Common Core Georgia Performance Standards...specific textual evidence when writing or speaking to...
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Transcript of Common Core Georgia Performance Standards...specific textual evidence when writing or speaking to...
Common Core
Georgia Performance
Standards Grade 6 English Language Arts
Kim Jeffcoat Susan Jacobs State ELA Coordinator ELA Program Specialist
Welcome
Common Core State Standards
Building on the strength of current state standards, the CCSS are designed to be:
• Focused, coherent, clear, and rigorous
• Internationally benchmarked
• Anchored in college and career readiness
• Evidence and research based
College and Career Readiness
• Derived from “College and Career
Readiness Standards”
• What students should know and be
able to do upon graduation
• Skills applicable to life: synthesis,
analysis, evaluation, evidence for claims
Why Common Core Standards? • Preparation: The standards are college- and career-
ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school.
• Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.
• Equity: Expectations are consistent for all – and not dependent on a student’s zip code.
Why Common Core Standards? • Clarity: The standards are focused, coherent, and
clear. Clearer standards help students (and parents and teachers) understand what is expected of them.
• Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.
What Will We Do Together Today?
• Resource Packet
• Integrated tasks and texts
• Live chat
• Adaptable Unit Framework
CCR READING STANDARD 3:
Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
ELACC6RI3: Analyze in detail how a key individual, event, or
idea is introduced, illustrated, and elaborated in a text (e.g.,
through examples or anecdotes).
Reading: Informational
CCR READING STANDARD 1:
Read closely to determine what the text says
explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to
support conclusions drawn from the text.
ELACC6RL1: Cite textual evidence to support analysis
of what the text says explicitly as well as inferences
drawn from the text.
Reading: Literary
Discussion Topics in Grade 6
• Literacy Standards
• Incorporating Basal Readers and other already-
purchased resources
• Differentiation
• Unit Frameworks, Unit Planning
A New Paradigm…
“Don’t just take your old state standards out of their boxes and swap in
the Common Core Standards. [The Common Core state standards]
are meant as a platform for a new instructional system, not a new list
of topics for the old instructional system. […] When we turn standards
into long lists and we tell teachers to ‘cover’ instead of to teach, when
we give them pacing plans and tell them to cover everything on the
test, we are ‘covering’ and not learning.”
- Phil Daro, Strategic Education Research Partnership, Washington, D.C.
Common Core Author, Mathematics
Georgia’s Transition to Common Core
• Georgia is well-positioned to embrace these
changes due to our rigorous GPS
• Georgia has identified 5 transitions important for
implementation
• Today’s focus: relevant and real guidance for
making these transitions in the 3rd grade
classroom
Transition One:
Staircase of Complexity
• Vertical alignment of standards
• Clear expectations from grade to grade
• See example in your Resource Packet
(ELACC6RL4) Teacher Guidance
Document
Staircase of Complexity: RL4
GRADE FIVE: DETERMINE THE
MEANING AS USED, INCLUDING
METAPHOR AND SIMILE
GRADE SIX: DETERMINE THE MEANING
AS USED, FIGURATIVE/ CONNOTATIVE
/IMPACT ON MEANING AND TONE
GRADE SEVEN DETERMINE THE
MEANING AS USED, FIGURATIVE/
CONNOTATIVE, RHYME, REPETITION
GRADE EIGHT DETERMINE THE MEANING
AS USED, FIGURATIVE/ CONNOTATIIVE,
MEANING, TONE, ANALOGIES, ALLUSIONS
:
ELA5R1 e. Identifies imagery, figurative
language (e.g., personification, metaphor,
simile, hyperbole), rhythm, or flow
ELA6R1h. Responds/explains effects of
sound/figurative language to uncover meaning :
(alliteration, onomatopoeia, rhyme scheme,
simile, metaphor, hyperbole, personification)
ELA7R1: identical to grade 6
ELA8R1: Identical to grades 6 and 7
except for addition of symbolism and
imagery
Transition Two:
Increased Informational Text
• Reading standards equally divided into
Literary and Informational standards
• See example in your Resource Packet
(ELACC6RI8) Teacher Guidance
Document
What the Research Says… • 7 to 15 % informational/expository (Hoffman, Sabo, Bliss, & Hoy, 1994; Moss & Newton, 2002; Yopp &
Yopp, 2006)
• Informational/expository harder to read (Bowen & Roth, 1999; Bowen, Roth, & McGinn, 1999, 2002;
Heller & Greenleaf, 2007; Shanahan & Shanahan, 2008)
• Only sustained exposure develops important strategies (Afflerbach, Pearson,& Paris, 2008;
Kintsch, 1998, 2009; McNamara, Graesser, & Louwerse, in press; Perfetti, Landi, & Oakhill, 2005; et al)
• Expository text majority of required reading in college and workplace (Achieve,
Inc., 2007)
• Worse: expository reading in schools is of superficial variety
(skimming/scanning for discrete pieces of information) (Achieve, Inc., 2007).
