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:

CVC CVCe Students do not have spellings NO RULES! (e.g. two vowels

walking…)

Kindergarten Green Band

Daily review of sound cards 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

Common Core Anchor Standard- Language 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 Standard- Language 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 strategiesa) Use sentence-level context as a clue to the

meaning of a word or phrase

b) Use frequently occurring affixes as a clue to the meaning of a word

c) 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

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 mini-

lesson. In this example I would do a mini lesson on

Context Clues.

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.

Winston-Salem / Forsyth County Schools 2012

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

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

Winston-Salem / Forsyth County Schools 2012

K W L

Informational Article

Depending upon the strategies and skills being taught, students may not browse the entire selection when doing a C-P-W

Make sure that students attend to the text features and how a reader will read expository text differently

Planning for Red Band Instruction- Before 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 Warm-Up, 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

Planning for Red Band Instruction- First 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

Winston-Salem / Forsyth County Schools 2012

Prior to skills lesson, the students must revisit the selection. They will re-

read the selection independently, with a

partner of similar ability, or in a small teacher

guided group

Red Band- Second Read

Winston-Salem / Forsyth County Schools 2012

After Second Read, the teacher will teach a mini-

lesson 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.

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

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

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. 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