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2 Common Core State Standards for English Language Arts Supporting Documents Shifts in Teaching and Learning Northshore School District Background: Washington State is transitioning to the Common Core State Standards (CCSS) in both English Language Arts (ELA) and Math (M), with new assessments being implemented in Spring In the CCSS ELA Work Team, through a process of developing understanding about the content of the standards and their instructional implications, has provided input and guidance about how to best support elementary teachers in making this transition. Shifts: This document, the result of that work, outlines eight shifts in teaching and learning emphasized by the CCSS-ELA that are necessary for supporting students in meeting the expectations of the new standards. Layout: Each section includes a description of the shift, implications for teaching and learning, prompts for thought and discussion, and related standards. Purpose: This document is intended to serve as an introduction to the CCSS-ELA and as a catalyst for instructional conversations as you implement the Common Core State Standards. Contents Page CCSS-ELA Organization...2 Analysis and Interpretation...3 Close Reading...4 Text Complexity...5 Vocabulary and Word Study...6 Purposeful Collaboration: Speaking and Listening...7 Argument Writing...8 Informative/Explanatory Writing...9 Narrative Writing...10 Additional Prompts for Thought and Discussion...11 Additional Resources

3 CCSS-ELA Organization The Common Core State Standards For English Language Arts are divided into K-5 and 6-12 strands. (Grades 6-12 also include Standards for Literacy in History/Social Studies, Science, and Technical Subjects, which are not outlined below). READING STANDARDS: Literature (RL) & Informational (RI) Key Ideas and Details: Explicit and inferential understanding (R1), main ideas (R2), character/idea development (R3) Craft and Structure: Vocabulary (R4), text structure (R5), point of view (R6) Integration of Knowledge and Ideas: Evaluate content (R7), critique claims (R8), compare texts (R9) Range of Reading: Read complex literature and informational texts (R10) READING FOUNDATIONAL SKILLS (RF) Print Concepts: Basic features of print (RF1) Phonological Awareness: Understanding of spoken words, syllables, and sounds (RF2) Phonics and Word Analysis: Letter-sound correspondences, vowels, morphemes (RF3) Fluency: Read with sufficient accuracy and fluency to support comprehension (RF4) WRITING STANDARDS (W) Text Types and Purposes: Argument (W1), informative/explanatory (W2), narrative (W3) Production and Distribution: Clear and coherent writing (W4), process writing (W5), technology (W6) Research to Build Knowledge: Research (W7), information gathering (W8), drawing evidence (W9) Range of Writing: Write routinely over shorter and longer timeframes (W10) SPEAKING AND LISTENING (SL) Comprehension and Collaboration: Participating in collaborations/conversations (SL1), integrating information (SL2), evaluating point of view (SL3) Presentation of Knowledge and Ideas: Presenting information with evidence and reasoning (SL4), use of digital media (SL5), adapting speech to range of tasks (SL6) LANGUAGE (L) Conventions of Standard English: Grammar and usage (L1), capitalization, punctuation, spelling (L2) Knowledge of Language: Function of language in different contexts (L3) Vocabulary Acquisition and Use: Word meanings (L4), figurative language (L5), range of general academic and domain-specific words and phrases (L6) Choose one standard from the categories listed above (RI5, Informational Text Structure, for example) and read across horizontally to look at how expectations evolve from kindergarten through grade 6. Note how skills and strategies build. What are students expected to know? What is new at your grade level? What is new at the next grade level? 2

4 Analysis and Interpretation This is the broad set of skills and strategies students need to construct meaning from literature (fiction) and informational (nonfiction) texts across subject areas. This includes making connections, using evidence to support claims, and answering literal and inferential questions. Students are expected to think deeply to construct explicit meaning, make logical inferences, use textual evidence, analyze text structure, and assess point of view. Multiple strategies: Students need to use multiple strategies to build literal and inferential understanding of complex literature and informational texts. Textual evidence: Students need to use textual evidence to support claims and to trace the development of themes and/or ideas over time. Textual analysis: Students are expected to engage in critical reading to analyze texts based on their specific purpose, not just personal response or reading for general information. Informational text: Students need more exposure to, and instruction with, informational text in order to learn about text structures, author s purpose, and the soundness of claims. Increased amount of reading: Students need to engage in large amounts of supported and independent reading, both in school and outside of it, with an emphasis on understanding. Gradual Release model: All components are necessary to sufficiently teach analysis and interpretation skills, from