implementation of the common core state standards for english language arts in kindergarten

Implementation of the Implementation of the Common Core Common Core

State Standards for State Standards for English Language Arts English Language Arts

in Kindergarten in Kindergarten

Reading Resource Specialist Reading Resource Specialist August 17, 2011August 17, 2011

• Aligned with college and work expectations

• Include rigorous content and application of knowledge through high-order performance skills and more complex texts (significantly increased emphasis on informational texts)

• Build upon strengths and lessons learned about current state standards

• Internationally benchmarked to prepare students for success in our globally competitive economy and society

• Research and evidence based

• State-led initiative – coordinated by National Governors Association (Center for Best Practices) and Council of Chief State School Officers

• Developed collaboratively by teachers, administrators (school/ district/state), experts (academic/workforce), parents, students

2013-14 ~ blended NGSSS & CCSS; assess FCAT 2.0 2014-15 ~ fully implement CCSS; assess PARCC

* 2011-12 kindergartners–first students assessed on CCSS as third graders in 2014-15.

SY 2011-12

Development Phase

SY 2013-14

Second Year Pilot/Field Testing and

Related Research and

Data Collection

SY 2014-15

Full Administratio

n of PARCC Assessments

SY 2010-11

Launch and Design Phase

Summer 2015

Set Achievement

Levels, including

College-Ready Performance

Levels

SY 2012-13

First Year Pilot/Field Testing and

Related Research and

Data Collection

Three Main Sections• K−5 (cross-disciplinary)• 6−12 English Language Arts• 6−12 Literacy in History/Social Studies, Science, and Technical Subjects (supplement to content standards;

not to replace them)

Three Appendices• A: Research and evidence; glossary of key terms• B: Reading text exemplars; sample performance tasks• C: Annotated student writing samples

Four Strands of StandardsDIVIDED ONLY FOR CONCEPTUAL CLARITY

Reading StrandWriting Strand

Speaking & Listening StrandLanguage Strand

Grade-Specific StandardsK, 1, 2, 3, 4, 5, 6, 7, 8, 9-10, 11-12

College and Career Readiness (CCR) Anchor Standards

LANGUAGE

LANGUAGE

Reading

Writing

Listening

Speaking

well-planned instruction and performance tasks will lead to integrated curriculum and assessment

Writing (standard 7)expects students to participate in shared research

(reading) and (response through) writing projects

Speaking and Listening (standard 4) expects students to present

knowledge and ideas about what they read

• Reading Standards for Literature K-5 (10 standards)

• Reading Standards for Informational Text K-5 (10 standards)

• Reading Standards: Foundational Skills K-5 (4 standards)---------------------------------------------------------------------------------------------------------------------

• Writing Standards K-5 (10 standards)---------------------------------------------------------------------------------------------------------------------

• Speaking and Listening Standards K-5 (6 standards)---------------------------------------------------------------------------------------------------------------------

• Language Standards K-5 (6 standards)---------------------------------------------------------------------------------------------------------------------

Range, Quality, and Complexity of Student Reading K-5

Clear, Understandable, Consistent Standards

“Staircase” of Increasing Complexity – Learning Progressions Spiral Through Grades

Key Ideas and Details (Standards 1−3)Standard 1: ask/answer questions about key details in textStandard 2: retell familiar stories, including key detailsStandard 3: identify characters/settings/major events in story

Craft and Structure (Standards 4-6)Standard 4: ask/answer questions about unknown words in textStandard 5: recognize common text typesStandard 6: name author/illustrator and define their role telling story

Integration of Knowledge and Ideas (Standards 7-9)Standard 7: describe relationship between illustrations and storyStandard 8: not applicable to LiteratureStandard 9: compare/contrast adventures/experiences of characters

Range of Reading and Level of Text Complexity (Standard 10)Standard 10: engage in group reading with purpose/understanding

Key Ideas and Details (Standards 1−3)Standard 1: ask/answer questions about key details in textStandard 2: identify main topic and retell key details of textStandard 3: describe connection between two people/events/ideas/pieces of information

Craft and Structure (Standards 4-6)Standard 4: ask/answer questions about unknown words in textStandard 5: identify front/back cover and title of bookStandard 6: name author/illustrator and define their role presenting ideas/information in text

Integration of Knowledge and Ideas (Standards 7-9)Standard 7: describe relationship between illustrations and textStandard 8: identify reasons author gives to support points in textStandard 9: identify similarities/differences between two texts on same topic

Range of Reading and Level of Text Complexity (Standard 10)Standard 10: engage in group reading with purpose/understanding

Print Concepts (Standard 1)Standard 1: demonstrate understanding of organization and basic features of print

Phonological Awareness (Standard 2)Standard 2: demonstrate understanding of spoken words/syllables/sounds (phonemes)

Phonics and Word Recognition (Standard 3)Standard 3: apply grade-level phonics/word analysis skills in decoding

Fluency (Standard 4)Standard 4: read emergent-reader texts with purpose/understanding

