This session will begin at 3:15 p.m. on Nov. 15, 2011

1. COMMON CORE Georgia Performance Standards English Language Arts and Literacy Grades 3-5 WEBINAR SERIES 3: BUILDING INSTRUCTIONAL UNITS This session will begin at 3:15 p.m. on Nov. 15, 2011 While you are waiting, please do the following: Enter/edit your profile information by going to: Tools - Preferences - My Profile… Fill out the info on the “Identity” tab and click “OK” To view the profile of another use, hover your mouse over his or her name in the Participants window Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard Confirm your connection speed by going to: Tools – Preferences – Connection speed

2. Accessing the Session Recording • Recordings are accessed by going to http://elluminate.gavirtualschools.org/doe and click on the Recordings tab. Recordings are posted approximately 15 minutes after the session is closed (all attendees must logout before the recordings can be created).

3. COMMON CORE Georgia Performance Standards English Language Arts and Literacy • TRANSITION AND IMPLEMENTATION • Introductory Professional Learning Webinars • STANDARDS: October 3-6, 2011 • TEXT COMPLEXITY: October 24-27, 2011 • INTEGRATED LEARNING: November 14-17, 2011 NOVEMBER 2011

4. Series one explored the fundamental differences in the standards ELACC5RL3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). The LONG and SHORT of it! ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Identifies and analyzes the elements of setting, characterization, and conflict in plot. b. Identifies and analyzes the structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in the plays read, viewed, written, and performed. c. Identifies and analyzes the similarities and differences between a narrative text and its film or play version. d. Relates a literary work to information about its setting (historically or culturally). e. Identifies imagery, figurative language (e.g., personification, metaphor, simile, hyperbole), rhythm, or flow when responding to literature. f. Identifies and analyzes the author’s use of dialogue and description. g. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated. h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme) ii. Figurative language (e.g., personification, metaphor, simile, hyperbole) iii. Graphics (i.e., capital letters, line length, stanzas). i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text. j. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author’s life. k. Identifies common structures and stylistic elements (e.g., hyperbole, refrain, simile) in traditional literature.

5. Tools for transition…

6. Tools for transition…

7. Series two explored text complexity within Common Core… Text Complexity

8. What do we know? • K-12 Reading texts have seen a decline in the levels of difficulty over the last half-century • The reading demands of college and workforce training have held steady or increased over the past 50 years • Only between 7% and 15% of elementary and middle school reading is expository

9. Quantitativeaspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software Qualitative aspects of text complexity best measured by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands Reader and task considerationsfocus on the inherent complexity of text, reader motivation, knowledge, and experience and the purpose and complexity of the task at hand. This kind of assessment is best made by teachers employing their professional judgment.

11. Text Complexity Rubric • Intended to assist educators in evaluating multiple dimensions of a text. • The rubric addressees the three aspects of text complexity required for consideration in Common Core Appendix B: qualitative, quantitative, and reader/task match. • Each of these three dimensions includes specific relevant categories, each of which is listed with a short explanation to assist users in making the best possible determination.

12. Integrated Learning

13. WHAT IS INTEGRATED LEARNING? • Although the standards are divided into strands for clarity, the processes of communication are closely connected. • Reading comprehension and student writing always require direct textual evidence for claims, inferences, and analyses. Research and media skills are blended into the standards as a whole. • To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or to solve problems. • The need to conduct research and to produce and consume text and media is embedded into every aspect of today’s curriculum. Similarly, research and media skills and understandings are embedded throughout the standards rather than treated in a separate section.

14. WHAT IS INTEGRATED LEARNING? • Although the standards are divided into strands for clarity, the processes of communication are closely connected. • Reading comprehension and student writing always require direct textual evidence for claims, inferences, and analyses. Research and media skills are blendedinto the standards as a whole. • To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or to solve problems. • The need to conduct research and to produce and consume text and media is embeddedinto every aspect of today’s curriculum. Similarly, research and media skills and understandings are embeddedthroughout the standards rather than treated in a separate section.