thinking aloud to shared and guided reading to independent practice. Explicit instruction: Teachers must provide all students with explicit instruction in finding textual evidence, making inferences, identifying text structure, and analyzing ideas and themes over time; reader response through writing and discussion is a key element of this instruction. Teacher modeling across text types: Teachers need to use both literature and informational text when modeling and thinking aloud; they may need to try it on themselves to practice the skills with a text they will use with students; teachers must select excellent mentor texts from the very best literature and ignite the fire for reading by providing texts, book talks, excitement around texts, etc. Reading-writing integration: Analysis and interpretation skills and strategies, across literature and informational texts, should be instructionally linked to similar skills in writing. Choose one standard from Key Ideas and Details (RL and RI 1-3) or Craft and Structure (RL and RI 4-6) for your grade level: What are students expected to do? What analysis and interpretation skills or strategies (decoding skills and comprehension strategies) will students need to meet these expectations? In what ways, across the Gradual Release model, might these skills and strategies be taught? RL2, RI2: Central ideas and themes RL3, RI3: Idea and event development RL4, RI4: Meaning of words and phrases RL5, RI5: Text structure RL6, RI6: Purpose and point of view RL7, RI7: Integrate/evaluate information RL8, RI8: Argument and claim analysis RL9, RI9: Theme comparison across texts RF4: Accuracy and fluency SL1: Collaborative conversations SL2: Integrate/evaluate information SL3: Evaluate speaker s point of view 3

5 Close Reading The standards expect students to read closely to determine the explicit and implicit meaning of literature or informational text. The term close reading refers to an instructional routine in which students critically examine a short text selection through text-dependent questions and repeated readings. Close reading fits into the existing balanced literacy instruction components as a way to model strategies, facilitate whole-class examination of text, and work with small groups to discuss text selections. As part of close reading activities, students examine deep structures including text organization, vocabulary, details, arguments, inferential meanings, author s purpose, and connections to other texts. Selecting complex texts worthy of in-depth examination and repeated readings is a crucial aspect of close reading. Critical examination: Students are expected to critically examine a text selection, considering ideas, themes, vocabulary, deeper meanings, and author s purpose. Repeated readings: Close reading involves reading a text selection a number of times, examining and discussing layers of meaning in the process. Annotation: Annotating a text helps students with analysis and thinking and helps teachers with formative assessment to gauge understanding. Collaborative conversations: Students need opportunities to participate in conversations about text to examine ideas, explore perspectives, and construct meaning. Shared reading: Teachers need to revisit shared reading, using complex short text selections for repeated readings, considering different perspectives and ideas. Think-alouds: Teachers might more explicitly model thinking skills and strategies they use to grapple with a short text selection as they make meaning. Collaborative experiences: Teachers may want to collaborate with colleagues to develop common experiences for close-reading planning and instruction. Examine Standard RL1 and RI1 across grades K-6: What are students expected to do, and how do these expectations increase across grades? What kinds of scaffolding and support are necessary for students to meet these expectations? How might the instructional routine of close reading be used to help support students reading development? Text Considerations I. Short narratives II. Abridged classics III. BML posters IV. Poetry V. Speeches VI. Readers theater selections Text-Dependent Question Types 1. General understanding 2. Key details 3. Text structures/vocabulary 4. Author s purpose 5. Inference 6. Opinion/intertextual (Fisher & Frey, 2012) RL1, RI1: Explicit and implicit understanding RL10, RI10: Text complexity RF4: Read with accuracy and expression SL1: Conversations and collaborations SL2: Integrate and evaluate information SL4: Present information with evidence and reasoning 4

