1. MacAfee and Conerly Road School Math & Literacy Night February 16, 2012 Presented By: Lisa Cassell & Jaime Means

2. Purpose Understanding the new Core Curriculum Standards. What is the reading and writing curriculum in Franklin Township? What does my child’s reading level really mean? How can I support my child at home?

3. Where are we at today…? 46 states have adopted the national standards (Alaska, Texas) Virginia and Mass. have higher standards Research states that students need to read complex text with efficiency and with independence Many high school students can read at 6/7 th grade level, but not college level Many cannot read primary sources and articles CCCS requires reading multiple texts and compare perspectives One in four graduate from college because of their inability to navigate through non-fiction. State Tests will be Two levels higher Denser and longer Level of questions will require critical thinking with almost no literal

4. Writing Units of Study K-4 Common genres across all grade levels – Small Moments – Non Fiction – Poetry – Realistic Fiction (excluding Kindergarten) – Pattern books in Kindergarten – Persuasive (excluding Kindergarten) – How To (K and 1) – Essay writing (4 th grade)

5. Reading /Writing Units of Study K-2 2010/2011

6. Reading /Writing Units of Study 3-4 2010/2011 vs. 2011/2012

7. The rigor of grade 4 Three units of Non fiction Historical Fiction Interpretation text sets Character study Test Prep Social issues

8. Workshop Model A Predictable Structure Mini-lesson Independent reading /writing Individual and small group conference with explicit instruction Whole group share and reflection

9. How is the Reading level determined? Running Record – Measures reading accuracy, comprehension, fluency Accuracy: – 96%-100% -- Easy (Independent Reading Level) – 90%-95% -- Scaffolded Instruction Level (Books for small group work) – Below 90% --TOO DIFFICULT (Frustration Level) 9

10. What’s the big deal about leveled books? Leveled books provide a way for us to ensure that students have the opportunity to read books at their instructional and independent level Leveled books should be: – Interesting to children – Represent many genres – Multicultural – Represent changes in challenges of length, language, format and structures Book collections are organized by level of difficulty (based on characteristics)

11. Leveled Books Characteristics of Levels A-C Simple books with one line of one to six words per page Easy to see print and ample space between words Children can focus on print and gradually increase their control over words Most of the books focus on topics familiar to children In level C text may be patterned but not as predictable as in Levels A and B 11

12. Characteristics of levels D-F Books cover familiar topics but introduce new, more abstract ideas Illustrations support the text but more attention to print is required Text contains more compound and multi-syllable words and a full range of punctuation As they move to Level E stories have more or longer episodes Informational books present more complex ideas Books are longer than in previous levels with more pages and lines of text on each page Sentences carry over several pages, with more complex punctuation Unfamiliar vocabulary will be introduced 12

13. Characteristics of levels G-J At this level, the language changes on each page, rather than in repeating patterns Books offer challenges in ideas and vocabulary, with some introduction to technical languages Variety of print styles and text layout require readers’ close attention and flexibility Texts are less repetitious in events and language structures, with expanded vocabulary As they move to I level the stories become more complex with more highly elaborated information Illustrations enhance meaning but provide less support for understanding the meaning of the text 13

14. Characteristics of levels K-M Determine what details are important Pay attention to what is repeated Pay attention to the title and blurb Character has clear characteristics Character traits remain the same across text More tricky words (usually content based) Deeper, more complicated solution Story arc holds it together 14

15. Characteristics of levels N-Q More complicated characters Clear character changes Over arching problem, but smaller problems within Figurative language 15

16. Characteristics of levels R-T Character is revealed across the text/much inference Character acts one way, then another way Setting plays a significant role Whole chapters can be confusing (putting a puzzle together) Secondary characters are ore important because hold sub-plots More jumps in time Author determines deeper meaning, then creates characters 16

17. Characteristics of levels U-W More jumps in time Narrator may become untrustworthy Author determines deeper meaning, then creates characters 17

18. Characteristics of levels U-W More jumps in time Narrator may become untrustworthy Author determines deeper meaning, then creates characters 18

19. What can I do to support my child at home? Read to your child every night. Reading to a child improves their confidence and eagerness to read well. Not only read to your child but read with your child, interacting and discussing the story. Integrate reading into your family daily life by leaving interesting books on coffee tables or a kitchen counter. Read yourself to set an example for your child. Echo read with your child. Read a line from a book to your child then have them read or echo that same phrase. Discuss New Words. Children who are encouraged to discuss new words are more likely to remember their meaning. Use rich vocabulary when speaking to your child. Hearing rich vocabulary in context will help make it stick! Most importantly provide an environment full of reading material that will pique your child’s interest. You will be encouraging one of the most important aspects of improving literacy and a love of reading 19

20. Independent Reading Rationale – Children are at different levels in every grade – Goal is to build a network of reading strategies – Scaffold them beyond their current development – Students will stay engaged longer if reading book they can navigate through independently 20