Digging Deeper Into the K-5 ELA Standards

1. Digging Deeper Into the K-5 ELA Standards College and Career Ready Standards Implementation Team Quarterly – Session 2

2. Today’s Outcomes Participants will … • Gain a deeper understanding of the vertical alignment of grade level standards (K-5). • Gain a deeper understanding of how the key shifts support the implementation of the standards (K-5). • Clarify their understanding of what the standards look like in practice (K-5).

3. Alabama Continuum for Teacher Development - AQTS 1.4 Designs instructional activities based on state content standards. Integrating • Collaborates with colleagues in using a wide range of materials and methods to plan and implement instructional activities that promote learners’ deep understanding of content and enable them to demonstrate the knowledge and skills embedded in state standards. 2.6 Designs coherent lessons that integrate a variety of appropriate and effective instructional strategies. Emerging • Designs lessons that follow a logical sequence and provide learners with clear outcomes and learning tasks. • Applies a variety of research-based instructional strategies that are appropriately matched to the content being taught and that engage all learners in meaningful ways. 2.8 Uses formative assessments to provide specific and timely feedback to assist learners in meeting learning targets and to adjust instruction. Emerging • Implements checks for understanding. 3.3 Uses age-appropriate instructional strategies to improve learners’ skills in critical literacy components Emerging • Provides explicit vocabulary instruction in content areas and employs strategies to improve learner skills in comprehension of subject matter. Applying • Implements appropriate instructional strategies to support all learners in increasing literacy skills across content areas.

4. Choose a picture from your table. • Quick Write: How does this describe your system’s progress with the CCRS? • Gather at a poster with others that have chosen the same picture. • Share your Quick Write with your small group. • Jot similarities on the poster.

5. GOAL Strands

6. Reading Informational Text • Reading Informational Text • Reading Literature • Foundational Skills (K-5) • Foundational Skills (K-5)

7. Foundational Skills

8. Reading:Foundational Skills Subcategories: • Print Concepts • Phonological Awareness • Phonics and Word Recognition • Fluency

9. Say SomethingHandout #1 • Read each statement. • Jot your thinking. • “Say Something” about the text to your partner. • Repeat the process for each statement.

10. Reading:Foundational Skills Part A • Read the introductory paragraph on Handout #2. • Highlight important concepts covered in the paragraph regarding Foundational Skills (K-5). • Discuss the major concepts. • Complete thechart, Handout #3.

11. Reading Standards: Foundational Skills (K-5) 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.

12. Reading:Foundational Skills • Part B • Gather in grade level groups: K/1, 2/3, 4/5 • Read the Foundational Skills standards for your grades. • Underline key words that show how these standards are related. • Circle key words that show how the expectation becomes more rigorous at each grade level. • Discuss your overall impressions about the Foundational Skills Standards. What are the implications for you?

13. Let’s Look at a Lesson Using Foundational Skills

14. Standard for This Lesson 20. Know and apply grade level phonics and word analysis skills in decoding words. b. Know spelling-sound correspondences for additional common vowel teams. RF.2.3b

15. Insight Tool What procedural skill(s) does the student need to demonstrate for attainment of this standard? What could students do to show attainment of this standard? What does the student need to know to aid in attainment of this standard?

16. Lesson Objectives Students will be able to read and spell words with the /ou/ sound spelled ou.

17. Planning for Instruction Considerations: • Provide multiple opportunities for students to practice reading words with the new sound-symbol correspondence. • Determine what needs to be done if a student is having difficulty.

18. Gradual Release of Responsibility Model = M Guided Practice = GP Collaborative Practice = CP Independent Practice = IP

20. Lesson Look Fors • Use the lesson plan tool to look for evidence that the lesson objective is being met.

21. Phonics Lesson

22. Was the Outcome Met? Students will be able to read and spell words with the /ou/ sound.

24. Lesson Standards 20. Know and apply grade level phonics and word analysis skills in decoding words. b. Know spelling-sound correspondences for additional common vowel teams. RF.2.3b 21. Read with sufficient accuracy and fluency to support comprehension. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.2.4 36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. L.2.2

25. Reflection What are the implications for you/your work based on your learning about Reading Foundational Skills?