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 our 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
Reading: Informational 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: Literary 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 of what the text says explicitly as well as inferences drawn from the text.
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 of 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 3 rd 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 GRADE SIX : DETERMINE THE MEANING AS USED, FIGURATIVE/ CONNOTATIVE MEANING AS USED, INCLUDING /IMPACT ON MEANING AND TONE METAPHOR AND SIMILE ELA5R1 e. Identifies imagery, figurative ELA6R1 h. Responds/explains effects of language (e.g., personification, metaphor, sound/figurative language to uncover meaning : simile, hyperbole), rhythm, or flow (alliteration, onomatopoeia, rhyme scheme, simile, metaphor, hyperbole, personification) GRADE SEVEN DETERMINE THE GRADE EIGHT DETERMINE THE MEANING MEANING AS USED, FIGURATIVE/ AS USED, FIGURATIVE/ CONNOTATIIVE, CONNOTATIVE, RHYME, REPETITION MEANING, TONE, ANALOGIES, ALLUSIONS : 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 Atomic Expression Substances Properties Processes Interactions Low pH Turns cabbage juice React with base to A substance that ACID red form salt and water produces protons, H + Taste sour Makes bases more React with limestone acidic (CaCO3) to produce carbon dioxide High pH Turns cabbage juice React with oil and a substance that BASE blue grease produces hydroxide Taste bitter ions, OH - Makes acids more React with acid to Feels slippery base form salt and water
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 our 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
BACKWARD DESIGN – the daily picture ABILITY TO COMPREHEND COMPLEX TEXT AND SITE IDENTIFY DESIRED RESULTS EVIDENCE FROM THAT TEXT IN EXPOSITION OR ARGUMENT SUCCESS ON ASSESSMENT DETERMINE ACCEPTABLE EVIDENCE (WRITING TIED TO READING) DAILY TASKS TO DELIVER ALL PLAN INSTRUCTION SKILLS NEEDED FOR SUCCESS ON ASSESSMENT (IN ALL 4-5 STRANDS)
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
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