Common Core GPS English / Language Arts

1. Common Core GPSEnglish / Language Arts GAESP Brenda Schulz, Ed.D. April 30, 2013

2. 4 3 2 1 5 6 7 8 12 11 10 9

3. A Good Man is Hard to Find Pete the Cat: I Love My White Shoes Gone With the Wind A Taste of Blackberries Frankie Stein The Color Purple Peachtree Road The Water is Wide Queenie Peevy Uncle Remus: The Complete Tales The Library Dragon The Secret Life of Bees

4. Eric Litwan Lola Schafer Alice Walker Doris B Smith Flannery O’Connor Robert Burch Carmen Agra Deedy Sue Monk Kidd Margaret Mitchell Joel Chandler Harris Anne Rivers Siddons Pat Conroy

5. The Shifts for ELA with CCGPS • Building knowledge through content-rich nonfiction • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language

6. Building knowledge through content-rich nonfiction How are schools addressing the recommended 50/50 balance between informational and literary text? Non-fiction text is harder for students to read and comprehend. Teachers may need to scaffold the learning and provide support. Informational texts include: memoirs, biography, autobiography, personal essays, speeches, opinion pieces, literary criticism, foundational American works, primary sources in history and science. (this isn’t an exhaustive list.)

7. Informational Reading – Craft and Structure

8. Evidenced-Based Text What questions should teachers be askingto ensure that students’ answers are “evidence-based”? • What can we learn from the map and the text on pages ___? After looking at the map, how do things look for the people of Nome? • Why is it necessary to use several dog teams instead of just one? • What makes this part of the journey more difficult? Source: Basal Alignment Project, Edmodo. Join BAP group, Group code - etuyrm

9. Evidence-Based Text and PARCC Part A What is one main idea of “How Animals Live?” a. There are many types of animals on the planet. b. Animals need water to live. c. There are many ways to sort different animals. d. Animals begin their life cycles in different forms. Part B Which detail from the article best supports the answer to Part A? a. “Animals get oxygen from air or water." b. "Animals can be grouped by their traits." c. "Worms are invertebrates." d. "All animals grow and change over time." e. "Almost all animals need water, food, oxygen, and shelter to live."

10. Complex Text “…To grow, our students must read lots, and more specifically they must read lots of “complex texts – texts that offer them new language, new knowledge, and new modes of thought” (Adams, 2009) How do we determine “complex text”? Qualitative, Quantitative, Reader & Task Lexiles provide a quantitative measure for determining text complexity, but research shows that there is more to text complexity than just this quantitative measure.

11. Academic Vocabulary Why is academic vocabulary important? “Vocabulary knowledge is strongly related to reading proficiency, in particular, and school achievement in general.” (Beck, 2002) Language Anchor Standard 6 – Acquire and use accurately a range of general academic and domain-specific words and phrases..

12. Academic Vocabulary What is “academic” vocabulary? Three tiers • Tier 1 - High-frequency words, words of everyday speech went, about, was, look, education • Tier 2 – Academic words – cross content areas analyze, function, principle • Tier 3 – Domain specific words rhombus, cytoplasm

13. Academic Vocabulary How do teachers select the right academic words to teach? • What does the word choice bring to the meaning of the text? • Is it a word that students will likely see often in other texts? • Are there multiple meanings to the word? • Can you group it with other words or is within a word family? (construct, reconstruction) Does the word help provide precision and specificity to a conceptual understanding?

14. Foundational Reading • Domains of Foundational Reading: Print Concepts, Phonological Awareness, Phonics and Word Recognition, Fluency • Look at the progression of skills across all domains • Assess frequently – informal and formal • Use assessment to determine when to move on to the next step (for example, the student should know the sounds prior to blending) • Apply intervention when necessary • Units were not written to address these standards

15. The Cognitive ModelSteve Stahl and his colleagues (1999) and later modified by McKenna & K. A. D. Stahl (2009).

16. Professional Learning Modules • Professional Learning Architect Web Based Materials • Contracted services to provide direct teacher professional learning (specific to early literacy, elementary, middle, and high school) • 35 modules are currently available at http://www.comprehensivereadingsolutions.com/

17. Recommended Module Order: Grades K-5 Georgia Striving Readers Introduction Planning the ELA Block Four modules address what should be included in the ELA Block They are listed in alphabetical order on the screen but should be followed in this order: Differentiating in… Phonemic Awareness and Word Recognition (K-2) Word Recognition and Fluency (K-2) Fluency and Comprehension (1-5) Vocabulary and Comprehension (K-5) - Grades 3-5 can probably skip the first two

