Parent Resource
grades
Where U.S. Students Rank Globally: The United States Ranks: n 17th in Reading Literacy n 21st in Science n 26th in Math
U.S. Chamber of Commerce Foundation 2014
17
TH
In Reading Literacy
21
ST
In Science
26
Based on 2013 International PISA results |#|
Center for Development and Learning
TH
In Math
Parent Resource Grades K – 2
The Center for Development and Learning One Galleria Blvd. Suite 903 Metairie, LA 70001 (504) 840-9786
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Center for Development and Learning
Introduction This guide provides an overview of what your child will learn by the end of kindergarten, grade 1 and grade 2 in English Language Arts (ELA). The guide focuses on key skills that will build a strong basis for success in other subjects. The skills are based on the Common Core State Standards, which are being used by more than 44 states. These K–12 standards were created from the highest state standards from across the country. If your child is meeting the expectations outlined in these standards, he or she will be well prepared for the next grade.
Why are common academic standards important?
Until now, every state had its own standards and different goals for student learning. Common academic standards are important because they help make sure that, no matter where you live, you will know exactly what your child should be learning at each grade level. Of course, high standards are not the only thing needed for children’s success, but they provide an important first step — a clear, consistent roadmap for learning. They also help your child develop real-world critical This Guide Includes: thinking* skills needed for college and the workforce.
How can I help my child?
You should use this guide for two main reasons: (1) as a tool to help your child at home, and (2) as a resource to help build a relationship with your child’s teacher. Talk to you child’s teacher regularly about how he or she is doing so you can work together to address any issues. Parents are children’s first teachers. At home, you can play a big part in setting high expectations and supporting your child in meeting them.
n An overview of some of the key things your child should be learning in kindergarten through 2nd grade n Ideas to help your child learn at home n Topics of discussion for talking to your child’s teacher about his or her academic progress
*See pg. 45 for definition
CCSS Parent Resource Guide K–2
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About CDL Founded in 1992, the Louisiana Children’s Research Center for Development and Learning, d/b/a Center for Development and Learning (CDL), is a results-driven Louisiana-based 501(c)(3) nonprofit organization. CDL specializes in the development and dissemination of leadingedge scientific research, knowledge, and best practices that improve teaching and increase student learning. CDL’s work is focused on closing the achievement gap by increasing teacher effectiveness. CDL has special expertise in the areas of learning differences, evidence-based teaching strategies, and building the capacity of teachers.We advance public education reform by providing educators with professional learning that is specific and relevant to the needs of students and teachers. With an on-the-ground, in-the-trenches approach, we tackle real-time issues such as ways to remediate struggling readers, differentiate instruction for diverse learners, and build and sustain collective capacity.
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Center for Development and Learning
Table of Contents Common Questions about Common Core. . . . . . . . . . . . . . . 6 Overview of ELA Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 What your Child Should be Learning. . . . . . . . . . . . . . . . . . 12 Reading Progressions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Book Examples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Writing Progressions.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Writing Samples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Speaking & Listening Progressions. . . . . . . . . . . . . . . . . . . . . . .36 How to Support your Child. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Glossary* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 * Definitions of words with an asterick beside them are contained in the Glossary.
CCSS Parent Resource Guide K–2
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Common Questions about Common Core Q: A:
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What are the Common Core State Standards? The Common Core State Standards (CCSS) are learning goals that will ensure Louisiana’s students are prepared for college and career success. Common Core is not a curriculum. Teachers still decide how to get kids to the goal.
Why do we need the Common Core? Louisiana is 3rd from the bottom in education compared to the rest of the country. Common Core will help give all Louisiana From Failing to Fantastic: students a high quality Winning the education so they can be Education Game successful in today’s economy.
Who developed the CCSS? State governors and education experts working together with teachers and parents across the country developed the CCSS. Many school officials from Louisiana were involved.
