Your Literacy Standards Companion, Grades K-2. Jim Burke
Use this Companion in tandem with the grades 3–5 edition by Leslie Blauman to dig into the standards in a whole-school initiative.
Use this Companion along with the grades 3–5, 6–8, and 9–12 volumes for district-level planning and professional development work.
Bring your Companion to all meetings for quick reference or planning with colleagues in your school or on your grade-level team.
Use the Companion to aid in the transition from what you were doing to what you will be doing, treating the planning pages that accompany the standards as places to note what you do or which Common Core State Standard corresponds with one of your district or state standards.
Use the Companion as a resource for revisiting your curriculum plans in Year 2 (or beyond!) of implementing the standards to help you develop, refine, and deepen instruction.
Begin or end meetings with a brief but carefully planned sample lesson based on a teaching idea in this book. Ask one or more colleagues in the school to present at the next meeting on how the teaching idea might be applied to other grade levels.
Use the Companion in conjunction with your professional learning community to add further cohesion and consistency among all your ideas and plans.
Reference
Caine, R. N., & Caine, G. (2011). Natural learning for a connected world: Education, technology, and the human brain. New York, NY: Teachers College Press.
Quick Reference: Common Core State Standards, K–12 English Language Arts
Reading
Key Ideas and Details
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.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
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.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Reading: Foundational Skills
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.
Phonological Awareness
2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words.
Fluency
4. Read with sufficient accuracy and fluency to support comprehension.
Writing
Text Types and Purposes*
* These broad types of writing include many subgenres. See Appendix A in the Common Core State Standards for definitions of key writing types.
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4.