Supporting Strong Literacy K-4 Foundations of ELA for

Supporting Strong Literacy K-4: Foundations of ELA for Beginning Learners Shanna Brooks, NCESD Literacy Specialist Liisa Moilanen Potts, ELA Director, OSPI

Our Too- Brief Time Today: Top of Mind questions/Who is here? Supporting Literacy Development P-3 Articulation to CCSS: Foundational Skills to Fluency! Assessment for P-3 Literacy: What We Know, What Considering K-5 ELA Instructional Materials We Wonder Opportunities & Resources to learn more WERA P 3_2014_Early Literacy

What does literacy mean? What is the most “impactful” component of your literacy program? How do you know? What is your biggest challenge (or “opportunity”)? Share with a partner WERA P 3_2014_Early Literacy

Washington State’s Definition of Literacy is an on-going cognitive process that begins at birth. It involves the integration of listening, speaking, reading, writing and critical thinking. Literacy also includes the knowledge that enables the speaker, writer or reader to recognize and use language appropriate to a situation in an increasingly complex literate environment. Active literacy allows people to think, create, question, solve problems and reflect in order to participate effectively in a democratic, multicultural society. WERA P 3_2014_Early Literacy

Washington’s Vision for Education Every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21 st century. WERA P 3_2014_Early Literacy Class of 2011: Bridgeport High School

Washington State Learning Standards for the Whole Child Washington’s Reading (2005), Writing (2005) and Math (2008) Standards Washington’s Science Standards (2009) Washington’s Learning Standards in… Social Studies The Arts Health and Fitness World Languages Common Core State Standards for English Language Arts and Mathematics Adopted July, 2011 Current Standards Continue as WA Assessed 2014 -15 Considers the Next Generation Science Standards (NGSS) Current Standards Continue NGSS Final Spring 2013 Adoption may occur in Jan/Feb 2014. Assessment of NGSS 2016 -17, more likely 2017 -18. Intentional connections will be made across subjects focused on building literacy skills across content areas WERA P 3_2014_Early Literacy

CCSS and NGSS Washington’s Implementation Timeline & Activities 2011 -12 2012 -13 2013 -14 2014 -15 Phase 1: CCSS and NGSS Exploration Phase 2: Build Awareness & Begin Building Statewide Capacity Phase 3: Build Statewide Capacity and Classroom Transitions Phase 4: Statewide Application and Assessment Ongoing: Statewide Coordination and Collaboration to Support WERA P 3_2014_Early Literacy 2015 -16 2016 -17

The Big Ideas (introduction, page 7) WERA P 3_2014_Early Literacy

• RELATIONSHIPS • Early attachment: sensitivity, responsiveness, consistency of caregiving • Shared attention, social-emotional development & infant mental health • COMMUNICATION • Non-verbal: turn-taking, joint attention, gaze following, gesture, imitation • Self-awareness, self-regulation, symbolic thinking reflected through play • LANGUAGE • Vocabulary, grammar, comprehension, narrative skills, pronunciation • Abstract concepts, expressing emotions, social functions • LITERACY: How do the foundation skills above help build literacy? WERA P 3_2014_Early Literacy

New and different • Most important: A new model of the comprehension process – – Text (what the author left on the page) Text base (the version a reader creates on a pure reading ) Knowledge (what the reader brings from prior experience) Model of meaning for a text • • Dubbed the Situation Model (mental model) A model that accounts for all the facts and resources available in the current situation WERA P 3_2014_Early Literacy

Context of Knowledge • World knowledge: • • • everyday occurrences in our daily lives social and cultural norms – – – Phonology Lexical and morphological Syntax Genre Pragmatics (how language works in the world): Discourse, register, academic language, intention Orthography (how print relates to speech) Interest, prior knowledge (topical knowledge) Disciplinary knowledge Linguistic knowledge – WERA P 3_2014_Early Literacy

Comprehension built within a text base… • • Processing words and attaching meaning to them Using syntax to solidify key relations among ideas – – • • • Microstructure Macrostructure Resolving reference--things that stand for other things (mainly pronouns and nouns) Using logical connectives (before, after, because, so, then, when, while, but) to figure out the relations among ideas Inferring omitted connectives (e. g. , figuring out that A is the cause of B) based on PK about the world Posing questions for short term resolution Identifying ambiguities for later resolution (wait and see) WERA P 3_2014_Early Literacy

Literacy Learning Compare Reason Contrast Reading Analyze Evaluate Categorize Sort WERA P 3_2014_Early Literacy

Emergent Literacy: Part of a Continuum Knowledge and skills in reading and writing obtained prior to conventional literacy Provides a foundation for higher-level literacy Emergent Literacy • Early Literacy • Learning to read: Decoding Conventional Literacy Learning about print and sound • Laura Justice, et al. 2010 National Literacy Panel, 2009 WERA P 3_2014_Early Literacy Reading to learn: Comprehension

