Integration of Common Core Standards Reading/Language Arts Classrooms Fulton County Schools English/Language Arts Department, March 2012.

Fulton County Schools English/Language Arts Department, March 2012

Integration of Common Core Standards

Reading/Language Arts Classrooms


What do the Writers Say…

• “The Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity; however, the processes of communication are closely connected, as reflected throughout the Common Core State Standards document.” (Source: CCSSI ELA Standards)


A Critical Aspect of the CCGPS

• “The Standards must therefore be complemented by a well-developed, content-rich curriculum consistent with the expectations laid out in this document.”

• A well aligned program will demonstrate: An integrated model of literacy that reflects the developmental nature of language and the interrelation of all aspects of literacy.


Common Core GPS Emphasizes Integration

• The ELA classroom should integrate standards from reading, writing, language, and listening/speaking.

• Let’s experience that integration with the following activities written for Grade 5 Standards but having implications for all language arts classrooms, K – 12.


Reading Standard

• RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


Reading

• What activities would address inferences from the text?

• Chart what you know about the culture of the characters and what you suspect based on the text.


Writing Standard

• W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information


Writing Standard

• In your opinion, what in your day would be the most foreign to the main character in the passage?


Language Standard

• L.5.1(c): Use verb tense to convey various times, sequences, states, and conditions.

• L.5.1(d): Recognize and correct inappropriate shifts in verb tense.


Language Standard

• Change the first three sentences into another verb tense and examine the effect it has on the passage.

• What effect does using two tenses in the same passage have?


Speaking/Listening Standard

• SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.


Speaking/Listening Standards

• Which senses does the author awaken in the passage?

• Take turns discussing the author’s use of sensory language in the passage. Cite evidence from the text.


Erdrich, Louise. The Birchbark House. New York: Hyperion, 1999. (1999)From Chapter 1: “The Birchbark House”

She was named Omakayas, or Little Frog, because her first step was a hop. She grew into a nimble young girl of seven winters, a thoughtful girl with shining brown eyes and a wide grin, only missing her two top front teeth. She touched her upper lip. She wasn’t used to those teeth gone and was impatient for new, grown-up teeth to complete her smile.

Just like her namesake, Omakayas now stared long at a silky patch of bog before she gathered herself and jumped. One hummock. Safety. Omaykayas sprang wide again. This time she landed on the very tip-top of a pointed old stump. She balanced there, looking all around. The lagoon water moved in sparkling crescents. Thick swales of swamp grass rippled. Mud turtles napped in the sun. The world was so calm that Omakayas could hear herself blink. Only the sweet call of a solitary white-throated sparrow pierced the cool of the woods beyond.

All of a sudden Grandma yelled.“ I found it!”

Startled, Omakayas slipped and spun her arms in wheels. She teetered, but somehow kept her balance. Two big, skipping hops, another leap, and she was on dry land. She stepped over spongy leaves and moss, into the woods where the sparrows sang nesting songs in delicate relays.

“Where are you?” Nokomis yelled again. “I found the tree!”

“I’m coming,” Omakayas called back to her grandmother.

It was spring, time to cut Birchbark.


Essential QuestionHow does literature provide

insight into to a culture?


Focus Standards

• RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

• W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

• SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

• L.5.1(c): Use verb tense to convey various times, sequences, states, and conditions.

• L.5.1(d): Recognize and correct inappropriate shifts in verb tense.


Sample Text

• The Birchbark House


Additional Literary Text– A Boy Called Slow (Joseph Bruchac and Rocco Baviera) – A Ring of Tricksters: Animal Tales from North America, the West Indies,

and Africa (Virginia Hamilton and Barry Moser) (EA) – Coyote: A Trickster Tale from the American Southwest (Gerald

McDermott) – Dreamcatcher (Audrey Osofsky and Ed Young) – Guests (Michael Dorris) – How Rabbit Tricked Otter: And Other Cherokee Trickster Stories (Gayle

Ross and Murv Jacob) – Island of the Blue Dolphins (Scott O’Dell) – Julie of the Wolves (Jean Craighead George and John Schoenherr) – Knots on a Counting Rope (John Archambault, Bill Martin, Jr., and Ted

