K-5 ELA CCRS Implementation Session 2 Lee County Schools January 28, 2013

Portrait of a Literate Individual Think about each characteristic of a literate individual. Jot down what each characteristic might look like in your discipline. Number off 1-7. Read your description from page 7 of the Common Core State Standards document. Discuss with others with the same description the characteristics identified. Share with your group, the characteristics outlined in the text and how these were similar or different from your initial thinking. Portrait of a Literate Individual – 1 hour Jigsaw In order to make the best decisions along the way, we need to have a vision of the finished product. See Investigating Portrait of a Literate Individual Read directions on slide. (click to fly in)

Students who are college and career ready … Where We Want To Be Students who are college and career ready … Demonstrate independence Build strong content knowledge Respond to varying demands of audience, task, purpose, and discipline Comprehend as well as critique Use technology and digital media strategically and capably Understand other perspectives and cultures Value Evidence Note to facilitators: These bullets sum up the previous slide. SO, based on this, What is your role? Jot your notes.

Discuss ELA CCRS has CCSS embedded Discuss ELA CCRS has CCSS embedded. ELA CCRS is “Common Core and Little More” Handout 26 additional standards. The standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. This is one of the MOST IMPORTANT features of the new standards. When students can clearly see connections among content areas, they see concepts as being relevant to their world. Students CANNOT truly be ready for college and careers until they can formulate conceptual understandings and apply learning to authentic situations.

GOAL Strands Let’s begin by looking at Alabama’s COS document. This graphic represents the conceptual framework. The banner represents the goal that all students achieve English Language Literacy in order to be college/career ready. The standards are organized through the strands that you see in the graphic….Language, Speaking and Listening, Reading Literature, Reading Informational Text, Reading Foundations in grades K-5, and Writing. No strand stands alone…all are necessary and depend on each other All must be connected in classroom instruction in order for students to become college and career ready, to graduate prepared

Let’s begin by looking at Alabama’s COS document. Pages 1 and 2: Flip through the “front matter” (the roman numeral pages) and look at pages 1 and 2, a helpful narrative about the outgrowth of the standards Page 3: is a graphic that represents the conceptual framework. The banner represents the goal that all students achieve English Language Literacy in order to be college/career ready. The standards are organized through the strands that you see in the graphic….Language, Speaking and Listening, Reading Literature, Reading Informational Text, Reading Foundations in grades K-5, and Writing. No strand stands alone…all are necessary and depend on each other All must be connected in classroom instruction in order for students to become college and career ready, to graduate prepared Pages 4-8: more helpful narratives about the framework, some important position statements, and some notes on the content literacy standards Pages 9-12: anchor standards **Show participants where CCSS are the same. **Show participants how the 2 documents are set up differently.

Anchor Standards Were Developed For… Reading Writing Speaking and Listening Language Anchor standards were developed prior to the grade level standards. They define expectations that must be met for entry into college and workforce training programs. (The BIG picture) They complement the grade specific standards-together they define the skills and understandings demonstrated by a prepared graduate. Click for picture of graduate. On pages 9-12 you will find the 10 anchor standards for reading, the 10 anchor standards for writing, the 6 anchor standards for speaking and listening, and the 6 anchor standards for language. These anchor standards are the same across all grade levels – grades K-12 Note that the anchor standards are grouped into sub-categories. (4 in Reading, 4 in Writing, 2 in Speaking and Listening, and 3 in Language)

Grade Level Standards Grade level standards define what students should understand and be able to do by the end of each grade. Grade level standards complement the anchor standards. Together they define the skills and understandings that all students must demonstrate in order to be college- and career-ready. Page 14 in your Alabama COS begins the grade level standards. Highlight this in your notes: “Grade Level standards define what students should understand and be able to do by the end of each grade”. Take a look at the grade level standards for Reading Literature in your grade level. Things to note: You see the same four subcategories as you did in the anchor standards. The subcategories in your grade level are the same as the subcategories in other grade levels, this is consistent across the grade levels. Alabama added standards The numbering system is continuous through the grade level. The numbers do not start over in each strand. (This is how the old standards were numbered, so it should be familiar) The bracketed information is where this same information is located in the CCRS-you will see this when we look at that document Tracing Standards: We could conceivably look through each grade level in the Alabama Course of Study and see how these standards progress from K-12….However, the Common Core document’s clean, coherent design makes it much easier to do that. So let’s take a look at the Common Core document.