15. COLLEGE AND WORKFORCE READY IDENTIFY DESIRED RESULTS BACKWARD DESIGN THE BIG PICTURE GATHER, COMPREHEND, EVALUATE, SYNTHESIZE, AND REPORT ON INFORMATION FROM COMPLEX TEXTS, CONDUCT ORIGINAL RESEARCH, SOLVE PROBLEMS DETERMINE ACCEPTABLE EVIDENCE INTEGRATED INSTRUCTION BASED ON PARCC FRAMEWORK PLAN INSTRUCTION

16. As learning - and research about learning - evolves, we are beginning to understand that meaningful scholarship is really a whole universe of simultaneous events. Common Core emphasizes a 21st century classroom that transcends the idea of teaching standards in isolation and embraces a holistic approach where reading, writing, listening, speaking, and language are woven together to engage students with meaningful and relevant lessons.

17. Georgia is a governing partner in the PARCC consortium • States working together to develop a common set of K-12 expectations in English and math • Anchored in CCR standards what it takes to be ready for college and careers • Creating an instructional framework to create a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support

18. INTEGRATED FRAMEWORKS IN DEVELOPMENT

19. GATHER, COMPREHEND, EVALUATE, SYNTHESIZE, AND REPORT ON INFORMATION FROM COMPLEX TEXTS, CONDUCT ORIGINAL RESEARCH, SOLVE PROBLEMS IDENTIFY DESIRED RESULTS Meet standards RL1-RL10/RI1-10/W1-10/SL1-6/L1-6 BACKWARD DESIGN IN UNIT PLANNING EXTENDED TEXT/SHORT TEXTS ANALYSES: INDV. VS. SOCIETY GENDER & IDENTITY PERS AND POL ISSUES IN AMLIT INDV VS. NATURE RESEARCH: EVOLUTION OF PERS RESPONSIBILITY IN US (ETC.) DETERMINE ACCEPTABLE EVIDENCE RESEARCH PEER REVIEW NEWSPAPER MOCK TRIAL DEBATE DRAMATIC PRESENTATION SOCRATIC SEMINAR ACADEMIC CONFERENCE FIELD TRIP (ETC.) PLAN INSTRUCTION

20. SINGLE CCGPS ENGLISH LANGUAGE ARTS INSTRUCTIONAL UNIT NOTICE THAT ALL STANDARDS ARE INCLUDED IN EACH UNIT, UNLIKE GPS UNITS WITH A DISCRETE STANDARD OR GENRE FOCUS THIS UNIT HAS A LITERARY FOCUS BUT WILL INCLUDE INFORMATIONAL TEXTS

21. Can this rigorous and complex model work for K-2? SINGLE CCGPS ENGLISH LANGUAGE ARTS INSTRUCTIONAL UNIT FOR HIGH SCHOOL *Extended analysis on the Individual versus Society in American Literature of the mid-19th century *Gender and Personal Identity essay; a comparison and contrast of the poetry of Whitman and Dickinson *The Personal versus the Political; a study of governmental and civic influences on American ideas of individuality and autonomy based on a close reading of Thoreau’s Walden. *The Individual versus Nature: literary analysis of the use of imagery The Last of the Mohicans (film) as representative of “the other” and the unknown as represented by the American frontier *Journal writing *Mock news reporting *Informal literary response *Echo poem *Biographical sketch *Correspondence The Evolution of Personal Responsibility in American Society: a study of laws, politics, and social mores of the U.S. through 1865. Moby Dick, Herman Melville Among the Multitude, Walt Whitman To a Stranger, Walt Whitman Each Life Converges, Emily Dickinson Hope Is the Thing with Feathers, Emily Dickinson Of All the Souls that Stand, Emily Dickinson The Tell Tale Heart, Edgar Allan Poe The Fall of the House of Usher, Edgar Allan Poe Walden, Henry David Thoreau (excerpts) On Civil Disobedience, Henry David Thoreau Map of Exploration and Settlement of North America 1850-1890, Primary Source Andrew Johnson’s speech on John Brown’s raid, December 1859, Primary Source Film: The Last of the Mohicans, adapted from James Fennimore Cooper Oil on Canvas: Various, from The Landscape of Belief, John Davis Oil on Canvas: Various, from Painting the Dark Side: Art and the Gothic Imagination in Nineteenth-Century America, Sarah Burns *Journal Writing *Echo poem *Biographical sketch *Correspondence *Informal literary response The Scarlet Letter

