Transitioning to California
Common Core State Standards
SUMMER INSERVICE– (4th Grade)
READING
•Literature
•Informational Text
•Foundational Skills
SPEAKING & LISTENING
Presented by:
Katy Thomas
Norms
• Be present and invested
• Collaborate with colleagues
• Avoid sidebar conversations during
explanations
• Set your phone to silent
Outcomes:
1. “Own” the 10 Reading-Literature (RL), the
10 Reading-Informational Text (RIT), and
the 2 applicable Reading-Foundational
Skills (RFS) standards
2. Utilize social studies and science
textbooks for teaching reading
3. Write CCSS-aligned lesson plans using the
pacing guide and other resources
provided
Noteworthy Changes in Standards
Organization: K-5 and 6-12
K-12 Consistency
Emphasis on Expository Text
Social Studies/Science Literacy
Standards
CCSS Scavenger Hunt
PURPOSE:
• Explore the legal-sized format
• Review the organization of the standards
• Discover additional resources within the
document
DIRECTIONS
1. Choose partners or
triads.
2. Using the legal-sized
copy of the standards,
complete the scavenger
hunt handout.
1. Which of all the ELA standards
are only found in grades K-5?
Reading – Foundational Skills #1-#4
… Numbers 1 and 2 are only listed
for K and 1st grade since they are
to be mastered by the end of 1st.
2. The three divisions of the
reading strand (formerly
known as “domain”) are
Literature,
_InformationalText_,
and__Foundational Skills____ .
3. To find an explanation of the
three factors considered when
measuring text complexity, one
could look on page __9__ and
discover that the three factors
are Reader and Task,
__Qualitative___, and
____Quantitative_____.
4. …What do these standards
have in common? They all seem
to require the same reading skill
or strategy but “tweaked” to fit
the specific content are (e.g.,
“theme” is to literature what
“main idea” is to expository text).
There’s a parallel nature built in
to all of the standards.
5. Find the Language standards for your grade
level. What topics/skills are in the Language
strand? 1) Conventions (L#1 and L#2):
grammar, mechanics, spelling, and
capitalization; 2) Knowledge of Language (L#3):
Sentence variety, style, tone; and 3) Vocabulary
Acquisition and Use (L#4-L#6): multiple
meaning words, context clues, affixes, reference
materials, figurative language, word
relationships.
6. Identify the three purposes of writing as
noted by the writing standards #1, #2, and #3.
#1: persuade;
#2 inform/explain, and
#3 narrate
7.What seems to be the purpose of Reading –
Literature #10, Reading – Informational Text
#10, and Writing #10? These are application
or mastery standards. Technically, the
standard doesn’t refer to a specific skill or
concept to be taught…just that the student
is to be reading literature and informational
text at grade-level and writing for a variety
of purposes, audiences, and lengths of
time.
8. Speaking and Listening standards are divided
into which two substrands (indicated by light
gray shading)? What are the implications…?
1) Comprehension and Collaboration (SL#1#3); 2) Presentation of Knowledge and Ideas
(SL #4-#6). Implications: students are expected
to be verbally processing and working
collaboratively on a daily basis.
9. Portions of standards that are in bold,
underlined print indicate_____California
added this portion to the adopted CCSS.
10. Where could you go to find examples of
text that illustrate the complexity, quality,
and range of student reading in grades K5?
p.10;
also in Appendix B written by the
CCSS authors
FROM:
TO:
Two Significant Shifts in Reading:
1. Lexile Level Increase
2. Emphasis on Expository Text
What is a “lexile”?
Lexile is the unit used to report text complexity.
2 Factors:
Word Frequency
Sentence Length
These two factors are similar to the “Frye Readability” formula.
More info can be found at http://www.lexile.com/aboutlexile/lexile-overview/
Lexile Framework® for Reading Study
Summary of Text Lexile Measures
Text Lexile Measure (L)
1600
1400
CCSS Lexile Expectations
1200
Currently Assessed Standards Lexile Expectations
1000
800
600
19
Interquartile Ranges Shown (25% - 75%)
High College High College Military Personal EntryUse
Level
School
Lit. School Texts
OccupaLit.
