Helen S. Comba Supervisor of English Language Arts School District of the Chathams

 ~ time for planning  ~ Common assessments will be operational  Between now and then~ ~ Transitions in assessment systems ~ Phase-in the Standards - Curriculum development and alignment - Professional development

 Reading  Reading literature  Reading Informational Text  Reading Foundations  Writing  Speaking and Listening  Language  Standards for literacy in history/ social studies, science, and technical subjects

 Reading Literature  CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RL.3.1  CCSS.ELA-Literacy.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series) CCSS.ELA-Literacy.RL.3.9  Reading Informational Text  CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RI.3.1  CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. CCSS.ELA-Literacy.RI.3.9

 CCSS.ELA-Literacy.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. CCSS.ELA-Literacy.RF.3.3a  CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RF.3.4

1. Building knowledge through content-rich nonfiction 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language

 Writing about personal experiences: Have you ever lost a tooth? Write about it.  Learn about the tooth traditions around the world.  Take notes as you read/view using technology.  Use your notes to compare and contrast these traditions with your own experiences.  Explain what you have learned about tooth traditions citing examples (using evidence).

 2010 & 2013-Curriculum revision  2012 – Purchase of Classroom libraries  Encourage wide reading as part of classroom instruction  Encourage students to read new genres  Facilitate community building  Build stamina in reading  Develop lifelong reading habits

 3 Types of Writing:  Narrative writing(personal narrative, story)  Writing about opinions (persuasive, argument)  Nonfiction writing(how to, all about, essay)

 Structure (stories have problems, an essay begins with a thesis statement)  Craft (Good writers write strong leads, use dialogue, similes, etc.)  Writing about research  Integrated across the curriculum

 Speculative writing- Write a story based on a prompt such as the following: Katie and Pablo were excited about their adventure. Write a story about it.  Poem Prompt- Read a poem* then write a composition about the poem’s theme or main idea such as the following: After reading a poem about a person trying something new- students are asked to think of a time when you tried something new. Tell, describe, explain.  Constructed response questions -Use evidence* from the reading selection. (RAFT)

 Writing about experiences, opinions, information(Common Core)  Performance Tasks- Require integration of reading and writing (Throw your Tooth on the Roof).  Writing about Research-Read 2 or more selections on the same topic to analyze and then synthesize knowledge.  Constructed response questions – similar to NJASK questions.

Encourages independence Gives the young writer choice within a framework Has procedures that are consistent from day to day Structures the environment to encourage writers to take risks while learning craft Provides a scaffolding support system to all writers Has a regular and predictable time to write and amount of time Gives students direct instruction in writing by different methods; whole class, small group, individual Uses literature to teach students the craft of writing

NJASK Requires legible handwriting No technology PARCC Tech. skills required Possibly no handwritten components

 Language means both speaking and writing  Language means grammatical usage in speaking and writing Think about …  How do children acquire oral language skills?  How do children acquire written language skills

 CCSS assertion that the study of language should be woven into students’ authentic work is supported by research.  The Language Standards emphasize context- embedded language work over memorization of grammar rules.  Carnegie Corporation- Writing Next (Graham and 2007) concluded that “systematic teaching of parts of speech and sentence structure does not yield effective results.

 Research on Writing Workshop has shown Writing Workshop to be the best practice for teaching writing.  Teach grammar in the context of writing.  Teach grammar in the context of reading.  Look at two places to see what grammar skills need to be taught: the Common Core and student writing samples.