6 Text Complexity The standards challenge teachers and students to tackle more difficult texts, and to learn from them, so that students develop the kinds of thinking and skills necessary to persevere when encountering complex literature and informational texts. Described in Standards RL10 and RI10, text complexity is closely linked to Standards RL1 and RI1, literal comprehension. Matching readers to just-right books is necessary but insufficient for developing the expected high level of skill. Teacher support in reading challenging texts is crucial, and reading volume matters. Lingering over a text: Students must be challenged to dig deeper and ponder over multiple meanings and interpretations of complex texts. Arriving at understanding: Students must be supported in ultimately getting the text in order to retell it, cite it, and ground their responses in textual evidence. Background knowledge: Students must be able to draw upon background knowledge to help construct meaning from complex texts. Text level: While just-right books are essential to independent reading, students need supported work with more difficult texts so that they may explore meaning/purpose, structure, language, and knowledge demands. Teacher scaffolding: The Gradual Release Model is key with think-alouds and questioning to sufficiently support student exploration of complex texts. Repertoire of strategies: To scaffold students work with complex texts, teachers may use a variety of strategies, including: Activating background knowledge, reading the first section or chapter aloud, forming same-book partnerships, or providing an audio version of the text. Role of background knowledge: Teachers might consider the amount of instructional effort and time necessary to activate students background knowledge without providing too much support (teaching the text). Text selection: Not every difficult text is worth spending time on instructionally; titles in Appendix B of the standards are examples, but many additional titles for instructional use will need to be identified over time. Text complexity: Referring to RL10 and RI10, and using the text complexity components in the graphic below (see CCSS-ELA Appendix A, pages 2-16, for detailed information), examine some texts in use at your grade level. In what ways are these texts complex? How might this analysis inform reading instruction? Qualitative: Levels of meaning or purpose; structure; language conventionality and clarity; knowledge demands Quantitative: Word length or frequency; sentence length; text cohesion Reader and Task: Motivation, knowledge, and experience of reader; purpose and complexity of questions or task RL1, RI1: Read closely for explicit and implicit understanding RL10, RI10: Text complexity SL2: Integrate and evaluate information SL4: Present information with evidence and reasoning L4: Meaning of words and phrases L5: Understanding of figurative language and word meaning nuances 5

7 Vocabulary and Word Study Vocabulary and word study are integrated across the standards, from reading foundations to reading and writing, from language to speaking and listening. Rather than a separate subject taught in isolation through spelling lists or word banks, the standards expect students to identify, understand, and use Tier 2 (powerful, high utility words) and Tier 3 words (subject-area specific words) when examining texts, supporting arguments, presenting information, and composing texts of their own. In addition to specific activities such as word sorts, word walls, and vocabulary banks, vocabulary and word study must be embedded in reading instruction (read alouds, guided reading, discussion of context clues, etc.) and writing instruction (applying words when drafting and revising). Use, not just define: Students are expected to understand and apply words in reading, writing, and discussion, not just to identify or define them. Vocabulary integration across content: Students are expected to learn and use new words across disciplines (such as mathematics, science, and social studies) not just in literature. Academic language: Students are expected to use words and phrases in rigorous discussions and as evidence to support thinking, conversations, and writing. Word-solving strategies: To meet the rigorous standards students will need to develop and utilize word consciousness and word-solving strategies such as using context, recognizing word families, and identifying word parts (roots, affixes, etc.) to help expand working vocabularies. Multiple points of instruction: Vocabulary in reading and word choice in writing must be areas of instructional focus in terms of academic vocabulary, figurative language, and author s craft. Modeling word-solving strategy use: Teachers must provide explicit vocabulary instruction through think alouds, shared reading, word study modeling, and strategy instruction using complex text selections. Embedded vocabulary and word study instruction: Teachers must provide students with opportunities across the day to experience rich language, learn new words, and use vocabulary in writing and discussions; such instruction may include small groups and differentiation. Review RL4, RI4, and L4 for your grade: Examine curriculum and classroom materials to make connections between the standards and these materials. How are word study and vocabulary addressed? What kinds of words are emphasized, and how? What instructional strategies would help students understand and apply new words? Three Tiers of Vocabulary Tier 1: Most basic words (clock, school, baby) Tier 2: High frequency words for mature language users (coincidence, absurd, industrious) Tier 3: Low frequency words from specific domains (isotope, lathe, peninsula) (Beck, McKeown, & Kucan, 2002) RL4, RI4: Meaning of words and phrases RF3: Phonics and word analysis W1c, W2c, W3c, W3d: Linking and domainspecific words (gr. 4, 5, 6) SL1: Collaborative conversations Four Types of Context to Consider Misdirective: Directs student to incorrect meaning Nondirective: No assistance directing toward any particular meaning General: Enough information to place word in general category Directive: Likely to lead student to a specific, correct meaning SL4: Report on a topic using details SL6: Formal English L2: Spelling and conventions L4: Determine meaning using context L5: Understanding of figurative languag 6

