Transcript Reading and Writing and the Common Core Standards

Reading and
Writing and the
Common Core
Standards
Jen Fiegen
Laura Norris
Eva Petersen
Introduction to English
Language Arts Standards(ELA)
 Research
and evidence based
 Aligned with college and work expectations,
starts with those expectations and works
backward to Kindergarten
 Rigorous
 Internationally benchmarked
 Divided into three main sections: K-5 section,
English Language Arts grades 6-12 section
and content-area grades 6-12
Key Design Considerations
 Common
Core Reading and Writing
Standards anchor the document
 Grade specific standards in K-8, grade
bands for 9-10 and 11-12
 Focus on results, rather than means
 Integrated model of literacy
 Shared responsibility for students’ literacy
development
What is NOT Covered by the
Standards
 CCSS
define what students are expected
to know and do, NOT how teachers
should teach
 CCSS articulate fundamentals, but NOT all
that can or should be taught
 CCSS set grade specific standards, but
does NOT define interventions,
modifications, or advanced work, nor
designate materials
English Language Arts Strands
 Reading
 Foundational
Skills
 Writing
 Speaking
and Listening
 Language Standards
Reading
 Ten
Anchor Standards for Kindergarten
through twelfth grade
 Detailed standards for both literature and
informational texts
 Four sections: Key Ideas and Details, Craft
and Structure, Integration of Knowledge
and ideas, and Ranges of Reading and
Level of Text Complexity
 Shift: equal emphasis on literature and
informational texts
Foundational Skills (K-5)
 Fosters
“understanding and working
knowledge of concepts of print, the
alphabetic principle, and other basic
conventions”
 Includes print concepts, phonological
awareness, phonics and word
recognition, and fluency
Writing
 Ten
Anchor Standards for Kindergarten
through Twelfth grade
 Four sections include: Text Types and
Purposes, Production and Distribution of
Writing, Research to Build and Present
Knowledge, and Range of Writing
 Shift: equal emphasis on opinion,
informative/explanatory, and narrative
writing
Listening and Speaking
 Six
Anchor Standards correspond to the
specific standards for each grade level,
similar to the Anchor Standards’ structure
in Reading and Writing
 Two sections: Comprehension and
Collaboration and Presentation of
Knowledge and Ideas
 May be integrated into reading and
writing as well as content standards
Language Standards
 Six
Anchor Standards correspond to the
specific standards for each grade level,
similar to the Anchor Standards’ structure
in Reading and Writing
 Three sections: Conventions of Standard
English, Knowledge of Language, and
Vocabulary Acquisition and Use
 Although a stand alone strand they are
inseparable from reading, writing,
speaking and listening
Reading Anchor Standard 1
 “Read
closely to determine what the text
says explicitly and to make logical
inferences from it; cite specific textual
evidence when writing or speaking to
support conclusions drawn from the text.”
Progression of Standard One:
Kindergarten-4th Grade
 Kindergarten:
With prompting and
support, ask and answer questions about
key details in a text.
 First grade: Ask and answer questions
about key details in a text.
 Second Grade: Ask and answer such
questions as who, what, where, when,
why, and how to demonstrate
understanding of key details in a text.
Progression of Standard One:
Kindergarten-4th Grade
 Third
Grade: Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis
for the answers.
 Fourth Grade: Refer to details and
examples in a text when explaining what
the text says explicitly and when drawing
inferences from the text.
Reading Anchor Standard 10
Text Complexity
 “Read
and comprehend complex literary
and informational texts independently
and proficiently.”
Progression of Standard Ten:
Kindergarten-4th Grade
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Kindergarten: Actively engage in group reading
activities with purpose and understanding.
First Grade: With prompting and support, read
prose and poetry of appropriate complexity for
grade 1.
Second Grade: By the end of the year read
and comprehend literature, including stories
and poetry, in the grades 2–3 text complexity
band proficiently, with scaffolding as needed
at the high end of the range.
Progression of Standard Ten:
Kindergarten-4th Grade

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Third Grade: By the end of the year, read and
comprehend literature, including stories,
dramas, and poetry, at the high end of the
grades 2–3 text complexity band
independently and proficiently.
Fourth Grade: By the end of the year, read
and comprehend literature, including stories,
dramas, and poetry, in the grades 4–5 text
complexity band proficiently, with scaffolding
as needed at the high end of the range.
“Hunter Games” Activity
 Reading
experience with text complexity
using an article from the New Yorker
“Hunter Games” Debrief
 Describe
your experience reading each
version of the article
 Imagine this experience from your child’s
perspective with a text that is too
complex or not in their independent
reading range
Leveled Texts
 Teachers
assess students in various ways
with diagnostic assessments
 After considering formal and informal
assessments, including anecdotal notes,
teachers help match readers and texts
 Bands of levels and book characteristics
support student behaviors and skills
Stages of Development to
Support Text Complexity
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Six stages of development for Elementary
students: Emerging, Developing, Beginning,
Expanding, Bridging, and Fluent
Examples of each stage with text
representation both literature and
informational
Chart on student behaviors and book
characteristics
Booklists for each stage of development
Resources
 Common
Core State Standards Site
http://www.corestandards.org/
 Teachers
College Reading and Writing
Project
http://readingandwritingproject.com
 Booksource
or Scholastic for leveling texts