Introduce CCSS document Note the tabs already in place: Introduction K-5 beginning on page 10 6-12 beginning on page 35 Literacy standards beginning on page 60 We are going to begin looking deeper at the grade level standards by tracing the standards in Reading Standards for Informational Text. We are going to work our way through each of the grade levels so that you all can benefit from seeing how these progress from K-12

Anchor Standards for Reading Turn to page 10 in your common core document Here you will see the 10 anchor standards for reading. These are the same as the anchor standards we saw on page 9 in the Alabama COS. Click: Notice the brief paragraph at the top describing the relationship between the anchor standards and the grade level standards. Click: Below the introductory paragraph you will see the 10 anchor standards for reading. Notice the sub-categories on this page. These should look familiar…we saw them in the Alabama document. Click: Finally, there is a brief narrative about the range and content of student reading. (If time allows, ask participants to read the paragraph, noting words and phrases that stand out) So…these 10 anchor standards are for Reading Literature and Reading Informational texts. Today we are going to look at Reading Informational text.

Turn to page 13 or page 39 and 40. Notice the format. Click: There is more that one grade level on the page. Click: The numbers correspond in this document. They start over for each Strand. Click: The grade level standards are organized by sub-categories. This format is what makes it easier to trace the standards across grade levels using the Common Core document.

Reading: Foundational Skills Subcategories: Print Concepts Phonological Awareness Phonics and Word Recognition Fluency What looks familiar? What’s missing? Let’s take a look at these. Talk at your table about what each of these would look like in your classroom. Briefly share out.

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

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 the chart, Handout #3. Take out handouts 2 & 3. You will use these together. These standards are an expectation. They do not have anchor standards; however, they are not optional. Note: The text they are to read is on the next slide.

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.

Reading: Foundational Skills K-5 Tracing the Standards Going Beyond Tracing the Standards Read the Foundational Skills standards. Underline or Highlight components that are different from what you are currently doing.. Read the Foundational Skills standards for your grades. Write implications for instruction and student practice. Raise your hand if this is your first opportunity to trace these foundational standards. Raise your hand if you have had an opportunity to trace these foundational standards prior to today. If this is your first opportunity to trace the standards…(click and read) If you have had an opportunity to trace these standards…(click and read) This is your opportunity to go a little deeper with these standards. (Click) Discuss… Share with your grade level partner. Share with table that encompasses all grade levels. Share out or summarize the finding that was heard during the discussions. Discuss your overall findings.

Reading: Foundational Skills 6-12 Tracing the Standards Going Beyond Tracing the Standards Read the Foundational Skills standards for your grades. Underline key words that show how these standards are related. Circle or Highlight key words that show how the expectation becomes more rigorous at each grade level. Read the Foundational Skills standards for your grades. Write implications for instruction and student practice. Raise your hand if this is your first opportunity to trace these foundational standards. Raise your hand if you have had an opportunity to trace these foundational standards prior to today. If this is your first opportunity to trace the standards…(click and read) If you have had an opportunity to trace these standards…(click and read) This is your opportunity to go a little deeper with these standards. (Click) Discuss… Share with your grade level partner. Share with table that encompasses all grade levels. Share out or summarize the finding that was heard during the discussions. Discuss your overall findings.

Let’s Look at a Lesson Using Foundational Skills We’ve just spent time looking at the “what” and the “why” concerning informational text. Now let’s look at the how.

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 We are about to view a lesson using Reading Foundation standard #20. √ Remember that Alabama’s COS is numbered sequentially. (20)

Insight Tool What could students do to show attainment of this standard? What does the student need to know to aid in attainment of this standard? Please remember how helpful the Insight Tool is when developing your lessons. The strand is Reading Foundations, grade 2. I can determine evidence, knowledge and skills of the lesson. Notice again, we are in K-12 English Language Arts. What procedural skill(s) does the student need to demonstrate for attainment of this standard?

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

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. 4 planning questions What are my outcomes? What steps will I take to meet the outcomes? How will I know if students are meeting the outcomes? What will I do if a student is not meeting the outcomes?

Gradual Release of Responsibility Model = M Guided Practice = GP Collaborative Practice = CP Independent Practice = IP The lesson you will see today is an example of an explicit phonics lesson. This lesson format should look familiar to you. It comes from the ARI Professional Development Module. You’ll notice the gradual release of responsibility. Now let’s look at a slightly different format that will help us think through the planning of a lesson.

Lesson Look Fors Use the lesson plan tool to look for evidence that the lesson objective is being met. As you are observing the lesson, you may want to circle, check or indicate when you see a part of the lesson for which we planned. Also, as always, we will look for evidence that students have met the outcome.

Phonics Lesson

Was the Outcome Met? Students will be able to read and spell words with the /ou/ sound. Discuss with your table the evidence you recorded that the outcomes were met.

Having just traced the standards, I’m sure you noticed some other standards that the lesson touched on. √ Let’s look at what some “secondary” standards that were touched on during this lesson. Although they are not primary standards in this lesson, they will be primary standards at some other point. Notice that we only touched a portion of some of these.

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 20 b is our primary standard. It was the focus of our lesson. Remember, these are standards that we are going to be continuously working on.