CCSS Chapter 4 Notes

Chapter Goals:

• What resources do I have for teaching reading using the common core/FSA standards?

• What are some problems that students have when learning to read?

• What are some practical ways I can help students who struggle with reading? (Case study)

 

How does the common core translate into state standards?

• Florida State Standards

• FSA (Florida Standard Assessment): test students at the end of every grade level: crucial grades are 3 and 10

  • If the student in 3rd grade does not pass reading, they must repeat grade (can get out for summer reading camp, SAT10 test and can go on if they pass; teacher can put together a portfolio of proof of assessments in class and a hearing for promotion; good cause promotion ESE child already retained twice)

  • Every year a child is retained, their graduation chance decreases by 20%

• CPalms

  • Florida State Standards are located

 

Let’s take a look at the CCSS: Informational Texts Video

1. How does Mrs. Gavin help her students own the learning goal of the lesson?

• She puts the goals on the board, the students read them and put them into their own words and tell each other what they are going to learn

  • Question starters (leaves it on the board)

• Teach the kindergarteners

• Share partner answer to the question (demonstrates listening skills)

• 4/5 grade to nonreaders

2. What strategies does Mrs. Gavin use to scaffold the learning?

• Model reading and walking through the process of reading and asking questions (varied leveled abilities)

  • Think about reading, read aloud

• Cooperative groups, reading workshop: different texts on different levels

  • Mrs. Gavin sits with them and helps them individually through the questioning process

• Categorizing of the questions (going back and getting information and pulling facts)

• Oral language in all components of reading

• Background knowledge off of each other’s questions (oral language)

3. How does the lesson help students’ learn academic language?

• The students read the CC words (partner talk into their own words) from the goals on the board

 

Major Components of Reading

• Phonemic awareness,, phonics, fluency, vocabulary, comprehension, oral language

 

Phonemic Awareness

• Awareness of sounds that make up spoken words

• Practical ideas for teaching phonemic awareness

  • Rhyme

  • Syllable manipulation with poems and songs

  • Phonemic manipulation

    • Isolation

    • Addition or deletion

    • Segmentation

 

Phonics

• Letter-sound Correspondence

• Practical Ideas for teaching phonics

  • Making words

  • Onset/rime with letters

  • Working with syllable sounds

  • Learning Rules (this contradicts the book): open and close syllables, for example

    • Students need to learn the rules to read efficiently and effectively 

 

Fluency

• The ability to read quickly, effortlessly, and efficiently with good, meaningful expression and comprehension

• Rate, expression, accuracy

• Practical ideas for teaching fluency

  • Model fluent reading

  • Choral reading  

  • Echo reading

  • Repeated reading

  • Reader’s theatre

 

Vocabulary

• The growth of a person’s known words and meanings

• Students must engage in word meaning

• Practical ideas for teaching vocabulary

  • Clusters: words that relate to each other

  • Meanings with pictures and context

  • Practice using the words in conversations and written form

 

Comprehension

• The construction of meaning of a written or spoken communication

• Practical ideas for teaching reading comprehension

  • Previewing

  • Self-questioning

  • Making connections: text to self, text to world, text to text

  • Visualizing: “comic book” activity

  • Monitoring

  • Summarizing

 

Oral Language

• Speaking and listening in presentations and discussions

  • Weaved throughout the other 5 components of reading

 

What does the district use for reading?

Reading wonders

http://connected.mcgraw-hill.com/connected/login.do

               readingwonders    wonders2014