Implementing the Common Core State Standards · sign up for pearson's free Webinar series! pEArson coMMon corE stAtE stAndArds spEAKErs sEriEs, fAll 2010–2011 Join Pearson for an

Implementing the

Common CoreState Standards

2010-2014 Transition• Current state standards taught and assessed

• Teacher development

• Local curriculum revision

• Test development

2014 Transition Complete

Current State Standards Taught and Assessed

2010 States Adopt Common Core State Standards

Common Core State Standards Taught

Common Core Taught and Assessed

2010

2011

2012

2013

2014

1

ImplementIng the Common Core StAte StAndArdS

1

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Professional Development . . . . . . . . . . . . . . . . . . . . 7

Community Outreach . . . . . . . . . . . . . . . . . . . . . . 10

Instructional Materials . . . . . . . . . . . . . . . . . . . . . . 13

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Contents

2

Executive SummaryAcross the nation, many schools will soon be implementing

the new Common Core State Standards for literacy and

mathematics . These Standards represent a foundational change

in K–12 instruction . Pearson is committed to providing schools

and educators with a seamless transition to the Common Core

State Standards . The following pages illustrate the resources

available to support this effort . If at any time you have questions

or need assistance, please contact your Pearson Representative

or call 1-800-848-9500 .

3


Pearson’s Solutions

CurriculumContent

& Instruction

(Pre-K – College)

School Design& Improvement

Teacher Education& Development

Assessment& Information

As the worlds' leading education company, Pearson is uniquely

qualified to provide standards-based curriculum, teacher

education and development, school design and improvement

expertise, and the nation’s finest assessment capabilities—all

supported by innovative learning technologies .

4

As school districts plAn for the implementation of the new Common Core State Standards, Pearson recognizes the important challenges that await school personnel:

■ training educators to teach a redefined course of study that supposes a nuanced understanding of concepts and pedagogical skills

■ Adopting high-quality instructional materials that fully align to the Common Core State Standards

■ Educating parents, business leaders, and community members on the aim and content of new Standards

■ Measuring student progress towards mastery of the Standards and ensuring success on state assessments

The effective implementation of any one of these changes requires a firm commitment from all involved; the collective implementation poses a great challenge that could stretch the resources of most districts, potentially compromising the effectiveness of any one of the reform goals .

Pearson understands not just the importance of these reform efforts, but the difficulty of effective implementation of any reform . To assist schools in their concerted efforts to strengthen the educational opportunities of all students, Pearson offers comprehensive support to district personnel for each and all of the reform challenges that the Common Core State Standards may present .

5


pearson is with You in this time of transition

■ tailored professional development offerings support school administrators and teachers through the adoption and implementation of the Common Core State Standards . With these resources, educators will be ready to effectively teach the new standards .

■ community outreach helps parents and families understand the importance of adopting the Common Core State Standards and the impact they will have on students’ long-term success . Community resources will provide a unique opportunity for school districts to engage key stakeholders .

■ high-quality instructional materials are available immediately . As states complete the Common Core State Standards adoption process, Pearson is committed to providing resources to ensure successful implementation of the new Standards .

■ Assessment resources provide teachers, parents, and administrators with a complete picture of student improvement, including monitoring student progress towards the Common Core State Standards .

pearson Extends its support with America's choice®

school iMprovEMEnt solution With America's Choice, Pearson offers schools and districts powerful, research-based solutions to improve the performance of all students . Visit www .americaschoice .org to learn more about the comprehensive, standards-based America's Choice School Design, as well as its unique interventions and supple-mental resources for literacy, mathematics, and science . Don't miss an interview with Sally Hampton that will help you better understand the Common Core State Standards .

InstructionalMaterials

CommunityOutreach

Assessment

ProfessionalDevelopment

66

7


7

Professional DevelopmentThe Common Core State Standards represent a new approach

to teaching and learning . Pearson stands ready to provide

professional development that will help teachers refine and

enhance both their content expertise and their teaching skills,

and ultimately prepare students for success . Pearson supports

teachers with a team of advisors, trainers, and respected authors

who know the Common Core State Standards . Pearson authors

such as Skip Fennel, Phil Daro, and Sally Hampton are Senior

Fellows of America's Choice® and serve on the Common Core

State Standards work groups .

