While there has been much discussion of the Common Core Standards desired destination of ALL students being college and career ready in the areas of Reading, Writing, Language, Speaking and Listening, and the instructional shifts necessary to support students accessing and responding to complex texts, there has been relatively little attention paid to the K-5 Reading Foundational Skills addressed in the Standards.
The Common Core states, “These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.”
The Common Core Foundational Skills, phonological awareness, phonics and word recognition, and fluency, lay the track for the entire K-12 pathway. Without them the Common Core train will be slow to leave the station and there is a risk of rerouting, derailing and lost instructional time. Research, such as that shared in the report, Teaching Reading IS Rocket Science, by Dr Louisa Moats, now shows that a child who doesn’t learn the reading basics early is unlikely to learn them at all. Any child who doesn’t learn to read early and well will not easily master other skills and knowledge, and is unlikely to ever flourish in school or in life and will have difficulty comprehending the increasingly more rigorous text and vocabulary in the K-12 Common Core.
To this end, the Washington State Literacy Coordinators have created a four-part workshop to support teachers implementing the K-4 Foundational Reading Skills in the Common Core Standards. K-4 Foundational Reading Skills Workshop 1: Unpacking the Foundational Skills, K-4 Foundational Reading Skills Workshops 2 and 3: Foundational Skills Instructional Strategies, and K-4 Foundational Reading Skills Workshop 4: Planning for Student Growth.
Designed for Pre-K, K, 1st, 2nd, 3rd, and 4th grade teachers (site-based teams are encouraged) This workshop series is being offered FREE of CHARGE, but team members must attend all 4 sessions and teachers agree to administer a short pre/post assessment to a minimum of 9 students. January 23, February 6, March 6, and April 10, 8:30-3:30, Clover Park School District Office. 22 clock hours are available. Register here. Space is limited