8 Purposeful Collaboration: Speaking and Listening To meet standards in speaking and listening as well as other areas, students must have opportunities to participate in rich conversations in whole-class and small-group settings. As part of these conversations, students must explain ideas accurately, use general academic and domain-specific vocabulary, respond to what others have said, and analyze and synthesize ideas from various sources. Technology is integrated with this shift, as the standards expect students to develop information literacy, interpret and discuss digital texts and media, and utilize digital means of communicating and presenting ideas to others. Critical thinking, analysis, and comparisons: Students are expected to interact with others to learn from, qualify, and evaluate others information, evidence, and reasoning. Technology integration: Students must develop digital literacy skills to meaningfully integrate technology into their efforts to communicate and present ideas to others. Focused and informed conversations: In speaking and listening, students must build on others ideas, draw upon evidence to support their own ideas, and be articulate and persuasive in the process. Role as Facilitator: To support student engagement in collaborative conversations with peers, teachers may model at first but then step back into a facilitator role to allow students opportunities to collaborate with one another to try out ideas and develop speaking and listening skills through practice. Academic conversations: While students may feel comfortable talking informally in small groups, the standards expect them to engage in more in-depth and academic conversations. To support this, teachers may need to teach children how to collaborate with each other, evaluate a speaker s point of view, listen to and consider multiple perspectives, and to present their thinking in an organized way. Digital Media and Technology: Teachers may need to gain experience with new forms of technology, develop strategies for developing non-print resources, and support student efforts to integrate technology and digital media into their collaborative conversations. Standards SL1, SL2, and SL3 emphasize input both comprehension and collaboration; SL4, SL5, and SL6 focus on output and presentation of knowledge: How might you integrate elements of these standards with your current literacy instruction? Thinking about your grade level (individually or with a grade-level team), how might you include SL standards in a yearlong curriculum mapping exercise? SL1: Participate in conversations and collaborations SL2: Integrate and evaluate information SL3: Evaluate a speaker s point of view SL4: Present information using reasoning and organization L3: Apply knowledge of language when reading or listening L6: Acquire and use academic and domainspecific words and phrases 7

9 Argument Writing The standards are constructed so that each type of writing (W1-W3) aligns with the production/distribution and research standards (W4-W9) and with range of writing (W10). Due to this structure, the writing shifts in teaching and learning are organized by writing type (argument, informative/explanatory, narrative), knowing that the remaining standards overlap these three. Argument writing emphasizes the ability to write sound arguments on substantive topics, including supporting claims with evidence and using sources effectively. In this way, the standards stress the importance of developing skills not only in writing but also in thinking, learning, and research. Argument writing includes, for example: Opinion pieces, persuasive letters, book reviews, petitions, and persuasive reviews. Meaningful topics: In order to compose compelling written arguments, students must have opportunities to write about topics that are engaging and meaningful to them. Authentic purpose and audience: Students must craft written arguments that are persuasive, informed, and written for an authentic purpose and real audience. Critical thinking: As part of the process of writing arguments, students must conduct research, critically evaluate sources, and analyze the perspective of others. Text structure: Teachers need to provide instruction on how to structure various kinds of argument texts, from opinion pieces to persuasive letters to speeches for debate; mentor texts and connections to related reading standards provide integration opportunities. Time to think, discuss, and compose: Teachers need to provide structured opportunities for students to think about their arguments, conduct research, discuss topics with peers, and compose argument texts across stages of the writing process. Critical literacy skills: Teachers may support students efforts to research and compose argument texts by modeling reasoning skills, how to analyze information and sources, and how to be both critical consumers of information and skilled composers of logic. Review Standard W1, argument writing, across grades K-6: What do you notice about the progression of skills across