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COMMON CORE STATE STANDARDS - IMPLEMENTATION
Broward County Public Schools & Just Read, Florida
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Agenda
Morning Time
Afternoon Time
Topic
8:00-8:30 12:00-12:30
Introduction – Stuart Greenberg
8:30-9:30 12:30-1:30 Complex Literary Texts – Katie Moeller Reading and Writing
9:30-9:45 1:30-1:45 Break
9:45-11:00
1:45-3:00 Marking/Coding TextComplex Informational Text – Ruth Gumm
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Topics
Why the CCSS Foundational Reading Skills are Important
Complex Literary Text Complex Informational Text Text Marking:
Supporting Vocabulary & Reading Comprehension
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Foundational Skills
Please read the COI document.
Discuss at your table why the foundational skills in this document are important to K-2 instruction.
Be prepared to share your thoughts.
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The Value of the Foundational Skills
The National Reading Panel (NRP) reviewed 52 studies that showed that explicit teaching of phonemic awareness to kindergartners and first-graders helped them in learning to read.
Explicit and systematic instruction is particularly helpful for students at risk for reading difficulties.
Children's reading development is dependent on their understanding of the alphabetic principle – the idea that letters and letter patterns represent the sounds of spoken language. Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words, and to begin to read with fluency.
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Effective Phonics Instruction (Stahl, 2005)
develops phonological awareness develops the alphabetic principle provides a thorough grounding in the letters need not teach rules, use worksheets,
dominate instruction or be boring provides practice reading and writing words
in isolation and connected text leads to automatic word recognition (sight
words) is only one part of a much broader reading
program
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Model for English Language ArtsCommon Core State Standards
Reading
Writing
Speaking& Listening
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Common Core State Standards Standards – Reading Foundational Skills
Print ConceptsPhonological AwarenessPhonics &Word Recognition
Fluency
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Common Core State Standards K-2 Reading Foundational Skills
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.
LITERARY TEXT AND THE COMMON CORE STATE STANDARDS
Improving Reading Comprehension
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Read-Alouds and the Reading-Speaking-Listening Link
“Students benefit from participating in rich, structured conversations with an adult in response to written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing.”
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Why read aloud to children using complex text?
Please take a moment at your table to discuss and jot down in your personal notes:
Why are well planned read-alouds part of daily instruction?
What are the research-based effective practices related to read-alouds?
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Why read-alouds using complex text?
Children’s listening comprehension outpaces reading comprehension until the middle school years; it is important that kindergarteners build knowledge through being read to as well as through reading, with the balance gradually shifting to reading independently. Read-alouds allow children to experience written language without the burden of decoding, granting them access to content they may not be able to read and understand by themselves. They are free to focus their mental energy on the words and ideas presented in the text, preparing them to tackle rich written content on their own later.
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Interactive Literary Discussions during Read-Alouds
Discussing concepts of print enhances print awareness Discussing word use helps students learn new
words/vocabulary Discussion of elements of the story improves comprehension
HIGHER LEVEL LITERACY PRACTICES DURING READ-ALOUDS:
Analyzing, interpreting and thinking critically about the text Focus the discussion on interpretive meaning rather than
literal level comprehension Consider reading books aloud at least twice to allow
interpretive meaning making to develop over repeated readings of a text.
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Insert slides of The Paper Crane
First reading of the text to the audience.
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Interpretive Questions
The mysterious man in the story says very little, yet he affects many people, even those he did not see or meet.
How did he do that? [cause/effect]
What did the crane symbolize, or stand for?
Using text evidence, discuss the transformations or changes that take place in the story. Which one was the most significant and why do you think that?
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Additional possible interpretive questions
Was there any significance or importance to when the man came in?
The man had no money to offer, but what did he have to offer? Was it as important as money? Was it more important or less important than money?
Based upon the illustrations and the text, what can be inferred about the value of the gift?
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What changes are made?
Traditional Read-Alouds
Interpretive Meaning based Read-Alouds
IRE Pattern: teacher initiation student response teacher evaluation
Interactive Discussion - focus onHigher level interpretive meaning
Focus of Discussion - primarily on literal-level
ie. what were the names of the characters in Jack and the Beanstalk?
Why does Jack go up the beanstalk a third time after he already has endless riches?
Provide evidence from the story to support your answer.
