CCSS Anchor Standard and CCR Category

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Graphic Organizer for Alignment Analysis TK class CCSS Anchor Standard and CCR Category Concepts Using The Strategy To Master SKILLS Research-Based Strategies 1. Anchor Standard RI (Reading Informational Standard 1) Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text CCR: Key Ideas and Detail CCSS: ELA Literature RI 1.1 With prompting and support, ask and answer questions about key details in a text With Prompting and Support from the teacher, students are able to ask and answer questions about key details. vocabulary terms "details" and "key details" and model this from a short story. Students will learn new vocabulary and ask and answer question about key details with prompting and support from the teacher. 1. Word Maps A word map is a visual organizer that promotes vocabulary development. Using a graphic organizer, students think abo terms or concepts in several ways. Most word map organiz engage students in developing a definition, synonyms, anto and a picture for a given vocabulary word or concept. Enha students’ vocabulary is important to developing their readi comprehension. D ifferentiated instruction For second language learners, students of varying reading and younger learners Give students who need extra help the chance to work with partner. Allow students to use pictures to illustrate when appropriate. Adjust the number of words students need to Provide students with sentences each containing the target The sentences should provide enough context clues to ena students to complete a word map. Instruct advanced stude refer to the dictionary, encyclopedia, or other reference bo help in completing the word map. Ask them to compare th definitions and the dictionary definition. 2. List-Group-Label List-group-label is a form of semantic mapping. The strateg encourages students to improve their vocabulary and categorization skills and learn to organize concepts. Catego

Graphic Organizer for Alignment Analysis TK class listed words, through grouping and labeling, helps students organize new concepts in relation to previously learned con Differentiated instruction For second language learners, students of varying reading and younger learners Ask students to return to their lists as they read through th related to the major concept they brainstormed about. The find they should add words from their reading or re-label th groups of words they created. Encourage students to discu with others outside their initial small group. Have students write the lists or type them using a word pro program. Provide students with pre-established categories to group words. Create graphical representations of words in order to help connect to prior knowledge. Ask students to create their ow drawings to accompany the words. 3. Word Walls A word wall is a collection of words that are displayed in lar visible letters on a wall, bulletin board, or other display sur classroom. The word wall is designed to be an interactive to students and contains an array of words that can be used d writing and reading.

Graphic Organizer for Alignment Analysis TK class Differentiated instruction For second language learners, students of varying reading and younger learners Word walls are a great support for ELLs, and may be organi around a number of concepts, including the alphabet and p sounds, new vocabulary words, sight words, grammar rules conversational phrases, and writing structures. Words can a organized by category (for example, academic words, word often in your classroom, new words students have come ac and love). Copying words from word walls may be difficult some students. For these students, supply them with the w written on piece of paper. Tape the word wallpaper to their writing folder for easy reference. 2. Anchor Standard RL (Reading Literature Standard 5) Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole CCR: Craft and Structure Students will be able to recognize common types of texts (e.g., storybooks, poems, fantasy, realistic text. Word analysis Students learn word analysis and will be able to recognize common types of texts (e.g., storybooks, poems, fantasy, realistic text 1. Audio-Assisted Reading Audio-assisted reading is an individual or group reading acti where students read along in their books as they hear a flu reader read the book on an audio recording (audiotape, audiobook, or mobile device). As confidence and reading sk develop, students read the same passage or text without th assistance of the audio recording. https://www.storynory.com/ Differentiated instruction For second language learners, students of varying reading and for younger learners Students needing more support can be asked to listen to th and read along with it, reading just a little slower so that th “echoing” the taped reading. Students who are more skilled readers can try to stay one o syllables ahead so that the tape is an “echo”.

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Graphic Organizer for Alignment Analysis TK class CC S S: ELA Literature RL 1.5 Recognize common types of texts (e.g., storybooks, poems, fantasy, realistic text). CA Teachers may wish to have students use the computer to li online-audio readings or MP3 readings for this activity. 2. Choral Reading Choral reading is reading aloud in unison with a whole clas group of students. Choral reading helps build students’ flue self-confidence, and motivation. Because students are read aloud together, students who may ordinarily feel self-consc nervous about reading aloud have built-in support. Differentiated instruction For second language learners, students of varying reading and younger learners Teachers may wish to pair students of varying abilities toge and assign each student a different section of the passage t 3. Concept of Word Games Concept of word refers to the ability of a reader to match s words to written words while reading. Students with a conc word understand that each word is separate, and that word separated by a space within each sentence. Using strategie build concept of word in the classroom can also strengthen child’s developing awareness of the individual sounds with words.

