Integration of Common Core Standards

1. Integration of Common Core Standards Reading/Language Arts Classrooms Fulton County Schools English/Language Arts Department, March 2012

2. What do the Writers Say… • “The Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity; however, the processes of communication are closely connected, as reflected throughout the Common Core State Standards document.” (Source: CCSSI ELA Standards) Fulton County Schools English/Language Arts Department, March 2012

3. A Critical Aspect of the CCGPS • “The Standards must therefore be complemented by a well-developed, content-rich curriculum consistent with the expectations laid out in this document.” • A well aligned program will demonstrate: An integrated model of literacy that reflects the developmental nature of language and the interrelation of all aspects of literacy. Fulton County Schools English/Language Arts Department, March 2012

4. Common Core GPS Emphasizes Integration • The ELA classroom should integrate standards from reading, writing, language, and listening/speaking. • Let’s experience that integration with the following activities written for Grade 5 Standards but having implications for all language arts classrooms, K – 12. Fulton County Schools English/Language Arts Department, March 2012

5. Reading Standard • RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Fulton County Schools English/Language Arts Department, March 2012

6. Reading • What activities would address inferences from the text? • Chart what you know about the culture of the characters and what you suspect based on the text. Fulton County Schools English/Language Arts Department, March 2012

7. Writing Standard • W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information Fulton County Schools English/Language Arts Department, March 2012

8. Writing Standard • In your opinion, what in your day would be the most foreign to the main character in the passage? Fulton County Schools English/Language Arts Department, March 2012

9. Language Standard • L.5.1(c): Use verb tense to convey various times, sequences, states, and conditions. • L.5.1(d): Recognize and correct inappropriate shifts in verb tense. Fulton County Schools English/Language Arts Department, March 2012

10. Language Standard • Change the first three sentences into another verb tense and examine the effect it has on the passage. • What effect does using two tenses in the same passage have? Fulton County Schools English/Language Arts Department, March 2012

11. Speaking/Listening Standard • SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Fulton County Schools English/Language Arts Department, March 2012

12. Speaking/Listening Standards • Which senses does the author awaken in the passage? • Take turns discussing the author’s use of sensory language in the passage. Cite evidence from the text. Fulton County Schools English/Language Arts Department, March 2012

13. Erdrich, Louise. The Birchbark House. New York: Hyperion, 1999. (1999) From Chapter 1: “The Birchbark House” She was named Omakayas, or Little Frog, because her first step was a hop. She grew into a nimble young girl of seven winters, a thoughtful girl with shining brown eyes and a wide grin, only missing her two top front teeth. She touched her upper lip. She wasn’t used to those teeth gone and was impatient for new, grown-up teeth to complete her smile. Just like her namesake, Omakayas now stared long at a silky patch of bog before she gathered herself and jumped. One hummock. Safety. Omaykayas sprang wide again. This time she landed on the very tip-top of a pointed old stump. She balanced there, looking all around. The lagoon water moved in sparkling crescents. Thick swales of swamp grass rippled. Mud turtles napped in the sun. The world was so calm that Omakayas could hear herself blink. Only the sweet call of a solitary white-throated sparrow pierced the cool of the woods beyond. All of a sudden Grandma yelled.“ I found it!” Startled, Omakayas slipped and spun her arms in wheels. She teetered, but somehow kept her balance. Two big, skipping hops, another leap, and she was on dry land. She stepped over spongy leaves and moss, into the woods where the sparrows sang nesting songs in delicate relays. “Where are you?” Nokomis yelled again. “I found the tree!” “I’m coming,” Omakayas called back to her grandmother. It was spring, time to cut Birchbark. Fulton County Schools English/Language Arts Department, March 2012

14. Essential QuestionHow does literature provide insight into to a culture? Fulton County Schools English/Language Arts Department, March 2012

15. Focus Standards • RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. • W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. • SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. • L.5.1(c): Use verb tense to convey various times, sequences, states, and conditions. • L.5.1(d): Recognize and correct inappropriate shifts in verb tense. Fulton County Schools English/Language Arts Department, March 2012

16. Sample Text • The Birchbark House Fulton County Schools English/Language Arts Department, March 2012

17. Additional Literary Text • A Boy Called Slow (Joseph Bruchac and Rocco Baviera) • A Ring of Tricksters: Animal Tales from North America, the West Indies, and Africa (Virginia Hamilton and Barry Moser) (EA) • Coyote: A Trickster Tale from the American Southwest (Gerald McDermott) • Dreamcatcher(Audrey Osofsky and Ed Young) • Guests (Michael Dorris) • How Rabbit Tricked Otter: And Other Cherokee Trickster Stories (Gayle Ross and Murv Jacob) • Island of the Blue Dolphins (Scott O’Dell) • Julie of the Wolves (Jean Craighead George and John Schoenherr) • Knots on a Counting Rope (John Archambault, Bill Martin, Jr., and Ted Rand) • Little House on the Prairie (Laura Ingalls Wilder and Garth Williams) (EA) • Raven: A Trickster Tale from the Pacific Northwest (Gerald McDermott) Fulton County Schools English/Language Arts Department, March 2012

18. Additional Resources • Countries and their Cultures (EveryCulture.Com) • Life of a Navajo Weaver (ArtsEdge, The Kennedy Center) • Teaching Point of View with Two Bad Ants (ReadWriteThink) • Culture Clues Expedition (National Geographic) • Native Americans Today (ReadWriteThink) • November is National American Indian Heritage Month (ReadWriteThink) (RL.5.9) • Native American Indian Legends and Folklore (Native Languages of the Americas) Fulton County Schools English/Language Arts Department, March 2012

19. The Heart of the Literacy Continuum Fulton County Schools English/Language Arts Department, March 2012

20. Integration of the Common Core Standards Across Strands Reading Literature Reading Informational Writing Language Speaking and Listening Fulton County Schools English/Language Arts Department, March 2012

21. In reflection,what should you see in a standards- based ELA classroom? Fulton County Schools English/Language Arts Department, March 2012

22. Integrated StandardsCCGPS: Cutting Pieces and Putting Them Together Establishing a Literacy Continuum Fulton County Schools English/Language Arts Department, March 2012

23. The Heart of the Literacy Continuum Fulton County Schools English/Language Arts Department, March 2012

24. Examples of Integration . For example, when editing writing, students address Writing standard 5 (“Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach”) as well as Language standards 1–3 (which deal with conventions of standard English and knowledge of language). When drawing evidence from literary and informational texts per Writing standard 9, students are also demonstrating their comprehension skill in relation to specific standards in Reading. Fulton County Schools English/Language Arts Department, March 2012

25. Examples of Integration When discussing something they have read or written, students are also demonstrating their speaking and listening skills. The same ten CCR anchor standards for Reading apply to both literary andinformational texts, including texts in history/social studies, science, andtechnical subjects. The ten CCR anchor standards for Writing cover numeroustext types and subject areas. Fulton County Schools English/Language Arts Department, March 2012

26. 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 Fulton County Schools English/Language Arts Department, March 2012

27. 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 Fulton County Schools English/Language Arts Department, March 2012

28. INTEGRATED FRAMEWORKS IN DEVELOPMENT Fulton County Schools English/Language Arts Department, March 2012

29. 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 Fulton County Schools English/Language Arts Department, March 2012