
Beyond Green Eggs
A tribute to Dr. Seuss
Grades 4-6Critical Thinking with Dr. Seuss
Inquiry Circle groups will read a Dr. Seuss book. Reflect and respond with higher order thinking.What is the main idea of the story? Has anything like this ever happened to you?What conflicts arise in this story?How do the characters resolve their conflicts?Do the characters resolve their conflicts in a peaceful manner?What is the author's message to his readers?How can you apply this message to your life?Can you think of another question to ask about the meaning of this book?
Grades 4-6Critical Thinking with Dr. Seuss
Inquiry Circle groups ◦Read a Dr. Seuss book ◦Reflect and respond with higher order
thinking
Grades 4-6Critical Thinking with Dr. Seuss
What is the main idea of the story? Has anything like this ever happened to you? What conflicts arise in this story? How do the characters resolve their
conflicts? Do the characters resolve their conflicts in a
peaceful manner? What is the author's message to his readers? How can you apply this message to your life? Can you think of another question to ask
about the meaning of this book?
Analyze – Compare Literary Elements
Close Reading ◦Provides opportunities to read
closely and engage in deep thinking Use complex text samples Use text dependent questions
◦Activity Example Amelia Bedelia and character study Construct and support arguments
concerning character traits of Amelia Complete a trading card
Handout: FAME PD READS Resource List
READS Components
◦ Advertisements◦ Audio recordings◦ Banners◦ Blogs◦ Book or magazine
covers◦ Book trailers◦ Bookmarks◦ Essays
◦ Journals◦ Mediated oral
reports◦ Newsletters◦ Paintings◦ Skits◦ Story map/web◦ Vocabulary banks◦ Word clouds
Develop a literary-based productResponse to creative work
Reading Promotion – Writing Across Curriculum
Book Report Contest◦(Handout – Beth.WritingAcrossCurriculum)◦Create prize baskets and place in
library◦Collaboratively work with teachers◦Remind student that they receive
ticket for each completed report submitted
◦Have principal pull winning tickets on morning announcements
READS ComponentsScore reading progress
◦5.1 Develop habits of lifelong reading through participation in motivation programs and activities 5.1.1 Library activities and reading celebrations 5.1.2 Structured independent reading programs
◦5.2 Monitor individual reading progress 5.2.1 Reading programs with management
components 5.2.2 Lifelong literacy skills
Florida Reading Association (FRA) Resources
Score – Schoolwide ProgramReading Challenge
◦Choose theme◦Determine incentives
Administrators in costumes Day-long reading celebration Games and crafts
◦Review each class’s weekly totals◦Prepare periodical updates on
morning announcements◦Announce winners
Handout: Beth.Reading challenge
