THE READING STRANDS

OF THE COMMON CORE

November 6, 2015

THE READING STRANDS OF THE COMMON CORE

Slide #1

Onscreen Content

The Reading Strands of the Common Core

November 6, 2015

Detailed Script
In your own words:
Welcome the participants and introduce yourself. Today we are going to learn about the reading strands of the Common Core, and practice creating
questions aligned with the strands, so you can bring this practice to your daily interaction with students.
Gain attention by highlighting importance of content to paraprofessionals working lives (Clark, 2014).

Interactivity / Navigation
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OBJECTIVES

Slide #2

Onscreen Content

1. Learn and describe the shorthand used to refer to standards.

2. Identify the strand being taught.
3. Create questions for a reading group aligned with strands.

Detailed Script
In your own words:
This is what we will accomplish today. Read through the objectives. In order to accomplish this, we will(navigate to next slide)
By providing direction, i.e. stating objectives, participants are cued with a road map for what they are to accomplish, and can organize their thoughts
about the new content (Clark, 2014). There are no graphics or multimedia. Since this screen is content dense, graphics would be distracting (Bixler, 2006).

Interactivity / Navigation
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AGENDA

Slide #3

Onscreen Content
Concept map - CCSS
Shorthand & practice with shorthand
Overview of structure of CCSS/ELA & the reading strands
Practice identifying the strand
Create comprehension questions
Wrap-up

Detailed Script
In your own words: Read through the agenda. Are there any questions?
Continuation of the second event in Gagnes Nine Events of Instruction direction (Hodell, 2011). Again, with a content-heavy slide, graphics are not
necessary (Bixler, 2006).

Interactivity / Navigation
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CONCEPT MAP

Slide #4

Onscreen Content

Graphic of a sample concept map. The graphic will be replaced by a map

drawn by the facilitator based on what learners share.

Detailed Script
In your own words:
In your packet is a space labeled Concept Map. Draw a web of your personal background knowledge of the CCSS. This will help me see what you already
know, and what we can build on. Allow three minutes. Walk around and observe. Ask participants to share, and draw a group concept map on the SMART
board. We will revisit this map at the end to wrap up.
The third event in Gagnes instructional model is stimulating recall of prior knowledge (Clark, 2014). This allows participants to build new understandings
by connecting the content to their own knowledge

Interactivity / Navigation
Animation: when facilitator clicks on the sample concept map, it disappears, allowing facilitator to draw a concept map of the groups shared knowledge.
This slide will be revisited at the end of the session.
Move on to next slide.

CCSS SHORTHAND

Slide #5

Onscreen Content

Photograph of bulletin board using shorthand.

Photograph from a bulletin board showing the shorthand way of naming

standards. All bulletin board displays must include a description of the
students work, including the CCSS standards targeted by the activity.

Detailed Script
In your own words: One thing that will be helpful is understanding the shorthand that the writers created to identify the standards. There are three parts
to the code used to identify the standards. The first part tells the strand or the category, the second tells the grade level, and the final tells the standard.
Label the sections using different colored SMART board pens.

Understanding the code will help paraprofessionals in their day-to-day work as they see curriculum materials and student work using the code to
reference the CCSS/ELA. Participants will use this code in their assessments later in the training as well. In Gagnes Nine events, this is step four: present
the material (Clark, 2014).

Interactivity / Navigation
Move on to next slide.

Slide #6

CCSS SHORTHAND EXERCISE

Onscreen Content

The shorthand exercise from the participant packet.

n/a

Detailed Script
In your own words: Now its your turn to practice. Next in your packet is the shorthand exercise. Take two minutes to identify the strand, grade level, and
standard, and jot it down on your paper. Walk around to observe. After time is up, review answers and take questions. We are ready to move onto look at
the strands more closely.
This is a formative assessment. Review the answers to check for misunderstandings before progressing as participants will use the shorthand in future
exercises.

Interactivity / Navigation
Animation: when facilitator clicks or taps on the slide the answer for the first example will appear. The facilitator will click or tap two more times to reveal
the answers for the other examples.
Move on to next slide.

HOW ARE THE CCSS ORGANIZED?

Slide #7

Onscreen Content

The diagram of CCSS/ELA will take up most of the screen. Below it will be a
citation for and link to a YouTube video: Gen, R. (2014, January13).
Common Core intro & reading literature standards [Video file]. Retrieved
from https://www.youtube.com/watch?v=gfksOrQDw3Y

Organizational diagram of the CCSS/ELA. This should resemble an upside

down family tree, with each set of strands coming off of the central
CCSS/ELA. Under the reading strand will be standards for literature,
standards for informational text, and standards for foundational skills.

Detailed Script
In your own words: This is how the CCSS/ELA document is organized. Under the umbrella of the literacy standards are the anchor standards for reading,
writing, speaking & listening, and language. Today we are focusing on the reading anchor standards, specifically the K-5 standards for literature. This video
does a good job explaining the anchor standards and the overall organization. You have a copy of the anchor standards and the literature standards. Feel
free to take notes during this video. Click link to video.
Each participant will have a hard copy of pages 10-12 of the CCSS/ELA, the pages that cover the anchor and literature standards. This step continues the
presenting the materials phase of Gagnes Nine Events (Clark, 2014). Before applying the standards, participants must know what the standards are.

Interactivity / Navigation
On the bottom of the screen is a link to the YouTube video. After the video the facilitator will return this presentation to the screen.
Move on to the next slide.

