Wonders Training - Squarespace · Title of shared reading/anthology: ... More Wonders Resources for...

Wonders Training

Name: ______________________________

Strengths & Challenges

collaboration experimentation reflection collaboration experimentation reflection

Strengths Challenges

Literacy Philosophy


Foundation- use of research-based foundational curriculum

Focus- use of the standards to prioritize instruction on key

learning targets

Flexibility- teacher as instructional experts, instructional style, the

art of teaching, differentiation, pacing etc.

FIDELITY

FOUNDATION

Planning with the End in Mind


What do kids need to know? What do the standards say? How will kids show they learned it? At what level do they need to know the skill? (DOK) What will I do if they don’t learn it? Already know it? What learning experiences/instruction do kids need? What components will get us there? Which components do I need to spend more/less time with?

Standards & Backwards Design


Notes:

Standards & Backwards Design


Architecture of a Lesson


Title of shared reading/anthology: ___________________________________________________

Common Core strategy: _____________________________________________________________

Connection: Rally students for the lesson, talk about how this lesson will fit into the work children have been doing and how it will fit into their lives as readers.

Readers, remember how we have been working on ___.

Teaching Point: Readers, today I want to teach you that readers _____ so they can _____. One way we do this is by ______. Watch me as I ____

Teach: Listen to me as I think aloud ____. Listen to me as I talk through how to use this strategy. Did you see how I ___. Let me show you what I do when I get stuck ____.

Active Engagement: Now it’s your turn to try this strategy on ____.

Link: Readers, today and everyday you can use this strategy when you are reading ____. Readers, today we learned that readers ___ so they can ___. One way you can do this is by ___.

High leverage strategies precision partnering, collaborative conversations, state teaching point, clear lesson architecture, representations, examples and models of content, routines and procedures, formative assessment, planning for what might be difficult etc.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Building Background Introduce Essential Question Vocabulary instruction (K-5) 15 minutes Templates 10 minutes foundational skills Big Book (K-1st) 20 minutes listening comprehension Decodable shared read K-1st phonetic text 20-30 minutes RWW shared read 2-5th 20-30 minutes introduces priority standard, strategy & skill

Templates 10 minutes foundational skills Shared Read Vocabulary (embedded) Close read- read with lens Standards focused mini lessons 20 minutes Interactive Read Aloud K-2 build background, model skill and strategy for week 3-5 to build background, model as needed 20 minutes Gradual release of independence

Templates 10 minutes foundational skills Anthology Pre-read in 3-5th Scaffolded and supported 1st – 2nd Application of skills Independent application of skills 1-5th Close read with various lenses

Templates 10 minutes foundational skills Decodable Shared Read for fluency (K) Anthology &/or Paired Read Application and independent work applies to the standards

Templates 10 minutes foundational skills Paired Read comparing texts for application of standard and answering of essential question Assessment Summative or formative

Whole Group Weekly Planner

Whole Group Observations


Bu

ild

Back

grou

nd

Vo

cabu

lary

Te

mpl

ates

Shar

ed R

ead

Inte

ract

ive

read

alo

ud

Anth

olog

y &

Paire

d Re

ad

Some questions

to consider:

Can you identify the teaching point/standard? Can you see I do, we do, you do framework? What engagement strategies do you see? Do you see collaborative conversations that go beyond turn and talk? How are kids doing the work? Is there productive struggle? Limited frontloading?

