Transcript A Common Sense Approach to the Common Core ELA Grades …

A Common Sense Approach to the Common Core
ELA Grades K - 2
B E T H PA G E PA R E N T A C A D E M Y
OCTOBER 28, 2013
S T E V E N P. F U R R E Y
LAUR A MINIERO
Shifts in ELA/Literacy
Shift 1
Balancing Informational
& Literary Text
Students read a true balance of informational and literary texts.
Shift 2
Knowledge in the Disciplines
Students build knowledge about the world (domains/ content areas)
through TEXT rather than the teacher or activities
Shift 3
Staircase of Complexity
Students read the central, grade appropriate text around which
instruction is centered. Teachers are patient, create more time and
space and support in the curriculum for close reading.
Shift 4
Text-based Answers
Students engage in rich and rigorous evidence based conversations
about text.
Shift 5
Writing from Sources
Writing emphasizes use of evidence from sources to inform or
make an argument.
Shift 6
Academic Vocabulary
Students constantly build the transferable vocabulary they need to
access grade level complex texts. This can be done effectively by
spiraling like content in increasingly complex texts.
Source: http://www.engageny.org/resource/common-core-shifts
ELA/Literacy Shift 1:
Read as much non-fiction as fiction
In the Home
In the Classroom

Reading more non-fiction
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Supply more non-fiction texts
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Learning the ways non-fiction is put
together and organized

Read non-fiction texts aloud or with
your child
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Discussing the details of non-fiction
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Have fun with non-fiction
Source: http://www.engageny.org/sites/default/files/resource/attachments/shifts-for-students-and-parents.pdf (pg. 3)
ELA/Literacy Shift 2: Focus Grades 6-12
Learn about the world by reading
In the Home
In the Classroom

Reading in all content areas, e.g.,
social studies & science
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Supply access to a series of texts on a
topic of interest, e.g., ships
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Experiencing and discussing features
of primary source documents, e.g.,
historical images
http://picturingamerica.neh.gov/
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Discuss non-fiction texts and ideas
within
Source: http://www.engageny.org/sites/default/files/resource/attachments/shifts-for-students-and-parents.pdf (pg. 4)
ELA/Literacy Shift 3:
Read more complex material carefully
In the Home
In the Classroom

Re-read texts multiple times
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Read material at their independent
level and at challenging level, with
support
Provide more challenging texts AND
provide texts they WANT to read and
can read independently

Read challenging texts with/to your
children
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Learn how to manage frustration and
persevere
Source: http://www.engageny.org/sites/default/files/resource/attachments/shifts-for-students-and-parents.pdf (pg. 6)
ELA/Literacy Shift 4:
Discussing reading using evidence
In the Home
In the Classroom

Finding evidence to support their claims
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Talk about the text

Forming judgments about the text

Ask for evidence in daily discussions

Discussing the author’s decisions

Re-read the book with your children
and ask for evidence
Source: http://www.engageny.org/sites/default/files/resource/attachments/shifts-for-students-and-parents.pdf (pg. 8)
ELA/Literacy Shift 5:
Writing from sources
In the Home
In the Classroom

Learning how to support their
responses with evidence from the text

Comparing multiple texts

Learning how to write well

Encourage writing at home

Write books together using evidence
and details
Source: http://www.engageny.org/sites/default/files/resource/attachments/shifts-for-students-and-parents.pdf (pg. 9)
ELA/Literacy Shift 6:
Academic Vocabulary
In the Home
In the Classroom

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Students will constantly build the
transferable vocabulary they need to
access grade level complex texts
Students will develop the
understanding that written language is
much more complex than what we use
in everyday language

Read often and constantly with babies,
toddlers, preschoolers, and children

Read multiple books about the same
topic with your children

Let your children see you reading
Source: http://www.engageny.org/sites/default/files/resource/attachments/shifts-for-students-and-parents.pdf (pg. 10)
NYS ELA-CC versus NYS CCLS
English Language Arts Core
Curriculum (2005)
Standard 1: Students will read, write,
listen, and speak for information and
understanding.
 Standard 2: Students will read, write,
listen, and speak for literary response
and expression.
 Standard 3: Students will read, write,
listen, and speak for critical analysis
and evaluation.
 Standard 4: Students will read, write,
listen, and speak for social interaction

Common Core Learning
Standards for English Language
Arts & Literacy (2011)

