Common Core State Standards
Office of Curriculum and Instruction
Division of Language Arts/Reading
Welcome Back!
What’s New?
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Common Core State Standards
New goals for K-2 in the K-12 CRRP
FCAT Writing
Pacing Guides
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Civics Benchmarks
Job Expectations
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School Site
Reading Coach Meeting
Florida’s Common Core State
Standards Implementation Timeline
Year/Grade Level
2011-2012
K
FL
1
L
2
L
3-8
L
9-12
L
2012-2013
FL
FL
L
L
L
2013-2014
FL
FL
FL
BL
BL
FL
FL
FL
FL
FL
CCSS fully implemented
2014-2015
CCSS fully implemented
and assessed
F - full implementation of CCSS for all content areas
L - full implementation of content area literacy standards including: (1) text
complexity, quality and range in all grades (K-12), and (2) CCSS Literacy Standards
in History/Social Studies, Science, and Technical Subjects (6-12)
B - blended instruction of CCSS with Next Generation Sunshine State Standards
(NGSSS); last year of NGSSS assessed on FCAT 2.0
K-12 CRRP
Achievement Goals for K-2
70% of students in Kindergarten-2nd grade will:
 Score 85% or higher in the Broad Screen/Progress
Monitoring Tool section of the FAIR.
 Score in the 40th and 60th percentile in the Vocabulary
Task.
 Respond to at least 4 out of 5 questions correctly on the
Listening Comprehension (Kindergarten) or Reading
Comprehension (Kindergarten-Grade 2) Task.
 Read the target passage for Assessment Period 3 AP3
with 95% accuracy in grades 1 and 2 and with fluency as
follows:
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Grade 1- 60 words correct per minute
Grade 2- 90 words correct per minute
Score in the 40th-60th percentile in the Spelling Task
(Grade 2 only)
FCAT Writing
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New Assessment Focus
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2014-2015 – Students will be “writing to a
source”
Read complex text and then be prompted to
present a clear and coherent analysis in writing.
Demonstrating a command of English language
conventions.
FCAT Writing
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Timeline
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Spring 2012 – Scoring will include expanded
expectations in
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The correct use of standard English conventions, and
The quality of details (relevant, logical and plausible
support)
“Reponses will continue to be scored
holistically, as draft writing, but scoring will
be more stringent.”
FCAT Writing
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Spring 2013
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Modes of writing will remain the same
(narrative, expository)
Rubrics will be customized to evaluate the
response to the writing task, including the
purpose and audience (genre specific)
New calibration scoring guides will be
developed for each grade level and writing
purpose
Pacing Guides
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Completely new for grades K and 1 (Reading
and Writing)
Civics benchmarks added in all grades
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Infused into Houghton Mifflin anthology
“Hot” links added for Writing resources
(primary)
Job Expectations
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School site
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Reading Coach Compact/Action Plans
Facilitate planning in K and 1st grade for CCSS
implementation
Initiate integration of complex text (quality and range)
in all grades
Ensure an understanding of the importance of text
reading efficiency and its impact on reading
comprehension
Reading Coach Meetings
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Everyone will plan and demonstrate a model lesson
using an exemplar text at each of the Reading Coach
Meetings
Purpose of Common Standards
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To improve U.S. educational attainment by
focusing schools on higher learning goals
To standardize educational opportunity
To focus attention on fewer, higher, better
standards (more on outcomes than on
processes)
Curriculum Coverage & Structure
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English Language Arts
Mathematics
No other areas of the curriculum slated for
inclusion at this time (Achieve is now working
on Science)
Smaller number of college and career readiness
standards organized within themes/categories
Backmapping (K-12) to show how attainment
can be accomplished.
What Makes These Standards
Special?