Second Grade Small Groups- sample


day Accuracy Fluency Comprehension

1

accuracy fluency comprehension

1. lines of practice -words (card #3, #9, #8) -high frequency words 2. shared read -focus on strategy and skill

Must do: -read on-level book before group (fluency focus) 1. lines of practice -phrases from text 2. close read with on-level book -use level-up lessons -use lesson cards -focus on skill and strategy

Must do: 1. read above-level book before group (fluency/comp focus) -only half of book -take notes on the gist -annotate 2. write about reading

2

1. lines of practice -high frequency words -words or phrases taken from following text 2. decodable reader OR approaching reader -focus on strategy and skill *reread for fluency during independent tasks

Must do: 1. read paired read before group (fluency focus) 2. write about reading -focus on skill and strategy

1. close read of above text -use level-up lessons -use lesson cards -focus on skill and strategy -move up standards progressions

3

1. lines of practice -words or phrases taken from following text -focus on fluency skill- week 2. decodable reader OR approaching reader -focus on strategy and skill

1. lines of practice -phrases from text

2. close read with paired read -focus on skill and strategy

Must do: 1. read above-level book before group (fluency/comp focus) -last half of book -take notes on the gist -annotate 2. write about reading

4

1. lines of practice -phrases for fluency -high frequency words 2. options: -reread approaching level or decodable for fluency -paired read -level up text 3. formative assessment

1. level-up text -use level-up lessons -use lesson cards 2. formative assessment

1. push kids that are beyond to higher level of skills/thinking during close read -use level-up lessons -use lesson cards -focus on skill and strategy -move up standards progressions 2. formative assessment

Small Group Observations


Accu

racy

Flue

ncy

Com

preh

ensio

n

Some questions

to consider:

Can you identify the teaching point/standard? Can you see I do, we do, you do framework? What engagement strategies do you see? Do you see collaborative conversations that go beyond turn and talk? How are kids doing the work? How are scaffolds given? Limited frontloading?

Independent Tasks


Examples Non-Examples

It’s not reading unless they are reading. – Anita Archer

Whole Group Resources


8Ts of Whole Group


Lesson Design *Keep pace perky, break down instruction into manageable 10-12 minute chunks Lesson Architecture Guiding Questions Component: Standard What standard are you teaching? What is

the standard asking students to do?

Assessment How will you assess the standard? (exit tickets, fist to five, small group)

Connection Readers, remember we have been learning to…..

Essential question Standard

Teaching Point Readers, today I want to teach you…..

• How will I make the teaching point clear to my students?

Teaching (I do, We do)

• What frontloading do I need to do? • What will you model/demonstrate and

where/when will you do that? • Which vocabulary words will have the

biggest impact on comprehension? o Which will I teach? o Which will I tell? o Which can be figured out in

context? • How will students read the text?

o Teacher read and think aloud o Structured partnership o Structured silent reading o Read passage before coming to

group • What is the purpose of the read? • Where do you anticipate students will

get stuck? How will you respond?

Active Engagement (We do)

• How will you guide your students to independence with this standard?

• Prioritize comprehension questions/tasks o 1st read-gist/key details o 2nd read-Vocab/Author’s Purpose o Additional reads-inferences,

opinions, intertextual connections • When will kids talk/what structures and

routines are in place for discussions? • What engagement strategies will you

use to keep the discussion moving? o Numbered heads o Think/pair/share o Talking chips o Give one, get one o Inside/outside circle o Jigsaw

• What are some possible stuck points? How will you respond?

Link Readers, from now on when you are reading….you can use this strategy to…

Send students off to practice the work independently. • What task will they work on? Is the task

consistent with the rigor of the standard?

Independent Practice (You do)

• How will students demonstrate independence with the standard?

