Fulton County Schools English/Language Arts Department, March 2012
Integration of Common Core Standards
Reading/Language Arts Classrooms
Fulton County Schools English/Language Arts Department, March 2012
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
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
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
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
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
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
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
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
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
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
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
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
Essential QuestionHow does literature provide
insight into to a culture?
Fulton County Schools English/Language Arts Department, March 2012
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
Sample Text
• The Birchbark House
Fulton County Schools English/Language Arts Department, March 2012
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
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
The Heart of the Literacy Continuum
• Speak
Language
Fulton County Schools English/Language Arts Department, March 2012
Reading Literature
Reading Informational
Writing
Language
Speaking and Listening
Integration of the Common Core Standards Across Strands
Fulton County Schools English/Language Arts Department, March 2012
In reflection,what should you see in a standards- based
ELA classroom?
Fulton County Schools English/Language Arts Department, March 2012
Integrated StandardsCCGPS: Cutting Pieces and Putting
Them Together
Establishing a Literacy Continuum
Fulton County Schools English/Language Arts Department, March 2012
The Heart of the Literacy Continuum
• Speak
Language
Fulton County Schools English/Language Arts Department, March 2012
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
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 and informational texts, including texts in history/social studies, science, and technical subjects.
• The ten CCR anchor standards for Writing cover numerous text types and subject areas.
Fulton County Schools English/Language Arts Department, March 2012
• 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
BACKWARD DESIGNIN 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.)
Fulton County Schools English/Language Arts Department, March 2012
INTEGRATED FRAMEWORKS IN DEVELOPMENT
Fulton County Schools English/Language Arts Department, March 2012
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