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Independent analysis indicates that they are
more rigorous/demanding than the standards
of 37 States
Internationally benchmarked
Include all grades (K-12) and emphasize
disciplinary literacy
Increased stress on expository text, critical
reading, and use of technology
Recognizes importance of text difficulty and
the value of canonical text
English Language Arts
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Reading (foundational skills K-3)
Reading (reading comprehension)
Writing
Speaking and Listening
Language (conventions and vocabulary)
Reading Themes/Categories
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Reading (comprehension)
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Literary
Informational
Elementary
History
Science
Secondary
10 standards divided among:
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Key ideas and details
Craft and structure
Integration of knowledge and ideas
Range and level of text complexity
Writing Themes and Categories
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Text types and purposes
Production and distribution of writing
Research to build knowledge
Range of writing
Speaking & Listening
Themes/Categories
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Comprehension and collaboration
Presentation of knowledge and ideas
Language Themes/Categories
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Conventions of writing and speaking
Vocabulary acquisition and use
Foundational Reading Skills
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Phonics and word recognition
Fluency
Backmapping: Reading Key Ideas
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With prompting and support, ask and answer
questions about details/information and events in
literature and informational text (K)
Ask and answer questions about key
details/information and events in literature and
informational text (1)
Ask and answer such questions as who, what, where,
when why, and how to demonstrate understanding
of key details/information and events in literature
and informational text (2)
Ask and answer questions to demonstrate
understanding, explicitly using the text (literary and
informational) as the basis for answers (3)
Backmapping: Reading Key Ideas
(cont.)
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Draw on details and examples from text to
support statements about the literary and
informational texts (4)
Quote from literary and informational texts
to support statements about the text (5)
Cite specific textual evidence to support
analysis of what the literary and
informational texts say explicitly as well as
inferences drawn from texts (6)
What Do You Notice About the
Progression?
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The skills become more specific and demanding
Recognition of details as a support to broader
interpretation of text
Text difficulty (including ambiguity) is a critical
criterion in determining progression
There is an emphasis on informational text from the
earliest grades
The inclusion of science and history/social studies
The strong stress on using information as evidence
Text Complexity
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The independence of skills and text
complexity
Emphasis on harder text
Three part model for measurement
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Quantitative dimensions
Qualitative dimensions
Reader and task considerations
Exemplar Text
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Text samples provided to demonstrate the
level of complexity and quality the CCSS
require (Appendix B)
Choices serve as guideposts in helping
teachers select similar complexity, quality
and range for their own classrooms
They are not a partial or complete
reading list.
STRAND/BODY OF KNOWLEDGE: Language Arts /Reading
TOPIC: Review Theme 1
Review Skills/Administer Theme Skills Test
*Exemplar Text: Appendix B (CCSS)
Common Core State
Standards
(NGSSS)
RF.K.1a Follow words from left
to right, top to bottom, and
page by page. (LA.K.1.1.6)
RF.1.1a Recognize the
distinguishing features of a
sentence (first word,
capitalization, ending
punctuation). (LA.1.3.4.2,
LA.1.3.4.6)
RF.K.2a Recognize and
produce rhyming words.
(LA.K.1.2.3)
L.1.1a Print All upper-and
lowercase letters. (LA.1.5.1.1)
RF.1.4b Read on-level text
orally with accuracy,
appropriate rate, and
expression on successive
readings.
RI.1.2 Identify the main topic
and retell key details of a text.
(LA.1.1.7.3, LA.1.1.7.4,
LA.1.1.7.7)
SL.1.1a Follow agreed upon
rules for discussion (e.g.,
listening to others with care,
speaking one at a time about
the topics and texts under
discussion). (LA.1.5.2.6)
SL.1.1b Build on others’ talk in
conversations by responding to
the comments of others
through multiple exchanges.
(LA.1.5.2.6)
SL.1.2 Ask and answer
questions about key details in
a text read aloud or information
presented orally or through
other media. (LA.1.5.2.3 )
Pacing
Traditional
Block
Houghton Mifflin Instructional
Routines
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Daily Message
(RF.K.3a,RF.K.1a, RF.1.1a,
RF.1.3g, RF.K.1c, L.1.2b)
Daily Phonemic Awareness
(RF.K.2a, RF.K2b, RF.1.2b,
RF.1.3d, RF.1.2)
Phonics: Connect to Spelling
and Writing (L.1.1a)
Daily Independent
Reading(RF.1.4b)
Sharing the Big Book:
Responding
(RL.1.1, RL.1.2,
RL.1.3,SL.1.1a, SL.1.1b,
SL.1.2, RI.1.7, RL.1.1,
RL.1.7, RL.1.9, RF.1.4a )
Big Book and Anthology
selections (RI.1.7, RF.1.4b,)
Comprehension/Critical
Thinking (RL.1.1, RL.1.3
Revisiting the text: Concepts
of Print
(RF.K.1c, RF.1a)
Re-Reading the Big Book
(RF.1.4b,RF.1.4a)
Reading the Anthology
(RF.1.4a, RL.1.1, RL.1.2,
RL.1.7 RF.K.1a, RF.1.4b
RF.1.3b)
Reading the Little Book
(RF.1.4b)
Phonics (RF.1.2b, RF.1.3b,
L.1.1a)
Phonemic Awareness:
Blending (RF.1.2b)
Phonics : Connect to Spelling
(RF.1.2b, RF.1.2c , RF.1.3b )
Objectives
The student will
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review concepts of
print and phonics
skills.