18. Recommended Module Order: Grades K-5 (cont.) Screening and Diagnosis (K-5) Interactive Read-Alouds (K-5) Writing Development (K-5) Writing and Differentiated Reading Instruction (K-5) Understanding Vocabulary Instruction (K-5) Teaching Technical Vocabulary (K-5) Motivating Students to Read (K-5) Handwriting (K-1)

19. How are we addressing these three BIG shifts? Three BIG Shifts Building knowledge ..… content-rich nonfiction 2. …..evidence from text 3. …..complex text…..academic language Provide Instructional Resources Develop Partnerships and Relationships Provide Quality Professional Learning

20. CCGPS Instructional Resources • ELA webcasts, • New ELA webcasts called Common Core Tools • Find all webcasts posted on georgiastandards.org (ELA/professional learning); • Can be viewed in entirety or in chunks • All documentation is posted • Wealth of resources posted on georgiastandards.org, grade band Wiki pages, Comprehension Reading Solutions webpage. • New resources for content literacy • Revised units (summer 2013) • New CCGPS lessons (summer 2013)

21. CCGPS Instructional ResourcesUnit Revision and New Lessons • June 3-6 (ES) unit revision • Professional learning for team members • The Tri-State Rubric will be used to evaluate each unit and determine the revisions that need to be made • No book titles will be removed, but an alternative title may be added

22. CCGPS ResourcesTri-State Rubric http://www.achieve.org/files/TriStateELA_LiteracyRubric1pageoverviewv4.1%20071712CC%20BY.pdf

23. Resources and information can be found…. • ELA Reporter – join the listserves • CIA newsletter and webinar • ELA / Math webinars • Georgiastandards.org • Wiki pages

24. Common Core GPS ELA/MathGeorgiastandards.org • Join the list serve • Visit the Wikis • Use the Resource Documents • Watch the Webcasts

25. CCGPS ResourcesGeorgiastandards.org • Choose a grade band. • Expand the grade level • Standards, Teacher guidance, transition standards, planning template, curriculum map

26. CCGPS ResourcesLiteracy in Social Studies, Science & CTAE • Standards • LDC • Literacy and Learning Resources and Webinars

27. Quality Professional Learning • Summer Academies 2013 • Four regional summer academies • July 10 – Georgia Southern University • July 12 – Kennesaw State College • July 16 – Macon State College • July 17 – UGA Extension Campus, Tifton • Professional learning will focus on building literacy partnerships • Registration opens at each site May 1 – FREE!!

28. Top Ten Recommendations 1. Plan professional learning for your teachers. Use resources available on georgiastandards.org, the K-5 wikipage-http://georgiaelaccgpsk-5.wikispaces.com/, comprehensivereadingsolutions.com 2. Increase the volume of reading for students – good mix of literary and informational. 3. Include more informational texts in the school-wide literacy instructional plan. (50%-70%) 4. Learn how to ask / write good questions that are text dependent, are worthwhile for class time, and require the student to “dig deep” for the answers.

29. Top Ten Recommendations 5. Use close reading appropriately. It isn’t necessary to analyze every text. Use this strategy to develop specific skills. 6. Thoughtfully increase the complexity of texts students read. 7. Explicitly teach foundational skills in K-2. Don’t forget that these students must learn to read. 8. Teach students to write and speak using evidence from the text. 9. Teach academic vocabulary. 10. Talk, share, collaborate, read professional books and articles!

30. Some Suggested Resources • Dunkle, C. (2012) Leading the Common Core State Standards • McLaughlin M. & Overturf, B. (2013) The Common Core: Teaching K-5 Students to Meet the Reading Standards • Owocki, G. (2013) The Common Core Lesson Book, K-5 • Owocki, G. (2013) The Common Core Writing Book, K-5 • Gallagher, K. (2009) Readicide: How Schools Are Killing Reading and What you Can do About It • Schmoker, M. (2011). Focus: Elevating the Essentials to Radically Improve Student Learning • Basal Alignment Project – Edmodo.comJoin as teacher – search for BAP group – group code is etuyrm • Readworks – readworks.org

31. ELA / Literacy Team Brenda Schulz, Ed.D. English Language Arts Program Coordinator K-12 404-463-1933 bschulz@doe.k12.ga.us Gail Humble, Ed.S Education Program Specialist K-12 ghumble@doe.k12.ga.us Susan Jacobs, M.Ed., NBCT English Language Arts Program Specialist K-12 404-656-0675 sjacobs@doe.k12.ga.us Daniel Rock Education Program Specialist / Literacy 6-12 404-463-0507 drock@doe.k12.ga.us