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Interpretive Questions and Factual Questions
Factual questions have only one correct answer that you can support with evidence from the text. A factual question asks you to recall something the author has written and you can usually answer the question by pointing to one passage in the selection.
Interpretive questions do not have just one correct answer. For interpretive questions, correct answers are any answers that you can support with text evidence. There may be a preponderance of text evidence across the story to support a response.
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What is your criteria for selecting text for read-alouds?
Common Core Text Exemplars Narrative story structure to support literary
discussion Choose high-quality children’s literature, complex
enough to warrant discussion Rich, descriptive language Artful incorporation of text and illustrations that
support interconnecting meaning from text and illustrations
A book length that can be read in its entirety in 20 to 30 minutes, including discussion
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Instructional Routines and Hints for Planning
Preread books before reading with students, so you have some ideas of points that will support deep discussion. Preplan discussion prompts.
Focus on truly interpretive points in the text- those that are open to multiple valid interpretations from differing perspectives.
Redesign read-aloud routines to encourage free student participation throughout the reading, instead of relying and enforcing hand raising.
Read texts aloud at least twice to allow interpretive meaning making to develop.
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Instructional Routine
Read once, then ask questions. Invite students to ask questions and suggest possible answers. Encourage students to back up a suggested answer from the text; students are not to guess.
Read again, and examine significant words. Consider the range of possible meanings of a significant word, phrase or group of words.
Use interpretive questions to discuss the meaning of episodes and interpret the work as a whole.
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The Paper Crane by Molly Bang Please listen as I read the story. Note
how the following teaching behaviors:
Questions used – the cognitive demand (write down the questions I ask the audience)
Vocabulary taught (record vocabulary taught)
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Processing the Demonstration of the Read Aloud
With your table rank order the questions I used during the read-aloud by cognitive demand: High cognitive demand Moderate cognitive demand Low cognitive demand
What planning was required to be prepared for this read-aloud? (table discussion/sharing out)
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Now it’s your turn….
Take this poem and plan as a table: Questions you would use to develop
students’ thinking Vocabulary you might teach and how you
would teach it.
At your table: Plan the
questions you would use to develop students’ thinking
Select the vocabulary you would teach
When I’m by myself
And I close my eyes
I’m a twin
I’m a dimple in a chin
I’m a room full of toys
I’m a squeaky noise
I’m a gospel song
I’m a gong
I’m a leaf turning red
I’m a loaf of brown bread
I’m a whatever I want to be
An anything I care to be
And when I open my eyes
What I care to be
Is me
-Eloise Greenfield
Directions
POEM: By Myself
Some possibilities…. Based on the clues in stanza four, what is the best definition of the
word dimple? (words in context)
In this poem, why does the poet say she is a leaf turning red, or a loaf of brown bread, or a room full of toys?
In the second stanza, she says, “And I close my eyes”…..why does she do that?
Which detail best supports the idea that the poet really likes herself?”
In the following stanza, the author writes, “I’m a room full of toys”, suggesting…… (a phrase in context)
Why does the writer have herself becoming so many things? (a gong, a leaf turning red, a loaf of brown bread, a twin….)
Writing and the Common Core State Standards33
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Writing: Text types, responding to reading, and research
The Standards acknowledge the fact that whereas some writing
skills, such as the ability to plan, revise, edit, and publish, are
applicable to many types of writing, other skills are more
properly defined in terms of specific writing types: arguments,
informative/explanatory texts, and narratives. Standard 9
stresses the importance of the writing-reading connection by
requiring students to draw upon and write about evidence
from literary and informational texts.
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Using the Paper Crane as a Reading and Writing Experience
Many folk tales follow a predictable pattern. A common pattern with some variations:1. Protagonist at home2. Protagonist has problem3. Protagonist leaves home to solve problem
and4. Performs kindness/es for stranger/s5. Stranger gives protagonist gift/s6. Gift helps solve problem7. Protagonist returns home
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The Fisherman and His Wife by the Brothers Grimm
An example of a variation of this folktale structure.
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Writing based upon Reading
Using the folktale structure, as a table, write a “group” folktale, recording your tale on a sheet of paper, and be prepared to share your table’s folktale with another table.