Collaborative Conversations


DOK - Depth Of Knowledge Page 1 of 2


DOK - Depth Of Knowledge Page 2 of 2


Small Group Resources


8Ts of Small Groups


Small Groups- looks like, sounds like


K – 2nd: More Wonders Resources for Small Groups


GRADELEVEL OTHERRESOURCESTOTHINKABOUTFORSMALLGROUPS

KINDERGARTENAccuracyandFluency-Highfrequencyprintablebooks-portal:search“decodable”AccuracyandFluency-sharedread(eitherasapre-readorareread)AccuracyandFluency-Wonderworkstakehomedecodables-portal:“wonderworksdecodables”AccuracyandFluency-Wonderworksdecodablebooks-portal:search“kindergartenWonderworks”AccuracyandFluency-Tier2resources(doaphonicsscreenerandstartwhereneedis)Fluency-lyricsofweeklysongsforrereading-connected>resources>searchlyrics-alsoonportalasonedocumentFluencyandcomprehension-anthologyrereadforstrategyandskillsComprehension-ComparecontrastanthologyandpairedreadComprehension-practiceskill/strategymorewithBigBook,reread,retellcardsComprehension-practiceskillandstrategyontheirownbook*analyticalwritingideas:greattosendkidsofftoworkoninindependenttasks*looktoday4integrateideas,writeaboutreading(analyticalwriting)forpotentialformativeassessmentsduringsmallgroups

FIRSTGRADE

Accuracy-ILoveReadingBooks-portal:search“Ilovereadingbooks”AccuracyandFluency-Tier2resources(doaphonicsscreenerandstartwhereneedis)AccuracyandFluency-sharedread(eitherasapre-readorareread)Fluencyandcomprehension-anthologyrereadforstrategyandskillsComprehension-practiceskill/strategymorewithBigBook,reread,retellcardsComprehension-ComparecontrastanthologyandpairedreadComprehension-practiceskillandstrategyontheirownbook*analyticalwritingideas:greattosendkidsofftoworkoninindependenttasks*looktoday4integrateideas,writeaboutreading(analyticalwriting)forpotentialformativeassessmentsduringsmallgroups

SECONDGRADE

Accuracy-Wonderworksapprenticeleveledbooks-portal:search“apprenticelevel”AccuracyandFluency-Tier2resources(doaphonicsscreenerandaimforhigherend)Fluency-looktoday4toseewhatfluencyfocusisfortheweekFluencyandcomprehension-anthologyrereadforstrategyandskillsFluencyandcomprehension-pairedreadComprehension-sharedread(annotating,notetakingascomp.strategy)Comprehension-ComparecontrastanthologyandpairedreadComprehension-practiceskillandstrategyontheirownbook*analyticalwritingideas:greattosendkidsofftoworkoninindependenttasks*looktoday4integrateideas,writeaboutreading(analyticalwriting)forpotentialformativeassessmentsduringsmallgroups

3rd - 5th: More Wonders Resources for Small Groups


GRADELEVEL OTHERRESOURCESTOTHINKABOUTFORSMALLGROUPS

Accuracy

• Phonicsdeficitlessons

• Decodablepassages

• Linesofpractice-pullmultisyllabicandhighfrequencywordsfromleveledreaders

• Phonicslessonoftheweek

• Wordsorts

• Tier2phonics/wordstudybook

• Tier2fluencybook

Fluency

• Tier2fluencybook

• Fluencyskilllessonoftheweek

• Yourturnpracticebookfluency/comppassageatapproaching,onorbeyondlevels

• Fluencyassessmentpassages

• Rereadingsectionsofsharedread,anthology,pairedreadorleveledreaderswithafluency

focus

• Linesofpracticewithafluencyfocus

Comprehension

• Practiceskill/strategyinsharedread,anthology,pairedread,leveledreader

• Leveluplessoncards

• Leveledreaderlessoncards

• YourTurnpracticebookfluency/comprehensionpassagethatisleveled:approaching,on

andbeyond

• Compare/contrastreadsacrosstheweek

• Analyticalwriting(day5)

