K-3 English L anguage A rts Common Core State S tandards

1. “Foundational skills are necessary and important components of an effective, comprehensive reading program.” Oregon ELA CCSS K-3 English Language Arts Common Core State Standards Job Alike Session #2 Foundational Skills 3:00 – 4:30 & 3:30 – 5:15

3. Content & Language Objectives Content Objectives: • Teachers will understand the vertical and horizontal alignment of the Foundational Skills Standards in the ELA CCSS. • Teachers will identify where the Foundational Skill standards are taught in Reading Street. Language Objective: • Teachers will read, write and discuss as they build an understanding of Foundational Skills standards and identify where they are taught in Reading Street.

4. Reading: Foundational Skills Pre-assessment What I Know What I Want to Know

5. Reading Foundational Skills 4 Components of Foundational Skills • Print Concepts (K-1) • Phonological Awareness (K-1) • Phonics and Word Recognition (K-3) • Fluency (K-3)

6. Vertical Alignment Let’s Explore…Reading Standards: Foundational Skills • Independent Work: Read down through each standard at your grade level. 5 mins. + Something new ! Something you would like to learn more about ? Something you have a question about • Table Discussion: Go Around Protocol 7 mins • Form groups of 3 • What is the sameabout the new ELA CCSS and the current standards ? • What is new or different?

7. Horizontal Alignment Let’s Explore…Reading Standards: Foundational Skills Phonics and Word Recognition 1. Reading and Writing: 10 mins • Read across the standard Grades K -5. -Highlight vocabulary you would like to clarify -Jot any questions in the margins • Go to Appendix A, pages 17-22. Scan for information that helps clarify vocabulary or answer your questions. 2. Table Discussion: Go Around Protocol 10 mins. • Form groups of 3 • What do you notice about how the standards increase in complexity and rigor? • What did you learn or have clarified from Appendix A?

8. Reading Street Meeting the Common Core State Standards with Reading Street • Print Concepts, Phonological Awareness, Phonics and Word Recognition & Fluency • Standards -left column • Units and pages - right column • Description of instruction –bottom of each box

9. Reading Street Gr. K Phonemic Awareness TEACHER EDITION UNIT 2 • Guided Walkthrough • Weekly Planner page, Unit 2, pages 4 & 5 2. Partner Activity - Meeting the Standards Using Reading Street (10 min) • Materials Needed: - Unit 2 TE, SF Handout and Activity Packet • Complete activity with a partner

10. Reading Street Gr. K Phonics 1. Guided Walkthrough: Weekly Planner Page - Unit 2, pages 66 & 67 • Daily phonics instruction 2. Partner Activity: Meeting the standards using Reading Street • Materials Needed: - Unit 2 TE, SF Handout and Activity Page - Complete activity with a partner

11. Reading Street Gr. K Fluency LaBerge and Samuels described the fluent reader as "one whose decoding processes are automatic, requiring no conscious attention." Such capacity then enables readers to allocate their attention to the comprehension and meaning of the text. Juel, 1991 1. Guided Walkthrough: Weekly Planner Page Unit 2, pages 66 & 67 • Day 1 & Day 4, Reread and read decodable, pages 80 & 110 2. Partner Activity: Meeting the standards using Reading Street • Materials Needed: -Unit 2 TE, SF Handout and Activity Page - Complete activity with a partner

12. Locate yourself on the CompassAs you think about closing the achievement gap in Foundation Skills for Black and Brown students, locate yourself on the compass.

13. Reading: Foundational Skills Post-assessment What I Found Out Further Questions

14. Thanks for Coming! Next Session, please bring… • Teacher Edition Unit 3 • ELA Common Core State Standards