Georgia Performance Standards Grade 6 English Language Arts Kim - - PowerPoint PPT Presentation

Common Core Georgia Performance Standards

Grade 6 English Language Arts

Kim Jeffcoat Susan Jacobs

State ELA Coordinator ELA Program Specialist

Welcome

Common Core State Standards

Building on the strength of current state standards, the CCSS are designed to be:

• Focused, coherent, clear, and rigorous
• Internationally benchmarked
• Anchored in college and career readiness
• Evidence and research based

College and Career Readiness

• Derived from “College and Career

Readiness Standards”

• What students should know and be

able to do upon graduation

• Skills applicable to life: synthesis,

analysis, evaluation, evidence for claims

Why Common Core Standards?

• Preparation: The standards are college- and career-
• ready. They will help prepare students with the

knowledge and skills they need to succeed in education and training after high school.

• Competition: The standards are internationally
• benchmarked. Common standards will help ensure
• ur students are globally competitive.
• Equity: Expectations are consistent for all – and not

dependent on a student’s zip code.

Why Common Core Standards?

• Clarity: The standards are focused, coherent, and
• clear. Clearer standards help students (and

parents and teachers) understand what is expected of them.

• Collaboration: The standards create a foundation

to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.

What Will We Do Together Today?

• Resource Packet
• Integrated tasks and texts
• Live chat
• Adaptable Unit Framework

CCR READING STANDARD 3:

Analyze how and why individuals, events, and ideas develop and interact over the course of a text. ELACC6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Reading: Informational

CCR READING STANDARD 1:

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ELACC6RL1: Cite textual evidence to support analysis

• f what the text says explicitly as well as inferences

drawn from the text.

Reading: Literary

Discussion Topics in Grade 6

• Literacy Standards
• Incorporating Basal Readers and other already-

purchased resources

• Differentiation
• Unit Frameworks, Unit Planning

A New Paradigm…

“Don’t just take your old state standards out of their boxes and swap in the Common Core Standards. [The Common Core state standards] are meant as a platform for a new instructional system, not a new list

• f topics for the old instructional system. […] When we turn standards

into long lists and we tell teachers to ‘cover’ instead of to teach, when we give them pacing plans and tell them to cover everything on the test, we are ‘covering’ and not learning.”

• Phil Daro,

Strategic Education Research Partnership, Washington, D.C. Common Core Author, Mathematics

Georgia’s Transition to Common Core

• Georgia is well-positioned to embrace these

changes due to our rigorous GPS

• Georgia has identified 5 transitions important for

implementation

• Today’s focus: relevant and real guidance for

making these transitions in the 3rd grade classroom

Transition One: Staircase of Complexity

• Vertical alignment of standards
• Clear expectations from grade to grade
• See example in your Resource Packet

(ELACC6RL4) Teacher Guidance Document

Staircase of Complexity: RL4

GRADE FIVE: DETERMINE THE MEANING AS USED, INCLUDING METAPHOR AND SIMILE

GRADE SIX: DETERMINE THE MEANING AS USED, FIGURATIVE/ CONNOTATIVE /IMPACT ON MEANING AND TONE GRADE SEVEN DETERMINE THE MEANING AS USED, FIGURATIVE/ CONNOTATIVE, RHYME, REPETITION GRADE EIGHT DETERMINE THE MEANING AS USED, FIGURATIVE/ CONNOTATIIVE, MEANING, TONE, ANALOGIES, ALLUSIONS

:

ELA5R1 e. Identifies imagery, figurative language (e.g., personification, metaphor, simile, hyperbole), rhythm, or flow

• ELA6R1h. Responds/explains effects of

sound/figurative language to uncover meaning : (alliteration, onomatopoeia, rhyme scheme, simile, metaphor, hyperbole, personification) ELA7R1: identical to grade 6 ELA8R1: Identical to grades 6 and 7 except for addition of symbolism and imagery

Transition Two: Increased Informational Text

• Reading standards equally divided into

Literary and Informational standards

• See example in your Resource Packet

(ELACC6RI8) Teacher Guidance Document

What the Research Says…

• 7 to 15 % informational/expository (Hoffman, Sabo, Bliss, & Hoy, 1994; Moss & Newton, 2002; Yopp &

Yopp, 2006)

• Informational/expository harder to read (Bowen & Roth, 1999; Bowen, Roth, & McGinn, 1999, 2002;

Heller & Greenleaf, 2007; Shanahan & Shanahan, 2008)

• Only sustained exposure develops important strategies (Afflerbach, Pearson,& Paris, 2008;

Kintsch, 1998, 2009; McNamara, Graesser, & Louwerse, in press; Perfetti, Landi, & Oakhill, 2005; et al)

• Expository text majority of required reading in college and workplace (Achieve,

Inc., 2007)

• Worse: expository reading in schools is of superficial variety

(skimming/scanning for discrete pieces of information) (Achieve, Inc., 2007).