grades? Next, look at student writing samples for argument in Appendix C, pages 6 (kindergarten), 15 (grade 2), 25 (grade 4) and 36 (grade 6)*. What do you notice about these writing samples? What elements of Standard W1 for the matching grade level(s) can be found in these samples? What connections can you make to current classroom instruction and curriculum materials? *Appendix C does not contain argument writing samples for grades 1, 3, or 5 W1: Argument writing W4: Organization W5: Respond to questions and suggestions from peers W6: Use of technology in writing process and research W7: Conduct research W8: Gather information W9: Draw evidence from texts W10: Write routinely over shorter and longer timeframes SL1: Collaborative discussion SL2: Integrate and evaluate information SL3: Evaluate point of view SL6: Adapt speech to contexts and communicative tasks L1: Conventions (grammar and usage) L2: Conventions (capitalization, punctuation, spelling) L6: Word choice 8

10 Informative/Explanatory Writing Informative/explanatory writing emphasizes the ability to convey complex ideas clearly and accurately with organization and detail. The structure and organization of informative/explanatory texts is paramount, and the content of this type of writing must be researched and informed, with clear connections to reading informational texts and learning domain-specific vocabulary. Additionally, the same standards of craftsmanship that apply to argument and narrative writing also apply to informative/explanatory writing. This type of writing includes, for example: Literary analyses, scientific and historical reports, summaries, and functional writing such as instructions, memos, manuals, and science/math journals. Text structure: Students must become familiar with a wide range of informational text structures (sequential, compare/contrast, etc.) and gain experience composing using these structures. Writing across disciplines: In addition to structure, students must have multiple opportunities to write long and short informational pieces across disciplines including mathematics, science, and social studies. Research skills: In order to write complex and substantive informational texts, students must be able to gather and evaluate information from print and digital sources. Intellectual work: The rigor of the standards make it clear that informative/explanatory writing must be logical, well crafted, and of high quality. Teachers need to model both the thinking and writing skills that go into the process of researching and composing structured and logical informative/explanatory texts. Collaboration and process writing: Teachers need to provide students with multiple opportunities to collaborate, discuss their work, and engage in the stages of the writing process. Teacher feedback, peer research and writing groups, and formative assessments (prompts, rubrics, traits, conferencing) are essential elements of this work. Media and information literacy: Teachers need to model information literacy and media literacy skills, including the use of technology for research, composing, and publishing informative/explanatory writing. Research skills cut across multiple standards and must be taught consistently and in depth across disciplines. Review Standard W2, informative/explanatory writing, across grades K-6: What do you notice about the progression of skills across grades? Next, look at student writing samples for informative/explanatory in Appendix C, pages 7 (kindergarten), 11 (grade 1), 18 (grade 3), and 29 (grade 5)*. What do you notice about these writing samples? What elements of Standard W2 for the matching grade level(s) can be found in these samples? What connections can you make to current classroom instruction and curriculum materials? *Appendix C does not contain informative/explanatory writing samples for grades 2, 4, or 6 W2: Informative/Explanatory writing W4: Organization W5: Respond to questions and suggestions from peers W6: Use of technology in writing process and research W7: Conduct research W8: Gather information W9: Draw evidence from texts W10: Write routinely over shorter and longer timeframes SL1: Collaborative discussion SL2: Integrate and evaluate information SL3: Evaluate point of view SL5: Strategic use of digital media SL6: Adapt speech to contexts and communicative tasks L1: Conventions (grammar and usage) L2: Conventions (capitalization, punctuation, spelling) L6: Word choice 9

11 Narrative Writing Narrative writing describes real or imagined experiences or events using technique, details, and event sequences. Narrative writing may inform, instruct, persuade, or entertain. While this type of writing is familiar to teachers and students, the standards raise expectations and present a logical sequence of skill development over time. Specifically, students are expected to compose narrative pieces using effective technique, well-chosen details, and well-structured event sequences. Narrative writing may include creative fictional stories, memoirs, anecdotes, and autobiographies. Craft: Students must have support for and opportunities to develop narrative texts that are well crafted and tightly structured, and that demonstrate use of vocabulary and Standard English conventions. Writing process: As students work to compose narrative texts, they need