Reading and Writing and the Common Core Standards

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Reading and Writing and the Common Core Standards

• Jen Fiegen
• Laura Norris
• Eva Petersen

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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

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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

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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

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English Language Arts Strands

• Reading
• Foundational Skills
• Writing
• Speaking and Listening
• Language Standards

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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

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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

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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

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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

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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

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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.

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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.

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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.

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Reading Anchor Standard 10Text Complexity

• Read and comprehend complex literary and
  informational texts independently and
  proficiently.

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Progression of Standard Ten Kindergarten-4th
Grade

• 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 23 text complexity band
  proficiently, with scaffolding as needed at the
  high end of the range.

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Progression of Standard Ten Kindergarten-4th
Grade

• Third Grade By the end of the year, read and
  comprehend literature, including stories, dramas,
  and poetry, at the high end of the grades 23
  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 45 text complexity
  band proficiently, with scaffolding as needed at
  the high end of the range.

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Hunter Games Activity

• Reading experience with text complexity using an
  article from the New Yorker

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Hunter Games Debrief

• Describe your experience reading each version of
  the article
• Imagine this experience from your childs
  perspective with a text that is too complex or
  not in their independent reading range

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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

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Stages of Development to Support Text Complexity

• 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

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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