be able to read grade
level text with fluency
and accuracy.
be able to identify the
main idea and
beginning, middle and
end of a text.
recognize consonants
m,n,f,p,
s,c,b,r,h,g,and the
sounds they
represent.
blend onset and rime
associate the short a
sound with the letter
a.
read words with
m,n,f,p, s,c,t,–at and an.
review words in the
an and at family on
the word wall
sequence story
events.
read and write go, on,
the.
contribute sentences
about a topic to write
a class story.
point out spaces
between words
clap words into
Alignment to FAIR and
SAT 10
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L.1.1a Print All upper-and
lowercase letters (FAIR:
Letter Sound Knowledge)
RF.1.4b Read on-level
text orally with accuracy,
appropriate rate, and
expression on successive
readings.(FAIR: Reading
Comprehension)
RI.1.2 Identify the main
topic and retell key details
of a text
(FAIR: Reading
Comprehension and SAT
10)
RF.1.2b Orally produce
single-syllable words by
blending sounds
(phonemes), including
consonant blends.
(FAIR: Phoneme
Blending)
RF.1.3b Decode regularly
spelled one-syllable
words. (FAIR: Word
Building-Consonants)
SL.1.2 Ask and answer
questions about key
details in a text read aloud
or information presented
orally or through other
media. (FAIR: Listening
Comprehension)
RF.1.4a Read on-level
text with purpose and
understanding. (FAIR:
Reading Comprehension
4 days
Date
09/26/1109/30/11
INSTRUCTIONAL TOOLS
Core Text Book: Houghton
Mifflin: Resources: All Together
Now
Vocabulary:
Elements of Reading
Vocabulary
Houghton Mifflin Vocabulary
Readers
Write Time for Kids
Technology:
Audio Tapes/CDs
Get Set to Read
Ticket to Read
Destination Reading/
Riverdeep
SuccessMaker
www.eduplace.com
www.bookadventure.org
Strategies: Refer to ‘Meeting
Individual Needs’ in Houghton
Mifflin TE for Above, On, &
Below Level Differentiation.
*Exemplar Text:
Choose an exemplar text from
Appendix B in the CCSS to
apply reviewed standards and
tested skills. List text title on
the Instructional Focus
Calendar.
District Pacing Guide
Grade Level or Course Title – Grade K
STRAND/BODY OF KNOWLEDGE:
Pacing
Language Arts/Writing
Traditional
Block
TOPIC: Shared Research – Class Powerpoint/Big Book on a Topic
COMMON CORE STATE
STANDARDS (CCSS)
ESSENTIAL CONTENT
W.K.7 Participate in shared research and
writing projects (e.g., explore a number of
books by a favorite author and express
opinions about them).
(LA.K.6.2.2, LA.K.6.2.3, LA.K.3.2.1)
Research a single topic together
W.K.5 With guidance and support from
adults, respond to questions and
suggestions, from peers and add details to
strengthen writing as needed. (LA.K.3.3.1)
Determine various subtopics to learn
about
SL.K.2 Confirm understanding of a text
read aloud of information presented
orally or through other media by asking
and answering questions about key
details and requesting clarification if
something is not understood. (NEW &
LA.K.5.2.2)
Select various books on the same
topic (refer to suggested mentor text
list)
After read alouds, reread and take
shared notes on different posters for
each subtopic applicable
Draft sentences based on each
subtopic’s chart/notes
SL.K. 5 Add drawings or other visual
displays to descriptions as desired to
provide additional detail. (NEW)
Revise & Edit for:
 Capital letters
 Punctuation
 Spelling
 Sentence Combining
 Sentence Variety
SL.K.6 Speak audibly and express
thoughts, feelings, and ideas clearly.