Center for Development and Learning
In football, the goal is to get a touchdown; it’s up to the coach to choose plays that will get the ball in the end zone. So that our students will be successful, Common Core sets the goal; it’s up to the teacher to choose plays to help kids win.
Why Now? n Student mobility, military families n Too many different standards across states n Global competition n Today’s jobs require different skills
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Is Louisiana required to use the CCSS by the federal government? No. The federal government did not force Louisiana to use Common Core State Standards. Louisiana, along with 44 other states, voluntarily chose to use Common Core State Standards.
When will the CCSS go into effect? Louisiana voluntarily adopted the Common Core July 1st, 2010. You may have already heard your child’s school mention “Common Core” or “new standards.” You may have even noticed that your child’s homework and tests are getting harder.
CCSS Parent Resource Guide K–2
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Q: A:
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How will the CCSS affect student grades and school performance scores (SPS)? Some are concerned that school test scores and letter grades will drop because of Common Core. A drop in scores is expected at first because previous standards were not accurate indicators of college and career-readiness. State Superintendent John White has made changes to school and teacher evaluations that will give students and schools time to adjust.
How does the Common Core affect me as a parent? As a parent, you may notice your child’s classwork and homework becoming harder. You may also see a slight drop in grades. While it may be uncomfortable and scary, this is normal because schoolwork and tests are more challenging. Keep in mind that now our kids are getting the high quality education they deserve, but weren’t getting before.
Compared to other states in the country, Louisiana ranks 3rd from the bottom in Reading. Only Mississippi and Washington D.C. are lower than Louisiana.
– NAEP, 2013
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Center for Development and Learning
Q: A:
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Will students still take the LEAP test? Starting in the 2014-2015 school year, 3rd through 8th grade students will take the PARCC (Partnership for Assessment of Readiness for College and Careers). This test will replace the LEAP and iLEAP. High school students will continue to take Endof-Course tests in English language arts and math.
The PARCC for all grades will be administered online. Therefore, it is critical that students are comfortable typing and using a computer and mouse.
What does the Common Core look like in the classroom? The Common Core standards are not a curriculum. Schools and teachers will continue to make decisions about how to teach their students and meet their needs.
What are the benefits of the CCSS? CCSS will help ensure that all students, no matter where they live, are prepared for success in college and the workforce. The CCSS makes sure that your child will receive the same level of education if you decide to move to another city or state. The CCSS will help our children learn more real-world knowledge and think more critically so that Louisianians will be able to compete successfully in the 21st century, allowing our economy to remain strong. CCSS Parent Resource Guide K–2 | 9 |
Overview of ELA Standards The skills developed in English Language Arts (ELA) are used in every day life, making them very important. The language arts include reading, writing, spelling, listening, speaking, handwriting, grammar, storytelling and learning vocabulary. Your children will use their ELA skills in all subject areas, including social studies, science and math, to understand information and organize, develop and express their ideas clearly. A person who can speak well, relate well to others through language, and listen well to what others are saying will have higher chances of success in school and life. The Common Core State Standards for ELA describe skills that students need to have in the following areas:
ELA Standards
Reading
Writing
Speaking & Listening | 10 # | | Center for Development and Learning
Having strong oral and written language skills provides a foundation for further learning and future job success. Learning new language skills is a hallmark of kindergarten. In 1st grade, your child will become a more independent reader and writer. As they write and speak, 2nd graders will be more attentive to the formal and informal uses of English and will spell most words correctly in their writing.
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Kindergarten By the end of the school year your child should be: Naming upper- and lowercase letters, matching those letters with their sounds, and printing them.
Comparing the adventures and experiences of characters in familiar stories, such as fairytales* and folktales*.
Retelling and talking about familiar stories using details from the text*.
Drawing, writing, and speaking to describe an event, including his or her reaction to what happened.
Stating an opinion or preference about a topic or book in writing (“My favorite book is . . .�).