Rand) – Little House on the Prairie (Laura Ingalls Wilder and Garth Williams) (EA) – Raven: A Trickster Tale from the Pacific Northwest (Gerald McDermott)


Additional Resources

• Countries and their Cultures (EveryCulture.Com) • Life of a Navajo Weaver (ArtsEdge, The Kennedy

Center) • Teaching Point of View with Two Bad Ants

(ReadWriteThink)• Culture Clues Expedition (National Geographic)• Native Americans Today (ReadWriteThink)• November is National American Indian Heritage Month

(ReadWriteThink) (RL.5.9) • Native American Indian Legends and Folklore (Native

Languages of the Americas)

http://www.everyculture.com/

http://artsedge.kennedy-center.org/educators/lessons/grade-3-4/Life_of_Navajo_Weaver.aspx

http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-point-view-with-789.html

http://www.nationalgeographic.com/familyx/08/cultureclues.html

http://www.readwritethink.org/classroom-resources/lesson-plans/native-americans-today-63.html

http://www.readwritethink.org/classroom-resources/calendar-activities/november-national-american-indian-20618.html

http://www.native-languages.org/legends.htm


The Heart of the Literacy Continuum

• Speak

Language


Reading Literature

Reading Informational

Writing

Language

Speaking and Listening

Integration of the Common Core Standards Across Strands


In reflection,what should you see in a standards- based

ELA classroom?


Integrated StandardsCCGPS: Cutting Pieces and Putting

Them Together

Establishing a Literacy Continuum


The Heart of the Literacy Continuum

• Speak

Language


Examples of Integration

• . For example, when editing writing, students address Writing standard 5 (“Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach”) as well as Language standards 1–3

• (which deal with conventions of standard English and knowledge of language).

• When drawing evidence from literary and informational texts per Writing standard 9, students are also demonstrating their comprehension skill in relation to specific standards in Reading.


Examples of Integration

• When discussing something they have read or written, students are also demonstrating their speaking and listening skills.

• The same ten CCR anchor standards for Reading apply to both literary and informational texts, including texts in history/social studies, science, and technical subjects.

• The ten CCR anchor standards for Writing cover numerous text types and subject areas.


• Georgia is a governing partner in the PARCC consortium• States working together to develop a common set of K-

12 expectations in English and math• Anchored in CCR standards what it takes to be ready for

college and careers• Creating an instructional framework to create a pathway

to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support

http://www.parcconline.org/


BACKWARD DESIGNIN UNIT PLANNING

IDENTIFY DESIRED RESULTSMeet standards RL1-RL10/RI1-10/W1-10/SL1-6/L1-6

GATHER, COMPREHEND, EVALUATE, SYNTHESIZE, AND REPORT ON INFORMATION

FROM COMPLEX TEXTS, CONDUCT ORIGINAL

RESEARCH, SOLVE PROBLEMS

DETERMINE ACCEPTABLE EVIDENCE

PLAN INSTRUCTION

EXTENDED TEXT/SHORT TEXTSANALYSES: INDV. VS. SOCIETY

GENDER & IDENTITYPERS AND POL ISSUES IN AMLIT

INDV VS. NATURERESEARCH: EVOLUTION OF PERS

RESPONSIBILITY IN US (ETC.)

RESEARCHPEER REVIEWNEWSPAPERMOCK TRIAL

DEBATEDRAMATIC PRESENTATION

SOCRATIC SEMINARACADEMIC CONFERENCE

FIELD TRIP (ETC.)


INTEGRATED FRAMEWORKS IN DEVELOPMENT


SINGLE CCGPS ENGLISH LANGUAGE ARTS INSTRUCTIONAL UNIT

NOTICE THAT ALL STANDARDS ARE INCLUDED IN EACH UNIT, UNLIKE GPS UNITS WITH A DISCRETE STANDARD OR GENRE FOCUS

THIS UNIT HAS A LITERARY FOCUS

BUT WILL INCLUDE INFORMATIONAL TEXTS

Integration of Common Core Standards Reading/Language Arts Classrooms Fulton County Schools English/Language Arts Department, March 2012.

Documents

language standard

speakinglistening standards

writing standard

sensory language

language strands

reading standard ri

use verb tense

common core gps