How Do Early Literacy Skills Connect with CCSS ELA? • The Common Core State Standards encourage many changes, but not in the foundational reading skills • Common Core requires the teaching of extensive and specific phonological awareness, print awareness, phonics, and fluency skills • Common Core is grounded in the expertise of the educator, in instruction as well as support of the whole child WERA P 3_2014_Early Literacy

how word choice contributes to meaning and tone (RL. 8. 4) be able to cite textual evidence (RL. 8. 1) Grade 8: compare and contrast the structure of two or more texts and analyze how the different structure of each text contributes to its meaning and style (RL. 8. 5). support the assertions (arguments) they make in writing (W. 8. 1, W. 8. 9) WERA P 3_2014_Early Literacy

Anchored in the Foundations of Literacy & Communication… Reading Writing Language Speaking & Listening Literacy in SS/H* Literacy in Sci/T* *-- 6 -12 th grades WERA P 3_2014_Early Literacy

CCSS Foundational Skills (K-5) Print Concepts (K-1) Phonological Awareness (K-1) Phonics and Word Recognition Fluency WERA P 3_2014_Early Literacy

What is Vertical Articulation Vertical alignment asks: How are the content standards/objectives related from one year/grade to the next? Knowledge or skills extend to a wider range of content Deeper understanding of the (cognitive process) for same content New content or skills WERA P 3_2014_Early Literacy

… and horizontal alignment across genre and. Reading Standard 10: mode… WERA P 3_2014_Early Literacy

CCSS outlinescomprehensive literacy K 1 2 3 4 5 6 7 8 9 -10 11 -12 Foundational Skills Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support. Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance grade 6 -8 = 45%* literature; 55%* informational text Balance grades K-5 = 50%* literature; 50%* informational text Balance grades 9 -12 = 30%* literature; 70%* informational text Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view. Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance of writing types, including writing in the content areas By grade 4—opinion =30%; information = 35%; narrative =35% Balance of writing types, including writing in the content areas Grade 8 – argument = 35%; information = 35%; narrative = 30% Grade 12 – argument = 40%; information = 40%; narrative = 20% Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speaker’s point of view. Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition. WERA P 3_2014_Early Literacy

Three Shifts in English Language Arts • Building content knowledge through content-rich nonfiction • Reading, writing, and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language WERA P 3_2014_Early Literacy

How CCSS looks in the classroom: • Balance of Literary and Informational Texts • Literacy in the Content Areas • Increased Complexity of Text • Text-based Questions and Answers • Writing Using Evidence • Academic Vocabulary WERA P 3_2014_Early Literacy

Shift One: Building content knowledge through content-rich nonfiction • Provides an ideal context for building language, vocabulary, knowledge, and reasoning • Is challenging, complex, and has deep comprehension-building potential • Is an opportunity for students to learn how to engage, interact, and have “conversations” with the text in ways that prepare them for the type of experiences they will encounter in college and careers. WERA P 3_2014_Early Literacy

K-5 Balance Across a Year reading, writing, modes, genres, products Informational Text Literature Short stories, SS, Science, etc. Myths, Legends, Poetry, Drama Informational Text Science, Biographies, Social Studies, History, Arts, Directions, Forms, etc. WERA P 3_2014_Early Literacy Literature Short Stories, Myths, Legends, Poetry, Drama

Shift Two: Reading, writing, and speaking grounded in evidence from text, both literary and informational Moving from “how do you feel about what you just read? Do you like it? ” to “Identify three examples that let you know what the author’s purpose is. Do you agree with the author? ” ELA Fellows IMET frame- 2 -13 -2014

Text-dependent questions In “Casey at the Bat, ” Casey strikes out. Describe a time when something was really hard for you. What makes Casey’s experiences at bat funny? WERA P 3_2014_Early Literacy

Shift Three: Regular practice with complex text and its academic language Careful, targeted scaffolding of text complexity Focus on appropriately rigorous texts Strategic teaching of Tier 2 and Tier 3 vocabulary with authentic application of new words and terms WERA P 3_2014_Early Literacy

CCSS “Text Complexity” the right book for the right child for the right reason at the right time red u eas tive m est atten er B n y a n read b a um h Best m easure d by compu ter sof tware Best made by educators employing their professional judgment WERA P 3_2014_Early Literacy

How do the Early Learning Guidelines connect with CCSS? TOGETHER, we are: moving away from crosswalks and arbitrary boxes focusing on the children first, before materials and checklists Honoring all funds of knowledge, providers, caregivers, parents, community, and teachers… Supporting an organic, authentic, whole-child focus WERA P 3_2014_Early Literacy

Here are two examples Early Learning & Development Guidelines 3 -4 year olds Literacy Common Core State Standards ELA-Literacy Retell simple familiar stories Communication p. 63 K-1 students Literacy Language Retell stories including key details RL 2. 1 Language Make decisions with other children, with adult help Building Relationships p. 59 Participate in collaborative conversations with diverse partners S&L 1. 1 WERA P 3_2014_Early Literacy