• Question4aftereachreadisoftenthehigherlevelquestions

• Annotatingtextusingpostitsoranotetaker

*analyticalwritingideas:greattosendkidsofftoworkoninindependenttasks

*looktoday4integrateideas,writeaboutreading(analyticalwriting)for

potentialformativeassessmentsduringsmallgroups

Extending for high-level readers Page 1 of 2


resources from whole group to use in small group and/or independent tasks: *anthology *paired read (second anthology story) *“analytical writing” and “guided practice” ideas attached to many texts in whole group *“respond to reading” after the anthology- question #4 *integrate ideas (day 4 and 5), “write about reading” section is high DOK (analyze) *research and inquiry under “collaborate” tab on ConnectEd *discussion board under “collaborate” tab on ConnectEd resources from small group materials: *beyond level reader -leveled reader lesson cards -level up lessons- *has a graphic organizer for kids to use to take notes when reading, text evidence -gifted and talented side bar skills: *annotating *comparing texts (anthology & paired read or leveled reader & paired read) *citing evidence to support statements high leverage teaching strategies: *collaborative conversations (protocol for students to do independently) *leveled questions (plan ahead of time) *flash debates -they can collect evidence as an independent task and then come back together to debate

Focus on digging deeper into the strategy, skill and standard for the week. Use the end of week assessment answer key to find the priority standard for the week.

Use the standards progressions to see what the standard looks like at higher grade levels


assessment: *show the skill, strategy and standard from a self selected text they have read in independent tasks, true assessment on whether they understand and can apply -if they can, move up the progressions independent tasks: *pre-read texts before coming to group for the gist or another specific purpose -accountability- reflect on purpose in writing, graphic organizer *towards end of week they answer the essential question, citing evidence from all stories read -keep a graphic organizer throughout week building towards answering the question *self selected reading with a purpose (skill, strategy and standard) *reader response journal *summarizing text (graphic organizer to scaffold if needed) *reread Big Book and give an oral retell to a friend *compare/contrast paired read and anthology (graphic organizer) *create a cloze read of interactive read aloud or other text for them to go back in and retell *look to integrate ideas on day 4 and 5 *teach students to run their own literature circle (specify jobs, create purpose etc)

Focus on digging deeper into the strategy, skill and standard for the week. Use the end of week assessment answer key to find the priority standard for the week.

Use the standards progressions to see what the standard looks like at higher grade levels

Extending for high level readers Page 2 of 2

SmallGroupPlanningActivityandResourceGuide

Target Activities WondersResourcesAccuracy

•LinesofPractice•CutupTemplateStrips•Decodablepassages•FluencyPassagePractice•BelowlevelFluencyPassagePractice•Re-readLevelReaderpagesforAccuracy•Re-readRRWandAnthology•LevelUpLevelReader•AccuracyDeficitLessons

Templates,Tier2Phonics/WordStudyTemplates(intranet)DecodablesYourTurnPracticeBookApproachingorELLPracticeBookWondersResourcesLeveledReaderBooksori-padPortal/Intranet

Fluency

•TimedPassages(coldread,re-read)•Variouslevel(upordown)TimedPassages•FluencyFriday-oneminutetimingsfordifferentgroups•Fluencysoundandwordlists•Phrasingstrips/Sentencestrips•PartnerPractice(traintotimeandrecord)•ReadersTheater,EchoRead,ChoralRead

YourTurnPracticeBookApproaching,ELL,andBeyondPracticeBookPassagesTier2FluencysupportlessonsFluencyPassages,LeveledReaders,StoriesTier2Intervention:Fluency

*Phonics

• sounddrill,worddrills,phrasedrills,• decodablepassages• SentenceStrips• WeeklyPhonicsminilessons• PhonicsScreenerDeficitLessons

Templates(intranet)DecodablesTier2Intervention:Phonics/WordStudyOn-linePhonicslessons(Portal/intranet)

Comprehension

•LeveledReaderLessonCardCloseReadQuestions•LevelUpLesson•IntegratedResearchProjects•VocabularyMiniLessons•ReadPairedTexts•ReadingJournaltorespondtowriting•LiteratureCircles•Tier2ComprehensionLessons

LessonCardswithLeveledReadersOnLevel-BeyondLevelReadersLevelUpCardsPairedTextsinleveledReadersorWeeklyreadsWeeklyResourcesinPLANsectionQuestionsafterstoriesinLeveledReadersThinkquest(leveledReader)questionsTier2ComprehensionBook