Graphic Organizer for Alignment Analysis TK class Differentiated instruction For second language learners, students of varying reading and younger learners Use oral activities to help support students of lower-level r skills. Use activities that include pictures to support ESL stu and younger students. 3. Anchor Standard RL (Reading Language Standard 2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCR: Conventions of Standard English CCSS: ELA Language Standard 2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first Capitalize the first word in a sentence and the pronoun I. Recognize and name end punctuation. Write a letter or letters for most consonant and short- vowel sounds (phonemes). Spell simple words phonetically, Students learn about phonics and will be able to capitalize the first word in a sentence and the pronoun I. Recognize and name end punctuation. Write a letter or letters for most consonant and short-vowel sounds (phonemes). Spell simple words phonetically, drawing on knowledge of sound-letter relationships. 1. Elkonin Boxes Elkonin boxes build phonological awareness skills by segme words into individual sounds, or phonemes. To use Elkonin child listens to a word and moves a token into a box for eac or phoneme. In some cases, different colored tokens may b for consonants and vowels or just for each phoneme in the Differentiated instruction For second language learners, students of varying reading

Graphic Organizer for Alignment Analysis TK class word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short- vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound- letter relationships drawing on knowledge of sound- letter Relationships Phonics and younger learners Ideas for using Elkonin boxes with Spanish speaking studen Have more advanced students write letters in the boxes as dictate words. Teachers can use this strategy in the followin to meet each student’s individualized reading level: Words with pictures and only two boxes Words with pictures and three boxes Words with no pictures and up to four boxes 2. Transition Words Teaching students to use transition words helps them impr their writing. Transition words help stories flow more smoo providing logical organization and improving the connectio between thoughts. Differentiated instruction For second language learners, students of varying reading and younger learners Use a storyboard template to help students get started wit writing. Encourage them to write a meaningful transition w each box. As they transition from the storyboard to a writte the transition words can be included. Discuss story events w students orally. As you summarize the book, use and emph specific transition words, “First the kids went in the snow. T they built a snowman. Finally, they came inside for hot cho Challenge students by giving them a short list of transition See if they can use all the words in one story that makes se Discuss whether there is such a thing as “too many” transiti words in one piece! 3. Writing Conferences

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Graphic Organizer for Alignment Analysis TK class Research on the writing process suggests that writers learn most about writing when they share and reflect on their w classrooms, this is most commonly done through writing conferences as part of the revision stage. Whether they occ pairs, with small groups, or with the teacher, the social ben sharing writing improve writing. Differentiated instruction For second language learners, students of varying reading and younger learners Writing instruction with new language learners should be d carefully, slowly and with deep consideration of the studen abilities. Fitzgerald and Agendum, in their chapter from the Graham book below, suggest three writing activities that ar particularly beneficial for multilingual learners — Daily New dialogue journals, and writing persuasive essays using a mn device. Understanding the “Silent Period” with English Lang Learners (opens in a new window) describes ways teachers communicate verbally and nonverbally with students 4. Anchor Standard SL (Speaking and Listening Standard 3) Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric CCR: Comprehension and Collaboration CCSS: ELA Speaking and Students will be able to ask and answer questions in order to seek help, get information, or clarify something that is not understood. Reading Students will build fluency and be able to ask and answer questions in order to seek help, get information, or clarify something that is not understood 1. Visual Imagery Good readers construct mental images as they read a text. using prior knowledge and background experiences, reade connect the author’s writing with a personal picture. Throu guided visualization, students learn how to create mental p as they read.

Graphic Organizer for Alignment Analysis TK class Listening 3.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Fluency Differentiated instruction For second language learners, students of varying reading and younger learners Start with small bits of text. Gradually add more as student more familiar with the strategy. Pair students, or organize t into small groups, for visualization work. 2. Think-Pair-Share Think-pair-share is a collaborative learning strategy where s work together to solve a problem or answer a question abo assigned reading. This strategy requires students to (1) thin individually about a topic or answer to a question; and (2) s ideas with classmates. Discussing with a partner maximizes participation, focuses attention, and engages students in comprehending the reading material.