Text Types and Purposes (Standards 1-3)Standard 1: use drawing/dictating/writing to compose opinion piecesStandard 2: use drawing/dictating/writing to compose informative/explanatory textsStandard 3: use drawing/dictating/writing to narrate single event or several linked events in order

Production and Distribution of Writing (Standards 4-6)Standard 4: begins in grade 3Standard 5: respond to questions/suggestions from peers, adding details to strengthen writingStandard 6: explore variety of digital tools to produce/publish writing

Research to Build and Present Knowledge (Standards 7-9)Standard 7: participate in shared research/writing projectsStandard 8: recall information from experiences/gather information from sources to answer questionStandard 9: begins in grade 4

Range of Writing (Standard 10)Standard 10: begins in grade 3

Comprehension and Collaboration (Standards 1-3)Standard 1: participate in collaborative conversations with diverse partners about kindergarten topics/texts with peers/adultsStandard 2: ask/answer questions about key details/clarification to confirm understanding of text read aloud/information presented orally/through other mediaStandard 3: ask/answer questions to seek help/get information/clarify

Presentation of Knowledge and Ideas (Standards 4-6)Standard 4: describe with detail familiar people/places/things/eventsStandard 5: add drawings/other visual displays to descriptions for additional detailsStandard 6: speak audibly and express thoughts/feelings/ideas clearly

Conventions of Standard English (Standards 1-2)Standard 1: demonstrate command of conventions of standard English grammar/usage when writing/speakingStandard 2: demonstrate command of conventions of standard English capitalization/punctuation/spelling when writing

Knowledge of Language (Standard 3)Standard 3: begins in grade 2

Vocabulary Acquisition and Use (Standards 4-6)Standard 4: determine/clarify meaning of unknown/multiple-meaning words and phrasesStandard 5: explore word relationships/nuances in word meaningsStandard 6: use words/phrases acquired through conversations/reading/being read to/responding to texts

CCSSCCSS

Instructional Focus Calendars

Links to Unit PlanLinks to Unit Plan

Instructional Focus Calendars

WritingWriting

Underlined Underlined

Question StemsQuestion Stems

Optional Supplemental Text Resources * ** ***Optional Supplemental Text Resources * ** ***

CCLA.K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).CCLA.K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Main Selection Theme: Transportation (Bus)Maisy Drives the Bus (2000) by Lucy Cousins School Bus (1993) by Donald CrewsMagic School Bus Series Books Truck (1980) by Donald Crews*Alphabeep: A Zipping Zooming ABC (2003) by Debora PearsonDon’t Let the Pigeon Drive the Bus (2003) by Mo Williams**Berenstein Bears Catch the Bus: A tell the Time Story (1999) by Stan and Jan Berenstein

CCLA.K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).CCLA.K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Main Selection Theme: Transportation (Bus)Maisy Drives the Bus (2000) by Lucy Cousins School Bus (1993) by Donald CrewsMagic School Bus Series Books Truck (1980) by Donald Crews*Alphabeep: A Zipping Zooming ABC (2003) by Debora PearsonDon’t Let the Pigeon Drive the Bus (2003) by Mo Williams**Berenstein Bears Catch the Bus: A tell the Time Story (1999) by Stan and Jan Berenstein

Example From U3W2Example From U3W2

CCLA.K.RL.5 Recognize common types of texts (e.g., storybooks, poems).  It’s Snowing, It’s Snowing (1984) by Jack PrelutskyIt’s Raining Pigs & Noodles (2000) by Jack PrelutskyThe Random House Book of Poetry for Children (1983) intro by Jack Prelutsky**It Fell in the City (1985) by Eve Merriam* NOTE: Full text Available online see link in BEEPFlicker Flash! **

CCLA.K.RL.5 Recognize common types of texts (e.g., storybooks, poems).  It’s Snowing, It’s Snowing (1984) by Jack PrelutskyIt’s Raining Pigs & Noodles (2000) by Jack PrelutskyThe Random House Book of Poetry for Children (1983) intro by Jack Prelutsky**It Fell in the City (1985) by Eve Merriam* NOTE: Full text Available online see link in BEEPFlicker Flash! **

Example From U7W3Example From U7W3

CCLA.K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. CCLA.K.RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Books with the Yoko Character (by Rosemarie Wells)Yoko’s Show and Tell, Yoko Writes her Name, Yoko’s Paper Crane Books by Rosemarie Wells with Max Character:Max and Ruby, Bunny Money, Bunny Cakes, Bunny Party, Max’s Dragon Shirt, Max’s ABC

CCLA.K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. CCLA.K.RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Books with the Yoko Character (by Rosemarie Wells)Yoko’s Show and Tell, Yoko Writes her Name, Yoko’s Paper Crane Books by Rosemarie Wells with Max Character:Max and Ruby, Bunny Money, Bunny Cakes, Bunny Party, Max’s Dragon Shirt, Max’s ABC

Example From U4W3Example From U4W3

Performance Tasks

Performance Tasks

•Correlates with Treasures’ Instruction

•Incorporates Higher Level Skills and Instructional Strategies

•Connects Reading, Writing, Speaking, and Listening

•Addresses multiple standards

•Follow model in CCSS Appendix B sample performance tasks