8

professional development

BEGinninG novEMBEr 15, 2010, Pearson will provide initial professional development services for school leaders and administrators to help them under-stand and plan effective implementation of the Common Core State Standards .

initial pearson in-person training Will include:

lEAdinG thE WAY for succEssful coMMon corE

iMplEMEntAtion in EnGlish lAnGuAGE Arts K–12

This six-hour workshop helps administrators, curriculum directors, coaches, and other instructional leaders . . .

■ Become familiar with changes to content, curriculum, classroom instruction, and assessment for effective implementation of the Common Core State Standards

■ Develop actionable plans and a time frame for addressing these changes

■ Evaluate school/district culture for managing implementation to the Common Core State Standards

Target Audience: Administrators, Coaches, District Personnel, Site-based Leaders

Number of Participants: 30

ISBN: 113941

9


lEAdinG thE WAY for succEssful coMMon corE

iMplEMEntAtion in MAthEMAtics K–12

This six-hour workshop helps administrators, curriculum directors, coaches, and other instructional leaders . . .

■ Become familiar with changes to content, curriculum, classroom instruction, and assessment for effective implementation of the Common Core State Standards

■ Develop actionable plans and a time frame for addressing these changes

■ Evaluate school/district culture for managing implementation to the Common Core State Standards

Target Audience: Administrators, Coaches, District Personnel, Site-based leaders


ISBN: 113940

clAssrooM AssEssMEnt for studEnt lEArninG

The textbook Classroom Assessment for Student Learning grounds teachers in effective assessment practices, including those aligned with the Common Core State Standards . This one-day workshop provides foundational knowledge to use classroom assessment in daily instruction and to continue study of assessment practices with the Classroom Assessment for Student Learning book .

■ Establish clear learning targets in language students understand

■ Select assessment methods that match learning targets

■ Offer feedback to students

■ Involve students in the assessment process

■ Continue study of assessment practice in collaborative teams

Target Audience: Administrators, Classroom Teachers, Staff Development Specialists, Site Leaders


ISBN: 113122

10

Community OutreachParent and community support for this timely reform effort

will be an essential contributor to its successful implementation .

Pearson encourages community dialogue to help both parents

and community leaders understand the importance of adopting

the Common Core State Standards and the anticipated benefit

to students' academic success .

Pearson offers information-sharing opportunities to school

districts, so they can expand their outreach to the community .

These resources, readily available online, will help educate both

school and non-school community members on the important

goals of the Common Core State Standards initiative .

11


www.commoncoreAnswers.comPearson's CommonCoreAnswers .com is specifically devoted to helping educators understand the Common Core State Standards . This web site will provide updates on the reform effort, including insights from experts, answers to common questions, resources to help implementation, and professional development . CommonCoreAnswers .com will also host an Ask an Expert forum where Pearson authors will answer questions regarding the Common Core State Standards .

sign up for pearson's free Webinar series!

pEArson coMMon corE stAtE stAndArds

spEAKErs sEriEs, fAll 2010–2011

Join Pearson for an ongoing series of dynamic speakers on the Common Core State Standards . Learn more about what the Standards are and how they will impact school planning and teaching . Pearson works with many leaders of the Common Core initiative, experts such as Karen Wixson, Skip Fennel, Phil Daro, and Sally Hampton . To learn more and sign up for a free Webinar Series, visit www .commoncoreanswers .com .

1212

13


Instructional MaterialsPearson provides current users with complete instructional

support to transition to a Common Core State Standards-

based curriculum . This phased support will guarantee quality

instructional materials every year as school personnel migrate

from a curriculum based on current state standards to a

curriculum that embraces all of the concepts and skills that

make up the Common Core State Standards .

14

Math

2010 – 2011 Academic Year

How can teachers prepare their students for the coming years? In some states, Common Core State Standards will shift the grade placement of specific content. What topics should teachers focus on this year so that students are prepared for new expectations in the fall of 2011?

Pearson’s Common Core Math Transition Kit will help teachers and students prepare for next year's Common Core Math Standards classroom . The Kit will provide teachers with an analysis of what students in each grade are expected to know in a Common Core Math Standards classroom in the fall of 2011 . It will also offer Common Core State Standards Activities in print that teachers can use with any Pearson math program . These activities address non-plus and plus standards for mathematics and will be designed to prepare students for the critical shifts in the grade-level placement of content they may face the following year . By offering a complete Common Core-aligned secondary mathematics curriculum, Pearson ensures students will be career and college ready at the end of high school .


