PRESENTED BY

CINDY BAKMAY 15,

2014

COMMON CORE STANDARDS

AND BALANCED LITERACY

Common Core ELA Shifts

Balanced Literacy Components

CCSS per grade level

Implications for instruction

Looking ahead...

AGENDA

CCSS SHIFTS IN ELA/LITERACY

Shift 1 Balancing Informational & Literary Text

Students read a true balance of informational and literary texts.

Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text.

Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

What are the implications to our teaching practice?

INTERACTIVE READ ALOUD

Teacher explicitly MODELS

comprehension skills and strategies by fluent reading and

thinking aloud. Teacher must pre-read text and thoughtfully plan using CCSS as

guide

Students interact and engage in the read

aloud by trying out the modeled strategies

with a partner

INDEPENDENT READING

Students need independent practice with

leveled texts

50/50 Fiction and Nonfiction in book bag/box

Reading partner support

Teacher CONFERS/COACHES students

SMALL GROUP INSTRUCTION

Guided Reading Lessons: Teacher guides

students through a leveled text

Teacher observes reading behaviors and coaches students

Strategy Lessons: Teacher meets with

students who have a common need (i.e. getting started right away, tricky word strategies, word work)

SHARED READING

Focus on…FLUENCY, WORD WORK

50/50 Fiction and Nonfiction

Variety of text types

Repeated reading of one text

Introduction to new concept

Teach skills in contextSpiral Review

INTENTIONALITY!

WORD WORK

Explicit instruction on

WORDS

Phonemic Awareness

Phonics Skills

Syllabication/Word Parts

Making Words/Word Sorts

High Frequency Words

Tricky Word Strategies

Grammar

GRADUAL RELEASE OF RESPONSIBILITY

COMMON CORE ANCHOR STANDARDS

Study your grade level standards.

What components would be potential structures in which to teach the standards?

What are the implications for your practice?

Please visit Rowland blogs for Balanced Literacy resources.

http://www.rowlandblogs.org

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