1. Protagonist at home
2. Protagonist has problem
3. Protagonist leaves home to solve problem and
4. Performs kindness/es for stranger/s
5. Stranger gives protagonist gift/s
6. Gift helps solve problem
7. Protagonist returns home
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Building a Writing Community Writers need an audience and a sense of
purpose. By sharing writing with others, children see the responses their writing generates.
Please get with another table near you and each table share your folktale by reading it aloud to the other table.
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Writing by Responding to Complex Text
In the fall of the year how might you use this activity?
In the winter and towards spring how might this activity change in terms of students gradually accepting responsibility?
[versus the gradual release of responsibility]
Fostering independence is very important
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Just Read! Florida
Text Marking to Support Reading Comprehension
INFORMATIONAL TEXT AND THE COMMON CORE STATE STANDARDSImproving Vocabulary & Comprehension
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Common Core State Standards
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Calls for an interdisciplinary approach with a balance of literature and informational texts in: history social studies science
Preparation for reading complex informational texts should begin at the very earliest elementary school grades.
Domain-specific nonfiction can be infused within the English language arts block.
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COMMON CORE STATE STANDARDS: Reading Informational Texts
Key Ideas and Details With prompting and support, ask and answer questions about key details in a text. With prompting and support:
identify the main topic and retell key details in a text.
With prompting and support, describe the connection in text between two: individuals events ideas or pieces of information
Craft and Structure With prompting and support, ask and answer questions about unknown words in a text. Identify the front cover, back cover, and title page of a book. Name the author and illustrator of a text and define the role of each in presenting the ideas
or information in a text.
Integration of Knowledge and Ideas With prompting and support, describe the relationship between illustrations and the text in
which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
With prompting and support, identify the reasons an author gives to support points in a text.
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity Actively engage in group reading activities with purpose and understanding.
1- BASIC COMPREHENSION
3 - VOCABULARY
4) AUTHOR’S PURPOSE
2b - CRITICAL ANALYSIS: : across 2 texts
2a – CRITICAL ANALYSIS: within 1 text
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COMMON CORE STATE STANDARDS: Language
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Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown & multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings from familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck.) b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, -re, -un, -pre-, -ful, -less).
5. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
1. Meaning2. Function3. Structure4. Relations
hips5. Use
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COMMON CORE STATE STANDARDS: Writing
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Text Types and Purposes 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Research to Build and Present Knowledge 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
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Teacher Use of Informational Texts
Narrative texts have largely dominated read-alouds in the primary classroom. (Duke, 2000)
Narrative82%
Expository 4%
Mixed Genre13%
Pentimonti et al, 2010
In the past, when teachers read aloud & interpreted difficult nonfiction, young readers learned information but failed to read expository text. (Palmer & Stewart, 2003)
Teachers need to directly instruct how to navigate & extract information in order to become fluent & strategic readers of this genre.
(RAND, 2002)
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The Water Hole by Eric Carle
Mixed genre text
The way a teacher uses it in read-aloud will determine benefits from its use:
Focus on literary elements: entertainment Focus on informational elements: content knowledge
A read-aloud can increase learning benefits by: emphasizing the book’s informational elements pairing it with another informational text (i.e., Animal
Dictionary) rereading, each time with a more precise focus:
1. Specific name of animal (i.e., panda bear, toucan, etc.)2. Specific type of animal (i.e., mammal, bird, etc.)3. Animal comparisons (i.e., animals with horns, pouches, etc.)4. Animal habitats (i.e., mountains, jungle, etc.)
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ACTIVITY: Using Informational Texts
How do I use informational text in my classroom?
With a partner, discuss the following:
What percentage of read-alouds in my classroom are:
How do I currently use informational texts?
Where could I locate more informational texts?
READ-ALOUD TEXTS IN MY CLASSROOM
Literary/Narrative Text Informational/Expository TextThe Water Hole by Graeme Base The Water Hole by Graeme BaseThe Paper Crane by Molly Bang Monarch Butterfly by Gail Gibbons
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Informational Text: The Benefits Align with Elements of Text Complexity
Expands student development of: • more sophisticated oral language (Reese & Harris, 1997; Smolkin et al, 2008)
•content area knowledge in science and social studies (Stone & Twardosz, 2001; Hirsch, 2003)
•expository text structures (Duke & Kays, 1998; Donovan & Smolkin, 2001)
•reading interest in various topics (Duke 2000; Casteel & Isom, 1994)
Levels of Meaning
Language
Text Structure
Knowledge Demands
Elements of Text Complexity
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Selecting Informational Texts
Criteria for Selecting Informational Texts for Primary ClassroomsCover Does the cover showcase and accurately represent content information inside the book?