opportunities to share ideas with others and discuss story elements such as setting, character introduction and development, dialogue and description, transitional and descriptive words, sequence of events, and resolution. Multiple types of narrative: The rigorous levels of skill expected by the standards will require students to write often, composing both shorter and longer narrative texts. Students need to write a variety of narratives, from short anecdotes and personal recollections to more complex memoirs, historical fiction pieces, and autobiographies. Accelerated pace: Teachers need to provide instruction on the elements of narrative, from structure to craft to language, in a purposeful and rigorous manner. This instruction may include think alouds and shared writing using high-quality fiction as mentor texts and exemplars or anchor papers in writing. Writing workshop: Teachers need to provide structured opportunities for students to develop story ideas, discuss topics with peers, confer with one another and the teacher, and receive feedback on a succession of drafts moving toward a finished product. Writing-reading integration: Narrative lends itself to an integrated approach for teaching writing and reading. Incorporating this integrated approach using the Gradual Release model across the course of a day, a week, and a unit can help students develop reading and writing skills. Review Standard W3, narrative writing, across grades K-6: What do you notice about the progression of skills across grades? Next, look at student writing samples for narrative in Appendix C, pages 9 (kindergarten), 13 (grade 1), 17 (grade 2), 22 (grade 3), 27 (grade 4), and 31 (grade 5)*. What do you notice about these writing samples? What elements of Standard W3 for the matching grade level(s) can be found in these samples? What connections can you make to current classroom instruction and curriculum materials? *Appendix C does not contain a grade 6 narrative writing sample W3: Narrative writing W4: Organization W5: Respond to questions and suggestions from peers W6: Use of technology in writing process and research W10: Write routinely over shorter and longer timeframes SL1: Collaborative discussion SL5: Use of digital media SL6: Adapt speech to contexts and communicative tasks L1: Conventions (grammar and usage) L2: Conventions (capitalization, punctuation, spelling) L6: Word choice 10

12 Additional Prompts for Thought and Discussion Analysis and Interpretation: Choose one standard from Key Ideas and Details (RL and RI 1-3) or Craft and Structure (RL and RI 4-6). Examine the learning progression for this standard across grades K-6. What do you notice? What sequence of analysis and interpretation skills or strategies (decoding skills and comprehension strategies) will students need to meet these expectations across grades? Close Reading: Referring to Standard RL1 or RI1, choose a literature or informational text selection for close reading: 1. How would you approach this text when working with students? 2. What is an important theme or idea in the text that is worthy of close examination? 3. What section warrants a close read, in terms of complex ideas, themes, vocabulary? 4. What literal and inferential questions would you ask to help students consider the text? 5. What words are crucial for understanding key ideas, and how will these be discussed? Text Complexity: Using pages of the standards as a guide (as well as Appendix B, text exemplars), choose a passage for a close reading and consider what makes it complex: 1. What is the identified level of this text? (Lexile, Fountas & Pinnell, Grade Level) 2. What is the structure and organization of the text? 3. What is the content of the selection? Is it domain-specific (math, science, history)? 4. What kinds of words and phrases are in the selection? Domain-specific vocabulary, multiple meaning words, figurative language? 5. What background knowledge would be helpful to activate before examining this complex text? Vocabulary and Word Study: Reread the Components of Balanced Literacy document, thinking through and discussing instructional opportunities in these components to incorporate vocabulary and word study. How might vocabulary and word study be aligned with reading instruction? What connections can be made to students writing? Additionally, what disciplines or specific units (math, science, social studies) might be included in vocabulary and word study instruction? Purposeful Collaboration: Speaking and Listening: Examine the SL Standards for your grade level. Using literacy curriculum materials and resources, highlight/note where these standards already exist. Then, consider ways to integrate the SL Standards across literacy content and throughout the components of Balanced Literacy. Now consider and discuss other disciplines where students might be provided opportunities to practice and apply their speaking and listening skills with greater independence. Argument Writing: Collect and examine argument writing samples from your students. Looking at Standard W1 for your grade level, what do you notice? What elements of argument do students demonstrate knowing, and what elements need targeted instruction? What kinds of feedback would be helpful for students? How might the Gradual Release model be used to help students develop