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Join us for an overview of CCGPS, facts about implementation, resources for grades 3-5, and more. Learn about College and Career Readiness and Literacy Standards.
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UNDERSTANDING THECOMMON CORE Georgia Performance StandardsENGLISH LANGUAGE ARTS FALL WEBINAR #1Grades Three, Four, and Five Tuesday, October 4, 20113:15 – 4:15 pm OCTOBER 2011
WELCOME! Kim Jeffcoat State Program Coordinator English Language Arts and Literacy kjeffcoat@doe.k12.ga.us CCGPS
Introductions Sallie Mills English Language Arts & Literacy Program Specialist smills@doe.k12.ga.us Susan Jacobs English Language Arts & Literacy Program Specialist sjacobs@doe.k12.ga.us Andria Bunner English Language Arts & Literacy Program Specialist abunner@doe.k12.ga.us Angela Baker Julie Morrill Education Technology Specialist Literacy Program Specialist anbaker@doe.k12.ga.usjmorrill@doe.k12.ga.us Mary Lynn Huie Gates Literacy Trainer mhuie@doe.k12.ga.us
What we’d like to share with you today… • An overview of the CCGPS • Facts about implementation • Grade 3 - grade 5 resources available now • Grade 3 - grade 5 resources in development • A timeline for next steps • Practice implementation task
Three Sets of Standards College and Career Readiness Standards (CCR) Common Core Georgia Performance Standards (CCGPS) Literacy Standards for History/Social Studies, Science, and Technical Subjects
College and Career Readiness Standards CCR CCR = Umbrella Standards 32 standards serving as the benchmark for College and Career Readiness CCR
English Language Arts and Literacy CCGPS Common Core Georgia Performance Standards, ELA Reading/Literary 9 Reading/Informational 10 Reading/Foundational (K-5 only) 4 Writing 10 Speaking and Listening 6 Language 6
Literacy Standards CCGPS Grades 6-12 Reading/History, Social Studies Reading/Science and Technical Subjects Writing /History, Social Studies, Science, and Technical Subjects Literacy Standards are embedded in the K-5 ELA Standards of CCGPS
The New CCGPSA Comparison to GPS ELA CCGPS mirrors GPS in its main divisions:
Reading Standards for Literary Text 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. ELACC3RL1:Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELACC4RL1:Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. ELACC5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Reading Standards for Informational Text CCR READING STANDARD 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. ELACC3RI3:Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ELACC4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. ELACC5RI3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Writing Standards CCR WRITING STANDARD 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELACC3W1:Write opinion pieces on topics or texts, supporting a point of view with reasons. ELACC4W1:Write opinion pieces on topics or texts, supporting a point of view with reasons. ELACC5W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
Speaking and Listening Standards CCR SPEAKING AND LISTENING STANDARD 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. ELACC3SL1:Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. ELACC4SL1:Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics andtexts, building on others’ ideas and expressing their own clearly. ELACC5SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics andtexts, building on others’ ideas and expressing their own clearly.