FYI

Slide #8

Onscreen Content

The following will appear inside the yellow shape: We are only focusing on
the comprehension standards today. Anchor standard 10 refers to the
range of texts students should read, not what they should understand.

Detailed Script

This information is needed to clarify participants focus as the course progresses.

Interactivity / Navigation
On the bottom of the screen is a link to the YouTube video. After the video the facilitator will return this presentation to the screen.
Move on to the next slide.

Slide #9

THE STANDARDS IN ACTION

Onscreen Content

1. View sample lesson and identify targeted anchor standard. Link to

video.
2. Go to Google Drive.
3. Open The Standards in Action document in the Shared with me
folder. The screen shot goes here.
4. With your group, view videos linked in the document and identify the
targeted anchor standard in your packet.

Link to video of reading lesson. Screen shot of Google Drive with Shared
with me folder highlighted to help guide participants in finding the location
in Drive. The document will link to several videos of sample reading
lessons. Videos will be filmed in-house.

Detailed Script
We are going to view a reading lesson from one of our classrooms and try to identify the anchor standard that is the focus of the lesson. Click the link to
view the video. After, return the presentation to the screen. In your groups you are going to practice identifying the targeted anchor standard in three
different videos. Select the set of videos closest to your grade level. In your packet is a section called The Standards in Action to jot down your answers.
Use the shorthand to write your answers. Allow approximately ten minutes. Observe groups and check for questions or misunderstandings. Move to next
slide for review and discussion.
This formative assessment falls under Application Feedback level 2 of Gagnes Nine Events (Hodell, 2011). Participants are taking on more responsibility
for applying and understanding the material. This activity leads into the final, summative assessment of the course.

Interactivity / Navigation
There is one link on this page, leading to a video. After the participants have finished the exercise , move on to the next slide.

THE STANDARDS IN ACTION, CONT.

Slide #10

Onscreen Content

What anchor standards were targeted in the video lessons?

1. Answers will show shorthand for anchor standard (ie., R.8) as well as the
written standard.

2.

n/a

3.

Detailed Script
In your own words: Call on participants for responses. While each group viewed videos from different grade levels, the same anchor standards were
featured in each video, i.e. the first videos were all the same standard, and likewise for the second and third videos in the sets. Are there any questions
before we move on?

Interactivity / Navigation
Animation: the facilitator will click or tap on the screen to show the answers to each of the three questions.
Move on to the next slide.

FYI
Onscreen Content

The following will appear inside the yellow shape: Standard 8 does not
apply to literature.

Detailed Script

This information is needed to clarify the next assessment.

Interactivity / Navigation
Move on to the next slide.

Slide #11

PRACTICE WITH THE STANDARDS

Slide #12

Onscreen Content

Create questions for a book group that you lead.

Clip art of reading group.

Detailed Script
In your own words: This is the time for you to apply what youve learned about the reading standards. Turn to the Creating Questions page in your
packet and follow along with the directions. Read the directions. On your table are excerpts from texts that you will use to base your questions on. You
should have one question for each standard, except R.8, and you can use your copy of the CCSS/ELA to help you. Allow five-ten minutes; observe
participants to answer questions and give feedback. Now take five-ten minutes to share your questions with your group and offer each other feedback.
This is the summative assessment, Application Feedback level 3 where learners take most of the responsibility for completing the task (Hodell, 2011).
Participants receive feedback from the facilitator and from peers.

Interactivity / Navigation
Move on to next slide.

WRAP-UP

Slide #13

Onscreen Content

1. Revisit your concept map and add to it based on your experience

today. How will you use this knowledge?
2. Complete course evaluation. What follow up training or professional
development would you like?

Detailed Script
In your own words: Restate the objectives to review what was accomplished. Please turn back to your concept map and take two or three minutes to add
your new understandings to it. Think about how you will use this knowledge in your job. Allow two-three minutes. When completing the evaluation, think
about what follow-up support youd like: more training on leading reading groups, on informational text, etc. Please complete the evaluation and leave it
on the table on your way out.
The wrap-up provides closure by reviewing the lesson and prompting participants to transfer knowledge learned here to their real world jobs (Clark, 2014;
Hodell, 2011). The wrap-up also gives some direction for the future by asking participants to think about what other development and training would be
helpful.

Interactivity / Navigation
While participants are revising their concept maps, return to the group concept map slide.
End of presentation. Move onto image credits and references if time.

IMAGE CREDITS
Onscreen Content

Common Core State Standards Initiative logo courtesy of

www.corestandards.org
Weather Concept Map courtesy of www.k5geosource.org
Reading group clip art courtesy of sdennels.edublogs.org
Colorful speech bubble clip art courtesy of pixshark.com

Detailed Script

Image credits to comply with copyright law.

Interactivity / Navigation
Move onto next slide.

Slide #14

REFERENCES
Onscreen Content
Bixler, B. (2006). Instructional graphics. Retrieved from
http://www.personal.psu.edu/bxb11/UsingMedia/graphics.htm
Clark, D. (2014). Robert Gagnes nine steps of instruction. Retrieved from
http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html
Gen, R. (2014, January 13). Common Core Intro & Reading Literature
Standards [Video file]. Retrieved from
https://www.youtube.com/watch?v=gfksOrQDw3Y
Hodell, C. (2011). ISD from the ground up: A no-nonsense approach to
instructional design. Alexandria, VA: ASTD.

Detailed Script

Reference list to comply with copyright law and APA requirements.

Interactivity / Navigation
End of presentation.

Slide #15