Considering Depth of Knowledge/DOK WERA P 3_2014_Early Literacy

Assessments! WERA P 3_2014_Early Literacy

Three Components of Wa. KIDS “Whole Child” Assessment Teaching Strategies GOLD® measures six areas of development and learning Early Learning Collaboration Kindergarten teachers and early learning professionals share information and expertise Family Connection Teachers welcome families and children individually to school as partners in their children’s education

Wa. KIDS differs from other state assessments. Wa. KIDS Other State Assessments (MSP, HSPE, EOC) Measures development and learning evident at Measures knowledge and skills evident at end beginning of school year Observational Multiple-choice or extended response Assesses whole child Assesses knowledge and skills in specific academic content areas Conducted while children are engaged in learning activities (curriculum-embedded) Conducted as a separate testing activity Includes family connection and early learning collaboration components No additional components are part of the assessment process MSP = Measurements of Student Progress (grades 3 -8); HSPE = High School Proficiency Exam EOC = End of Course assessment (Algebra 1, geometry, biology)

Wa. KIDS Objectives Social-Emotional Physical Language Cognitive Literacy Mathematics WERA P 3_2014_Early Literacy

Wa. KIDS Assessment Examples Literacy Language 18. Comprehends and responds to books and other texts 10. Uses appropriate conversational and other communication skills a. Interacts during read-alouds and book conversations b. Uses emergent reading skills c. Retells stories a. Engages in conversations b. Uses social rules of language WERA P 3_2014_Early Literacy

Smarter Balanced Assessment System Components Common Core State Standards specify K-12 expectations for college and career readiness Summative assessments Benchmarked to college and career readiness Teachers and schools have information and tools they need to improve teaching and learning Teacher resources formative assessment practices to improve instruction 50 All students leave high school college and career ready Interim assessments Flexible, open, used for actionable feedback WLMA_CCSS_overviewoptions_6. 6. 13

Resources and Support Resources from local, regional, state, and interstate collaboration: what’s new and what’s next WERA P 3_2014_Early Literacy

Ongoing: Statewide Coordination and Collaboration to Support Implementation Washington Including: • School Districts (CCSS District Implementation Network) • Higher Education • Education and Educator Content Associations • Business Partners WERA P 3_2014_Early Literacy

Important Web Sites to Learn More and to Stay Connected… OSPI CCSS/NGSS Webinar Series: http: //www. k 12. wa. us/Core. Standards/Updates. Events. aspx#Webinar OSPI Smarter Balanced Webinar Series: http: //www. k 12. wa. us/smarterbalanced/ Feb. 4 webinar includes latest info on INTERIM Assessments! Both webinar series include the latest resources and information related to implementation and Smarter Balanced Assessment System components. 53 All Webinars are recorded and ppts are downloadable for your use.

Instructional Materials— What is available? Engage NY – Districts Adopting Achieve the Core – Lessons and Annotated Tasks Achieve – Exemplar Units and Lessons Illustrative Mathematics – CCSS-aligned Math tasks K -12 Basal Alignment Project – CCSS-aligned ELA lessons, assessments, tasks K-12 54

State Comm wide unica Camp tions • Audie nce is aign publ edu ic (par cators e , lawm • Build akers) nts, commu aw nity, • Prepa areness and re s transit for initial d upport for CC ec io • Coun n to more r line in test s SS i ter mi sinform gorous asses cores in sment ation/m http: / s yths /www. ready wa. or g/ 55 CCSS_Counselors_2. 28. 14

For Families: Parent Roadmaps to the Common Core Standards okg!/328 a lo e ak: /eww. cgcs. org/Pa T /w 4 age/24 g/P gcs. or c www. – http ELA : // tp th - ht a M 56

TSG/ Wa. KIDS link http: //www. k 12. wa. us/Wa. KIDS/default. aspx WERA P 3_2014_Early Literacy

K 1 2 3 4 5 6 7 8 9 -10 11 -12 Foundational Skills Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support. Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance grades K-5 = 50%* literature; 50%* Balance grade 6 -8 = 45%* literature; 55%* informational text Balance grades 9 -12 = 30%* literature; 70%* informational text Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view. Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance of writing types, including writing in the content areas By grade 4—opinion =30%; information = 35%; narrative =35% Grade 8 – argument = 35%; information = 35%; narrative = 30% Grade 12 – argument = 40%; information = 40%; narrative = 20% Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speaker’s point of view. Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition. English Language Arts Office Teaching and Learning, OSPI 360 -725 -6064 WERA P 3_2014_Early Literacy

Thank you! English Language Arts/Literacy ELA/Literacy Support: • Liisa Moilanen Potts, Liisa. Moilanen. Potts@k 12. wa. us Shanna Brooks, NCESD shannab@ncesd. org Math Support Anne Gallagher, Anne. Gallagher@k 12. wa. us General Support / Overall CCSS Leadership: - General email: corestandards@k 12. wa. us -Jessica Vavrus, jessica. vavrus@k 12. wa. us WERA P 3_2014_Early Literacy