(LA.K.5.2.5)
With the assistance of the students,
produce a Powerpoint to share the
final format of the presentation
L.K.1 Demonstrate command of the
conventions of standards English
grammar and usage when writing or
speaking.
Utilize the created Powerpoint to teach
other kindergarten classes about the
topic
L.K.1f Produce and expand complete
sentences in shared language activities.
(LA.K.3.2.2)
Print small versions the Powerpoint so
each student has their own copy
Date
8
3/26/12-4/6/12
OBJECTIVES
INSTRUCTIONAL TOOLS
The student will be able to:
 Participate in identifying a single
topic to completed shared research
with the teacher.
 Suggest and select various books
and resources on the topic being
researched.
 Identify subtopics to learn about
focusing on the topic to chart
pictures and notes about.
 Listen to the teacher read various
resources about the shared
research topic.
 Listen to many different rereadings
of various resources and chart
notes by subtopics.
 Gather all notes chart on one
subtopic and draft the notes in
complete sentences before writing
about the next subtopic.
 Add illustrations to each subtopic to
make it more visual to understand.
 Assist with revisions and editing of
the draft.
 Create a Powerpoint, with the
assistance of the students, to
publish the information learned.
 Obtain a copy of the final
Powerpoint in a smaller version for
rereading.
 Assist with instructing another
kindergarten class based on the
concept learned utilizing the
Powerpoint.
Mentor Text:
Suggest finding mentor text related to the
science concepts previous learned or
currently working on:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Five Senses & Related Body
Parts
Properties of Matter
Changing Matter’s Shape
Forces & Changes in Motion:
Push or Pull
Ways Objects Move
Sound
Law of Gravity
Day and Night Sky
Repeating Patterns
Big and Small Objects in the Sky
Similarities and Differences in
Plants and Animals
Characteristics of Animals
Characteristics of Plants
Plant and Animals Comparisons
Animal and Plant Portrayals
Professional Text:
Interactive Writing: How Language &
Literacy Come Together
By Andrea McCarrier, Gay Su Pinnell, &
Irene C. Fountas
Nonfiction Writing: Procedures and Reports
by Lucy Calkins & Laurie Pessah
Reading 2011-2012 Pacing Guide K Year-at-a Glance
Quarter
1
Grade
K
Week
Days
Weeks
1
5
8/22/11-8/26/11
2
5
8/29/11-9/02/11
3
4
9/05/11-9/09/11
4
5
9/12/11-9/16/11
5
5
9/19/11-9/23/11
6
4
9/26/11-9/30/11
7
5
10/03/11-10/07/11
8
5
10/10/11-10/14/11
9
5
10/17/11-10/21/11
10
4
10/24/11-10/28/11
Title
Theme 1: Look at Us !: Listening
to a story: Goldilocks and the
Three Bears; The Three Billy
Goats Gruff; The Tale of the three
Little Pigs; Henny Penny
Theme 1: Look at Us !: Listening
to a story: The Little Engine that
Could; The Tortoise and the Hare;
The Lion and the Mouse; The
Enormous Turnip
Theme 1: : Look at Us !: Now I’m
Big; Mice Speak, We Speak,;Let’s
Play
Theme 1: Look at Us! : The
Gingerbread Man; Here are My
Hands; How Do You Feel?
Theme 1: Look at Us!:
Review Skills/Administer Theme
Skills Test
*Exemplar Text
Theme 2: Colors All Around: I
Need a Lunch Box; I Went
Walking; What’s My Favorite
Color?
Theme 2: Colors All Around: Caps
of Many Colors; In the Big Blue
Sea; What Do You Do, Norbert
Wu?
Theme 2: Colors All Around:
Review Skills/Administer Theme
Skills Test
*Exemplar Text
Theme 3: We’re a Family:
Jonathan and His Mommy; Tortilla
and Lullabies; Families
Theme 3: We’re a Family:
Jonathan and His Mommy; Tortilla
and Lullabies; Families
Year 1 CCSS Implementation
School-site Follow-up
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Share implementation timeline and goals of
CCSS with Literacy Leadership team.
Provide an opportunity for trained K and first
grade teachers to share and plan with grade
level peers
Partner with the Reading Coach to provide
support to teachers for implementation
beginning with a review of the new pacing
guides with all K and 1 teachers
Monitor implementation including, cognitive
rigor in instruction, through daily classroom
visits by administrative team.