Common Core State Standards for English Language Arts

1. Common Core State Standards for English Language Arts Grades K – 3 Module #1

2. Goals for Module 1 Teachers will: • Understand the intent and organization of the Common Core State Standards. • Understand that reading comprehension is dependent upon two major skill domains. • Increase familiarity with the Standards for specific grades (Bridge to Practice #1). • Understand that many subskills contribute to proficient reading within each domain.

3. Instructional Shifts for English Language Arts/Literacy • Building knowledge through content-rich nonfiction. • Reading, writing, and speaking grounded in evidence from text, both literary and informational. • Regular practice with complex text and its academic language.

4. Why the Common Core State Standards Were Developed • Too many of our students are leaving high school without the college and career skills needed to succeed. • Too many need college remedial reading courses. • States needed a consistent set of expectations (46 percent of all American families move). • The United States must compete more successfully in a global marketplace. • Educators needed more guidance on what to teach, when. • ALL students should be accountable for the same Standards.

5. Common Core State Standards Are NOT a Roadmap or Curriculum • The instructional roadmap on how to master each Standard is NOTincluded. • The Common Core State Standards Are NOT a curriculum.

6. Common Core State Standards = The Tip of the Iceberg • The Common Core State Standards give us the end goals, which are only the tip of the iceberg.

7. Coding System RF.K.2 R = Reading 2 = Standard F = Foundational Skills K = Kindergarten RF.K.2 tells us this is the secondReading Foundational Skills Standard for kindergarten.

8. Coding Practice In your manual, write out the description of the following codes. Here’s an example: RF.K.2 is the secondReading Foundational Skills Standard for kindergarten. RI.3.4 RL.2.10 SL.1.1c

9. Understanding Expectations of Adjacent Grade Levels * The yellow, orange, and pink text boxes signify changes from year to year

10. Exploring the Roots of Reading The roots create the foundation upon which comprehension and interpretation of complex text can be built. What are “the roots”?

11. Simple View of Reading 2 domains Proficient reading requires accurate word reading, fluency, and comprehension.But, the relative influence of the components changes over time. Decoding (Word recognition) Language Comprehension Reading Comp x = Vocabulary Phonics Print concepts / letter name knowledge TextComprehension Fluency Phonological & Phonemic Awareness 5 instructional components

12. Four Possible Reader Combinations These problems exist on a continuum of severity and in combination. (Fletcher, Lyon, Fuchs, & Barnes, 2007)

13. Looking Inside the Simple View Decoding means the skills we need to recognize words. • Phonemic awareness. • Phonics (sound-symbol correspondences). • Morphology and syllabication. • Automatic recognition of words by sight.

14. Decoding Skills and Automaticity • When phonemic awareness, phonic decoding, and sight word recognition are automatic, students are much more likely to read fluently. • They will then have more attention available for thinking about the text (comprehension).

15. Common Core State Standards and the Simple View of Reading: Decoding/Word Recognition • Print Concepts Decoding and Word Recognition • Fluency • Phonological – Phoneme Awareness • Phonics and Word Recognition

16. Looking Inside the Simple View Language comprehension depends on a variety of foundational language skills that impact a student’s ability to understand text. • Background knowledge. • Vocabulary. • Understanding of language structures(especially sentence structure). • Verbal reasoning ability. • Text structure knowledge.

17. Common Core State Standards and the Simple View of Reading: Language Comprehension • Participation and Collaboration in Diverse Groups • Language Comprehension • Vocabulary Development • Presentation of Knowledge • Use Language to Clarify and Show Comprehension of Information

18. What We Teach Is Important • The oral language underpinnings for literacy. • The five components of reading instruction. • The skills needed to achieve the outcomes for Common Core State Standards.

19. How We Teach Is Important Explicit and systematic instruction includes: • A clearly stated purpose. • An example instructional sequence. • Instructional routines. • Regular and cumulative review. • Engaging techniques, high student response. • Practice with corrective feedback. • Intensity to match student needs.

20. Summary • Reading is not simply about what is on the page. It depends on decoding skills and oral language foundations. • Turn and Talk: WHAT skills do we need to teach, HOW, and WHEN do we teach them in order for our students to become proficient readers?