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Understanding the Organization Audience: K-5 Teachers.

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Presentation on theme: "Understanding the Organization Audience: K-5 Teachers."— Presentation transcript:

1 Understanding the Organization Audience: K-5 Teachers

2  Understand that the College and Career Readiness (CCR) Anchor Standards ◦ Define cross-disciplinary literacy expectations needed for students to enter college and workforce training programs; ◦ Provide the organizational “backbone” of the grade-specific Common Core State Standards (CCSS) for English Language Arts (ELA) and Literacy in History/Social Studies, Science, and Technical Subjects, except for the Foundational Skills; ◦ Are organized into four strands with subheadings under each; ◦ Depict an integrated model of literacy.  Understand that grade specific CCSS ◦ Describe what all students should know and be able to do at the end of each grade or grade band. 2

3 3 Common Core State Standards K-12 Mathematics K-12 ELA/Literacy K English Language Arts History/ Social Studies Science & Technical Subjects Appendices A, B, C

4  College and Career Readiness (CCR) Anchor Standards are divided into four interrelated literacy strands. 4 College & Career Readiness Anchor Standards ReadingWriting Speaking & Listening Language

5  The CCRs in each literacy strand are grouped into sections by subheadings. For example, 5 Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading & Level of Text Complexity

6  Read through the CCR standards for READING under each subheading.  In groups, discuss how the standards under each subheading are related. How are they distinct from those under other subheadings?  Jot down phrases to describe the relationships or distinctions. 6

7  Writing ◦ Text Types and Purposes ◦ Production and Distribution of Writing ◦ Research to Build and Present Knowledge ◦ Range of Writing  Speaking and Listening ◦ Comprehension and Collaboration ◦ Presentation of Knowledge and Ideas  Language ◦ Conventions of Standard English ◦ Knowledge of Language ◦ Vocabulary Acquisition and Use 7

8  “Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout the CCR and CCSS documents.” 8

9  Take a minute to read through the CCR anchor standards of the Writing, Speaking and Listening, and Language strands.  In groups, highlight or mark the CCR anchor standards in Writing, Speaking and Listening, and Language that are closely connected to the Reading CCRs. 9

10  What interrelationships did you notice with the Language strand? Others?  Research and media skills are blended into the Standards as a whole. Find examples throughout the strands. 10

11  Describe what all students should know and be able to do at the end of each grade or grade band. ◦ Grade level standards at each grade K - 8 ◦ Grade band standards at high school: 9-10 and  Using a “back-mapping” design, grade-specific K-12 CCSS translate the aims of the CCR anchor standards into age- and attainment-appropriate terms.  At the K-5 level only, an additional set of Foundational Skills are included in the Reading Standards. 11

12 K-5 ELA History/SS Science & Tech Subj Reading Foundational Skills Literature Informational Text Writing Speaking & Listening Language6-12 ELA Reading Literature Informational Text Writing Speaking & Listening Language6-12 History/SS Reading Informational Text Writing 6-12 Science & Technical Subjects Reading Informational Text Writing 12

13 13 CCR READING Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity 10. K-5 ELA & History/SS Science & Tech Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity ELA Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity History/SS Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity Science & Technical Subj Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity 10.

14 14  Reading CCR #5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text … relate to each other and the whole.  9-10.RI.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text ….  6-8.H.5: (History/Social Studies) Describe how a text presents information (e.g., sequentially, comparatively, causally).  4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.  K.RI.5: Identify the front cover, back cover, and title page of a book.

15 15 Foundational SkillsGrade Levels 1.Print Concepts K1 2.Phonological Awareness K1 3.Phonics & Word Recognition K Fluency K12345

16  Examine the Common Core State Standards at your own grade level ◦ Compare the Reading Literature standards with the Reading Informational Text standards. ◦ Find connections among the Reading standards and those in the other three strands.  How might teachers at your level integrate standards from two or more strands into small units or complex tasks? 16

17  Decode the alphabet soup. ◦ ELA, RL/RI/RF, CCSS, CCR  How are the CCR and the grade-specific Common Core State Standards related? Different?  Recall the four strands in the Common Core State Standards for English Language Arts & Literacy in the content areas.  Briefly explain how one Language standard could be integrated into a reading, writing, or speaking/ listening task. 17

18  The Common Core State Standards define what all students are expected to know and be able to do.  The Oregon Literacy Plan addresses in detail how comprehensive reading programs can support student success. ◦ Subsequent sessions will address instructional implications of the CCSS for Oregon teachers and highlight resources in K-12 Teachers: Building Comprehension in the Common Core. ◦ Sneak a peek: “Using an Integrated Model of Literacy” classroom snapshots, p R-39 to R-46 g/literacy/have-you-ever.pdf 18


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