This is the year that the Common Core State Standards will be implemented in many classrooms around the country . Pearson's new major math programs will be fully aligned to the Common State Standards . Pearson will update built-in program assessments to reflect the new content and format that students will face in the upcoming Common Core State Standards Assessments . During this transition period—between new Common Core aligned programs in the classroom and utilizing current State Standards testing—Pearson will provide its customers with a “crosswalk” correlation that includes lessons to supplement the Common Core Edition . These lessons will ensure that teachers continue to cover the key “tested” content during this pre-Common Core Assessment time period . America’s Choice Mathematics Navigator will address conceptual understanding in mathematics by repairing common misconceptions that students bring to the classroom .

15


204 205 Lesson 9-7 205204

Independent Practice Grade 5 CATOPIC 11-327291_254a1st pass11-7-06LKell

MATHEMATICAL PRACTICESGuided Practice* MATHEMATICAL

PRACTICESProblem Solving

NETS 11563 • SF (G5FLSEMATH2011) • 0328446572_204-205 • sp 10-6-08 • Edit sp 1-26-09 • 4th

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SIGN DATE

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Production

Do you know HOW? Do you UNDERSTAND?



SIGN DATE

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Step 1 Step 2

Write the equivalent fractions.

1 __ 2 3 __ 6

3 3

3 3

5

1 __ 3 2 __ 6

3 2

3 2

5

Change the fractions to equivalent fractions with a common, or like, denominator.

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The least common denominator (LCD) of two fractions is the least common multiple of the denominators.

Multiples of 2: 2, 4, 6, 8, 10, 12, . . .

Multiples of 3: 3, 6, 9, 12, . . .

The LCM is 6, so the LCD is 6.

Add. Simplify if necessary.

Alex rode his scooter 5 __ 6 mile.

Adding Fractions with Unlike Denominators How can you add fractions with unlike denominators?Alex rode his scooter from his house to the park. Later, he rode from the park to baseball practice. How far did Alex ride? Choose an Operation Add to find the total distance Alex rode his scooter.

Step 3

*For another example, see Set C on page 218.

In 1 through 4, find each sum. Simplify, if necessary.

1. 1 __ 2 5 9 ___ 18

1 2 __ 9 5 4 ___ 18

2. 2 __ 6 5 8 ___ 24

1 3 __ 8 5 9 ___ 24

3. 1 __ 4 1 7 ___ 10 4. 5 ___ 12 1 1 __ 8

5. Reasoning In the example above, would you get the same sum if you used 12 as the common denominator?

6. In the example above, if the park were 2 __ 5 mile from baseball practice, how far would Alex ride his scooter?

Leveled Practice In 7 through 22, find each sum. Simplify, if necessary.

7. 8. 9. 10.

11. 2 __ 9 1 2 __ 3 12. 5 __ 8 1 1 __ 6 13. 3 ___ 20 1 2 __ 5 14. 1 __ 6 1 3 ___ 10

15. 7 __ 8 1 1 ___ 12 16. 11 ___ 16 1 1 __ 4 17. 5 ___ 16 1 3 __ 8 18. 7 ___ 12 1 3 ___ 16

19. 1 __ 2 1 1 __ 8 1 1 __ 8 20. 1 __ 9 1 1 __ 6 1 4 __ 9 21. 1 __ 4 1 1 __ 3 1 1 __ 4 22. 1 __ 5 1 1 __ 4 1 2 __ 5

23. Cindy added 5 __ 8 cup of water to 1 __ 4 cup of juice concentrate. How much juice did Cindy make?

25. Mr. Perez is building a fence. He wants to bolt together 2 boards. One is 3 __ 4 inch thick and the other is 1 __ 8 inch thick. What will be the total thickness of the 2 boards?

27. Native Americans made baskets like this in the 1900s. If two sides of the triangle shown on the basket each measure 1 __ 4 inch, and the third side measures 3 __ 8 inch, what is the perimeter of the triangle?

24. Abdul bought a loaf of bread for $1.59 and a package of cheese for $2.69. How much did Abdul spend?

26. About 1 ___ 10 of the bones in your body are in your skull. Your hands have about 1 __ 4 of the bones in your body. What fraction of the bones in your body are in your hands and skull?

