Implementing the CCSS for Reading

1. Implementing the CCSS for Reading August 2013

2. Ice Breaker Think of a movie title or television show that would describe your summer! Please share with the people at your table.

3. Learning Maps • Key Ideas • I’m unsure of . . . • I want to try . . . • Resources

4. States Unite for CCSS

5. Design and Organization Three main sections • K-5 (cross-disciplinary) • 6-12 English Language Arts • 6-12 Literacy in History/Social Studies, Science, and Technical Subjects Three appendices • A: Research and evidence; glossary of key terms • B: Reading text exemplars; sample performance tasks • C: Annotated student writing samples

6. Literacy Strands • There continue to be the same 4 Literacy Strands • Reading • Writing • Speaking and Listening • Language

7. 10 Overarching CCR Anchor Reading Standards • Key Ideas and Details (Standards 1-3) • Craft and Structure (Standards 4-6) • Integration of Knowledge and Ideas (Standards 7-9) • Range of Reading and Level of Text Complexity (Standard 10)

8. Organization within Strands

9. Getting to Know the Reading Standards • Look at the Reading Standards for both Literature and Informational Texts. • Begin by choosing an anchor standard. • Then follow that standard beginning at kindergarten on up through the grades. • What do you notice?

10. Exemplar Texts for K-5 • Appendix B provides examples of exemplar texts • Exemplar texts are a model for what text complexity should look like at different grade level bands • Exemplar texts are listed for: • Stories • Poetry • Read-aloud stories • Read-aloud poetry • Informational texts • Read-aloud informational texts

11. Reading Standards: Foundational Skills Four categories (standards 1-4) • Print concepts ( K-1) • Phonological awareness (K-1) • Phonics and word recognition (K-5) • Fluency (K-5)

12. CCSS in Action • View video clip. • Learning map reflection • What do you notice? • In what ways will you need to make shifts in your reading instruction practice to align with the CCSS?

13. What’s Important in Workshop? • Minilesson • Independent reading • Guided reading • Read-aloud • Reader response

14. The Important Book

15. Important Poem Format • The most important thing about ____ is ___________. • It . . . (great detail #1) • It . . . (great detail #2) • It . . . (great detail #3) • But the most important thing about ____ is ________.

16. Take a break!

17. Parts of the Minilesson • Active engagement • Link • Teaching demonstration • Connection

18. Parts of the Minilesson • Connection • Teaching demonstration • Active engagement • Link

19. Intro to Unit • Concepts • Materials • Professional Resources • Read-aloud Texts

20. Word, Phrase, Sentence • Read the “Notes” section of the unit. • Choose a word, phrase, or sentence that you feel is important.

21. Session Review • Read your session • Note on chart paper: • Main teaching point • Advance preparation? • Tricky spots • Things to remember/consider

22. Addendum - Overview • Introduction • Reading Workshop Architecture • The Share • Guided Reading • Reading Response • Reading Assessment Logistics • Link to Word Study & Vocabulary • Home-School Connection • Glossary of Workshop Terms

23. Addendum – Unit Notes • Introduction • Mentor Text Read-Aloud • Sessions at a Glance • Guided Reading • Reading Response • Student Assessment • Resources

24. Learning Map Reflection • Browse through the addendum • Note reflections on your Learning Map

25. North-South-East-West • N – Needs • S – Surprised • E – Excited • W - Worries