PowerPoint November 15, 2011

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

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COMMON CORE COMMON CORE Georgia Performance StandardsGeorgia Performance Standards

English Language Arts and Literacy Grades 3-5English Language Arts and Literacy Grades 3-5WEBINAR SERIES 3: BUILDING INSTRUCTIONAL UNITSWEBINAR SERIES 3: BUILDING INSTRUCTIONAL UNITS


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http://elluminate.gavirtualschools.org/doe


TRANSITION AND IMPLEMENTATION TRANSITION AND IMPLEMENTATION Introductory Professional Learning WebinarsIntroductory Professional Learning Webinars

STANDARDS: October 3-6, 2011STANDARDS: October 3-6, 2011

TEXT COMPLEXITY: October 24-27, 2011TEXT COMPLEXITY: October 24-27, 2011

INTEGRATED LEARNING: November 14-17, 2011INTEGRATED LEARNING: November 14-17, 2011

NOVEMBER 2011

COMMON CORE COMMON CORE Georgia Performance StandardsGeorgia Performance Standards

English Language Arts and LiteracyEnglish Language Arts and Literacy


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).

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.

Series one explored the fundamental differences in the standards

The LONG and SHORT of it!


Tools for transition…


Text ComplexityText ComplexitySeries two explored text complexity within Common Core…


What do we know?• K-12 Reading texts have seen a decline in the K-12 Reading texts have seen a decline in the

levels of difficulty over the last half-centurylevels of difficulty over the last half-century

• The reading demands of college and The reading demands of college and workforce training have held steady or workforce training have held steady or increased over the past 50 yearsincreased over the past 50 years

• Only between 7% and 15% of elementary and Only between 7% and 15% of elementary and middle school reading is expository middle school reading is expository


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

Quantitative aspects 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

Reader and task considerations focus 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.


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.


Integrated LearningIntegrated Learning


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.


WHAT IS INTEGRATEDINTEGRATED LEARNING?Although the standards are divided into strands for clarity, the

processes of communicationcommunication are closely connectedconnected.Reading comprehension and student writing always require direct

textual evidence for claims, inferences, and analyses. Research and media skills are blendedblended into the standards as a wholewhole.

To be ready for college, workforce training, and life in a technological society, students need the ability to gathergather, comprehend, evaluate, synthesizesynthesize, 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 embeddedembedded into every aspect of today’s curriculum. Similarly, research and media skills and understandings are embeddedembedded throughout the standards rather than treated in a separate section.


BACKWARD DESIGNBACKWARD DESIGNTHE BIG PICTURETHE BIG PICTURE

IDENTIFY DESIRED RESULTS COLLEGE AND WORKFORCE READY

DETERMINE ACCEPTABLE EVIDENCE

PLAN INSTRUCTION

GATHER, COMPREHEND, EVALUATE, SYNTHESIZE, AND REPORT ON INFORMATION

FROM COMPLEX TEXTS, CONDUCT ORIGINAL

RESEARCH, SOLVE PROBLEMS

INTEGRATED INSTRUCTION BASED ON

PARCC FRAMEWORK


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.


• 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

http://www.parcconline.org/


INTEGRATED FRAMEWORKS IN DEVELOPMENT


BACKWARD DESIGNBACKWARD DESIGNIN UNIT PLANNINGIN UNIT PLANNING

IDENTIFY DESIRED RESULTSMeet standards RL1-RL10/RI1-10/W1-10/SL1-6/L1-6

GATHER, COMPREHEND, EVALUATE, SYNTHESIZE, AND REPORT ON INFORMATION

FROM COMPLEX TEXTS, CONDUCT ORIGINAL

RESEARCH, SOLVE PROBLEMS

DETERMINE ACCEPTABLE EVIDENCE

PLAN INSTRUCTION

EXTENDED TEXT/SHORT TEXTSANALYSES: INDV. VS. SOCIETY

GENDER & IDENTITYPERS AND POL ISSUES IN AMLIT

INDV VS. NATURERESEARCH: EVOLUTION OF PERS

RESPONSIBILITY IN US (ETC.)

RESEARCHPEER REVIEWNEWSPAPERMOCK TRIAL

DEBATEDRAMATIC PRESENTATION

SOCRATIC SEMINARACADEMIC CONFERENCE

FIELD TRIP (ETC.)


