Take a BITE out of the Common Core! ISLMA 2012 Chicago Public Schools Dorsey Chambers - CPS Dept. of Libraries Natalie Kendall - Horace Greeley Elementary Connie Amon – Galileo Scholastic Academy
Take a BITE out of the Common Core! ISLMA 2012 Chicago Public Schools Dorsey Chambers - CPS Dept. of Libraries Natalie Kendall - Horace Greeley Elementary.
Dec 17, 2015
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Take a BITE out of the Common Core!
ISLMA 2012
Chicago Public SchoolsDorsey Chambers - CPS Dept. of LibrariesNatalie Kendall - Horace Greeley ElementaryConnie Amon – Galileo Scholastic Academy
Common Core Shifts
• Read like a detective, write like a reporter• Emphasis on Nonfiction - students are currently reading non-
fiction only 7% of the time. CCSS suggests that Informational Text needs to be 50% of the texts used in classrooms and libraries
• Personal narratives and opinion writing have been valued in education but now, the emphasis is on writing an argument based on the text/research
• Creating sound persuasive arguments with evidence and citing the text for arguments
• New focus on poetry K – 12• Read and comprehend informational text in content areas
http://commoncore.orgCurriculum Maps Kindergarten
o UNIT 1 A Colorful Time with Rhythm and Rhyme
o UNIT 2 Tell A Story, 1-2-3
o UNIT 3 Exploring with Friends In the Neighborhood
o UNIT 4 America: Symbols and Celebrations
o UNIT 5 The Great Big World
o UNIT 6 Wonders of Nature: Plants, Bugs, and Frogs
Grade 1
o UNIT 1 Alphabet Books and Children Who Read Them
o UNIT 2 The Amazing Animal World
o UNIT 3 Life Lessons
o UNIT 4 Winds of Change
o UNIT 5 American Contributions
o UNIT 6 Around the World with a Glass Slipper
Grade 2
o UNIT 1 A Season for Chapters
o UNIT 2 The Wild West
o UNIT 3 Building Bridges with Unlikely Friends
o UNIT 4 A Long Journey to Freedom
o UNIT 5 Hand-Me-Down Tales From Around the World
o UNIT 6 Taking Care of Ourselves
Sample Kindergarten Unit Kindergarten UNIT 5 The Great Big World
ESSENTIAL QUESTION
Why is it important for writers to describe settings carefully?
Standards Checklist Kindergarten ► Unit 5
The Great Big World Students focus on the difference a setting can make in the creation of a story.
OVERVIEW o Building on the diversity of family celebrations, students read about the greater world
beyond America. By reading Mr. Popper’s Penguins, students are lured into dreaming of
far-away places. Focusing on the pairing of fiction and informational text, students see
how fictional settings can reflect real places. By using an atlas, nonfiction books, video,
and interactive online media, students also see how different types of texts give us
similar and different information. During these activities, students write words using
what they know about vowel sounds, beginning and ending sounds, and word families.
Viewing landscapes by master painters reinforces the concept of comparing and
contrasting settings.
FOCUS STANDARDS o These Focus Standards have been selected for the unit from the Common Core State
Standards.
RL.K.3: With prompting and support, identify characters, settings, and major events
in a story.
RL.K.9: With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories.
RI .K.9: With prompting and support, identify basic similarities in and differences
between two texts on the same topic (e.g., in illustrations, descriptions, or
procedures).
W.K.6: With guidance and support, explore a variety of digital tools to produce and
publish writing, including in collaboration with peers.
W.K.8: With guidance and support, recall information from experiences or gather
information from provided sources to answer a question.
L.K.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Sample Kindergarten Unit cont.FOCUS STANDARDS
o These Focus Standards have been selected for the unit from the Common Core State
Standards.
RL.K.3: With prompting and support, identify characters, settings, and major events
in a story.
RL.K.9: With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories.
RI .K.9: With prompting and support, identify basic similarities in and differences
between two texts on the same topic (e.g., in illustrations, descriptions, or
procedures).
W.K.6: With guidance and support, explore a variety of digital tools to produce and
publish writing, including in collaboration with peers.
W.K.8: With guidance and support, recall information from experiences or gather
information from provided sources to answer a question.
L.K.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
SUGGESTED OBJECTIVES SUGGESTED WORKS SAMPLE ACTIVITIES AND ASSESSMENTS READING FOUNDATIONS ADDITIONAL RESOURCES TERMINOLOGY INTERDISCIPLINARY CONNECTIONS
Common Core State Standards Appendix B: samples from Grades 6-8 Text Exemplars
• Stories..................................................................................................................... 77• Alcott, Louisa May. Little Women.................................................................................. 77• Twain, Mark. The Adventures of Tom Sawyer............................................................ 77• L’Engle, Madeleine. A Wrinkle in Time.......................................................................... 79• Paterson, Katherine. The Tale of the Mandarin Ducks............................................. 81• Sutcliff, Rosemary. Black Ships Before Troy: The Story of the Iliad................... 81• Drama.............................................................................................................. 82• Goodrich, Frances and Albert Hackett. The Diary of Anne Frank: A Play...... 83• Poetry.............................................................................................................. 83• Longfellow, Henry Wadsworth. “Paul Revere’s Ride.”............................................ 83• Whitman, Walt. “O Captain! My Captain!”.................................................................. 85• Carroll, Lewis. “Jabberwocky.”......................................................................................... 85• Informational Texts…………………………………….....................................................90• Adams, John. “Letter on Thomas Jefferson.” ...........................................................90• Douglass, Frederick. Narrative of the Life of Frederick Douglass an American Slave, Written by
Himself................................................................... 91Grades K-2 exemplars include headings:
Read Aloud PoetryRead Aloud Stories and
Read Aloud Informational Text
Vertical Articulation
Common Core Curriculum Maps
Appendix B Text Exemplar Headings
Lexiles
With Rigor for All by Carol Jago Readicide by Kelly Gallagher
2012 CPS Recommended Purchasing Lists Aligned to Common Core
Standards https://cpslibraries.wikispaces.com/purchasinglistscurrent
Author Title Publisher Copyright
Franco, Betsy A Dazzling Display of Dogs: Concrete Poems Tricycle Press 2011
Rosen, MichaelThe Hound Dog's Haiku: And Other Poems for Dog Lovers Candlewick Press 2011
Altwood, Megan Connor and Clara Build a Concrete Poem Norwood House Press 2011
Cleary, Brian P.Six Sheep Sip Thick Shake: And Other Tricky Tongue Twisters Millbrook 2011
Raczka, Bob Guyku: A Year of Haikus for Boys Houghton Mifflin 2010Truesdell, Ann Find New Words with Dictionaries Cherry Lake 2012
Adler, David Time Zones Holiday House 2012
Fribley, Kara Find the Right Words with Thesauruses Cherry Lake Publishing 2012Grubman, Steve Orangutans are Ticklish Schwartz & Wade 2011
Grades 3- 5 Text ExemplarsGrade 3
Poetry
Informational Texts
Read-Aloud Poetry
K - 2
3 - 5
6 - 8
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