Implementing the CCSS for Reading

August 2013

Ice BreakerThink of a movie title or television show that would describe your summer!

Please share with the people at your table.

Learning MapsKey IdeasI’m unsure of . . .I want to try . . . Resources

States Unite for CCSS

Design and OrganizationThree main sectionsK-5 (cross-disciplinary)6-12 English Language Arts6-12 Literacy in History/Social Studies, Science,

and Technical SubjectsThree appendicesA: Research and evidence; glossary of key termsB: Reading text exemplars; sample performance

tasksC: Annotated student writing samples

Literacy StrandsThere continue to be the same 4 Literacy

StrandsReadingWritingSpeaking and ListeningLanguage

10 Overarching CCR Anchor Reading Standards

Key Ideas and Details (Standards 1-3)

Craft and Structure (Standards 4-6)

Integration of Knowledge and Ideas (Standards 7-9)

Range of Reading and Level of Text Complexity (Standard 10)

Organization within Strands

Getting to Know the Reading StandardsLook at the Reading Standards for both

Literature and Informational Texts.Begin by choosing an anchor standard.Then follow that standard beginning at

kindergarten on up through the grades.What do you notice?

Exemplar Texts for K-5Appendix B provides examples of exemplar textsExemplar texts are a model for what text

complexity should look like at different grade level bands

Exemplar texts are listed for: o Storieso Poetryo Read-aloud storieso Read-aloud poetryo Informational textso Read-aloud informational texts

Reading Standards: Foundational SkillsFour categories (standards 1-4)Print concepts ( K-1)Phonological awareness (K-1)Phonics and word recognition (K-5)Fluency (K-5)

CCSS in ActionView video clip.Learning map reflection

What do you notice?In what ways will you need to make shifts in

your reading instruction practice to align with the CCSS?

What’s Important in Workshop?MinilessonIndependent readingGuided readingRead-aloudReader response

The Important Book

Important Poem FormatThe most important thing about ____ is

___________.It . . . (great detail #1)It . . . (great detail #2)It . . . (great detail #3)

But the most important thing about ____ is ________.

Take a break!

Parts of the MinilessonActive engagementLinkTeaching demonstrationConnection

Parts of the MinilessonConnectionTeaching demonstrationActive engagementLink

Intro to UnitConceptsMaterialsProfessional ResourcesRead-aloud Texts

Word, Phrase, SentenceRead the “Notes” section of the unit.Choose a word, phrase, or sentence that you

feel is important.

Session ReviewRead your sessionNote on chart paper:

Main teaching pointAdvance preparation?Tricky spotsThings to remember/consider

Addendum - OverviewIntroductionReading Workshop ArchitectureThe ShareGuided ReadingReading ResponseReading Assessment LogisticsLink to Word Study & VocabularyHome-School ConnectionGlossary of Workshop Terms

Addendum – Unit NotesIntroductionMentor Text Read-Aloud Sessions at a GlanceGuided Reading Reading ResponseStudent AssessmentResources

Learning Map ReflectionBrowse through the addendum

Note reflections on your Learning Map

North-South-East-WestN – NeedsS – SurprisedE – ExcitedW - Worries