22. SINGLE CCGPS ENGLISH LANGUAGE ARTS INSTRUCTIONAL UNIT FOR FIFTH GRADE In a word, yes! ESSAY ONE: Use evidence from the anchor text to develop a claim about which disaster you believe had the greatest lasting impact (people, land, politics, etc) ESSAY TWO: Using evidence from visual text only (found in shorter text) analyze the impact of the devastation on the daily life of inhabitants (food, medicine, transportation, economy, etc.) ESSAY THREE: Using evidence from shorter texts compare and contrast the geological forces at work in various natural disasters • Journal writing • Taking notes from text • Mock news reporter • Disaster diary • Reflection Volcano, The Eruption and Healing of Mount St. Helens, Patricia Lauber Volcanoes and Earthquakes, Susanna Van Rose Earthquakes! Seymour Simon Witness to Disaster, Judy Fradin First Response, Aileen Weintraub Avalanches, Michele Drohan Tornadoes, Luke Thompson Floods, Ann Armbruster Tsunami, KimikoKajikawa If You Lived at the Time of the Great San Francisco Earthquake, Ellen Levine Vacation Under the Volcano, Mary Pope Osborne Web resources- article, pictures, and news footage http://www.volcanodiscovery.com/volcano_news.html http://volcano.si.edu/reports/usgs/ http://dsc.discovery.com/convergence/pompeii/interactive/interactive.html http://video.nationalgeographic.com/video/player/environment/environment-natural-disasters/volcanoes/volcano-eruptions.html http://earthquake.usgs.gov/ http://news.blogs.cnn.com/2011/08/23/quake-hits-near-washington-d-c/ http://www.exweather.com/natural-disasters-news-earthquakes-hurricanes-tsunamis-tornadoes-floods// Research One: How has organized disaster response begun and evolved in modern society Research Two: How have natural disasters changed the geographical features of the world • Shadow Poems • Poetry of human courage and survival; original poetry based on examples • Imagination It Happened to You: Imagine you survived a natural disaster; describe the experience – how would you react and what would be your first steps? • Descriptive Writing • Write a descriptive essay using sensory detail and imagery to narrate the unfolding of an event (e.g., storm volcano, hurricane ) Natural Disasters that Changed the World, Rodney Castleden

27. Curriculum Maps and Comprehensive Integrated Unit Frameworks will be provided for every grade for 2012-2013

28. Resources

31. SUBSCRIBE TODAY! JOIN-ELA-K-5@LIST.DOE.K12.GA.US

32. TEACHER GUIDANCE DOCUMENT FEEDBACK AND REVIEW PROCESS

33. How can we be of service? Kim Jeffcoat State Program Coordinator English Language Arts and Literacy kjeffcoat@doe.k12.ga.us Sallie Mills Julie Morrill ELA & Literacy Program Specialist Literacy Program Specialist smills@doe.k12.ga.usjmorrill@doe.k12.ga.us Susan Jacobs ELA & Literacy Program Specialist Mary Lynn Huie sjacobs@doe.k12.ga.usGates Literacy Trainer mhuie@doe.k12.ga.us Andria Bunner ELA & Literacy Program Specialist abunner@doe.k12.ga.us Angela Baker Education Technology Specialist anbaker@doe.k12.ga.us