28. Structure A girls’ club sold hats to raise money. They ordered 500 hats that cost $5.15 each. They sold the hats for $18.50 each. All the hats were sold. Which expression shows how to find the amount of money the club made after expenses?

A 500 3 (18.50 1 5.15)

B (500 3 18.50) 1 (500 3 5.15)

C (500 3 5.15) 2 (500 3 18.50)

D 500 3 (18.50 2 5.15)

1 __ 9 5 ■___ 18

1 5 __ 6 5 ■___ 18

1 ___ 12 5 ■___ 12

1 2 __ 3 5 ■___ 12

1 __ 3 5 ■___ 15

1 1 __ 5 5 ■___ 15

1 __ 8 5 ■___ 56

1 3 __ 7 5 ■___ 56

Animated Glossary www.pearsonsuccessnet.com

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16

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1 __ 2 5 3 __ 6

1 1 __ 3 5 2 __ 6

5 __ 6

29. In all, 36 chemical elements were named after people or places. Of these, 2 were named for women scientists, and 25 were named for places. What fraction of these 36 elements were named for women and places? Write your answer in simplest form.

Lesson

9-7

See margin.

9 ___ 10

mile 19 ___ 20

13 ___ 24

13 ___ 18

17 ___ 24

8 __ 9 19 ___

24 11 ___

20 7 ___ 15

23 ___ 24

15 ___ 16

11 ___ 16

37 ___ 48

2

15; 17 ___ 18

1

8; 3 __ 4

5

3; 8 ___ 15

7

24; 31 ___ 56

7 __ 8 cup

7 __ 8 inch 7 ___

20

$4.28

3 __ 4 13 ___

18 5 __

6 17 ___

20 7 __

8 inch

3 __ 4

Common CoreCommonCore

5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. ...(In general, a/b + c/d = (ad + bc)/bd.) Also 5.NF.2

Env_G5_SE_CC.indd 204-205 10/5/10 2:00:17 PM

204 205 Lesson 9-7 205204

Independent Practice Grade 5 CATOPIC 11-327291_254a1st pass11-7-06LKell

MATHEMATICAL PRACTICESGuided Practice* MATHEMATICAL

PRACTICESProblem Solving



SIGN DATE

EP Supervisor

Editorial

Design

Production

Do you know HOW? Do you UNDERSTAND?



SIGN DATE

EP Supervisor

Editorial

Design

Production

Step 1 Step 2


1 __ 2 3 __ 6

3 3

3 3

5

1 __ 3 2 __ 6

3 2

3 2

5


ART FILE:

CUSTOMER:

CREATED BY:

EDITED BY:

JOB NUMBER:

DATE:

DATE:

TIME:

ScottForesman




TECH9760


27291_T255a

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MF 11-01-06

5 min

12

13

1


Multiples of 2: 2, 4, 6, 8, 10, 12, . . .

Multiples of 3: 3, 6, 9, 12, . . .





Step 3

*For another example, see Set C on page 218.

In 1 through 4, find each sum. Simplify, if necessary.

1. 1 __ 2 5 9 ___ 18

1 2 __ 9 5 4 ___ 18

2. 2 __ 6 5 8 ___ 24

1 3 __ 8 5 9 ___ 24

3. 1 __ 4 1 7 ___ 10 4. 5 ___ 12 1 1 __ 8

5. Reasoning In the example above, would you get the same sum if you used 12 as the common denominator?

6. In the example above, if the park were 2 __ 5 mile from baseball practice, how far would Alex ride his scooter?

Leveled Practice In 7 through 22, find each sum. Simplify, if necessary.

7. 8. 9. 10.

11. 2 __ 9 1 2 __ 3 12. 5 __ 8 1 1 __ 6 13. 3 ___ 20 1 2 __ 5 14. 1 __ 6 1 3 ___ 10

15. 7 __ 8 1 1 ___ 12 16. 11 ___ 16 1 1 __ 4 17. 5 ___ 16 1 3 __ 8 18. 7 ___ 12 1 3 ___ 16

19. 1 __ 2 1 1 __ 8 1 1 __ 8 20. 1 __ 9 1 1 __ 6 1 4 __ 9 21. 1 __ 4 1 1 __ 3 1 1 __ 4 22. 1 __ 5 1 1 __ 4 1 2 __ 5

23. Cindy added 5 __ 8 cup of water to 1 __ 4 cup of juice concentrate. How much juice did Cindy make?

25. Mr. Perez is building a fence. He wants to bolt together 2 boards. One is 3 __ 4 inch thick and the other is 1 __ 8 inch thick. What will be the total thickness of the 2 boards?

