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The LDC Reading standards rubric is helpful at each standard for teachers to see the progression of expectations for each grade level at that standard. This can help teachers with struggling students as well as pushing students beyond the standards.

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Links to the PARCC Evidence tables for Reading, Writing, and Language in Stage 2.

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All students should be exposed to complex text regularly.

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Learning Progressions and Scaffolded Anchor Standards for El and struggling learners

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Learning Progressions and Scaffolded Anchor Standards for El and struggling learners

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Students will be able to transfer what they have learned to new texts.

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They linked standards together that flow well

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Phonics instruction page!

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We like the ideas for inexperienced readers. The links that take you directly there.

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Linked materials and texts/assessments

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Fiction is the focus

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The supporting standards are helpful so, at a glance, teachers can align standards within their lessons.

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Understand that  text are organized differently depending on the purpose of the text.

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Standards are repeated so that they are hit on more than once. 

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Standards are repeated so that they are hit on more than once. 

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There are now lessons linked to the Essential Questions which makes planning much easier!

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I love this for struggling learners!

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Kids need to be exposed to grade level and complex texts daily, no matter what level the child is. Then, next steps are to assess students to determine their levels and which interventions or instructional support they need. The flow chart and other progression resources will support these instructional practices.

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Using all of the assessments available to get a better picture of where each child is as a reader and create groups from there.  It shouldn't always be by reading level.

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Using all of the assessments available to get a better picture of where each child is as a reader and create groups from there.  It shouldn't always be by reading level.

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This is a great tool to help teachers brainstorm where to go next with struggling learners.

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Providing resources to support good instruction - not take the place of.

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We can use diagnostic tools that are readily available to differentiate instruction and ensure transfer.

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There are so many resources for us to go to when we have a student who we need to differentiate for!

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There are so many resources for us to go to when we have a student who we need to differentiate for!

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I plan to use the Previlearn with my class to see where their specific needs are to better help them in guided reading.

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I plan to use the Previlearn with my class to see where their specific needs are to better help them in guided reading.

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The resources provided within the Essentail Curriculum allow me to purposefully plan for all levels of students. The Flowchart will help guide my next steps and the Tier 1, 2, 3 links give me a deeper understanding of what supports I can have in place.

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Using PreviLearn to determine groupings. 

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Using PreviLearn to determine groupings. 

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Using the vertical alignment and rubrics for each standard

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Using the vertical alignment and rubrics for each standard

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Exposing more to grade level texts and phonics

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Exposing more to grade level texts and phonics

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The resources are are very helpful for all learners.

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The resources are are very helpful for all learners.

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It allows us to teach learners and be a resource for when we encounter students struggling with certain aspects.

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Text features are clues to text structure. 

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Text features are clues to text structure. 

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Texts are organized for specific purposes.

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Students will know the structure of fairy tales

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Citizenship, Roles & Responsibilities, How does this apply to the classroom? Character's reactions to events.

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Students will learn how to analyze multiple resources to gather specific information on geographic features in order to compare places around the world.

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Using multiple sources to find out why people choose to live in regions based on economy and geography.

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Common concepts and goals that are evident in both SS and Reading are that the students have to understand how to make meaning of a text and its structure and purpose (Reading) to be able to analyze, evaluate, and utilize various types of resources (Social Studies).

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How to read and write informational text using evidence. Use the structure and features of the text to comprehend and make meaning.

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Being collaborative and being informed citizens
Understanding how thoughts actions and words define us, through real life scenarios as well as characters in narrative text.

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Interpret and analyze multiple sources while pulling main idea/details and authors purpose

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Lesson and moral of stories.

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form an opinion after understanding multiple resources

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Focus on grade level standards during whole group.

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Focus on grade level standards during whole group.

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locate places/regions on maps

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discuss history: what is credible vs. what is not

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discuss history: what is credible vs. what is not

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Just as there are rules and organization in school it also is  in texts and that can be carried through to all texts

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Just as there are rules and organization in school it also is  in texts and that can be carried through to all texts

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Students will learn how to become a more aware citizen by reading texts that provide examples of morals and life lessons.

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Students will learn how to become a more aware citizen by reading texts that provide examples of morals and life lessons.

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All assessments need students to be able to support their answers with evidence. Ex: Box Car Children Task: Students provide evidence about how the children showed good citizenship in the story and how this relates to their lives/classroom.

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Students will apply the transfer goals to show that they can utilize reading and writing skills to apply it to the Social Studies cornerstone tasks.

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Incorporate all instructional practices, shared, read aloud, guided and independent. Get kids to want to read.

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I was inspired to revamp my Literacy instruction! Thank you!