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Participating in classroom conversations and following rules for discussions; learning to listen to others and taking turns when speaking.
Learning to recognize, spell, and use basic language words.
Asking and answering questions about key details in stories or other information read aloud.
Talk to your child’s teacher about how your child is doing in school. Ask questions like: Understanding and using question words in discussions.
1. “Is my child on track?” 2. “Are there areas where my child is struggling?”
Speaking clearly to express thoughts, feelings, and ideas, including descriptions of familiar people, places, things, and events.
3. “What are some resources to help my child learn outside the classroom?”
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first grade By the end of the school year your child should be: Using phonics (matching letters and sounds) and breaking down words to figure out unfamiliar words when reading and writing.
Describing characters, settings, and major events in a story using key details.
Writing about a topic, using some facts, and providing some sense of opening and closing.
running Getting facts and information from different writings.
Writing complete simple and compound sentences*, questions, commands, and exclamations.
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Figuring out the difference between meanings of similar words (marching, prancing, strutting, strolling, walking).
Become a partner with your child’s teacher Technology can be a good way to build regular communication with your child’s teacher. Some teachers may respond to email and text* faster and more often than a phone call. Describing people, places, things, and events with relevant details, expressing ideas and feelings clearly and with complete sentences.
Having conversations about topics and texts* and asking and answering questions to clear up any confusion.
Working with others on shared projects and papers.
Identifying the correct meaning for a word with multiple meanings, based on the sentence or paragraph in which the word is used. Deciding, for example, whether the word “bat” means a flying mammal or a club used in baseball.
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second grade By the end of the school year your child should be: Paying close attention to details, including pictures and graphics, in books to answer who, what, where, when, why, and how questions.
Determining the lesson, moral*, or theme of stories.
Keep Performance Positive
n Discuss your child’s performance in school
n Talk about tests with your child and be
and what he is learning.
positive and encouraging.
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Using text* features, such as captions, bold print, and indexes, to find key facts or information.
Participating in shared research projects.
Having conversations by connecting his or her comments to others’ comments and asking and answering questions to get more information or deepen understanding of the topic.
Writing stories that include a short series of events with a clear beginning, middle, and end.
Writing an opinion about a book he or she has read, and using important details from the book to support that opinion.
Retelling key information or ideas from media or books read aloud.
Determining the meaning of the new word formed when a known prefix* or suffix* is added to a known word (happy/unhappy; power/ powerful/powerless).
Producing, expanding, and rearranging sentences. For example, “The boy watched the movie”; “The little boy watched the movie”; “The action movie was watched by the little boy.” CCSS Parent Resource Guide K–2 | 17 |
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Center for Development and Learning
Reading Reading is as important as getting enough to eat or having a place to sleep. Highly literate students are more likely to graduate from high school and attend college. Thus, being able to read well will allow our children to have an opportunity to live healthy, productive lives. The reading standards focus on two main things: (1) the difficulty of what students read and (2) how well they read. Students will read more non-fiction* and informational text* in earlier grades, and have deep and detailed discussions about what they read. For example, instead of only naming parts of a story, such as characters, plot and setting, students will compare* different stories using their understanding of these elements. This section provides an overview of how the reading standards progress from the beginning to the end of the year and from one grade to the next. There are also examples of books that you can read with your child at each grade level.
Reading is the foundation for all other subjects n All subjects require reading skills. For example,
students must be able to read their textbooks to learn science and social studies.
n Even if a child is really good in math, he or she must
still be able to read the directions and word problems on the test.
CCSS Parent Resource Guide K–2 | 19 |
Progressions
Kindergarten With help from the teacher, students will:
Reading Literature
n Retell stories, including key details. n Name the author and artist of a story and explain the role of each in telling the story.
Kindergarten With help from the teacher, students will:
Reading for Information
n Ask and answer questions about key details in a story and identify the main topic. n Point out the front cover, back cover and title page of a book. n Identify what person, place, thing or idea a picture shows.
