Common Core State Standards - Implementation

1. Common Core State Standards - Implementation Broward County Public Schools & Just Read, Florida

2. Agenda

3. Topics • Why the CCSS Foundational Reading Skills are Important • Complex Literary Text • Complex Informational Text • Text Marking: • Supporting Vocabulary & Reading Comprehension

4. Foundational Skills • Please read the COI document. • Discuss at your table whythe foundational skills in this document are important to K-2 instruction. • Be prepared to share your thoughts.

5. The Value of the Foundational Skills • The National Reading Panel (NRP) reviewed 52 studies that showed that explicit teaching of phonemic awareness to kindergartners and first-graders helped them in learning to read. • Explicit and systematic instruction is particularly helpful for students at risk for reading difficulties. • Children's reading development is dependent on their understanding of the alphabetic principle – the idea that letters and letter patterns represent the sounds of spoken language. Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words, and to begin to read with fluency. Florida Department of Education - Just Read, Florida!

6. Effective Phonics Instruction (Stahl, 2005) • develops phonological awareness • develops the alphabetic principle • provides a thorough grounding in the letters • need not teach rules, use worksheets, dominate instruction or be boring • provides practice reading and writing words in isolation and connected text • leads to automatic word recognition (sight words) • is only one part of a much broader reading program Florida Department of Education - Just Read, Florida!

7. Model for English Language ArtsCommon Core State Standards Reading Speaking & Listening Language Language Writing Florida Department of Education

8. Common Core State Standards Standards – Reading Foundational Skills • Print Concepts • Phonological Awareness • Phonics &Word Recognition • Fluency

9. Common Core State Standards K-2 Reading Foundational Skills • These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

10. Literary Text and the Common Core State Standards Improving Reading Comprehension

11. Read-Alouds and the Reading-Speaking-Listening Link “Students benefit from participating in rich, structured conversations with an adult in response to written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing.” Florida Department of Education - Just Read, Florida!

12. Why read aloud to children using complex text? • Please take a moment at your table to discuss and jot down in your personal notes: • Why are well planned read-alouds part of daily instruction? • What are the research-based effective practices related to read-alouds? Florida Department of Education - Just Read, Florida!

13. Why read-alouds using complex text? Children’s listening comprehension outpaces reading comprehension until the middle school years; it is important that kindergarteners build knowledge through being read to as well as through reading, with the balance gradually shifting to reading independently. Read-alouds allow children to experience written language without the burden of decoding, granting them access to content they may not be able to read and understand by themselves. They are free to focus their mental energy on the words and ideas presented in the text, preparing them to tackle rich written content on their own later. Florida Department of Education - Just Read, Florida!

14. Interactive Literary Discussions during Read-Alouds • Discussing concepts of print enhances print awareness • Discussing word use helps students learn new words/vocabulary • Discussion of elements of the story improves comprehension HIGHER LEVEL LITERACY PRACTICES DURING READ-ALOUDS: • Analyzing, interpreting and thinking critically about the text • Focus the discussion on interpretive meaning rather than literal level comprehension • Consider reading books aloud at least twice to allow interpretive meaning making to develop over repeated readings of a text.

15. Insert slides of The Paper Crane First reading of the text to the audience. Florida Department of Education - Just Read, Florida!

47. Interpretive Questions • The mysterious man in the story says very little, yet he affects many people, even those he did not see or meet. How did he do that? [cause/effect] • What did the crane symbolize, or stand for? • Using text evidence, discuss the transformations or changes that take place in the story. Which one was the most significant and why do you think that?

48. Additional possible interpretive questions • Was there any significance or importance to when the man came in? • The man had no money to offer, but what did he have to offer? Was it as important as money? Was it more important or less important than money? • Based upon the illustrations and the text, what can be inferred about the value of the gift?

49. What changes are made? Florida Department of Education - Just Read, Florida!

50. Interpretive Questions and Factual Questions • Factual questions have only one correct answer that you can support with evidence from the text. A factual question asks you to recall something the author has written and you can usually answer the question by pointing to one passage in the selection. • Interpretive questions do not have just one correct answer. For interpretive questions, correct answers are any answers that you can support with text evidence. There may be a preponderance of text evidence across the story to support a response. Florida Department of Education - Just Read, Florida!