K-5 Teachers: Laying Foundations for the Common Core

K-5 Teachers: Laying Foundations

for the Common Core

From the

Oregon Literacy Plan: K-12 Reading--Common Core Instruction

K-5 Teachers: Laying Foundations

for the Common Core

Table of Contents

Have You Ever... Questions.................................................................................................. F-1 Back-Mapping to the Foundations........................................................................................... F-2 Common Core Foundational Skills .......................................................................................... F-4

Common Core Snapshot (Foundational Skills: K-5) ................................................................... F-4 Classroom Snapshot (Foundational Skills: K-5) ....................................................................... F-10

Oregon K-12 Literacy Framework (Supporting the Implementation of

Foundational Skills).......................................................................................................... F-14

K?5 Teachers: Laying Foundations for the Common Core

K-5 Teachers: Laying Foundations for the Common Core

Before reading about Common Core Foundational Skills, please answer the following have you ever questions:

Have you ever wanted a straight, pendulum-free answer about what is really important in K-5 reading instruction? What's truly most important when teaching students how to read--print concepts, phonological awareness, phonics, word study, fluency, vocabulary, or comprehension? All of it? If all of it is important, what should the scope and sequence of K-5 reading look like, and how do you teach all essential components of reading in an already packed teaching schedule?

Have you ever wondered how to help students with comprehension difficulties when they can't really read or understand the text at all, read the text and totally change all the meaning, misread the text by taking words and phrases out of context, or word call?

Have you ever taught a lesson and realized that several (or more) students didn't have the reading skills to fully participate? As a result, perhaps you spent time backtracking or doing your best to find ways to teach missing reading skills like phonological awareness and phonics?

Have you ever struggled to figure out how to effectively and efficiently differentiate instruction? Differentiating instruction for a full range of beginning readers can often be quite time-consuming to plan and implement.

Have you ever wondered what to teach in reading when working with English learners and students who struggle with reading?

Have you ever assembled your own lesson materials, purchased books for your classroom library, and/or designed your own thematic units because your grade's or your school's curriculum wasn't cohesive and comprehensive?

Have you ever been challenged (or felt frustrated) with inconsistencies and gaps in student print awareness, exposure to print, ability to identify sounds in spoken words, and word reading skills, particularly when working with students from disadvantaged environments or students who have moved frequently?

Have you ever noticed curricular incoherence in your building? For example, as a third-grade teacher, have you ever felt that teachers in the lower grades may be unaware of what you need to teach in third grade? As a result, students may enter third grade unprepared for the third-grade curriculum? (If you're not a third-grade teacher, think about if you've experienced curricular incoherence from your own teaching perspective.)

Have you ever felt that you use the first part of the school year to review reading skills because students begin the school year with so many gaps and inconsistencies with their understanding of print and word reading abilities? Perhaps it seems like you never really have the chance to introduce new content until late fall or even later in the school year.

Have you ever been hesitant about integrating assessment into your regular instructional routines because you weren't sure what assessments to use, thought assessment would take too much time, or didn't have access to assessment materials aligned with your curriculum?

OREGON LITERACY PLAN

K-12 Reading: Common Core Instruction

F-1

Developed by the Literacy Leadership State Team (LLST) in partnership with the Oregon Department of Education (ODE)

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