Content/Topic Does this text & its potential use align with and meet one or more of the Common
Core State Standard(s)? Which standard(s) does it target? Does the text relate to a topic that is a focus in one or more of the subject areas? (i.e.,
reading, science, social studies, etc.) Which content, topic, and subject area? Does this text share a theme with another informational text for use as paired/series
text? Does the writer share: - accurate, reliable, and current facts? - intriguing information? - references or research sources?
Illustrations Do the illustrations: include accurate and sufficient labels or captions? explain and/or enhance the content?
Organization Are the sections, headings, sub-headings, and illustrations: well-organized and clearly distinct from one another? well-designed with table of contents, index, or glossary?
Font size/type Are the letters/font large and simple enough for students to clearly see?
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ACTIVITY: Instruction in the Fall
Text: From Seed to Pumpkin Author: Wendy Pfeffer
With a partner, identify specific Common Core Standard(s) that correspond with instructional tasks for reading, language, and writing.
On the timeline, place specific instructional routines in sequence. (See three of the instructional routines on the following page – p 4.)
Discuss how instruction for this lesson facilitates the performance task for this text.
From Seed to Pumpkin is a Kindergarten exemplar of complex informational text located in Appendix B of the Common Core State Standards (CCSS).
Materials for Activity: Handout pages 2, 3, & 4
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From Seed to Pumpkin
PICTURE SORT ROUTINE
Basic Needs of a Pumpkin Parts of a Pumpkin
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From Seed to Pumpkin
MAIN IDEA ROUTINE (Using approximately 10 words or less)
Pumpkins need sunlight, water, and air to grow from a seed.
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From Seed to Pumpkin
Routine for Retelling and Writing
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ACTIVITY: Instruction in the Spring
Text: How a Seed Grows Author: Helene Jordan
BACKGROUND INFORMATION
• From the Let’s-Read-And-Find-Out Science Series (same series as From Seed to Pumpkin) • About the processes of planting and growing seeds so the teacher:• briefly demonstrates during read aloud for
students to observe differences in seed growth across days. • relates to the book in different ways over several
lessons. • can use both books in a lesson as paired texts
(How a Seed Grows and From Seed to Pumpkin)
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Lesson 5: Summary Statement
The book How a Seed Grows is about how different seeds grow in different ways, how to plant bean seeds, and how watch their roots and sprouts grow a little bit every day.
Lesson 5: Summary Statement
The book From Seed to Pumpkin describes how pumpkins seeds grow and what they need in order to grow into pumpkin plants.
INSTRUCTION: Main Idea & Summarizing
Seeds
Planting
Roots
Sprouts
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ACTIVITY: Instruction in the Spring
Text: How a Seed Grows Author: Helene Jordan
With a partner, identify specific Common Core Standard(s) that correspond with instructional tasks for reading, language, and writing.
Determine which routines in lessons 1-5 facilitate student understanding in:
Text structure Basic comprehension Vocabulary development Content-area concepts Complex thinking
Materials for Activity: Handout pages 5 & 6
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Teacher-Directed Instruction
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EXAMPLE OF TEACHER-DIRECTED INSTRUCTION USING INFORMATIONAL TEXT
Instructional Focus & Process
Text Segment from Monarch Butterfly
Teacher Comments
VOCABULARY OF INFORMATIONAL TEXT: The teacher focuses on meanings of general academic & discipline-specific vocabulary.
The teacher rereads text aloud & briefly stops at strategic places in text using: choral response pictures to illustrate pantomime (perhaps with
objects) to animate action graphic organizers to
show relationships repetitive use of new
word
In a few days the egg hatches. Out crawls a small caterpillar, also called a larva.
After reading the text segment, the teacher points to text and says: This word larva is one we haven’t heard before. Let’s say the word larva together: “larva.” Larva is one of the growing stages of the caterpillar. (Teacher holds up large picture of caterpillar) First, the caterpillar hatches from the egg (teacher uses plastic egg to animate hatching action), then it becomes larva. Everyone, what happens to the egg? “It hatches.” What does it hatch into? “Larva.” (Teacher records words on graphic organizer next to picture of caterpillar, then points to words for students to say them with her again)
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EXAMPLE OF TEACHER-DIRECTED INSTRUCTION USING INFORMATIONAL TEXT
Instructional Focus & Process
Text Segment from Monarch Butterfly
Teacher Comments
USING INFORMATIONAL TEXT: The teacher models various aspects of close reading during rereading.
