Common Core GPS English / Language Arts. GAESP Brenda Schulz, Ed.D . April 30, 2013. 4. 3. 2. 1. 5. 6. 7. 8. 12. 11. 10. 9. 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.
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Common Core GPSEnglish / Language Arts
Brenda Schulz, Ed.D.
April 30, 2013
A Good Man is Hard to Find
Pete the Cat: I Love My White Shoes
Gone With the Wind
A Taste of Blackberries
The Color Purple
The Water is Wide
Uncle Remus: The Complete Tales
The Library Dragon
The Secret Life of Bees
Doris B Smith
Carmen Agra Deedy
Sue Monk Kidd
Joel Chandler Harris
Anne Rivers Siddons
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.)
What questions should teachers be askingto ensure that students’ answers are “evidence-based”?
Source: Basal Alignment Project, Edmodo. Join BAP group, Group code - etuyrm
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.
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."
“…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.
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..
What is “academic” vocabulary?
went, about, was, look, education
analyze, function, principle
How do teachers select the right
academic words to teach?
Print Concepts, Phonological Awareness, Phonics and Word Recognition, Fluency
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:
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
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)
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
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.
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!
Brenda Schulz, Ed.D.
English Language Arts Program Coordinator K-12
Gail Humble, Ed.S
Education Program Specialist K-12
Susan Jacobs, M.Ed., NBCT
English Language Arts Program Specialist K-12
Education Program Specialist / Literacy 6-12