Reading Standards: Foundational Skills
(K-2)
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Reading Standards for Informational Texts
& for Literature
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Print Concepts
Phonological Awareness
Phonics and Word Recognition
Fluency
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Responding to Literature
Writing Standards
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Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Responding to Literature
Differences in Expectations - Kindergarten
English Language Arts Core
Curriculum (2005)
Common Core Learning Standards for
English Language Arts & Literacy (2011)
Reading Standards:
Fluency
 Read familiar kindergarten-level texts
at the emergent level
Reading Standards: Foundational Skills
Fluency
 4. Read emergent-reader texts with
purpose and understanding.
Grade 1 Reading - Decoding Including
Phonics and Structural Analysis
 Identify and produce letter-sound
correspondences, including
consonants and short and long
vowels
Phonics and Word Recognition
 Associate the long and short sounds
with common spellings (graphemes)
for the five major vowels.
Differences in Expectations – 1st Grade
English Language Arts Core
Curriculum (2005)
Grade 2 Reading Standard 1
 Identify main ideas and supporting
details in informational texts, with
assistance.
 Recognize and use organizational
features of texts, such as page
numbers and chapter headings
/subheadings, to locate information,
with assistance.
Common Core Learning Standards for
English Language Arts & Literacy
(2011)
Reading Standard: Informational Text
 Identify the main topic and retell key
details of a text.

Know and use various text features
(e.g., headings, tables of contents,
glossaries, electronic menus, icons) to
locate key facts or information in a text.
Reading Standard: Literature

Grade 2 Reading Standard 2
 Explain the difference between fact and
fiction, with assistance.
Source: http://www.p12.nysed.gov/ciai/ela/elarg.html
Explain major differences between
books that tell stories and books that
give information, drawing on a wide
reading of a range of text types.
Differences in Expectations – 2nd Grade
English Language Arts Core
Curriculum (2005)
Common Core Learning Standards for
English Language Arts & Literacy
(2011)
Grade 3 Reading Standard 1
 Identify main ideas and supporting
details in informational texts.
Reading Standard: Informational Text
 Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text.

Use text features, such as captions,
charts, tables, graphs, maps, notes,
and other visuals, to understand
informational texts, with assistance.
Grade 2 Reading Standard 2
 Use specific evidence from stories to
describe characters and relate
sequences of events, with assistance.