Language Standards CCR LANGUAGE STANDARD 1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. ELACC3L1:Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. ELACC4L1:Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. ELACC6L1:Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Facts • Existing text sets will require little or no change (see next webinar for further text complexity details) • In English language arts, the Standards build on the firm foundation of the NAEP frameworks in Reading and Writing, which draw on extensive scholarly research and evidence • CCGPS will not dictate how teachers should teach but allow schools and teachers to decide how best to help students reach the standards • Only K-5 have Foundational Reading Standards • Only 6-12 have separate cross-content Literacy Standards
Facts, continued… • Clarity and staircase design allow for ease in constructing pre-assessments using previous grade CCGPS • Best practices will not change: Relevant Multimodal Student-focused Authentic Collaborative Purposeful • Strategic steps for professional learning and implementation are moving forward according to schedule • By joining us for this webinar, you are on target in your preparation in this preliminary phase
“If you don't like the way the world is, you change it. You have an obligation to change it. You just do it one step at a time.” ~Marion Wright Edelman • All change brings with it some anxiousness and uncertainty • We understand (and appreciate!) your eagerness to begin this process • Rest assured that resources are being provided on a strategic schedule that will allow our focus to remain on GPS for 2011
FALL 2011 STATE-WIDE FACULTY MEETING INTRODUCING COMMON CORE EXTENSIVE K-12 TEACHER RESOURCE GUIDE POSTED TO GSO ELA NEWSLETTER AND LISTSERV ANNOUNCE INCREMENTAL INFORMATION, UPDATES, AND PRACTICE TASKS MONTHLY FIRST ELA CCGPS PROFESSIONAL LEARNING WEBINAR SECOND ELA CCGPS WEBINAR SESSION: TEXT COMPLEXITY AND INTEGRATED LEARNING TASKS THIRD ELA CCGPS WEBINAR SESSION: READING/WRITING CONNECTION GATES LDC LITERACY TRAINING BEGINS IN PILOT SCHOOLS
WINTER/ 3RD GENERATION GPS/CCGPS CROSSWALK ALIGNMENT DOCUMENTS SPRING 2012 POSTED BY GRADE LEVEL CURRICULUM MAPS PUBLISHED ON GSO COMPLETE INTEGRATED UNIT FRAMEWORKS BY GRADE LEVEL PUBLISHED ON GSO FIRST ACTION STEPS PROFESSIONAL LEARNING ON INTEGRATION, INSTRUCTION, UNIT PLANNING, AND TEXT SELECTION LIVE- STREAMING ON GEORGIA PUBLIC BROADCASTING IN SESSIONS BY GRADE BAND FIRST ACTION STEPS PROFESSIONAL LEARNING ON THE CCGPS LITERACY STANDARDS FOR OTHER SUBJECTS
Watch a Prezi guiding you through our resources: http://prezi.com/_plv2ofvu8hu/navigate/
What Should I Be Doing Now? • Establish a deep familiarity with the CCGPS • Study the K-12 Educator Resource document • Collaborate and discuss with your peers • Study the GaDoe site and resources • Implement the practice tasks in this webinar • Attend the next webinars: text complexity and the reading/writing connection • Attend the GPB live-streaming professional learning sessions • Sign up for the ELA listserv and read our newsletter and newsflashes • Relax!
GPS Non-integrated Task: Grade 3 Single standard/element focus GPS Focus Standard ELA3W2: The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature (a-j) Essential Question(s) What are the parts of a narrative essay? Assessment Method/Type: Narrative essay, graded by rubric Performance Task: After learning the essential elements of narrative and exploring authors’ techniques to develop these elements, the students will self-select a topic to write about from their bank of personal connections. Over the course of several weeks, students will draft, revise and edit their narrative. The students will be given opportunities for peer and teacher feedback. Before publishing their narratives, students will self evaluate using the rubric created throughout this unit. Level 1 Bloom’s, not an EQ Single standard focus No explicit connection between reading and writing
GPS Integrated Task: Grade 3 Multiple domains/standards/elements GPS Focus Standards ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student c. Generates questions before, during, and after reading. d. Distinguishes fact from opinion. e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts.. f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text. i. Makes connections between texts and/or personal experiences. q. Formulates and defends an opinion about a text. ELA3W1 The student demonstrates competency in the writing process. The student The student produces a persuasive piece of writing a-f ELA3C1 j. Uses resources (encyclopedias, Internet, books) to research and share information about a topic. ELA3LSV1 The student uses oral and visual strategies to communicate. Essential Question(s): What are some things that all people have in common, even people from very different cultures? Assessment Method/Type: Persuasive essay, participation Performance Task: Students will read selected tales of Anasi Spider (the African trickster tales) and Coyote (Native American trickster tales). Students will use a Venn Diagram to discuss similarities and differences between the two selected tales using evidence from the text and supported inference. With scaffolding and support, students will brainstorm in small groups to make connections between the trickster archetype and characters they know from life, movies, or other books (teachers may provide a list of Disney movies, comic books or graphic novels, an anecdote of an older brother or sister tricking them into taking blame or doing chores, or otherwise provide helpful hints). Class discussion may include sharing of times the students have used cleverness or trickery to accomplish a goal. Students will write a short persuasive essay using evidence from the text to defend or reject Coyote and/or Anasi’s behaviors. Are they fair and justified, or unfair and wrong? Generalizing concept, requiring reflection Multi-modal, connected to text, requiring synthesis of ideas Allows connections across texts and across cultures; requires synthesis and opinion; integrates collaborative discussion with reading and writing