SINGLE CCGPS ENGLISH LANGUAGE ARTS SINGLE CCGPS ENGLISH LANGUAGE ARTS INSTRUCTIONAL UNITINSTRUCTIONAL 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


SINGLE CCGPS ENGLISH LANGUAGE ARTS SINGLE CCGPS ENGLISH LANGUAGE ARTS INSTRUCTIONAL UNIT FOR HIGH SCHOOLINSTRUCTIONAL UNIT FOR HIGH SCHOOL

The Scarlet Letter

Moby Dick, Herman MelvilleAmong the Multitude, Walt WhitmanTo a Stranger, Walt WhitmanEach Life Converges, Emily DickinsonHope Is the Thing with Feathers, Emily DickinsonOf All the Souls that Stand, Emily DickinsonThe Tell Tale Heart, Edgar Allan PoeThe Fall of the House of Usher, Edgar Allan PoeWalden, Henry David Thoreau (excerpts)On Civil Disobedience, Henry David ThoreauMap of Exploration and Settlement of North America 1850-1890, Primary SourceAndrew Johnson’s speech on John Brown’s raid, December 1859, Primary SourceFilm: The Last of the Mohicans, adapted from James Fennimore CooperOil on Canvas: Various, from The Landscape of Belief, John DavisOil on Canvas: Various, from Painting the Dark Side: Art and the Gothic Imagination in Nineteenth-Century America, Sarah Burns

*Journal writing*Mock news reporting*Informal literary response*Echo poem*Biographical sketch*Correspondence

*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

The Evolution of Personal Responsibility in American Society: a study of laws, politics, and social mores of the U.S. through 1865.

*Journal Writing*Echo poem*Biographical sketch*Correspondence*Informal literary response

Can this rigorous and complex model work for K-2?


SINGLE CCGPS ENGLISH LANGUAGE ARTS SINGLE CCGPS ENGLISH LANGUAGE ARTS INSTRUCTIONAL UNIT FOR FIFTH GRADEINSTRUCTIONAL UNIT FOR FIFTH GRADE

Volcano, The Eruption and Healing of Mount St. Helens, Patricia LauberVolcanoes and Earthquakes, Susanna Van RoseEarthquakes! Seymour SimonWitness to Disaster, Judy FradinFirst Response, Aileen WeintraubAvalanches, Michele DrohanTornadoes, Luke ThompsonFloods, Ann ArmbrusterTsunami, Kimiko KajikawaIf You Lived at the Time of the Great San Francisco Earthquake, Ellen LevineVacation Under the Volcano, Mary Pope OsborneWeb resources- article, pictures, and news footagehttp://www.volcanodiscovery.com/volcano_news.htmlhttp://volcano.si.edu/reports/usgs/http://dsc.discovery.com/convergence/pompeii/interactive/interactive.htmlhttp://video.nationalgeographic.com/video/player/environment/environment-natural-disasters/volcanoes/volcano-eruptions.htmlhttp://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//

•Journal writing•Taking notes from text•Mock news reporter•Disaster diary•Reflection

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

Research One: How has organized disaster response begun and evolved in modern societyResearch Two: How have natural disasters changed the geographical features of the world

Shadow Poems •Poetry of human courage and survival; original poetry based on examplesImagination 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 )

In a word, yes!

Natural Disasters that Changed the World, Rodney Castleden

http://www.volcanodiscovery.com/volcano_news.html

http://www.volcanodiscovery.com/volcano_news.html

http://volcano.si.edu/reports/usgs/

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/





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


ResourcesResources


SUBSCRIBE TODAY!

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TEACHER GUIDANCE DOCUMENTFEEDBACK AND REVIEW PROCESS


Kim JeffcoatState Program CoordinatorEnglish Language Arts and [email protected]

Sallie Mills Julie MorrillELA & Literacy Program Specialist Literacy Program [email protected] [email protected]

Susan Jacobs ELA & Literacy Program Specialist Mary Lynn Huie [email protected] Gates Literacy Trainer

[email protected] BunnerELA & Literacy Program [email protected]

Angela BakerEducation Technology [email protected]

How can we be of service?How can we be of service?

PowerPoint November 15, 2011

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Transcript of PowerPoint November 15, 2011