Common Core State Standards for English Language Arts

Grades K – 3Module #1

Goals for Module 1Teachers will:• Understand the intent and organization of the Common Core

State Standards.• Understand that reading comprehension is dependent

upon two major skill domains.• Increase familiarity with the Standards for specific grades

(Bridge to Practice #1).• Understand that many subskills contribute to proficient

reading within each domain.

Instructional Shifts for English Language Arts/Literacy

1. Building knowledge through content-rich nonfiction.

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational.

3. Regular practice with complex text and its academic language.

Why the Common Core State Standards Were Developed

• Too many of our students are leaving high school without the college and career skills needed to succeed.

• Too many need college remedial reading courses.• States needed a consistent set of expectations (46 percent of all

American families move).• The United States must compete more successfully in a global

marketplace.• Educators needed more guidance on what to teach, when.• ALL students should be accountable for the same Standards.

Common Core State Standards Are NOT a Roadmap or Curriculum

• The instructional roadmap on how to master each Standard is NOT included.

• The Common Core State Standards Are NOT a curriculum.

Common Core State Standards = The Tip of the Iceberg

• The Common Core State Standards give us the end goals, which are only the tip of the iceberg.

Coding SystemRF.K.2

2 = Standard

K = KindergartenF = Foundational Skills

R = Reading

RF.K.2 tells us this is the second Reading Foundational Skills Standard for kindergarten.

Coding PracticeIn your manual, write out the description of the following codes. Here’s an example:

RF.K.2 is the second Reading Foundational Skills Standard for kindergarten.

RI.3.4RL.2.10SL.1.1c

Understanding Expectations of Adjacent Grade Levels

Grade Level RL.K.1 - RL.1.1 - RL.2.1 – RL.3.1“Key Ideas and Details”

Kindergarten 1. With prompting and support, ask and answer questions about key details in a text.

Grade 1(Focus year)

1. Ask and answer questions about key details in a text.

Grade 2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Grade 3 1. Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers.

* The yellow, orange, and pink text boxes signify changes from year to year

The roots create the foundation upon which

comprehension and interpretation of complex text can be built. What are

“the roots”?

Exploring the Roots of Reading

Simple View of ReadingProficient reading requires accurate word reading, fluency, and comprehension.

But, the relative influence of the components changes over time.

Decoding(Word recognition)

LanguageComprehensionx

Phonological & Phonemic Awareness

PhonicsPrint concepts / letter

name knowledge

Fluency

Vocabulary

Text Comprehension

5 instructional components

2 domains

Reading Comp=

Poor Comprehension,Good Decoding

(about 10 percent of poor readers)

Good Comprehension,Good Decoding

(majority of good readers)

Poor Comprehension,Poor Decoding

(majority of poor readers)

Good Comprehension,Poor Decoding

(about 20 percent of poor readers)

Four Possible Reader Combinations

These problems exist on a continuum of severity and in combination.

(Fletcher, Lyon, Fuchs, & Barnes, 2007)

Looking Inside the Simple View

Decoding means the skills we need to recognize words.

• Phonemic awareness.• Phonics (sound-symbol correspondences).• Morphology and syllabication.• Automatic recognition of words by sight.

Decoding Skills and Automaticity• When phonemic awareness, phonic

decoding, and sight word recognition are automatic, students are much more likely to read fluently.

• They will then have more attention available for thinking about the text (comprehension).

Common Core State Standards and the Simple View of Reading: Decoding/Word

Recognition

FluencyPhonological –

Phoneme Awareness

Print Concepts

Phonics and Word Recognition

Decoding and Word Recognition

Looking Inside the Simple ViewLanguage comprehension depends on a variety of foundational language skills that impact a student’s ability to understand text.

• Background knowledge.• Vocabulary.• Understanding of language structures

(especially sentence structure).• Verbal reasoning ability.• Text structure knowledge.

Vocabulary Development

Presentation of Knowledge

Participation and Collaboration in Diverse Groups

Use Language to Clarify and Show Comprehension of Information

Language Comprehension

Common Core State Standards and the Simple View of Reading: Language

Comprehension

What We Teach Is Important • The oral language underpinnings for literacy.• The five components of reading instruction.• The skills needed to achieve the outcomes for

Common Core State Standards.

How We Teach Is ImportantExplicit and systematic instruction includes:

• A clearly stated purpose.• An example instructional sequence.• Instructional routines.• Regular and cumulative review.• Engaging techniques, high student

response.• Practice with corrective feedback.• Intensity to match student needs.

Summary• Reading is not simply about what

is on the page. It depends on decoding skills and oral language foundations.

• Turn and Talk: WHAT skills do we need to teach, HOW, and WHEN do we teach them in order for our students to become proficient readers?