Extension

•ReadBeyondLevelReader•Self-guidedorIndependentReading•Research•MoreWrittenresponsesandsummaries•AnalyticalWriting•TradeBooks

LeveledReadersLevelUpCardsGraphicOrganizersforweekWonderstradebooksAnalyticalWritingPencilinTE

*CreatedbyCarolNorthrupandKellyCloudfromSilverRail

Independent Tasks Resources


8Ts of Independent Tasks


Wonders Weekly Schedule Unit Week

Monday Listen to Reading OR Read to Self

Read or Listen to: ________________________________________

____________________________________________________________________

Tuesday

Writing about Reading • Respond to Reading; answer “Text Evidence” questions #1-4.

• If time, summarize the story. Completing the graphic organizer

may help you.

Wednesday Word Work

1. ____________________________

2. ____________________________

3. ____________________________

Thursday Listen to Reading OR Read to Self

Read or Listen to ___________________________________

Friday

Read Paired Selection in ____________________________________

§ Title ________________________Pg._______

§ Answer “Make Connection” questions

§ If time, move on to the “Thinkmark” questions

Reading Journals


Principal Walk Through Resources




Visuals provided

Vocabulary taught in context

Explicit descriptions

Thoughtfulness put into front-loading

Various approaches used (inquiry, drawing on

prior knowledge)

Collaborative conversations used

(encouraging oral use of words)

Routines posted

Expectations

BUILDING BACKGROUND

Visuals provided

Vocabulary taught in context

Explicit descriptions

Thoughtfulness put into front-loading

Various approaches used (inquiry, drawing on

prior knowledge)

Collaborative conversations used

(encouraging oral use of words)

Routines posted

Expectations

BUILDING BACKGROUND



Targeted teaching point/standard

Returning to teaching point often throughout day/week

Instructional flow

Collaborative conversations (engagement strategies)

Students doing the work

Gradual release of independence

Productive struggle

Limited front-loading

Linking the strategy to skill

WHOLE GROUP

WHOLE GROUP


Returning to teaching point often throughout day/week

Instructional flow



Gradual release of independence

Productive struggle

Limited front-loading

Linking the strategy to skill



Explicit instruction

Wait time

Students parroting/mimicking

Every voice every time

Multiple exposures (if needed)

Daily doses

Differentiated

Individual turns

Corrections

TEMPLATES

Explicit instruction

Wait time

Students parroting/mimicking

Every voice every time

Multiple exposures (if needed)

Daily doses

Differentiated

Individual turns

Corrections

TEMPLATES




Leveling-up

How are we moving students? accuracy fluency comprehension

Lines of practice (as sponge activity)

How is text scaffolded?



Time in text

Is instruction differentiated?

SMALL GROUP


Leveling-up

How are we moving students? accuracy fluency comprehension

Lines of practice (as sponge activity)

How is text scaffolded?



Time in text

Is instruction differentiated?

SMALL GROUP



Targeted teaching point/standard Set up and sending off Differentiated tasks Reading with purpose Journals/accountability notebooks Fluency support

Word work/phonics support Responding to reading Partner work/conversations Productive noise

Flow and variety Routines Accountability Targeted support READING

INDEPENDENT TASKS

Targeted teaching point/standard Set up and sending off Differentiated tasks Reading with purpose Journals/accountability notebooks Fluency support

Word work/phonics support Responding to reading Partner work/conversations Productive noise

Flow and variety Routines Accountability Targeted support READING

INDEPENDENT TASKS



Interactive focus wall

Anchor charts/ public records

Target skill posted

Area for small groups

Classroom flow

Differentiated work stations

Routines posted

Expectations

Reading

ENVIRONMENT

Interactive focus wall

Anchor charts/ public records

Target skill posted

Area for small groups

Classroom flow

Differentiated work stations

Routines posted

Expectations

Reading

ENVIRONMENT

Wonders Training - Squarespace · Title of shared reading/anthology: ... More Wonders Resources for...

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