Common core gps english language arts
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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 GPS English / Language Arts

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Common core gps english language arts

Common Core GPSEnglish / Language Arts

GAESP

Brenda Schulz, Ed.D.

April 30, 2013


Common core gps english language arts

4

3

2

1

5

6

7

8

12

11

10

9


Common core gps english language arts

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


Common core gps english language arts

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


The shifts for ela with ccgps

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


Building knowledge through content rich nonfiction

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.)


Informational reading craft and structure

Informational Reading – Craft and Structure


Evidenced based text

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


Evidence based text and parcc

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."


Complex text

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.


Academic vocabulary

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..


Academic vocabulary1

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


Academic vocabulary2

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?


Foundational reading

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


Common core gps english language arts

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


Professional learning modules

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/


Common core gps english language arts

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


Common core gps english language arts

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)


Common core gps english language arts

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


Ccgps instructional resources

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)


Ccgps instructional resources unit revision and new lessons

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


Ccgps resources tri state rubric

CCGPS ResourcesTri-State Rubric

http://www.achieve.org/files/TriStateELA_LiteracyRubric1pageoverviewv4.1%20071712CC%20BY.pdf


Resources and information can be found

Resources and information can be found….

  • ELA Reporter – join the listserves

  • CIA newsletter and webinar

  • ELA / Math webinars

  • Georgiastandards.org

  • Wiki pages


Common core gps ela math georgiastandards org

Common Core GPS ELA/MathGeorgiastandards.org

  • Join the list serve

  • Visit the Wikis

  • Use the Resource Documents

  • Watch the Webcasts


Ccgps resources georgiastandards org

CCGPS ResourcesGeorgiastandards.org

  • Choose a grade band.

  • Expand the grade level

  • Standards, Teacher guidance, transition standards, planning template, curriculum map


Ccgps resources literacy in social studies science ctae

CCGPS ResourcesLiteracy in Social Studies, Science & CTAE

  • Standards

  • LDC

  • Literacy and Learning Resources and Webinars


Quality professional learning

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!!


Top ten recommendations

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.


Top ten recommendations1

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!


Some suggested resources

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


Ela literacy team

ELA / Literacy Team

Brenda Schulz, Ed.D.

English Language Arts Program Coordinator K-12

404-463-1933

[email protected]

Gail Humble, Ed.S

Education Program Specialist K-12

[email protected]

Susan Jacobs, M.Ed., NBCT

English Language Arts Program Specialist K-12

404-656-0675

[email protected]

Daniel Rock

Education Program Specialist / Literacy 6-12

404-463-0507

[email protected]


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