Texts
tions
* Source of National Test Data: MetaMetrics
SAT 1,
ACT,
AP*
1. Lexile level increase
CCR= College and Career Ready
2. Emphasis on Expository Text
Weight of Expository Text on CST
Vocabulary
(1.0)
Reading
Comp.
(2.0)
Lit. Resp. &
Analysis
(3.0)
Writing
Strategies
(1.0)
Written &
Oral Lang.
Conventions
1.0)
3rd
31%
23%
12%
14%
20%
4th
24%
20%
12%
20%
24%
5th
19%
21%
16%
21%
23%
6th
17%
23%
16%
23%
21%
Information available on the CDE website – CST Blueprints
Discussion
•What AH-HAs or surprises did you have?
•What implications for the classroom do the
increase in lexile level and emphasis on
expository text have?
Focus on Outcome #1:
“Own” the 10 Reading-Literature (RL), the 10
Reading-Informational Text (RIT), and the 2
applicable Reading-Foundational Skills (RFS)
standards
Compare Reading Standards
Directions:
1. Locate the reading – literature standards.
 Pages 1 and 2 (3rd-5th grades)
 Page 12 (6th grade)
2. Find standard #3
3. Read/trace the standard from kindergarten
through 5th grade.
4. Notice the shifts in complexity but how the
standards remain consistent with intent.
K: identify
characters;
retell
5th: Compare/ contrast
characters/settings
4th: Describe
character,
setting, or
event
1st: describe
characters,
settings,
events
2nd: Describe characters’
response to events
3rd: Describe
characters;
explain actions
Activity: Side-by-Side Comparison
Debrief
• In looking at the reading literature
and informational standards
sideside-by-side, what do you notice about them?
• What are the implications for use of the
identified vocabulary words in the classroom?
• What actions might be done to specifically
address the word “text” and the use of “main
idea and detail” paired with informational text?
Activity: Highlight Text Dependent
Standards
Debrief
•How prevalent was “text
dependency” within the
standards?
•What is the significance
for instructional planning?
Think-Pair-Share
What I learned through these activities was…
When planning for instruction I will….
Resource to Apply Content Standards
Introducing…
the Pacing
Guide process
for creation!
How was the pacing guide created?
1. ELA Crosswalk produced by SCOE (available
on EGUSD website for CCSS)
How was the pacing guide created?
1. (continued) ELA Crosswalk connection to Open
Court
How was the pacing guide created?
2. Converted reference page #s to Excel
document- Spot checked validity of OC pages
Activity: Standards Aligned Resource
DIRECTIONS:
1. Locate your choice of various
standards in the far left column.
2. Use the Standards Aligned Resource to locate
specific page numbers identified as support
for teaching the CCSS within the TE.
3. Be sure to check the margins for explicit
support.
4. Spend 2-3 minutes with this activity.
Open Court Color-Coded Sections
Think about the content/standards that the color-coding
sections of green, red, and blue represent in Open Court
or if it is even found in Open Court.
Preparing to
Read
Reading &
Responding
Language Arts
•Word Knowledge
•Selection
Vocabulary
•Writing process
•Phonics and
Fluency
•Comprehension
•English Language
Conventions
•Literary Elements
•Spelling
•Vocabulary
Connecting Prior Knowledge
DIRECTIONS:
• Let’s examine CCSS Reading #1 to determine in
which color-coded section in O.C. it would be
found.
• In partners or triads, determine the
corresponding color-coded section for the
following standards:
Reading – Literature #2
Reading – Foundational Skills #3
Writing #3
Language #1
Language #4
Connecting Prior Knowledge
Reading – Informational Text #5
– What O.C. resources are available?
– Do they provide support for the intent of the
standard?
– If not, what are the implications?
Table Discussion
• What connections to color-coding did you
make with the reading standards—both
literature and informational text?
• How might you use this document as a
resource?
Creating the Pacing Guide cont’:
3. Filtered choices through key questions
•Standards alignment
•Vehicle for standards
•“Two-fer”
“
•Curricular “holes”
Introducing…
the Pacing
Guide!
Introduction of Pacing Guide
What if I find that my favorite selection
is omitted on the pacing guide?
“Fidelity
to Program”
“Fidelity
to Standards”
What if I find that my favorite selection
is omitted on the pacing guide?