Graphic Organizer for Alignment Analysis TK class Differentiated instruction For second language learners, students of varying reading and younger learners Be sensitive to learners’ needs (reading skill, attentional ski language skill) when creating pairs. Allow students to choo will share with the whole group. 3. Think-aloud Think-alouds have been described as “eavesdropping on someone’s thinking.” With this strategy, teachers verbalize while reading a selection orally. Their verbalizations include describing things they’re doing as they read to monitor the comprehension. The purpose of the think-aloud strategy is model for students how skilled readers construct meaning text. Differentiated instruction For second language learners, students of varying reading and younger learners Have students do think-alouds in large or small groups; tea and other students monitor and help. Ask students do thin individually, and then compare with others. Students can w their own commentary. Complete, or have students comple think-alouds orally, in writing, on an overhead, with Post-it or in a journal. 5. Anchor Standard RF (Reading Standards for Foundational Skills 2) Recognize and produce rhyming words. Count, Students will use phonemic awareness to be able to recognize and produce 1. Blending and Segmenting Games Children who can segment and blend sounds easily are abl this knowledge when reading and spelling. Segmenting and blending individual sounds can be difficult at the beginning recommendation is to begin with segmenting and blending

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Graphic Organizer for Alignment Analysis TK class CCR: Phonological Awareness CCSS: Reading Foundational Standards RF 1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three- phoneme (consonant- vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. f. Blend two to three phonemes into recognizable words. CA pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and Phonemic Awareness rhyming words. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and syllables. Once familiar with that, students will be prepared instruction and practice with individual sounds. Differentiated instruction For second language learners, students of varying reading and younger learners Incorporate print into blending and segmenting the individ sounds in words with students who know the spelling-soun correspondences in the words. Use picture-centered activiti support English-learners and younger students. 2. Syllable Games As students’ progress in their literacy understanding, they m from reading and writing single syllable words (often with consonant-vowel-consonant constructions) to reading and multisyllabic words. Instruction focused on teaching studen about syllables often focuses on teaching different types of syllables (open and closed) and what occurs when syllables together within a word.

Graphic Organizer for Alignment Analysis TK class Differentiated instruction For second language learners, students of varying reading and younger learners Use pictures instead of words in activities for younger and level readers. Include auditory and hands-on activities (i.e., clapping hands, tapping the desk, or marching in place to t syllables in children’s names). Include a writing activity for advanced learners. 3. Onset-Rime Games The “onset” is the initial phonological unit of any word (e.g cat) and the term “rime” refers to the string of letters that usually a vowel and final consonants (e.g. /a/ /t/ in cat). No words have onsets. Similar to teaching beginning readers a rhyme, teaching children about onset and rime helps them recognize common chunks within words. This can help stud decode new words when reading and spell words when wr

Graphic Organizer for Alignment Analysis TK class Differentiated instruction For second language learners, students of varying reading and younger learners Have students create and write word sorts of the target wo pattern. Use pictures instead of words in activities for youn lower-level readers. References Adams, M., Foorman, B., Lundberg, I., & Beeler, T. (2004). Phonemic Activities for the Preschool or Elementary Classroom. Anderson, C. (2000). How’s it going?: A practical guide to conferring with student writers. Portsmouth, NH: Heinemann. Armbruster,B., Lehr, F., & Osborn, J. (2001). Put Reading First: The Research Building Blocks for Teaching Children to Read. Center for the Improvement of Early Reading Achievement (CIERA). http://www.nifl.gov/partnershipforreading/publications/reading_first1fluency.html Baumann, J. F., & Kameenui, E. J. (1991). Research on vocabulary instruction: Ode to Voltaire. In J. Flood, J. D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English Language Arts (pp. 604-632). New York: Macmillan. Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (1996). Words their way: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Prentice-Hall. Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: A phonological awareness program for young children. Baltimore: Brookes. Chard, D., & Dickson, S. (1999). Phonological Awareness: Instructional and Assessment Guidelines. Clay, M. (1993). Reading Recovery: A Guidebook for Teachers in Training. NH: Heinemann. Clay, M. M. (1979). Reading: The patterning of complex behavior. Auckland, New Zealand: Heinemann