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First Grade Students will: n Retell stories, including key details, and show that they understand the main message, lesson or moral* of a story. n Identify who is telling the story at various points in a text*.
Second Grade Students will: n Describe how characters in a story react to major events and challenges. n Recognize different points of view for characters, such as by speaking in a different voice for each character when reading aloud. n Use information from pictures and words to show they understand characters, setting or plot.
First Grade Students will: n Ask and answer questions about key details in a story and identify the main topic. n Use the drawings and details in a story to explain key ideas. n Use headings, table of contents, glossary, index, etc., to find information.
Second Grade Students will: n Ask and answer who, what, where, when, why and how questions to show understanding of key details in a book. n Explain how images or drawings, such as a diagram of how a machine works, are helpful. n Compare* and contrast* the most important points in two different books on the same topic.
CCSS Parent Resource Guide K–2
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Kindergarten Books Nonfiction My Five Senses By: Aliki The five senses come to life in this thoughtful and engaging book celebrating the world and the ways we experience it. How each sound, taste, smell, sight and touch leads to a new discovery. Common Core Alignment: With prompting and support, ask and answer questions about key details in a text*.
Fiction Little Bear By: Else Holmelund Minarik Designed for beginning readers, these simple tales tell the story of Little Bear and his loving mother. Common Core Alignment: With prompting and support, describe the relationship between illustrations and the story in which they appear (for example, which moment in a story an illustration depicts). | 22 | Center for Development and Learning
Tips Children build vocabulary and knowledge, everyday, through oral and written language. The more words they know, the easier it is for them to recognize words when reading.
Poetry Pocket Poems By: Bobbi Katz These 50 short poems by a wide selection of poets span a range of kid-centric emotions. Common Core Alignment: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
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First Grade Books Nonfiction Baby Dolphin’s First Day By: Connie & Peter Roop The early adventures of a highly intelligent animal. Common Core Alignment: Use the illustrations and details in a text* to describe its key ideas.
Fiction Frog and Toad Together By: Arnold Lobel Frog and Toad learn the give-and-take of friendship in these five tales. Common Core Alignment: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
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Tips As you read with your child, discuss main ideas and ask questions that encourage her to analyze* texts. For example, read three different books of Goldilocks and the Three Bears, and ask your child to compare* and contrast* them as you read. You can also ask questions related to the moral* of the story and talk about how it applies to everyday life.
Poetry Zin! Zin! Zin! A Violin By: Lloyd Moss and Marjorie Priceman Written in elegant, rhyming verse and illustrated with playful and flowing artwork, this counting book is the perfect introduction to musical instruments. Common Core Alignment: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
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Second Grade Books Nonfiction It’s Snowing! By: Gail Gibbons What is snow? How does it form? An explanation of this winter wonder. Common Core Alignment: 1. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text*. 2. Identify the main purpose of a text*, including what the author wants to answer, explain, or describe.
Fiction Henry and Mudge: The First Book By: Cynthia Rylant The popular tale of Henry and his 180-pound dog Mudge, a friendly pooch ready for adventure. Common Core Alignment: Describe how characters in a story respond to major events and challenges.
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Tips Frequently talk with your child about his or future. Make the connection between different subject areas and the jobs to which they relate.
Poetry Animal Poems By: John Hollander Poems by poets like Blake, Dickinson, Tennyson, Yeats, Wordsworth and Keats are accompanied by captivating paintings that capture the spirit of each poem. Included are footnotes providing definitions of difficult words and a title index. Common Core Alignment: Describe how words and phrases (for example, regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in stories, poems or songs.
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Writing Writing is one of the main ways that people communicate. It is used in school, all types of work, and everyday activities. While writing is an important part of our daily lives, it can be difficult to learn and master. Many students have trouble organizing their thoughts and writing clearly, which can cause frustration. Encouraging children to develop strong writing skills early and become better writers may make writing easier and more enjoyable for them. This section gives an overview of how writing standards progress from one grade to the next. There are also writing samples showing what students need to be able to do at each grade level.