27. Native Americans made baskets like this in the 1900s. If two sides of the triangle shown on the basket each measure 1 __ 4 inch, and the third side measures 3 __ 8 inch, what is the perimeter of the triangle?

24. Abdul bought a loaf of bread for $1.59 and a package of cheese for $2.69. How much did Abdul spend?

26. About 1 ___ 10 of the bones in your body are in your skull. Your hands have about 1 __ 4 of the bones in your body. What fraction of the bones in your body are in your hands and skull?

28. Structure A girls’ club sold hats to raise money. They ordered 500 hats that cost $5.15 each. They sold the hats for $18.50 each. All the hats were sold. Which expression shows how to find the amount of money the club made after expenses?

A 500 3 (18.50 1 5.15)

B (500 3 18.50) 1 (500 3 5.15)

C (500 3 5.15) 2 (500 3 18.50)

D 500 3 (18.50 2 5.15)

1 __ 9 5 ■___ 18

1 5 __ 6 5 ■___ 18

1 ___ 12 5 ■___ 12

1 2 __ 3 5 ■___ 12

1 __ 3 5 ■___ 15

1 1 __ 5 5 ■___ 15

1 __ 8 5 ■___ 56

1 3 __ 7 5 ■___ 56

Animated Glossary www.pearsonsuccessnet.com

ART FILE:

CUSTOMER:

CREATED BY:

EDITED BY:

JOB NUMBER:

DATE:

DATE:

TIME:

ScottForesman




TECH9760


27291_T255b

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MF 11-01-06

5 min

12

13

1

16

16

16

16

16

1 __ 2 5 3 __ 6

1 1 __ 3 5 2 __ 6

5 __ 6

29. In all, 36 chemical elements were named after people or places. Of these, 2 were named for women scientists, and 25 were named for places. What fraction of these 36 elements were named for women and places? Write your answer in simplest form.

Lesson

9-7

See margin.

9 ___ 10

mile 19 ___ 20

13 ___ 24

13 ___ 18

17 ___ 24

8 __ 9 19 ___

24 11 ___

20 7 ___ 15

23 ___ 24

15 ___ 16

11 ___ 16

37 ___ 48

2

15; 17 ___ 18

1

8; 3 __ 4

5

3; 8 ___ 15

7

24; 31 ___ 56

7 __ 8 cup

7 __ 8 inch 7 ___

20

$4.28

3 __ 4 13 ___

18 5 __

6 17 ___

20 7 __

8 inch

3 __ 4

Common CoreCommonCore

5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. ...(In general, a/b + c/d = (ad + bc)/bd.) Also 5.NF.2

Env_G5_SE_CC.indd 204-205 10/5/10 2:00:17 PM

How does the map help you solve the problem? [It shows each distance Alex rode.] How do you know this is an addition problem? [Because the question asks how far Alex rode, and addition is used to combine his two rides.]

What is a common denominator? [A denominator that is the same for two or more fractions] Why do you need a common denominator to add fractions? [Sample response: You need to add same-size parts of the whole. If the denominators are different, you cannot combine the parts.] What is another common denominator you could use to add the fractions? [12]

How is adding fractions with unlike denominators different from adding fractions with like denominators? How is it similar? [It is different because you have to rewrite the fractions with a common denominator before adding. Then, it is the same as adding fractions with like denominators.]

Why do you have to write equivalent fractions to add? [To keep the same values of the original fractions]

Grade 5 CATOPIC 11-327291_254a1st pass11-7-06LKell

13 mile

12 mile

Step 1 Step 2 Step 3


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1 __ 2 5 3 __ 6

1 1 __ 3 5 2 __ 6

5 __ 6


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Multiples of 2: 2, 4, 6, 8, 10, 12, . . .

Multiples of 3: 3, 6, 9, 12, . . .



1 __ 2 3 __ 6

3 3

3 3

5

1 __ 3 2 __ 6

3 2

3 2

5

3 Develop the Concept: Visual

1

Visual Learning Animationwww.pearsonsuccessnet.com or CD

3 Topic 9 Adding Fractions with Unlike Denominators 4

Set the Purpose Call students’ attention to the Visual Learning Bridge at the top of the page. In this lesson, you will learn how to add fractions with unlike denominators.