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Graphic Organizer for Alignment Analysis TK class Clemens, N., Solari, E., Kearns, D. M., Fien, H., Nelson, N. J., Stelega, M., Burns, M., St. Martin, K. & Hoeft, F. (2021, December 14). They Say You Can Do Phonemic Awareness Instruction “In the Dark”, But Should You? A Critical Evaluation of the Trend Toward Advanced Phonemic Awareness Training (opens in a new window). Colorín Colorado. (2007). Using Science to Develop ELLs Language Skills (opens in a new window). Conner, J. (2004). Using Think-Alouds to Improve Reading Comprehension. Davey, B. (1983). Think-aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading, 27(1), 44-47. De la Paz, S. (2001). Teaching Writing to Students with Attention Deficit Disorders and Specific Language Impairment. Journal of Educational Research, 95, 37-47. Elkonin, D. (1971). “Development of Speech”. In A.V. Zaporozhets and D. B. Elkonin (Eds.). The Psychology of Preschool Children. Cambridge, MA: M.I.T. Press. Ellis, E. (1997). How Now Brown Cow: Phoneme Awareness Activities. Fox, B., & Routh, D.K. (1976). Phonemic analysis and synthesis as word-attack skills. Journal of Educational Psychology, 68, 70-74. Gambrell, L., & Koskinen, P.S. (2002). Imagery: A strategy for enhancing comprehension. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 305-318). New York: Guilford Press. Gold, J., & Gibson, A. (2001). Reading Aloud to Build Comprehension. Gonzalez-Frey, S. & Ehri, L.C. (2021) Connected Phonation Is More Effective than Segmented Phonation for Teaching Beginning Readers to Decode Unfamiliar Words (opens in a new window). Scientific Studies of Reading, 25:3, 272-285. Goswami, U., & Mead, F. (1992). Onset and rime awareness and analogies in reading. Reading Research Quarterly, 2, 153-162. Graham, S., MacArthur, C. A., & Fitzgerald, J. (Eds.). (2007). Best practices in writing instruction. NY: Guilford Press. Graves, D. (1982). Six guideposts to a successful writing conference. Learning, 11(4), 76-77. Gunter, M. A., Estes, T. H., & Schwab, J. H. (1999). Instruction: A Models Approach, 3rd edition. Boston: Allyn & Bacon. Hasbrouck, J. (2006). For Students Who Are Not Yet Fluent, Silent Reading Is Not the Best Use of Classroom Time. American Educator, Summer 2006, 30(2). Jones, R. (2007). Strategies for Reading Comprehension: Vocabulary Word Maps (opens in a new window). Jones, R.C., & Thomas, T.G. (2006). Leave No Discipline Behind. The Reading Teacher, 60(1), 58-64. Koskinen, P. S., Blum, I. H., Bisson, S. A., Phillips, S. M., Creamer, T. S., & Baker, T. K. (1999). Shared reading, books, and audiotapes: Supporting diverse students in school and at home. The Reading Teacher, 52, 430-444. Lenski, S. D., Wham, M. A., & Johns, J. L. (1999). Reading and learning strategies for middle and high school students. Dubuque, IA: Kendall/Hunt Lyman, F. (1981). “The responsive classroom discussion.” In Anderson, A. S. (Ed.), Mainstreaming Digest. College Park, MD: University of Maryland College of Education.

Graphic Organizer for Alignment Analysis TK class MacArthur, C. A. (2010). Instruction in a Strategy for Compare-Contrast Writing. Exceptional Children. MacArrhur, C. A. (2007). Best practices in teaching evaluation and revision. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (141-162). New York, NY: Guilford. Moats, L. & Tolman, C. (2008). Six Syllable Types. Morris, D. (1981). Concept of word: A developmental phenomenon in the beginning reading and writing process. Language Arts, 58, 659-668. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office. Olshavsky, J. E. (1977). Reading as problem-solving: An Investigation of Strategies. Reading Research Quarterly, 12(4), 654-674. Rasinkski, T., & Padak, N. (1996). Holistic reading strategies: Teaching children who find reading difficult. Englewood Cliffs, NJ: Merrill/Prentice Hall. Report of the National Reading Panel (opens in a new window) (NRP) (2000). Teaching children to read: An evidence-based assessment of scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Department of Health and Human Services. Roberts, E. (1992). The evolution of the young child’s concept of word as a unit of spoken and written language. Reading Research Quarterly, 27, 124-138 Schwartz, R. M., & Raphael, T. E. (1985). Concept of definition: A key to improving students’ vocabulary. The Reading Teacher, 39, 198-205 Sensenbaugh. (1996). ABCs of Phonemic Awareness. Smith, S.B., Simmons, D.C., & Kameenui, E.J. (February, 1995). Synthesis of research on phonological awareness: Principles and implications for reading acquisition. (Technical Report no. 21, National Center to Improve the Tools of Education). Eugene: University of Oregon. Taba, H. (1967).Teacher’s handbook for elementary social studies. Reading, MA: Addison-Wesley. Texas Education Agency. (2002). Teaching Word Meanings as Concepts Texas Reading Initiative. (2007). Fluency: Instructional Guidelines and Student Activities. Tierney, R.J., & Readence, J.E. (2000). Reading strategies and practices: A compendium (5th ed.). Boston: Allyn & Bacon. Wilhelm, J. D. (2001). Improving Comprehension with Think-Aloud Strategies. New York: Scholastic Inc. Wise, B. W., Olson, R. K., & Treiman, R. (1990). Subsyllabic units as aids in beginning readers word learning Onset- rime versus post-vowel segmentation. Journal of Experimental Child Psychology, 4, 1-19. Yopp, H. K. (1992). Developing phonemic awareness in young children. The Reading Teacher, 45 , 696-703.

CCSS Anchor Standard and CCR Category

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