# data[].attributes.headline
Summarize the P.A. Big Idea definition. 

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Summarize the P.A. Big Idea definition. 

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Summarize the Phonics Big Idea Definition? 

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Summarize the Phonics Big Idea Definition? 

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Summarize the Context Big Idea Definition? 

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Summarize the Context Big Idea Definition? 

# data[].attributes.headline
What does “context” mean for young learners, and how can we help them begin to understand it? 

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What does “context” mean for young learners, and how can we help them begin to understand it? 

# data[].attributes.headline
What does the progression from K–2 to 3–5 tell us about how students should grow in their learning as they purposefully engage with text. 

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What does the progression from K–2 to 3–5 tell us about how students should grow in their learning as they purposefully engage with text. 

# data[].attributes.headline
What does it mean for a student to “purposefully engage” with a text?

# data[].attributes.subject
What does it mean for a student to “purposefully engage” with a text?

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Summarize the Structure and Style (SS) Big Idea. 

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Summarize the Structure and Style (SS) Big Idea. 

# data[].attributes.headline
Summarize the Structure and Style (SS) Big Idea. 

# data[].attributes.subject
Summarize the Structure and Style (SS) Big Idea. 

# data[].attributes.headline
What does the progression from K–2 to 3–5 tell us about how students’ understanding of texts should grow?

# data[].attributes.subject
What does the progression from K–2 to 3–5 tell us about how students’ understanding of texts should grow?

# data[].attributes.headline
What does it mean for a student to “purposefully engage” with a text?

# data[].attributes.subject
What does it mean for a student to “purposefully engage” with a text?

# data[].attributes.headline
How do the 3–5 standards build on what students learn in K–2 about narrative, expository and argumentative techniques? 

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How do the 3–5 standards build on what students learn in K–2 about narrative, expository and argumentative techniques? 

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What pre-requisite skills will students need? 

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What pre-requisite skills will students need? 

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How do the 3–5 standards build on what students learn in K–2 about authors, audiences, and purposes. 

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How do the 3–5 standards build on what students learn in K–2 about authors, audiences, and purposes. 

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What pre-requisite skills will students need? 

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What pre-requisite skills will students need? 

# data[].attributes.headline
What does it mean for young students to “identify and use organizational structures”?

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What does it mean for young students to “identify and use organizational structures”?

# data[].attributes.headline
How do the 3–5 standards build on what students learn in K–2 about structure and style?

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How do the 3–5 standards build on what students learn in K–2 about structure and style?

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What do you notice about how phonological awareness is described in the new standards compared to the previous ones?

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What do you notice about how phonological awareness is described in the new standards compared to the previous ones?

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What similarities do you see in the skills students are expected to develop (e.g., rhyming, syllables, phonemes)?

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How does the emphasis on oral language and sound manipulation compare to what you’ve taught before?

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How does the emphasis on oral language and sound manipulation compare to what you’ve taught before?

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How does the structure of the new phonics standards (F.P.1–F.P.3) compared to the way phonics was addressed in the previous standards?

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How does the structure of the new phonics standards (F.P.1–F.P.3) compared to the way phonics was addressed in the previous standards?

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How do the new standards separate decoding and encoding, and why might that be important?

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How do the new standards separate decoding and encoding, and why might that be important?

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What does the progression from K–2 to 3–5 tell us about how students’ understanding of texts should grow?

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What does the progression from K–2 to 3–5 tell us about how students’ understanding of texts should grow?

# data[].attributes.headline
What does it mean to consider the purpose of a text?

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What does it mean to consider the purpose of a text?

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How does audience influence the way a text is written or presented

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What do you notice about the language standard progression? 

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What do you notice about the language standard progression? 

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What supports do students need to be successful with the grade level standards?

# data[].attributes.subject
What supports do students need to be successful with the grade level standards?