Progressions
Kindergarten n Using a combination of drawing, speaking and writing, students name what they are writing about, give information on the topic, give an opinion on the topic, or tell about events in the order they happen.
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First Grade n Students name a topic, give some facts about the topic, and state an opinion about the topic with supporting evidence*, facts, or proof. n With some help from adults, students focus on a topic, answer questions and comments from others, and add details to strengthen writing as needed.
Second Grade n Students introduce a topic and use facts and definitions to explain points. n Students write stories in which they explain events and use words to show event order, such as “first,” “second” and “last.” n Students write stories in which they give details to describe actions, thoughts, and feelings. n Students provide an ending/closing statement. CCSS Parent Resource Guide K–2 | 29 |
Kindergarten What’s Great about This Essay: n Uses drawings to show events or parts of the story n States an opinion about the book n Writes letters in correct formation n Spells sight words correctly n Uses spaces between words n Uses letter sounds to spell words. For example, “fabit” for “favorite” n Tells story in logical order
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e State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal Subj
Writing Sample
student sample: K, argument (opinion)
his opinion piece about a work of literature was produced in class.
annotation
he writer of this piece •
tells the reader the name of the book (in the title of the paper). o My fabit (favorite) Book is do you Want to be my FRIEND
•
states an opinion or preference about the book. o . . . my fait (favorite) pot (part) is the hos (horse)
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n Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeC
first grade
student sample: Grade 1, Informative/explanatory This informative report was produced in class.
What’s Great about This Essay: n Names the essay topic
n Uses capital letters for proper nouns
n Gives some facts about the topic
n Writes in complete sentences
n Uses correct punctuation to end sentences
n Uses details to expand on ideas
n Begins sentences with capital letters
n Provides closure to the essay
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CtS
Writing Sample
appendix C
CCSS Parent Resource Guide K–2 | 33 |
Second grade
tudent sample: Grade 2, argument (opinion)
is opinion piece about a work of literature was produced in class.
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Writing Sample
What’s Great about This Essay: n Introduces the book topic, title and author in the essay n States an opinion about the book and gives reasons for the opinion n Uses linking words, such as because, to connect opinions and reasons n Provides a concluding statement
n Uses capital letters in the title n Underlines the title n Ends all sentences with correct punctuation n Beginning to use contractions n Uses commas and apostrophes somewhat correctly
n Begins sentences with capital letters CCSS Parent Resource Guide K–2 | 35 |
Speaking & Listening Speaking is another major way people communicate. How well children can speak in school affects their ability to participate in class discussions and present in front of the class. If children are good listeners, they will be able to learn from their teachers and classmates more easily. Children need many opportunities to both speak and listen in order to gain the language skills to be able to read and write. The more children talk at home, the more this skill will transfer to school. This section gives an overview of how speaking and listening standards progress from one grade to the next.
Progressions
Kindergarten n Have conversations about kindergarten topics by taking turns speaking about topics and stories. n Ask and answer questions about key details of a story. n Ask questions for help, to get information, or to clarify something. n Describe people, places, things and events, and use drawings and pictures to add more detail.
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First Grade n Have conversations about 1st grade topics by listening to others and speaking one at a time. n Build on conversations by responding to others’ comments and asking questions to get information or to clarify something. n Describe people, places, things and events, and use drawings and pictures to clarify ideas, thoughts, and feelings. n Speak clearly and in complete sentences when expressing thoughts, feelings and ideas.
Second Grade n Have conversations about 2nd grade topics by getting others’ attention in respectful ways, listening to others, and speaking one at a time. n Build on conversations by linking his/her comments to those of others and asking questions to get information, to clarify something, or to expand on the topic. n Tell a story or talk about an experience using facts and details. n Speak clearly and in complete sentences when expressing thoughts, feelings and ideas. n Create audio recordings of stories or poems and add drawings or pictures to clarify ideas.