CCGPS Integrated Task: Grade 3 Multiple strands/standards/elements CCGPS Focus Standards ELACC3RL2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. ELACC3RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. ELACC3RL9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). ELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. (a-d) ELACC3W7: Conduct short research projects that build knowledge about a topic. ELACC3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Essential Question(s): What are some things that all people have in common, even people from very different cultures? Assessment Method/Type: Persuasive essay, participation Performance Task: Students will read selected tales of Anasi Spider (the African trickster tales) and Coyote (Native American trickster tales). Students will use a Venn Diagram to discuss similarities and differences between the two selected tales using evidence from the text and supported inference. With scaffolding and support, students will brainstorm in small groups to make connections between the trickster archetype and characters they know from life, movies, or other books (teachers may provide a list of Disney movies, comic books or graphic novels, an anecdote of an older brother or sister tricking them into taking blame or doing chores, or otherwise provide helpful hints). Class discussion may include sharing of times the students have used cleverness or trickery to accomplish a goal. Students will write a short persuasive essay using evidence from the text to defend or reject Coyote and/or Anasi’s behaviors. Are they fair and justified, or unfair and wrong? Generalizing concept, requiring reflection Multi-modal, connected to text, requiring synthesis of ideas Allows connections across texts and across cultures; requires synthesis and opinion; integrates collaborative discussion with reading and writing
GPS Non-integrated Task: Grade 4 Single standard/element focus GPS Focus Standard ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student c. Uses and identifies correct mechanics (end marks, commas for series, capitalization), correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments). Essential Question(s) What are the rules of capitalization? Assessment Method/Type: Students will take an exam over rules of capitalization. Performance Task: The teacher and students will brainstorm a list of very specific capitalization rules (at least one rule per child). Examples: Names of rivers, names of oceans, names of pets, etc. Each student will choose or be assigned a rule for which he/she will make a poster with the rule itself, pictures, and examples. Each student will present his or her poster to the class and have the class give additional examples of the given rule. These posters may be displayed and reviewed each day for a period of time before a final assessment. Lowest level Bloom’s, no generalization of knowledge Single standard focus, not holistic No text connection; no reading or writing component
GPS Integrated Task: Grade 4 Multiple domains/standards/elements GPS Focus Standards ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. ELA4W2 The student demonstrates competence in a variety of genres. The student produces a narrative that d. includes sensory details ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. d. Identifies sensory details and figurative language. ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. f. Identifies the meaning of common idioms and figurative phrases. Essential Question(s): In what ways are pictures similar to books? Can a picture tell a story? Assessment Method/Type: Participation, observation Performance Task: The teacher will present a visual text (photograph, painting, drawing) to the students. Students will brainstorm a list of words describing the imagery. From this list students will generate figurative language to describe the text (for example the first brainstorm may yield “mysterious” which may be expanded into “as mysterious as an unopened book.”) With the teacher or a volunteer acting as scribe, the class will create a collaborative story that includes imagery and figurative language imagining what might be happening in the picture. Requires higher level thinking, generalizes concept Holistic, formative, informal Creative, collaborative, incorporates language and vocabulary as well as narrative writing tied to visual text
CCGPS Integrated Task: Grade 4 Multiple domains/standards/elements CCGPS Focus Standards ELACC4RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. ELACC4RL7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. ELACC4W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. ELACC4SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics andtexts, building on others’ ideas and expressing their own clearly. ELACC4L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Essential Question(s): In what ways are pictures similar to books? Can a picture tell a story? Assessment Method/Type: Participation, observation Performance Task: The teacher will present a visual text (photograph, painting, drawing) to the students. Students will brainstorm a list of words describing the imagery. From this list students will generate figurative language to describe the text (for example the first brainstorm may yield “mysterious” which may be expanded into “as mysterious as an unopened book.”) With the teacher or a volunteer acting as scribe, the class will create a collaborative story that includes imagery and figurative language imagining what might be happening in the picture. Requires higher level thinking, generalizes concept Formative, holistic, informal Creative, collaborative, incorporates language and vocabulary as well as narrative writing tied to visual text
