Building the Foundation - A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards

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This document is based on an analysis that determined the sub-skills students need to achieve in each of the Foundational Skills (K–5) in the Common Core State Standards (CCSS). It contains five sections, each targeting one grade level in: Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency. It also includes instructional examples aligned to the sub-skills, giving teachers samples of activity types that facilitate acquisition of the sub-skills. Each chart includes up to three grade levels to inform instruction for students who are either struggling and need extra support or intervention, or for students performing above grade-level expectations and require enrichment, to allow a teacher to see which skills should have been mastered in the previous year and what students are preparing for in the upcoming years.

Material Type: Reading, Teaching/Learning Strategy

Graphic Organizer Assessment Rubric

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This assessment rubric emphasizes the key progressions of the Common Core State Standards. The objective is to clearly outline what it means to achieve at the "next level".

Material Type: Assessment, Lesson Plan, Teaching/Learning Strategy

Author: Tim Farquer

Realizing Opportunities for ELLs in the Common Core English Language Arts and Disciplinary Literacy Standards

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This paper opens a larger conversation about what must be done to realize opportunities presented by the Common Core State Standards in English Language Arts and the literacy standards in other subject areas. It emphasizes the simultaneous challenges and opportunities for ELLs.The paper emphasizes that texts are approached differently for different purposes. Students need opportunities to approach texts with these varied purposes in mind. It also highlights how ELLs may be well served by opportunities to explore and justify their own textual hypotheses, even if their initial interpretations diverge from those of the teacher.

Material Type: Reading, Teaching/Learning Strategy

Author: George Bunch, Amanda Kibler, Susan Pimentel