A Little More on Transition Two

• 50% informational text means 50% in ELA
• If we include our other content areas, it

will be more like 70% overall

• Other content areas will become more

responsible for literacy in Common Core

Science Note-taking

Substances Properties Processes Interactions Atomic Expression

ACID

Low pH Taste sour Turns cabbage juice red Makes bases more acidic React with base to form salt and water React with limestone (CaCO3) to produce carbon dioxide A substance that produces protons, H+

BASE

High pH Taste bitter Feels slippery Turns cabbage juice blue Makes acids more base React with oil and grease React with acid to form salt and water a substance that produces hydroxide ions, OH-

Choosing and Using Texts for Transition Two:

• Thematic connections
• Interesting ideas

Transition Three: Text Complexity

• Complete Text Complexity Rubric (Paul

Revere)

• See example in your Resource Packet

(ELACC6RL10) Teacher Guidance Document

New Lexile Expectations

What the Research Says…

• In 2006, ACT, Inc. report: Reading

Between the Lines

• showed which skills differentiated those students who equaled or exceeded the benchmark

score (21 out of 36) in the reading section of the ACT college admissions test from those who did not.

• Literacy demands college/career lexiles steadily

increasing

• (Stenner, Koons, & Swartz, in press; Milewski, Johnson, Glazer, &Kubota, 2005)
• College professors hold students accountable for

independent reading not discussed in class; high schools usually do not

• (Erickson & Strommer, 1991; Pritchard, Wilson, & Yamnitz, 2007)
• K–12 textbook lexiles steadily decreasing over last

century

• (Chall, Conard, & Harris, 1977)

Tim Shanahan on Text Complexity

http://www.youtube.com/watch?v=b5- uhmwsD6Y

Transition Four: Consistently Connecting Reading and Writing

• Writing is tied meaningfully to text
• See example in your Resource Packet

(ELACC6RL1) Teacher Guidance Document

Emphasis on the How and the Why

• How can we recognize cognitive rigor in
• ur prompts?

Transition Five: Academic Vocabulary

• Domain-specific words as well as general

academic and process words

• See example in your Resource Packet

(ELACC6L6) Teacher Guidance Document

A Final Word from Tim Shanahan

http://www.youtube.com/watch?v=- dL1AuuE93M

Sample Unit Plan: Grade 6 What Fantasy and Science Fiction Can Teach Us About Ourselves

Curriculum Map for Grade 6

IDENTIFY DESIRED RESULTS

ABILITY TO COMPREHEND COMPLEX TEXT AND SITE EVIDENCE FROM THAT TEXT IN EXPOSITION OR ARGUMENT

DETERMINE ACCEPTABLE EVIDENCE

PLAN INSTRUCTION

DAILY TASKS TO DELIVER ALL SKILLS NEEDED FOR SUCCESS ON ASSESSMENT (IN ALL 4-5 STRANDS)

BACKWARD DESIGN – the daily picture

SUCCESS ON ASSESSMENT (WRITING TIED TO READING)

The Unit

• How have we chosen the texts for

this unit?

• How have we constructed the

assessments for this unit?

Adapting DOE Units to Your Needs and Resources

• Units are flexible
• Can be used with the resources you have
• Informational Units can be connected to

science or social studies standards

Unit Frameworks as a Resource

• Use Units One and Two as written (posted

late April), or

• Use the Units with alternative texts, or
• Use the template to create your own units

Available ELA CCGPS Resources

• K-12 Educator Resource Guide (comprehensive

standards)

• Webinar Series for each grade band on Common

Core, Determining Text Complexity, and Integrated Instruction (with downloadable sample documents)

• Webinar Series on the Literacy Standards for History,

Social Studies, Science, and Technical Subjects

Available now (continued)…

• Teacher Guidance Documents for each grade and course
• The Standards in both table and word-friendly formats
• Curriculum Maps
• ELA Reporter monthly
• GPB Live-Streaming Professional Learning available for viewing

at your convenience by logging on to GPB

• Text Complexity Rubric (more to come)
• Transition Advice (see Teacher Guidance Documents)

A Word About the Common Core Appendices

• Available at CoreStandards.Org
• Appendix A: research/rationale/glossary
• Appendix B: sample texts/tasks; not a definitive

set of texts!

• Appendix C: student work samples

Accessing Resources

• This resource locator in your

Grade Level Resource Packet will define resources that are available

• Note the PREZI link for

navigation (bottom)

*See pages _____ in your Grade 6 Resource Packet

New Look for DOE Website!

To Find Us…

• Click on the “home” drop down menu
• Click on “Curriculum, Instruction, and

Assessment”

• Click on “Curriculum and Instruction”
• The GSO tab will be on your right

ELA Reporter and Joining our ListServ

• Members of our ListServ receive updates
• f all breaking ELA news in the state
• Members of our ListServ receive the ELA

Reporter on the first of each month

• To join, send a blank email to

JOIN-ELA-6-8@LIST.DOE.K12.GA.US

Survey

Thank you for participating in this CCGPS Professional Learning

• Session. We value your feedback! Please go to the following

website, take the anonymous feedback survey, and complete the participation log to receive a certificate of participation:

http://survey.sedl.org/efm/wsb.dll/s/1g10a

We look forward to hearing from you!

Kim Jeffcoat, Georgia ELA Coordinator kjeffcoat@doe.k12.ga.us Susan Jacobs, ELA Program Specialist sjacobs@doe.k12.ga.us