Common Core Reading – Grades 3 - 5

1. Common Core Reading –Grades 3 - 5 Joyce Gerald Assistant Director of the Academy Royal Live Oaks Academy of the Arts and Sciences joyce.gerald@rloacs.org

2. Historically states, districts, and school have encountered an accountability process that compared apples with oranges. Each state has its own accountability process. Its own standards, and its own stair steps to AYP/ESEA accountability. The CCSS gives students in every state an opportunity to be compared in a manner that levels the playing field. Why is the CCSS important to the 3 – 5 Accountability Process?

3. The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. (CCSS2012, para 1) Why continued?

4. Why do we have this change? 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. They also follow the work world’s need for employees who are adept at reading manuals. The NAEP

5. This change in accountability will also necessitate a change in instructional delivery by educators nation-wide. The instructional focus is now on student achievement. The standards are: common to all states participating (46). based on college and career readiness address 4 basic strands: reading writing language speaking and listening What does this mean for educators?

6. CCSS proffers significant shifts in how instruction must be delivered to all students. How this impacts instructional delivery is determined by the percentage of change in each reading strand. Does it require educators to do something that is completely different from what they have already done or does it require them to increase what they are already doing? CCSS Shifts

7. Instructional Shifts Demanded by the Common Core Learning Standards in ELA/Literacy Students read a true balance of informational and literary texts. Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Students engage in rich and rigorous evidence based conversations about text. Writing emphasizes use of evidence from sources to inform or make an argument. Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

8. 6 shifts in ELA Literacy 1. & 2 Non-fiction Texts & Authentic Texts 3. Higher Level of Text Complexity Paired Passages 4. & 5 Focus on command of evidence from text: also utilizing rubrics and prompts 6. Academic Vocabulary

9. SHIFTS: Reading instructional thrust for Grades 3-5 – What has changed? Old Standards Common Core Standards Informational Text Literature Informational Text Literature

10. The most significant change in the CCSS for grades 3 – 5 is …

11. Foundational Reading Standards Print Concepts Phonological Awareness Phonics & Word Recognition Fluency Foundational Language Standards Vocabulary Grammar and usage Written conventions (Punctuation, spelling, capitalization) Foundational Skills (K‐5)

12. Content integration Conceptual units (vs. thematic units) Student inquiry to uncover content using ELA process-tools High student engagement consistent with research on high-progress literacy classrooms Teaching for independence Purposeful, authentic performance assessment A literacy methodology that will enhance acquisition of reading skills is shared reading. A clear understanding of that ELA means udder the guise of CCSS is critical to successful implementation. Teachers will experience these shifts as they instruct using CCSS.

13. CCSS ELA Defined

14. The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read. Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year. The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools. Reading

15. The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades. Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical. Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades. Writing

16. The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media. An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems. Speaking and Listening

17. The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students. Retrieved from: http://www.corestandards.org/about-the-standards/key-points-in-english-language-arts Language

18. Common Core Reading Activities for Grades 3 – 5 These resources are from a variety of sources:

19. Links

20. http://www.corestandards.org/ http://www.fcrr.org/studentactivities/3_5.htm http://engageny.org/sites/default/files/resource/attachments/curriculum-plan-grades-3-5.pdf http://scde.mrooms.org/file.php/1/Common_Core/2-21-12/FINALMCCCSS_Informational_Text_ppt.pdf http://scde.mrooms.org/file.php/1/Common_Core/2-21-12/handout-ccss-reading-info-text-k-5.pdf http://scde.mrooms.org/file.php/1/Common_Core/2012_HPLC_Reading_K-5/Day_1_10-3-12/CCSS_K-5_Reading_Day_1_PPT_10-3-12.pdf Resources

21. Resources from the State of NY.

22. Contact information: Joyce Gerald School phone: 843-784-2630 Personal Cell:843-597-2826 E-mail:joyce.gerald@rloacs.org Websites: School: www.rloacs.org Personal : www.geraldsville.com