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Module 1: Common Core Instruction for ELA & Literacy

Module 1: Common Core Instruction for ELA & Literacy. Informational Text Audience: K-5 Teachers. Area V Regional Superintendents of Schools Robert Daiber ● Keri Garrett ● Marchelle Kassebaum ● Kelton Davis ● Larry Pfeiffer ● Susan Sarfaty ● Julie Wollerman. Expected outcomes.

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Module 1: Common Core Instruction for ELA & Literacy

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  1. Module 1:Common Core Instruction for ELA & Literacy Informational Text Audience: K-5 Teachers Area V Regional Superintendents of Schools Robert Daiber ● Keri Garrett ● Marchelle Kassebaum ● Kelton Davis ● Larry Pfeiffer ● Susan Sarfaty ● Julie Wollerman

  2. Expected outcomes • Become familiar with the K-5 CCSS Informational Text Reading Standards • Identify a few of the standards that may be new (or a new emphasis) for teachers

  3. A balance of informational text K-5

  4. NAEP • The Standards follow NAEP’S lead in balancing the reading of literature with informational texts, including texts in history/social studies, science, and technical subjects.

  5. What is informational text in K-5? • Literary nonfiction and historical, scientific, and technical texts. Includes • Biographies and autobiographies; • Books about history, social studies, science, and the arts; • Technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and • Digital sources on a range of topics • Emphasis is on text structure other than narrative • Cause and effect; chronological/sequential • Compare/contrast; enumeration and description • Opinion and supporting arguments

  6. Activity: Progression of difficulty • Read through the K-5 continuum of several of the Reading Informational Text standards (#1 – 10) on the Handout “CCSS Reading Informational Text Standards K-5.” • Remember that each “step up” in task difficulty is matched by a “step up” in text complexity. • Identify the “step up” in task difficulty at each grade K-5 for several standards. (Begin with Standard 9.)

  7. Standard 9 progression of difficulty • 1st – omitted “With prompting and support” • 2nd – added “most important” points • 3rd – added “and key details” • 4th – added “Integrate” … “in order to write or speak about the subject knowledgeably” • 5th – added “several” texts

  8. Activity: What’s new at your grade level? • Identify grade-specific standards that are new at your grade(s) or represent a new emphasis in classroom instruction at your grade(s). • Think about the instructional strategies and approaches that you will apply to these standards.

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  10. Activity: Ideas to approach these standards? • Standard 3: Development and interaction • Asks students to describe the connections, relationships, interactions among individuals, events, ideas, procedures, steps, concepts, etc. • Standard 6: Point of view and purpose • K, 1, 2 focus on role (author, illustrator) and purpose • 3, 4, 5 require students to conceptualize two or more points of view on an event or topic • Standard 8: Analyze argument • Requires students to differentiate between main points and the reasons/evidence that support them; logical connection

  11. Raising the level of achievement • The Common Core State Standards tell us WHAT all students should know and be able to do.

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  13. Students who struggle • Students who struggle with reading can successfully handle informational text when instruction includes • explicit teaching of text structure, • procedural facilitators such as think sheets, prompt cards, and mnemonics, and • the use of teacher modeling and guided feedback (Gersten & Baker, 2000, 2001; Williams, 2008)

  14. Young children’s preference • When discussion followed the read-aloud, students seemed to prefer informational text. • When no discussion followed the read-aloud, the students preferred narrative text. • Research also suggests that students are more likely to select informational for independent reading if their teacher used the informational text in a read-aloud Dreher & Dromsky, 2000; Duke, Bennett-Armistead, & Roberts, 2003).

  15. Classroom snapshot: You would see • Time spent with informational texts • Books on a wide variety of topics that interest elementary grade children • Graphic organizers • Explicit comprehension strategy instruction • Teachers and students using a core set of questions

  16. Classroom snapshot: You would hear • Teacher and student-initiated questions about the text • Teacher-facilitated read-alouds and text-based discussions • Use of before-during-after reading components to discuss the text and apply comprehension strategies • Students retelling what they learned from an informational text with a partner • Teachers and students using content language and text-related academic language

  17. How did we do? • What will be the percentages of informational text and literature in your grade(s)? • What are some text structures students may encounter in informational text? • What is one standard new or new in emphasis at your grade(s) that will impact your instruction? • What is one strategy, approach, or classroom context that supports learning to read informational text?

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