argument text structure, an informed opinion, reasons supported by facts and details, and concluding statements? Informative/Explanatory Writing: Collect and examine informative/explanatory writing samples from your students. Looking at Standard W2 for your grade level, what do you notice? How effectively are students using research in their writing? What kinds of feedback would be helpful for students? How might the Gradual Release model be used to help students develop informative/explanatory text structure, use facts and definitions to develop a topic, use academic language, and conduct and evaluate research using technology and information literacy skills? Narrative Writing: Collect and examine narrative writing samples from your students. Looking at Standard W3 for your grade level, what do you notice? What are some ways to increase rigor to help students develop more complex and well-crafted narratives? What kinds of feedback would be helpful for students? How might the Gradual Release model be used to help students develop narrative text elements such as clear event sequences, character development, dialogue, and sensory details? 11

13 ComponentsBalLitOct2012 NSD Elementary Literacy TOSAs rev d Oct 2012 Adapted from Virginia Lockwood Zisa, 2007 and G. Tompkins, 2008 GRR=Gradual Release of Responsibility Model By Independent Reader s Workshop Focus on independent application of reading skills Readers employ skills/strategies learned in self-selected Just Right text. Students independently read for extended periods of time. Word Study Focus on phonemic awareness, phonics, vocabulary, and spelling instruction in structural analysis. Independent Writer s Workshop Focus on independent application of writing skills Students employ reading and writing strategies learned by composing text. Students write independently for extended periods of time. Skill Groups/ Strategy Instruction Focus on phonemic awareness, phonics, fluency, vocabulary and comprehension Short term to address common instructional needs of students who may be reading at a variety of book levels. Skill Groups/ Strategy Instruction Focus on phonemic awareness, phonics, fluency, grammar & conventions, vocabulary & comprehension Short term to address common instructional needs of students who may be working at a variety of places on the developmental continuum. With Guided Reading Focus on phonemic awareness, phonics, fluency, vocabulary and comprehension, text structures Students reading at about the same level of proficiency are grouped together based on a variety of assessment data. The instruction supports students in learning how to process a variety of increasingly more sophisticated text. Guided Writing Focus on genre, writing process, author s craft, grammar and conventions, and purpose Teacher scaffolds writing instruction providing support in small groups or individual conferencing. Interactive Writing (K-1) Focus on phonemic awareness, phonics, grammar and conventions Teacher shares the pen with students as they collaboratively compose and construct a written message. Shared Reading Focus on phonemic awareness, phonics, fluency, vocabulary and comprehension The teacher is the lead reader of enlarged (visually accessible by all) text. The text may be reread and revisited over the course of several sessions with various teaching points. Shared Writing Focus on genre, writing process, author s craft, grammar and conventions, and purpose Teacher and students orally compose and create text together; the teacher controls the pen Focus on Comprehension and Vocabulary To Interactive Read Aloud An interactive experience in which the teacher reads aloud, sharing his/her thinking as a model of proficient reading. Students are engaged in listening, thinking and discussing the text throughout for the purpose of making meaning. Modeled Writing Focus on genre, writing process, author s craft, and purpose The teacher demonstrates or models how expert writers write. Teachers think aloud about the writing process and show how writers make strategic decisions and solve problems as they write. GRR READING COMPONENT DESCRIPTION WRITING COMPONENT DESCRIPTION Components of Balanced Literacy

14 REPRODUCIBLE FIGURE 3.1: Instructional Framework Based on the Gradual Release of Responsibility Model of Instruction Purpose and Modeling Teacher Responsibility "I do it." Demonstrates new strategies and skills Establishes purpose for learning today and makes learning relevant Models, scaffolds, and coaches Observes and questions Participates in learning and reflections Guided Instruction Uses questions, prompts, and cues to guide learning Matches group members and tasks carefully "We do it." Applies new learning with guidance Responds to questions, prompts, and cues Productive Group Work "You do it together." Plans purposeful learning activities Facilitates group interactions Consolidates understanding through interactions with peers Uses academic language and argumentation skills Independent Learning Creates engaging assignments Assists as needed "You do it alone." Extends learning through synthesis and evaluation Creates new understandings Student Responsibility Common Core English Language Arts in a PLC at Work TM, Leader s Guide 2013 Solution Tree Press go.solution-tree.com/commoncore to download this page.