A Little More on Transition Two
• 50% informational text means 50% in ELA
• If we include our other content areas, it
will be more like 70% overall
• Other content areas will become more
responsible for literacy in Common Core
Science Note-taking
Substances
Properties
Processes
Interactions
Atomic
Expression
ACID Low pH
Taste sour
Turns cabbage juice
red
Makes bases more
acidic
React with base to
form salt and water
React with limestone
(CaCO3) to produce
carbon dioxide
A substance that
produces protons, H+
BASE High pH
Taste bitter
Feels slippery
Turns cabbage juice
blue
Makes acids more
base
React with oil and
grease
React with acid to
form salt and water
a substance that
produces hydroxide
ions, OH-
Choosing and Using Texts for
Transition Two:
• Thematic connections
• Interesting ideas
Transition Three:
Text Complexity • Complete Text Complexity Rubric (Paul
Revere)
• See example in your Resource Packet
(ELACC6RL10) Teacher Guidance
Document
New Lexile Expectations
What the Research Says…
• In 2006, ACT, Inc. report: Reading
Between the Lines ◦ showed which skills differentiated those students who equaled or exceeded the benchmark
score (21 out of 36) in the reading section of the ACT college admissions test from those
who did not.
• Literacy demands college/career lexiles steadily
increasing ◦ (Stenner, Koons, & Swartz, in press; Milewski, Johnson, Glazer, &Kubota, 2005)
• College professors hold students accountable for
independent reading not discussed in class; high
schools usually do not ◦ (Erickson & Strommer, 1991; Pritchard, Wilson, & Yamnitz, 2007)
• K–12 textbook lexiles steadily decreasing over last
century ◦ (Chall, Conard, & Harris, 1977)
Tim Shanahan on Text Complexity
http://www.youtube.com/watch?v=b5-
uhmwsD6Y
Transition Four:
Consistently Connecting
Reading and Writing
• Writing is tied meaningfully to text
• See example in your Resource Packet
(ELACC6RL1) Teacher Guidance
Document
Emphasis on the How and the Why
• How can we recognize cognitive rigor in
our prompts?
Transition Five:
Academic Vocabulary
• Domain-specific words as well as general
academic and process words
• See example in your Resource Packet
(ELACC6L6) Teacher Guidance
Document
A Final Word from Tim Shanahan
http://www.youtube.com/watch?v=-
dL1AuuE93M
Sample Unit Plan:
Grade 6
What Fantasy and
Science Fiction Can Teach
Us About Ourselves
Curriculum Map for Grade 6
IDENTIFY DESIRED RESULTS
ABILITY TO COMPREHEND
COMPLEX TEXT AND SITE
EVIDENCE FROM THAT TEXT IN
EXPOSITION OR ARGUMENT
DETERMINE ACCEPTABLE EVIDENCE
PLAN INSTRUCTION DAILY TASKS TO DELIVER ALL
SKILLS NEEDED FOR SUCCESS
ON ASSESSMENT (IN ALL 4-5
STRANDS)
BACKWARD DESIGN – the daily picture
SUCCESS ON ASSESSMENT
(WRITING TIED TO READING)
The Unit
• How have we chosen the texts for
this unit?
• How have we constructed the
assessments for this unit?
Adapting DOE Units to Your
Needs and Resources
• Units are flexible
• Can be used with the resources you have
• Informational Units can be connected to
science or social studies standards
Unit Frameworks as a Resource
• Use Units One and Two as written (posted
late April), or
• Use the Units with alternative texts, or
• Use the template to create your own units
Available ELA CCGPS Resources
◦ K-12 Educator Resource Guide (comprehensive
standards)
◦ Webinar Series for each grade band on Common
Core, Determining Text Complexity, and Integrated
Instruction (with downloadable sample documents)
◦ Webinar Series on the Literacy Standards for History,
Social Studies, Science, and Technical Subjects
Available now (continued)…
◦ Teacher Guidance Documents for each grade and course
◦ The Standards in both table and word-friendly formats
◦ Curriculum Maps
◦ ELA Reporter monthly
◦ GPB Live-Streaming Professional Learning available for viewing
at your convenience by logging on to GPB
◦ Text Complexity Rubric (more to come)
◦ Transition Advice (see Teacher Guidance Documents)
A Word About the
Common Core Appendices • Available at CoreStandards.Org
• Appendix A: research/rationale/glossary
• Appendix B: sample texts/tasks; not a definitive
set of texts!
• Appendix C: student work samples
Accessing Resources • This resource locator in your
Grade Level Resource Packet
will define resources that are
available
• Note the PREZI link for
navigation (bottom)
*See pages _____ in your Grade 6 Resource Packet
New Look for DOE Website!
To Find Us…
• Click on the “home” drop down menu
• Click on “Curriculum, Instruction, and
Assessment”
• Click on “Curriculum and Instruction”
• The GSO tab will be on your right
ELA Reporter and
Joining our ListServ • Members of our ListServ receive updates
of all breaking ELA news in the state
• Members of our ListServ receive the ELA
Reporter on the first of each month
• To join, send a blank email to
Survey
Thank you for participating in this CCGPS Professional Learning Session. We value your feedback! Please go to the following website, take the anonymous feedback survey, and complete the participation log to receive a certificate of participation:
http://survey.sedl.org/efm/wsb.dll/s/1g10a
We look forward to hearing from you!
Kim Jeffcoat, Georgia ELA Coordinator [email protected] Susan Jacobs, ELA Program Specialist [email protected]