How to support your child For too long, there has been a gap in what students need to know and do in order to be successful in college and the workplace. Building on the strength of Louisiana’s standards, the ELA Common Core State Standards (CCSS) are meant to be clearer, more rigorous* and based on what research shows will prepare your child for college and career. In order to change what and how our students are learning, ELA CCSS focuses on 6 main changes, also known as “shifts.” This section provides a closer look at the shifts, what they mean for your child, and what you can do to help.
Shift 1
Balance Informational & Literary Texts
Students Must… n Read a balance of non-fiction* and fiction* texts, increasing the amount of non-fiction* as grade level increases.
Parents Can… n Read non-fiction* books with and to your child (see pages 23-27 for suggestions). n Read more informational texts like newspapers, magazines or online articles. n While reading ask questions like, “What is this book about?” “What point is the author trying to make?” “How does this relate to…?” or “What information from the book tells you that?” | 38 | Center for Development and Learning
The recommended balance of fiction* to non-fiction* books students should read is: elementary level - 50/50; middle level - 45/50; high school level - 30/70.
Shift 2
6-12, Literacy in All Content Areas
Students Must… n Learn how to read books for different subject areas, and write using evidence* or proof from texts. n Use primary and secondary sources* to understand a topic.
Parents Can… n Give your child different types of books, especially on topics in which they are interested – from sports heroes to animals. n Have your child read at least 15 minutes daily. n Have your child write a story, draw a picture, give a presentation, or create a project based on what he/ she read. CCSS Parent Resource Guide K–2 | 39 |
Shift 3
Text Complexity
Students Must… n Read and “unpack”* more complex texts* at each grade level.
Parents Can… n Have children retell stories, including key details. n Have conversations about characters, lessons, and central themes and ideas. n Ask questions like, “What do you think the author is up to?” “What mood does reading this book put you in?” or “Would you write this book differently if you were the author?”
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What do complex texts* look like? n n n n n n
More words Longer sentences and paragraphs Various sentence types Challenging words More serious or real-life topics Complicated ideas
Shift 4
Text-based Answers
Students Must… n Use evidence* from the text* to answer questions, make judgments, and support arguments, beliefs, and opinions.
Parents Can… n Encourage your child to provide evidence* or support in everyday discussions. n Ask questions like, “Why do you think that?” or “What information in the text* helped you come to that conclusion?”
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Shift 5
Writing from Sources
Students Must… n Write using evidence* from multiple sources to inform or make an argument about a single topic. n Analyze* and synthesize* ideas, events and facts across many texts* to form an opinion or conclusion.
Parents Can… n Encourage your child to write in a daily journal. n Write “books” together, using evidence* and details to tell stories about everyday activities such as family activities, events, holidays or special occasions. n Have your child choose an article from a newspaper, magazine or website and write a story about it. n Have older kids write a report on a topic using information from many different sources (newspaper, Internet, personal experience, asking/interviewing others, books, etc.)
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Shift 6
Academic Vocabulary
Students Must… n Build vocabulary across various subjects and focus on words students will read and use most frequently.
Parents Can… n Read and talk often to young children. n Start a family vocabulary box or jar. Have everyone write down new words they discover, add them to the box, and use the words in conversation. n Pick a “word of the day” starting with a different letter. Have your child write the word and look for other things beginning with the same letter. n Play rhyming and word games. n Have older kids read more complex books, highlight words they don’t know, and find definitions for those words. n Relate new words to words children already know. For example, if a child knows what it means to be mad, that may help her learn the word “frustrated”.
