Addressing the
Reading Foundations and
Language Standards
Session 3, February 2014
NTI
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Learning Targets
• I can analyze the Recommendations for
teaching the Foundational Reading and
Language Standards to determine the impact
on my classroom practice.
• I can describe the relationship between
improved literacy performance and
instructional focus on reading foundations
skills and language standards.
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Quote
“Placing students in easy text CAN lead to
learning, but placing students in more
challenging texts and then making sure they can
successfully negotiate the text (through
rereading, analysis of information, etc.) may lead
to even greater success.”
Timothy Shanahan, 2010
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Introductions and Reactions
• Please share your name, location and role
and…
• complete either sentence:

I agree with Shanahan because…

I disagree with Shanahan because…
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Purposes of the Reading Foundations
and Language Standards Resources
• Articulates the research base for instruction
regarding reading foundations standards
• Points teachers to where that instruction lives
“within the modules”
• Offers teachers options about how to organize
an additional literacy block to comprehensively
address these standards beyond and alongside
the module lessons
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Research Suggests…
Students benefit from additional time spent on
literacy skills instruction with differentiated
support, so they can continue to acquire and
practice the skills necessary in becoming
proficient and independent readers, writers,
speakers, and listeners.
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Foundational Reading and
Language Resources
Overview
Word Study
Criteria
Additional
Work with
Complex
Texts
Fluency
Resource
Core
Knowledge
Skills
Strand
(Grade 3
ONLY)
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Show the
RuleTM
Strategy
Independent
Reading:
Sample Plan
and The
Importance
of a Volume
of Reading
Overview
Description of the
resources in the
package
The research
base
a research review,
implications for
instruction, and
associated resources for
each aspect of
foundational reading and
language standards
instruction
A sample
schedule
a sample two-week
alternating schedule that
outlines one way to
organize a foundational
reading and language
instructional block
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RF and L
Standards within
the Module
Lessons
a list of examples of
foundational reading and
language instruction in the
60-minute module
lessons, by grade
Word Study Criteria
• Suggestions and specific criteria for approaches to
word work that teach phonics and word analysis
• Offers a more contextualized approach to teaching
phonics and word recognition
• Focuses on the morphology of words, syllabication
patterns, and more complex spelling patterns
• Core Knowledge Skills Strand (Grade 3 ONLY):

Structured phonics and fluency assessments and lessons for students
with some gaps in their foundational reading skills.
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Additional Work with Complex Texts
• Guidance for providing additional support with
complex texts from the module lessons
• Focuses on 4 key aspects of text complexity:




Meaning
Structure
Knowledge
Language
• Sample schedule and example of centers
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Fluency Resources
• Getting Started
• Planning a Fluency Routine: The MAPP Approach
• Fluency Center Sample Schedule
• Fluency Passages and the Special Role of Poetry
• Additional Research
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Show the RuleTM Strategy
• Resources and guidance for contextualized
grammar and conventions instruction within
the context of authentic reading and writing
• Uses models of informational texts and
literature to teach explicit conventions and
grammatical rules
• Includes targeted mini-lessons that support
students in revising their work during the
writing process
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Independent Reading
• Resources and guidance for launching
independent reading to ensure an appropriate
volume of reading and the importance of a
volume of reading
• Sample Plan
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Process and Discuss
• Mix and Mingle
• When signaled, find a partner
• Listen to the prompt
• Discuss
• Repeat
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Model Experience
• Assume the role of a student for this
experience.
• Try to view the lesson through the eyes of an
8-10 year old.
• Hold on to any questions that you may have as
an educator until the simulation is over. You
will have time at the end to ask each presenter
in your team clarifying questions.
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Center 1
• I can construct meaning from the text by
completing a cloze activity.
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Center 1 Example
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Center 2
• I can organize and make sense of text by
placing sentences of a paragraph in the
correct order.
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Center 2 Example
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Center 3
• I can categorize vocabulary from the text.
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Center 3 Example
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Self-Assess
• After you have completed your center activity,
grab a sticky note and attach it to your work.



Write a “+” on sticky if you feel you have met the
target of your center.
Write a “?” on your sticky if you feel you are
making progress but still have some confusion.
Write a
on your sticky if you put forth effort
but are unsure of how to meet the target.
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Synthesis
• Think-Pair-Share about the following prompt:
• My colleague asks me, “What is included in the
Recommendations for Teaching Reading
Foundations and Language Standards
Booklet?” My response is …
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Whole Group Model
• Remember to hold on to your questions as we
will have time to process our learning at the
end.
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How is the Meaning Different?
• The panda bear eats shoots and leaves.
• The panda bear eats, shoots, and leaves.
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Long-Term Learning Target
• I can use grammar conventions to send a clear
message to the reader.
• grammar conventions: the rules for written and
spoken language
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Today’s Learning Targets
• I can explain what conjunctions are and how
they are used in a sentence.
• I can use conjunctions to improve my writing.
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Conjunctions
• Read your sentence strip.
• The underlined word is a conjunction.
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Be a Detective!
• Read silently, One Well: The Story of Water on
Earth.
• Highlight or underline each conjunction in the
article.
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Defining the Rule
• What is the ‘job’ of a conjunction?
• What rule could go with the highlighted
words/conjunctions?
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Show the RuleTM Journal Writing
• Select a picture of interest from the envelope
on your table.
• You have 5 minutes to write a creative piece
using your picture as inspiration.
• Use the new rule about conjunctions as much
as possible in your writing.
• When finished, highlight the conjunctions.
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Self-Assessment
• Use the rubric in your materials to assess your
piece of writing.
• Share your results with an elbow partner.
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Remember…
• Once a rule has been posted to the chart, you
are responsible for using it correctly in all of
your writing.
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Ink-Pair-Share
• Why is it important for writers to follow
language rules when writing?
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Learning Target Check-In
• I can explain what conjunctions are and how
they are used in a sentence.
• I can use conjunctions to improve my writing.



Thumbs-up: I met the target.
Thumbs-sideways: I am making progress
towards the target.
Thumbs-down: I still have a lot of work to do
before meeting the target.
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Continuing Learning Targets
• I can analyze the Recommendations for
teaching the Foundational Reading and
Language Standards to determine the impact
on my classroom practice.
• I can describe the relationship between
improved literacy performance and
instructional focus on reading foundations
skills and language standards.
EngageNY.org
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Jigsaw: Step 1
• Member A: Additional Work with Complex Text
• Member B: Fluency
• Member C: Independent Reading
• ALL Members: Overview and Word Study
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Jigsaw: Step 2
• Meet in Role-Alike Groups:



All Member A’s together (Complex Text)
All Member B’s together (Fluency)
All Member C’s together (Independent Reading)
• Create a mini-lesson for the other three
members of your group as if they were
elementary students using any information in
your materials and/ or the central texts on your
table.
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Jigsaw-Step 3
• Return to your original group of 3.
• Each member present her/his mini-lesson to
the team (5 min. each.)
• Team members may now ask/address
clarifying questions about their topics (5 min.
total).
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Synthesis: Concentric Circles
• Count off by 2’s
• All 1’s form a circle; then face outward
• All 2’s stand in front of a 1 hence forming two
concentric circles
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Learning Targets Reflection
• I can analyze the Recommendations for
teaching the Foundational Reading and
Language Standards to determine the impact
on my classroom practice.
• I can describe the relationship between
improved literacy performance and
instructional focus on reading foundations
skills and language standards.
EngageNY.org
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Process and Discuss
• Use your Participants’ Notebook to record:
3
ways literacy performance is improved through
an instructional focus on RF skills and
language standards
2
questions still lingering
1
next step
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