Common Core State StandardsReading and Writing in the K-2 Classroom

Saluda County Schools2012-2013

Will CCSS cause a shift in administrator behaviors?

Will CCSS cause a shift in teacher behaviors?

Will CCSS cause a shift in student behaviors?

How will CCSS implementation infuse our instruction?

Essential Questions

All students are highly engaged in reading and writing text

40-45 minutes for reading and writing instruction

5-10 minutes preparing students to read/write5-10 minutes in activities following

reading/writingWhile students are reading/writing, the

teacher works with small groups of students

High Progress Literacy Classroom

Key Ideas and Details1. Read closely to determine what the text says

explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Common Core Anchor Standards for Reading

Craft and Structure4. Interpret words and phrases as they are used in a

text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Continued Reading Anchor Standards

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in

diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Continued Reading Anchor Standards

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

Continued Reading Anchor Standards

Reading: Text complexity and growth of comprehension

Writing: Responding to reading/writing for a purpose/Research

Speaking/Listening: “Integral Part” Collaboration/presenting research

Reading Foundational Skills: Focus on concepts about print, phonological awareness, word recognition, and fluency (Guided Reading)

Common Core Literacy Standards

What does this mean for us and how does this look in our classrooms?

Continue with Shared Reading, Guided Reading, Write From The Beginning, Task Centers (Literacy Centers)

So……

Elements of Reading Fluency◦ Phrasing, inflection/intonation/expression◦ Rate

Connecting Ideas Understanding Text Monitoring Misconceptions New or unfamiliar words/meanings Purposeful planning for what is going to be

read Science/Social Studies Integration

Shared Reading As We Know It

Text Complexity – “Evaluate Text That You Are Using” – Deeper, More Complex pieces for understanding◦ Does it grab your attention with strong word

choice, creative language?◦ Does it sing with rhythm and rhyme?◦ Does it keep you on the edge of your seat?◦ Can you make it come alive with your delivery?◦ How can you connect this to your curriculum?

Elements of CCSS in Shared Reading

Vehicle to take children to higher levels Preplanned “DOK” questions – sticky notes

throughout the book Close Reading -Interpreting and expressing

the meaning of a text versus decoding a text

Read between the text and pictures – deeper understanding (making inferences not just predictions)

Comparing two pieces of text

Elements of CCSS in Shared Reading Continued…

“Turn and Talk” Set a purpose for “talk” – planned questions 20 to 30 seconds (MODEL!! MODEL!!) Signal/procedure Look for evidence of students’ literal

understanding before, during, and after listening to text

Elements of CCSS in Shared Reading Continued…

Shared Reading Lesson

Text Types and Purposes1. Write arguments to support claims in an

analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Common Core Anchor Standards for Writing

Production and Distribution of Writing4. Produce clear and coherent writing in which

the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Continued Writing Anchor Standards

Research to Build and Present Knowledge7. Conduct short as well as more sustained

research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Continued Writing Anchor Standards

Range of Writing10. Write routinely over extended time

frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Continued Writing Anchor Standards

Three types of writing

Writing to inform/explain Writing to tell a story

Writing to argue/opinion

According to David Coleman, by the time a child enters high school, 80% of writing will

be argumentative and 20% will be narrative.

Elements of CCSS in Writing

Thinking Broader

Choose a Conceptual Theme -different from a “thematic unit”

Thematic Unit: Apples Conceptual Theme: broad subject matter

ideas in science, social studies, history, music, and other areas. Example: weather, animal species’ adaptations, habitats, life cycles, etc.

Utilizing Nonfiction Text

When we think in broader terms, we can set our classroom up as a place where students

conduct their own inquiries, write about their findings, and learn from their peers.

Immerse Invite curiosity Build background Find topics Wonder

InvestigateDevelop Questions Search for Information Discover Answers

Stages of Inquiry/Research

Coalesce Intensify Research Synthesize Information Build Knowledge

Go Public Share Learning – Be very specific on what you want them to shareDemonstrate Understanding Take Action

Continued…

Inquiry Circles in the Elementary Classrooms

Stephanie Harvey and Harvey Daniels

Activity – New Learning and Questions

How will CCSS implementation infuse in our instruction?

Text Complexity Preplanned “DOK” questions Close Reading Speaking and Listening skills must be taught Text-based Writing Use of nonfiction text is essential Text comparisons (both fiction and nonfiction) Inquiry Circles/Research

Essential Questions

How will CCSS cause a shift in administrator, teacher, and student behaviors?

Essential Questions Continued…

We are grooming our students for

independence!