CCSS Anchor Standard and CCR Category

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Jan 9, 2024

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Graphic Organizer for Alignment Analysis TK class CCSS Anchor Standard and CCR Category Concepts Using The Strategy To Master SKILLS Research-Based Strategies 1. Anchor Standard RI (Reading Informational Standard 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 CCR: Key Ideas and Detail CCSS: ELA Literature RI 1.1 With prompting and support, ask and answer questions about key details in a text With Prompting and Support from the teacher, students are able to ask and answer questions about key details. vocabulary terms "details" and "key details" and model this from a short story. Students will learn new vocabulary and ask and answer question about key details with prompting and support from the teacher. 1. Word Maps A word map is a visual organizer that promotes vocabulary development. Using a graphic organizer, students think abo terms or concepts in several ways. Most word map organiz engage students in developing a definition, synonyms, anto and a picture for a given vocabulary word or concept. Enha students’ vocabulary is important to developing their readi comprehension. D ifferentiated instruction For second language learners, students of varying reading and younger learners Give students who need extra help the chance to work with partner. Allow students to use pictures to illustrate when appropriate. Adjust the number of words students need to Provide students with sentences each containing the target The sentences should provide enough context clues to ena students to complete a word map. Instruct advanced stude refer to the dictionary, encyclopedia, or other reference bo help in completing the word map. Ask them to compare th definitions and the dictionary definition. 2. List-Group-Label List-group-label is a form of semantic mapping. The strateg encourages students to improve their vocabulary and categorization skills and learn to organize concepts. Catego

Graphic Organizer for Alignment Analysis TK class listed words, through grouping and labeling, helps students organize new concepts in relation to previously learned con Differentiated instruction For second language learners, students of varying reading and younger learners Ask students to return to their lists as they read through th related to the major concept they brainstormed about. The find they should add words from their reading or re-label th groups of words they created. Encourage students to discu with others outside their initial small group. Have students write the lists or type them using a word pro program. Provide students with pre-established categories to group words. Create graphical representations of words in order to help connect to prior knowledge. Ask students to create their ow drawings to accompany the words. 3. Word Walls A word wall is a collection of words that are displayed in lar visible letters on a wall, bulletin board, or other display sur classroom. The word wall is designed to be an interactive to students and contains an array of words that can be used d writing and reading.

Graphic Organizer for Alignment Analysis TK class Differentiated instruction For second language learners, students of varying reading and younger learners Word walls are a great support for ELLs, and may be organi around a number of concepts, including the alphabet and p sounds, new vocabulary words, sight words, grammar rules conversational phrases, and writing structures. Words can a organized by category (for example, academic words, word often in your classroom, new words students have come ac and love). Copying words from word walls may be difficult some students. For these students, supply them with the w written on piece of paper. Tape the word wallpaper to their writing folder for easy reference. 2. Anchor Standard RL (Reading Literature Standard 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 CCR: Craft and Structure Students will be able to recognize common types of texts (e.g., storybooks, poems, fantasy, realistic text. Word analysis Students learn word analysis and will be able to recognize common types of texts (e.g., storybooks, poems, fantasy, realistic text 1. Audio-Assisted Reading Audio-assisted reading is an individual or group reading acti where students read along in their books as they hear a flu reader read the book on an audio recording (audiotape, audiobook, or mobile device). As confidence and reading sk develop, students read the same passage or text without th assistance of the audio recording. https://www.storynory.com/ Differentiated instruction For second language learners, students of varying reading and for younger learners Students needing more support can be asked to listen to th and read along with it, reading just a little slower so that th “echoing” the taped reading. Students who are more skilled readers can try to stay one o syllables ahead so that the tape is an “echo”.

Graphic Organizer for Alignment Analysis TK class CC S S: ELA Literature RL 1.5 Recognize common types of texts (e.g., storybooks, poems, fantasy, realistic text). CA Teachers may wish to have students use the computer to li online-audio readings or MP3 readings for this activity. 2. Choral Reading Choral reading is reading aloud in unison with a whole clas group of students. Choral reading helps build students’ flue self-confidence, and motivation. Because students are read aloud together, students who may ordinarily feel self-consc nervous about reading aloud have built-in support. Differentiated instruction For second language learners, students of varying reading and younger learners Teachers may wish to pair students of varying abilities toge and assign each student a different section of the passage t 3. Concept of Word Games Concept of word refers to the ability of a reader to match s words to written words while reading. Students with a conc word understand that each word is separate, and that word separated by a space within each sentence. Using strategie build concept of word in the classroom can also strengthen child’s developing awareness of the individual sounds with words.

Graphic Organizer for Alignment Analysis TK class Differentiated instruction For second language learners, students of varying reading and younger learners Use oral activities to help support students of lower-level r skills. Use activities that include pictures to support ESL stu and younger students. 3. Anchor Standard RL (Reading Language Standard 2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCR: Conventions of Standard English CCSS: ELA Language Standard 2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first Capitalize the first word in a sentence and the pronoun I. Recognize and name end punctuation. Write a letter or letters for most consonant and short- vowel sounds (phonemes). Spell simple words phonetically, Students learn about phonics and will be able to capitalize the first word in a sentence and the pronoun I. Recognize and name end punctuation. Write a letter or letters for most consonant and short-vowel sounds (phonemes). Spell simple words phonetically, drawing on knowledge of sound-letter relationships. 1. Elkonin Boxes Elkonin boxes build phonological awareness skills by segme words into individual sounds, or phonemes. To use Elkonin child listens to a word and moves a token into a box for eac or phoneme. In some cases, different colored tokens may b for consonants and vowels or just for each phoneme in the Differentiated instruction For second language learners, students of varying reading

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