The teacher models thinking skills and processes: Text-marking with
variety of manipulatives (i.e., post-it notes, sticky flags)
Pre-recorded questions for display
In a few days the egg hatches. Out crawls a small caterpillar, also called a larva. . . . First, the caterpillar eats the eggshell and then chews away at the milkweed leaf. The egg of a monarch is almost always laid on a milkweed plant. The plant will be its food.
Between text segments, the teacher models questioning, comprehension monitoring, & metacognitive awareness using text-marking technique by placing large yellow transparent sticky flags over the target words: Now that I know that larva is a growth stage of the caterpillar, I want to keep reading to find out the answer this question:- What does a caterpillar do in the larva
stage?
The teacher models how to extract and use text information.
. . . The skin falls off. A new, strange form appears! It is called the chrysalis or pupa. The chrysalis is like a blanket that is wrapped around the body growing inside.
After reading the text segment, the teacher says: Pupa is the caterpillar’s next stage of growth. I know that because of these words on this page (Teacher points to & rereads segment): “A new, strange form appears.” (Teacher traces shape of pupa on the page’s picture) This has 2 names, and it says what the names are right here (points to text): “chrysalis or pupa.” And, these words on the next line tell me what a pupa looks like (points to text): “a blanket that is wrapped around the body growing inside.” See, this picture shows the caterpillar’s skin wrapping around it like a blanket. (Teacher records words on graphic organizer next to picture of caterpillar forming a pupa, then points to words for students to say them with her.)
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Organizing & Using Extracted Text Information
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Life Cycles of theMonarch Butterfly
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EXAMPLE OF TEACHER-DIRECTED INSTRUCTION USING INFORMATIONAL TEXT
Instructional Focus & Process
Text Segment from Monarch Butterfly
Teacher Comments
NAVIGATING INFORMATIONAL TEXT: The teacher points out to students the purpose & use of organizational elements of text.The teacher models how to navigate the following organizational elements of informational text:
1. text features (headings, diagrams)
2. text structure or organization (sequence, compare/contrast, etc.)
3. text resources in the book ( table of contents, glossary, etc.)
2. When the butterfly lays the egg . . . In a few days the egg hatches… First, the caterpillar eats the eggshell… It breaks out of its old skin (molting)… For two weeks the caterpillar eats. It molts about five times. Finally, it is a full grown monarch caterpillar…It attaches itself to the stem and drops down head first… A new, strange form appears! It is called chrysalis …
2. Before reviewing text segments, the teacher says: Let’s look at this large chart that we made during our last rereading. (Teacher refers to each step on the chart, one by one, turning to the corresponding page in text to point out sequence of stages in life cycle). All of this shows the stages from the egg. This helps us understand what this book is all about. All of the growing stages in the life of a monarch butterfly.
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Organizing & Using Extracted Text Information
Life Cycles of theMonarch Butterfly
How many eggs do monarch butterflies lay?
How many days does it take for an egg to hatch into a caterpillar?Why do caterpillars
molt?
What happens inside the pupa to make it shrink, harden, and turn into a butterfly?
What creatures eat butterflies?
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Classroom Diagrams
thorax
abdomen
antenna
proboscis
scales
Diagrams can be used in class:• interactive word wall• discussions• picture glossaries• picture summaries
Diagrams can become a Question Generation Board
How wide arethe wings?
How can feelers helpa butterfly touch and smell?
What kind of flower juice does the monarch eat with its proboscis?
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Student Diagrams
Diagrams can become part of student work:• picture glossaries• summaries • writing• question generation• research projects
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Paired Text Lesson
Text 1: Face to Face with Caterpillars by Darlyne Murawski
Text 2: Monarch Butterfly by Gail Gibbons
Students compare & contrast information across texts:
Research different types of caterpillars Learn & use more specific terminology (i.e.,
cocoon, etc.) since the Winter of the year Draw and write information about the activities of
various caterpillars (i.e., contrast how larva is different for various insects).
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