“Foundational skills are
necessary and important
components of an effective,
comprehensive reading
program.”
Oregon ELA CCSS
K-3 English
Language Arts
Common Core
State Standards
Job Alike Session #2
Foundational Skills
3:00 – 4:30 & 3:30 – 5:15
Session
Topics
#1
Introduction to ELA CCSS
#2
Reading Foundational Skills Part 1
#3
Reading Foundational Skills Part 2 Closing the Gap
#4
Reading for Literature
#5
Reading for Informational Text
#6
Language (Vocab, Grammar, Usage)
#7
Writing & Language (Spelling, Punctuation,
Capitalization
#8
Listening, Speaking and Assessment
Content & Language Objectives
Content Objectives:
o Teachers will understand the vertical and
horizontal alignment of the Foundational Skills
Standards in the ELA CCSS.
o Teachers will identify where the Foundational
Skill standards are taught in Reading Street.
Language Objective:
o Teachers will read, write and discuss as they
build an understanding of Foundational Skills
standards and identify where they are taught in
Reading Street.
Reading: Foundational Skills
Pre-assessment
What I Know
What I Want to
Know
Reading Foundational Skills
4 Components of Foundational Skills
o Print Concepts (K-1)
o Phonological Awareness (K-1)
o Phonics and Word Recognition (K-3)
o Fluency (K-3)
Vertical Alignment
Let’s Explore…
Reading Standards: Foundational Skills

Independent Work: Read down through each
standard at your grade level.
5 mins.
+ Something new
! Something you would like to learn more about
? Something you have a question about

Table Discussion: Go Around Protocol 7 mins
o Form groups of 3
o What is the same about the new ELA CCSS and
the current standards ?
o What is new or different?
Horizontal Alignment
Let’s Explore…
Reading Standards: Foundational Skills
Phonics and Word Recognition
1. Reading and Writing: 10 mins
o
o
Read across the standard Grades K -5.
-Highlight vocabulary you would like to clarify
-Jot any questions in the margins
Go to Appendix A, pages 17-22. Scan for
information that helps clarify vocabulary or answer
your questions.
2. Table Discussion: Go Around Protocol 10 mins.
o Form groups of 3
o What do you notice about how the standards
increase in complexity and rigor?
o What did you learn or have clarified from
Appendix A?
Reading Street
Meeting the Common Core State
Standards with Reading Street
o
o
o
o
Phonics and Word Recognition & Fluency
Standards -left column
Units and pages - right column
Description of instruction –bottom of each
box
Reading Street
Gr. 2 Phonics
1.
Guided Walkthrough: Weekly Planner Page
- Unit 2, 162d & 162e
2. Partner Activity: Meeting the standards using
Reading Street
Materials Needed:
- Unit 2 TE, SF Handout and Activity Page
- Complete activity with a partner
Reading Street
Gr. 2 Fluency
LaBerge and Samuels described the fluent reader as "one whose decoding
processes are automatic, requiring no conscious attention." Such capacity
then enables readers to allocate their attention to the comprehension and
meaning of the text.
Juel, 1991
1. Guided Walkthrough: Weekly Planner Page
Unit 2, 190 d & e
Read decodable, pages
Reread for Fluency Routine, pages
2. Partner Activity: Meeting the standards using
Reading Street
Materials Needed:
o Unit 2 TE, SF Handout and Activity Page
Locate yourself on the Compass
As you think about closing the achievement gap in
Foundation Skills for Black and Brown students, locate
yourself on the compass
Reading: Foundational Skills
Post-assessment
What I Found Out
Further Questions
Thanks for Coming!
Next Session, please bring…
Teacher Edition Unit 3
 ELA Common Core State
Standards
THE END
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K-3 English language arts Common core state standards