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Glossary Align – making sure information being taught reflects what students should know in each subject area and at each grade level. Analyze – to break something complex into parts or ideas; to look at details; to identify key factors or evidence in a text to support an opinion or thought. Compare – looking at two or more people, things, events, etc. in order to see what is alike or what they have in common. Complex text – text that requires deeper thinking; may include longer and more complicated words and sentences, multiple meanings and points of view, and challenging topics. Compound sentence – two or more simple sentences joined by conjunction (and, but, or). For example, “Kate likes to eat fruit, and Michael likes to eat candy”. “Kate likes to eat fruit” = simple sentence, “Michael likes to eat candy” = simple sentence. Contrast – looking at two or more people, things, events, etc. in order to see what is different. Critical thinking – ability to use information solve problems; thinking outside the box; consider other points of view; to figure something out; making reasonable judgments or arguments; learning how to think rather than what to think. Evidence – proof; facts or information used to prove or disprove something. Fairytale – a type of folktale story about magical and imaginary beings and lands. Examples include “Cinderella” and “The Princess and the Frog.” Fiction – based on the imagination; a make-believe story that is not real. Folktale – a story or legend passed down through generations by word of mouth; usually based on traditions, customs, or lessons. Examples include: “Little Red Riding Hood” and “Hansel and Gretel.” | 44 | Center for Development and Learning
Moral – a lesson or principle contained in or taught by a story or an event. Non-fiction – based on factual events or true information. Prefix – A letter or group of letters added to the beginning of a word to change its meaning (as un- in unhappy). Primary source – original information or information created by someone with a firsthand account (personal experience) of an event or topic. Examples include speeches, letters, interviews, autobiographies, poetry, novels and articles reporting new research or findings. Progression – continuous and connected standards, knowledge, and skills students need to have within a grade level and from one grade level to the next. Rigorous – challenging; learning information faster and at earlier ages. For example, your child may learn in 2nd grade what you learned in 4th grade. Secondary source – information based on interpretation or research of primary sources, rather than personal experience. Examples include textbooks, magazine articles, encyclopedias, and commentaries. Simple sentence – includes the most basic elements of a sentence: a subject and a verb. For example - The bus was late. “bus” = subject, “was” = verb. Suffix – a letter or group of letters added to the end of a word to change its meaning (as -ful in joyful). Synthesize – using information to form one’s own thoughts, ideas, and opinions about a topic or book. Text – any written information used to support an opinion or claim. Examples include: books, magazines, articles, websites, newspapers. Unpack – to break down, figure out, analyze, or understand complex text.
CCSS Parent Resource Guide K–2 | 45 |
References “Common Core State Standards for ELA & Literacy in History/Social Studies, Science, and Technical Subjects.” Accessed March 18, 2014 at http://www.corestandards. org/wp-content/uploads/ELA_Standards.pdf. EngageNY. “Common Core State Standards: Shifts for Students and Parents.” Accessed March 18, 2014 at http://www.engageny.org/sites/default/files/resource/ attachments/shifts-for-students-and-parents.pdf. Louisiana Department of Education. Accessed March 18, 2014 at http://www.louisianabelieves.com. National PTA. “Parents’ guide to Student Success.” Accessed March 18, 2014 at http://www.pta.org/parents/content. Scholastic. “Common Core for Teachers: Booklists.” Accessed March 18, 2014 at http://commoncore.scholastic.com/teachers/books/non-fiction cfm?ItemNumber=2583. U.S. Chamber of Commerce Foundation: Education and Workforce. Accessed March 21, 2014 at http://www.businessforcore.org/.
This resource contains excerpts and summaries. See the Common Core State Standards for ELA & Literacy in History/Social Studies, Science, and Technical Subjects for the official set of standards. http://www.corestandards.org/wp-content/ uploads/ELA_Standards.pdf See CCSS for ELA Appendix B for a complete list of book examples. http://www.corestandards.org/assets/Appendix_B.pdf See CCSS for ELA Appendix C for more writing samples. http://www.corestandards.org/assets/Appendix_C.pdf
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