Know and use various text features
(e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus,
icons) to locate key facts or information
in a text efficiently.
Reading Standard: Literature
 Use information gained from the
illustrations and words in a print or
digital text to demonstrate
understanding of its characters, setting,
or plot.
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Source: http://www.p12.nysed.gov/ciai/ela/elarg.html
Lexile Levels
Typical Text Measures by Grade
Grade
Text Demand Study 2009
2012 CCSS Text Measures*
25th percentile to 75th percentile (IQR)
1
230L to 420L
190L to 530L
2
450L to 570L
420L to 650L
3
600L to 730L
520L to 820L
4
640L to780L
740L to 940L
5
730L to 850L
830L to 1010L
6
860L to 920L
925L to 1070L
7
880L to 960L
970L to 1120L
8
900L to 1010L
1010L to 1185L
9
960L to 1110L
1050L to 1260L
10
920L to 1120L
1080L to 1335L
11 and 12
1070L to 1220L
1185L to 1385L
*COMMON CORE STATE STANDARDS FOR ENGLISH, LANGUAGE ARTS, APPENDIX A (ADDITIONAL INFORMATION), NGA AND CCSSO, 2012
The Lexile® Framework for reading: Find books on your
child’s lexile level or range http://www.lexile.com/fab/
Sample Expectations for Writing
Kindergarten
Grade 1
Grade 2
Use a combination of drawing,
dictating, and writing to compose
opinion pieces in which they tell a
reader the topic or the name of the
book they are writing about and state
an opinion or preference about the
topic or book.
Write opinion pieces in which they
introduce the topic or name the book
they are writing about, state an
opinion, supply a reason for the
opinion, and provide some sense of
closure.
Write opinion pieces in which they
introduce the topic or book they are
writing about, state an opinion, supply
reasons that support the opinion, use
linking words (e.g., because, and, also)
to connect opinion and reasons, and
provide a concluding statement or
section.
Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in which
they name what they are writing about
and supply some information about the
topic.
Write informative /explanatory texts in
which they name a topic, supply some
facts about the topic, and provide
some sense of closure.
Write informative/ explanatory texts in
which they introduce a topic, use facts
and definitions to develop points, and
provide a concluding statement or
section.
Use a combination of drawing,
dictating, and writing to narrate a single
event or several loosely linked events,
tell about the events in the order in
which they occurred, and provide a
reaction to what happened.
Write narratives in which they recount
two or more appropriately sequenced
events, include some details regarding
what happened, use temporal words to
signal event order, and provide some
sense of closure.
Write narratives in which they recount
a well-elaborated event or short
sequence of events, include details to
describe actions, thoughts, and
feelings, use temporal words to signal
event order, and provide a sense of
closure.
http://www.engageny.org/sites/default/files/resource/attachments/nysp12cclsela.pdf
Sample Kindergarten Writing
Annotation
The writer of this piece
• tells the reader the name of
the book (in the title of the
paper).
o My fabit (favorite) Book is
do you Want to be my
FRIEND
• states an opinion or
preference about the book.
o . . . my fait (favorite) pot
(part) is the hos (horse)
Source: http://www.corestandards.org/assets/Appendix_C.pdf
Sample First Grade Writing
The writer of this piece - Names the topic (in the title): My Big Book About Spain
Supplies some facts about the topic.Spain is loacted (located) in the south western tip of Europe.
Spain has alot of fiestas. Spain . . . has bull fights . . .Spain’s neighbors are France, Andorra, Algeria, Portugal and Morocco.
Provides some sense of closure. One day when I am a researcher I am going to go to Spain and write about it!
Demonstrates command of some of the conventions of standard written English. This piece illustrates the writer’s awareness
of beginning-of-sentence capitalization and end-of-sentence punctuation as well as the use of capital letters for proper
nouns.
Source: http://www.corestandards.org/assets/Appendix_C.pdf
Sample Second Grade Writing
The writer of this piece:
Introduces the topic (with some words from the book) and the title.
• When you go owling you don’t need words, or worm (warm) or any thing. but
hope. This is (from) the book of Owl Moon.
States an opinion about the book and supplies reasons to support the opinion.
• I like that phrase Because The boy was happy becaus (because) he got to go
owling and hes (he’s) been wonted (wanting) to go owling for a long time and he
finally got to go.
Uses linking words to connect opinion and reasons.
• I like it Because it makes me feel good Because you don’t haf’t (have) to have
words to go owling but you haf’t to have hope to see an owl.
Demonstrates growing command of the conventions of standard written English.
• This piece illustrates the writer’s understanding that capital letters are used in a
title, that the pronoun I should be capitalized, and that sentences should begin
with a capital letter. The title of the book is underlined, and most words are
spelled correctly. The use of the comma and the apostrophe is not consistent, but
all sentences end with periods.
Common Core Interactive Resources

The Lexile® Framework for reading: Find books on your child’s lexile level or range
http://www.lexile.com/fab/
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TumbleBooks®: Each elementary school’s website has a link. Go to your school’s homepage and click on
the icon for TumbleBooks®
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MacMillan/McGraw-Hill Treasures Reading®: Each elementary school’s website has a link. Go to your
school’s homepage and click on the icon for Treasures Reading®, then choose your child’s grade.
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Elementary Zone®: Each elementary school’s website has a link. Go to your school’s homepage and click
on the icon for Elementary Zone, then choose your child’s grade.
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StarFall®: offers free literacy activities appropriate for grades K-2: http://www.starfall.com/ The site can also
be accessed from your elementary school’s main page.
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Scholastic Listen and Read (appropriate for K-1): http://teacher.scholastic.com/commclub/
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Storybird (appropriate for K-2 writing): http://storybird.com/
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PowerMyLearning.org (appropriate for K-2): http://powermylearning.org/
Common Core Parent Resources
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New York State P-12 Common Core Learning Standards for English Language Arts & Literacy
http://www.engageny.org/sites/default/files/resource/attachments/nysp12cclsela.pdf
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Common Core Learning Standards Shifts for Parents and Students
http://www.engageny.org/resource/shifts-for-students-and-parents
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NYS Common Core Parent Backpack Guide http://www.engageny.org/parent-and-family-resources

NYS Common Core – Working with the Shifts
http://www.engageny.org/sites/default/files/resource/attachments/parent_workshop_what_parents_ca
n_do_handout.pdf
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NYS Common Core Resources
http://www.engageny.org/sites/default/files/resource/attachments/parent_workshop_common_core_re
sources_for_parents_to_learn_more.pdf
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National PTA Parents’ Guides to Student Success
http://pta.org/parents/content.cfm?ItemNumber=2910
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NYSUT Parent Guide to Common Core Learning http://www.nysut.org/resources/special-resourcessites/common-core/articles/parents-guide-to-common-core-learning-standards
Access to Presentation
This entire presentation can be accessed at:
http://www.bethpagecommunity.com/ under Parent
Academy.