Animated Glossary Students can see highlighted words defined in the Online Student Edition.least common denominator (LCD)www.pearsonsuccessnet.com

Remind students to find the LCD to use for the common denominators.

Exercise 5Error InterventionIf students are having difficulty understanding why 12 is a common denominator of 1 __

2 and 1 __

3 ,

then ask: Do 2 and 3 both go into 12 evenly? [Yes] Do 2 and 3 both go into 18 evenly? [Yes] Are 12 and 18 also common denominators? [Yes]

Common Multiples of 2 and 36, 12, 18, 24, 30, 36, 42, 48, 54, 60. . .

Reteaching Solve the problem in Exercise 5 by using 12 as a common denominator. For another example and more practice, assign Reteaching Set C on p. 218.

Remind students that only one fraction may need to be rewritten.Use Exercise 11 as an example. What is the LCD of 2 __

9 and 2 __

3 ? [9]

Does 2 __ 9

need to be rewritten? [No]

Independent Practice3

Problem Solving

Exercise 28Reason Abstractly Look for students to understand they can use the distributive property to write an expression showing now to find the amount of profit. Remind students that the profit is the sale price minus the cost. How much money was made on the sale of each hat? [$13.35] How many hats were sold? [500] How do you find the total amount of money made? [Multiply 500 by $13.35.]

Early Finishers In Exercise 23, if Cindy wants to double the amount of juice she makes, how much juice concentrate does she need in all? [ 1 __

2 cup]

Have students choose two fractions with unlike denominators. Then have them compare and contrast the processes of finding the sum of the fractions using the least common denominator and using a common denominator.

Journal

Guided Practice2

Answer

5. Yes, the sums would be equivalent, but you would have to simplify the sum to get the same answer.

MATHEMATICAL PRACTICES

MATHEMATICAL PRACTICES

envisionMAth®

Grades K–6

digits™

Grades 6–8

16

literacy


How can teachers prepare their students for the coming years? In some states, Common Core State Standards will shift the grade placement of specific content. What topics should teachers focus on this year so that students are prepared for new expectations in the fall of 2011?

Pearson's Common Core Implementation Guides will help teachers and students prepare to transition into next year's Common Core Language Arts Standards . These Guides will provide educators what they need to know in understanding and teaching the Standards along with lesson planning and pacing support, assessment support, and program correlations . It will also provide Common Core State Standards practice that teachers can use with many of the Pearson language arts programs .


Pearson's new Common Core Editions of its major language arts programs will be fully aligned to the Common Core State Standards . In addition, many of Pearson’s supplemental programs will provide enhancement support around the Common Core State Standards . Pearson will update built-in program assessments to reflect the new content and format that students will face in the upcoming Common Core State Standards Assessments . During this transition period—between using new Common Core-aligned programs in the classroom and utilizing current State Standard testing—Pearson will provide customers with an Overview and Implementation Guide . The Guide will offer a “crosswalk” correlation that includes practice support to supplement new Common Core Editions . This will ensure that teachers cover key “tested” content during the pre-Common Core Assessment time period . America’s Choice Literacy Navigator will help teach comprehension of com-plex expository texts, as required by the Common Core .

17


New Directions

Maya Angelou

36 Fiction and Nonfiction

In 1903 the late Mrs. Annie Johnson of Arkansas found herself

with two toddling sons, very little money, a slight ability to read and

add simple numbers. To this picture add a disastrous marriage and

the burdensome fact that Mrs. Johnson was a Negro.

When she told her husband, Mr. William Johnson, of her

dissatisfaction with their marriage, he conceded that he too found

it to be less than he expected, and had been secretly hoping to leave

and study religion. He added that he thought God was calling him

not only to preach but to do so in Enid, Oklahoma. He did not tell

her that he knew a minister in Enid with whom he could study and

who had a friendly, unmarried daughter. They parted amicably,

Annie keeping the one-room house and William taking most of the

cash to carry himself to Oklahoma.