“Fidelity
to Program”
“Fidelity
to Standards”
Writing is the one place where the pacing
guide will not be absolute…this will be
addressed during the Preservice training.
Navigating the Pacing Guide
• Take time to look at what
resources are available.
• Remember that reading
standards #1 and #10 are
virtually impossible NOT to
teach.
#1 = reading
comprehension/text evidence
#10 = comprehending gradelevel material
Question & Answer
Explore the pacing
guide, and as a
table, brainstorm
a list of any
questions you
might have.
Write your
questions
collectively on
post-it notes.
FROM:
TO:
Resources for
Reading Questions
Thank you to the
Delaware Department of
Education!
http://www.doe.k12.de.us/aab/files/EL
A/_Linking_Document.pdf
Utilizing the Pacing Guide
Applying the Resource
•Highlight existing questions in
O.C., social studies, or, science
that would address the reading
standards.
•Create “post-it note
questions” to align to specific
standards using the question
resource.
•Suggestion: focus on creating high-quality questions for
standards with the fewest identified resources.
Reflection
Fist to five:
• When the day began, how would you evaluate
your knowledge of CCSS reading standards?
• How would you rank your understanding
now?
Discuss:
• The resource that I will use the most is_____
because…
Outcome 2:
Utilize social studies and science textbooks for
teaching reading
Connecting the “what” (standards/curriculum)
with the “how” (lesson planning)
Gradual Release of Responsibility
“I do” - Model the Skill
“We do together” –
Practice the Skill with Help
“You do together” –
Practice the Skill with Less Help
“You do alone” –
Practice the Skill with No Help
Incorporating Speaking/Listening
Standards into GRR
DIRECTIONS:
1. Read the Speaking &
Listening standards #1#3 and #6 for your grade
level found on p. 6.
2. Discuss with your table how these
standards naturally “fit” with the GRR
planning lens.
A Resource for Structuring
Student Interaction
• As you plan, you may want to
consider structured ways to
implement the Speaking &
Listening standards into daily
student communication.
• Read the Structured Student Interaction
resource (blue handout) in your packet.
• Note the differences in the examples at the
bottom.
Debrief
Consider what was presented
about the Gradual Release of
Responsibility, the tie to
Speaking & Listening standards,
and the resource for structuring
student interaction.
What AH-HAs and/or validation did you
have?
How might what was presented affect your
planning?
Analogy – Deconstructing a Process
• Think about the steps in
starting a car and pulling out
of the driveway.
• In groups of 4 or 5, create
a list of the specific steps
required beginning with
unlocking the car door.
• Be prepared to share.
Deconstructing Lesson Plan Design
How do I lesson plan both
reading/writing standards with social
studies and science?
How do I lesson plan both
reading/writing standards with
social studies and science?
Demo Lesson for Social Studies or
Science
Having discussed GRR and modeled the
thinking process for lesson planning, let’s see
what a portion of the lesson would look and
sound like in a classroom.
Reflect/Share/Discuss
What are you thinking?
Outcome 3
Write CCSS-aligned lesson plans using the pacing
guide and other resources provided
Interactive Lesson Planning
• Utilize the next hour to begin lesson planning
with the CCSS reading standards and the
available resources.
• Be prepared to share resources at the end of
the planning time.
Day 2 Content
• Examine and “own” the 10 Writing standards
and 6 Language standards.
• Identify opportunities for writing instruction.
• Craft high-quality prompts for Open Court,
social studies, and science.
• Utilize the EGUSD writing rubrics to help plan
instruction.
Day 2 Content
• Examine and “own” the 10 Writing standards
and 6 Language standards.
• Identify opportunities for writing instruction.
• Craft high-quality prompts for Open Court,
social studies, and science.
• Utilize the EGUSD writing rubrics to help plan
instruction.
Day 2 Content
• Examine and “own” the 10 Writing standards
and 6 Language standards.
• Identify opportunities for writing instruction.
• Craft high-quality prompts for Open Court,
social studies, and science.
• Utilize the EGUSD writing rubrics to help plan
instruction.
Evaluations
•Please fill out the
evaluation forms
provided.
•Specific feedback
is greatly
appreciated in the
comment section
to better address
the needs of
participants.