Winston-Salem / Forsyth County Schools

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Winston-Salem / Forsyth County Schools

• Mid-year Instructional Shifts
• Using Imagine It!

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Kindergarten
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Kindergarten Blending

• All sound cards are turned
• Lessons shift from phonemic awareness to phonics

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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.

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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)

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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

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First Grade Unit Seven
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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.

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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

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Overview of Red Band
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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

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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 strategies
• 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)

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Vocabulary What We Should Do

• Provide explicit instruction in
• Word knowledge
• Word structure
• Vocabulary strategies
• Context clues
• Word structure
• Apposition

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(No Transcript)
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Read words to the students as they point and
repeat. Have words written on board or chart to
be used throughout process of defining.
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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.
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• Context Clues

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• Context Clues

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• Context Clues

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• Context Clues

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Susie just got a new b___________
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Susie just got a new b___________
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Susie just got a new b___________ at the media
center.
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Susie just got a new book at the
media center.
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Jane r_____________
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Jane r_____________
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Jane r_____________ to first base when she hit
the ball.
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Jane ran to first base when she
hit the ball.
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My mother saw a c_____________
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My mother saw a c_____________
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My mother saw a c_____________parked outside
near the school.
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My mother saw a car parked outside near the
school.
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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.
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As part of your preparation, decide which
strategy or strategies students should use and
write in your manual any notes to support
instruction
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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 students words.
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(No Transcript)
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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)
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Explain concept vocabulary word and add this word
to the concept question board
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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
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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.
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Red Band (Before the Read)- Browse
Use this information to inform how to guide the
browse.
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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
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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

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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.
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Red Band- First Read, focus on strategies
Students are to read the text in the most
independent way that is possible.
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Overview of Red Band
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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

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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 readers head

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Red Band- Second Read, focus on skills
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Red Band- Second Read
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
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Red Band- Second Read
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.
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Red Band- Second Read, focus on skills
Lesson Planner and Teachers manual will give
specific places within the selection to apply the
skill
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Overview of Red Band
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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

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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

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Overview of Red Band
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Second grade Unit four
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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

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Word Structure Includes

• Plurals
• Synonyms
• Antonyms
• Homographs
• Homophones
• Compound words
• Contractions
• Affixes
• Inflectional endings
• Comparative endings

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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

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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

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Inflectional endings

• Inflectional endings change the number, case or
  gender when added to nouns
• Inflectional endings change the tense when added
  to verbs

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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

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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

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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.

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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