Annie, over six feet tall, big-boned, decided that she would not

go to work as a domestic and leave her “precious babes” to anyone

else’s care. There was no possibility of being hired at the town’s

cotton gin or lumber mill, but maybe there was a way to make the

two factories work for her. In her words, “I looked up the road I

was going and back the way I come, and since I wasn’t satisfied, I

Vocabulary

conceded

(kßn sèd» ßd) v.

admitted as true or

valid; acknowledged

amicably (am» i kß blè)

adv. in a friendly way

IsaacBashevis Singer


The

Old

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187

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te o

f Am

eric

an A

rt, Y

oung

stow

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Selection Choices

G Read “The Washwoman” to

see how community affects a

household.

G Read “New Directions” to

see how a woman makes

a life for herself despite

great challenges.

New Directions

Maya Angelou


In 1903 the late Mrs. Annie Johnson of Arkansas found herself with two toddling sons, very little money, a slight ability to read and add simple numbers. To this picture add a disastrous marriage and the burdensome fact that Mrs. Johnson was a Negro.

When she told her husband, Mr. William Johnson, of her dissatisfaction with their marriage, he conceded that he too found it to be less than he expected, and had been secretly hoping to leave and study religion. He added that he thought God was calling him not only to preach but to do so in Enid, Oklahoma. He did not tell her that he knew a minister in Enid with whom he could study and who had a friendly, unmarried daughter. They parted amicably, Annie keeping the one-room house and William taking most of the cash to carry himself to Oklahoma.

Annie, over six feet tall, big-boned, decided that she would not go to work as a domestic and leave her “precious babes” to anyone else’s care. There was no possibility of being hired at the town’s cotton gin or lumber mill, but maybe there was a way to make the two factories work for her. In her words, “I looked up the road I was going and back the way I come, and since I wasn’t satisfied, I

Vocabulary conceded (kßn sèd» ßd) v. admitted as true or valid; acknowledged

amicably (am» i kß blè) adv. in a friendly way

IsaacBashevis Singer


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Detail PredictionQuestion

“...she could ‘mixgroceries well enough to scarehungry away.‘“

The character might sell food to support her family.

Why does the author mention this detail?

Verification?

22 Fiction and Nonfiction Before You Read: The Washwoman • New Directions 23

Leveled Texts

The Washwoman • New DirectionsBefore You Read

Using the Strategy: Analysis Chart

Use a chart like the one shown to record your predictions and evaluate their accuracy. Analyze any inaccurate predictions to determine why they were incorrect.

Literary Analysis: Narrative EssayA narrative essay is a short piece of nonfiction that tells a story about a real person or event. As in a fictional story, a narrative essay relates a series of events, and has main and subordinate (minor) characters. Unlike a fictional story, however, the characters in a narrative essay are real people. The interactions of those characters propel the story for-ward and allow us to understand their motivations and goals.

As you read, notice how the author’s choice of details influences your impressions of the people and events he or she describes.

Reading Skill: Make PredictionsA prediction is an informed idea about what might happen later in a narrative. Predictions are based on details in the text and your own experience. When you verify predictions, you read on to see if the prediction is correct.

Pause periodically while reading and ask questions like these about text details and events:

Why does the author mention this detail?•

How might it become important later on?•

Look for the answers as you read ahead.

Read “The Washwoman” to see how community affects a household.

Read “New Directions” to see how a woman makes a life for herself despite great challenges.

Build your skills and improve your comprehension of literary nonfiction with texts of increasing complexity.

Hear It!Selection summary audioSelection audio

See It!Get Connected videoBackground videoMore about the authorVocabulary flashcards

Do It!Interactive journalsInteractive graphic organizers

Self-testInternet activity Grammar tutorialInteractive vocabularygames

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Common Core State Standards

Reading Informational Texts (2) Determine a central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (Literary Analysis: Spiral Review)Writing (3) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (Writing: Anecdote)Speaking and Listening (1a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,

well-reasoned exchange of ideas. (1c) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (1d) Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (Speaking and Listening: Interview)Language (2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Conventions: Common Nouns and Proper Nouns)

Meet these standards with either “The Washwoman” (p. 26) or “New Directions” (p. 36).

More Complex

Leveled Texts

Hear It!Selection summary audioSelection audio

See It!Get Connected videoBackground videoMore about the authorVocabulary flashcards

Do It!Interactive journalsInteractive graphic organizers

Self-testInternet activity Grammar tutorialInteractive vocabularygames

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prentice hall literature™

Grades 6–12

scott foresman reading street™

Grades K–6

18

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