GPS Non-Integrated Task: Grade 5 Single standard/domain focus GPS Focus Standard ELA5W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) a-f Essential Question(s) Is business writing an important skill? Assessment Method/Type: Students will produce a business letter meeting the requirements set forth in a rubric. Performance Task: The teacher will share an example of a business letter and discuss the parts (heading, inside address, salutation/greeting, body, closing, and signature) and will discuss the need for formality and specificity in a business letter. Author’s purpose may include : an information request, a complaint, a suggestion, or a commentary. As a class, think about the reason for writing and decide what you want your reader to know or do; gather information for your letter by making a list of important details. The teacher will model writing a business letter with the class. Students will also practice writing business letters independently or in small groups. Avoid yes/no essential questions Single standard, not holistic No text connection; little focus on evidence, support
GPS Integrated Task: Grade 5 Multiple domain/ standard/ element focus GPS Focus Standard ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. (a, d, I, j) ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. (a-d) ELA5W2 The student produces a response to literature that b. advances a judgment that is interpretive, evaluative, or reflective, c. supports judgments through references to the text ELA5W3 Uses research and technology to support writing ELA5C1 Demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student k. gives reasons in support of opinions expressed. ELACC5L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Essential Question(s): What strategies do author’s use to develop a sense of character and place? Assessment Method/Type: Response to Literature essay; Recipe presentation Performance Task: Students will each choose a selection to study from The Complete Grimm’s Fairytales. Working independently or in discussion groups, students will complete a brief analysis of character, setting, and plot (a template may be provided for this purpose). Based on what the student has learned or can infer from textual evidence about the time, place, character preferences, or culture (whether real or imaginary) students will choose a recipe that is representative of their fairytale (for example a gingerbread house for Hansel and Gretel, Scarpetta “little shoe” pasta for Cinderella, or stuffed crab for The Little Mermaid). Students will write a brief response to literature that explains the connection between their dish and the story they read, citing specific evidence and details that support their choice. Activity may or may not include a “fairytale feast” where students share their dishes and explain the connections to the text. Rigorous, relevant Multi-standard focus, creative Discussion and writing based on specific text evidence; includes knowledge of characterization and setting; students make inferences and create original perspectives and conclusions
CCGPS Integrated Task: Grade 5 Multiple strand/ standard/element focus CCGPS Focus Standard ELACC5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELACC5RL2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. ELACC5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly (a-d) ELACC5W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point[s]). ELACC5SL4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Essential Question(s): What strategies do author’s use to develop a sense of character and place? Assessment Method/Type: Response to Literature essay; Recipe presentation Performance Task: Students will each choose a selection to study from The Complete Grimm’s Fairytales. Working independently or in discussion groups, students will complete a brief analysis of character, setting, and plot (a template may be provided for this purpose). Based on what the student has learned or can infer from textual evidence about the time, place, character preferences, or culture (whether real or imaginary) students will choose a recipe that is representative of their fairytale (for example a gingerbread house for Hansel and Gretel, Scarpetta “little shoe” pasta for Cinderella, or stuffed crab for The Little Mermaid). Students will write a brief response to literature that explains the connection between their dish and the story they read, citing specific evidence and details that support their choice. Activity may or may not include a “fairytale feast” where students share their dishes and explain the connections to the text. Rigorous, relevant Multi-standard focus, creative Discussion and writing based on specific text evidence; includes knowledge of characterization and setting; students make inferences and create original perspectives and conclusions
Our Next 3-5 Webinar: October 24, 2011Focus: Text Complexity We would welcome input from the field on your experiences with constructing integrated tasks and lessons based on the examples we’ve seen here today or your experiences teaching these tasks. Send lessons, comments, and photos to ELAinput@doe.k12.ga.us.
