1. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 5/1/20151 This session will begin at 3:15 p.m. on Nov. 14, 2011 While you are waiting, please do the following: Enter/edit your profile information by going to: Tools - Preferences - My Profile… Fill out the info on the “Identity” tab and click “OK” To view the profile of another use, hover your mouse over his or her name in the Participants window Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard Confirm your connection speed by going to: Tools – Preferences – Connection speed COMMON CORE Georgia Performance Standards English Language Arts and Literacy WEBINAR SERIES 3: BUILDING INSTRUCTIONAL UNITS

2. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 5/1/20152 Accessing the Session Recording Recordings are accessed by going to http://elluminate.gavirtualschools.org/doe and click on the Recordings tab. Recordings are posted approximately 15 minutes after the session is closed (all attendees must logout before the recordings can be created). http://elluminate.gavirtualschools.org/doe

3. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org TRANSITION AND IMPLEMENTATION Introductory Professional Learning Webinars STANDARDS: October 3-6, 2011 TEXT COMPLEXITY: October 24-27, 2011 INTEGRATED LEARNING: November 14-17, 2011 NOVEMBER 2011 COMMON CORE Georgia Performance Standards English Language Arts and Literacy

4. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org ELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student a. Reads a variety of texts for information and pleasure. b. Makes predictions from text content. c. Generates questions before, during, and after reading. d. Distinguishes fact from opinion. e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts.. f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text. g. Summarizes text content. h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. i. Makes connections between texts and/or personal experiences. j. Identifies and infers main idea and supporting details. k. Self-monitors comprehension to clarify meaning. l. Identifies and infers cause-and-effect relationships and draws conclusions. m. Recalls explicit facts and infers implicit facts. n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry). o. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text. p. Recognizes the author’s purpose. q. Formulates and defends an opinion about a text. r. Applies dictionary, thesaurus, and glossary skills to determine word meanings. Series one explored the fundamental differences in the standards The LONG and SHORT of it!

5. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Tools for transition…

6. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Tools for transition…

7. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Text Complexity Series two explored text complexity within Common Core…

8. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org What do we know? K-12 Reading texts have seen a decline in the levels of difficulty over the last half- centuryK-12 Reading texts have seen a decline in the levels of difficulty over the last half- century The reading demands of college and workforce training have held steady or increased over the past 50 yearsThe reading demands of college and workforce training have held steady or increased over the past 50 years Only between 7% and 15% of elementary and middle school reading is expositoryOnly between 7% and 15% of elementary and middle school reading is expository

9. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Qualitative aspects of text complexity best measured by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands Quantitative aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software Reader and task considerations focus on the inherent complexity of text, reader motivation, knowledge, and experience and the purpose and complexity of the task at hand. This kind of assessment is best made by teachers employing their professional judgment.

10. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org

11. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Text Complexity Rubric Intended to assist educators in evaluating multiple dimensions of a text. The rubric addressees the three aspects of text complexity required for consideration in Common Core Appendix B: qualitative, quantitative, and reader/task match. Each of these three dimensions includes specific relevant categories, each of which is listed with a short explanation to assist users in making the best possible determination.

12. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Integrated Learning

13. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org WHAT IS INTEGRATED LEARNING? Although the standards are divided into strands for clarity, the processes of communication are closely connected. Reading comprehension and student writing always require direct textual evidence for claims, inferences, and analyses. Research and media skills are blended into the standards as a whole. To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or to solve problems. The need to conduct research and to produce and consume text and media is embedded into every aspect of today ’ s curriculum. Similarly, research and media skills and understandings are embedded throughout the standards rather than treated in a separate section.

14. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org INTEGRATED WHAT IS INTEGRATED LEARNING? communicationconnected Although the standards are divided into strands for clarity, the processes of communication are closely connected. blended whole Reading comprehension and student writing always require direct textual evidence for claims, inferences, and analyses. Research and media skills are blended into the standards as a whole. gather synthesize To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or to solve problems. embedded embedded The need to conduct research and to produce and consume text and media is embedded into every aspect of today ’ s curriculum. Similarly, research and media skills and understandings are embedded throughout the standards rather than treated in a separate section.

15. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org BACKWARD DESIGN THE BIG PICTURE IDENTIFY DESIRED RESULTS COLLEGE AND WORKFORCE READY DETERMINE ACCEPTABLE EVIDENCE PLAN INSTRUCTION GATHER, COMPREHEND, EVALUATE, SYNTHESIZE, AND REPORT ON INFORMATION FROM COMPLEX TEXTS, CONDUCT ORIGINAL RESEARCH, SOLVE PROBLEMS INTEGRATED INSTRUCTION BASED ON PARCC FRAMEWORK

16. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org As learning - and research about learning - evolves, we are beginning to understand that meaningful scholarship is really a whole universe of simultaneous events. Common Core emphasizes a 21st century classroom that transcends the idea of teaching standards in isolation and embraces a holistic approach where reading, writing, listening, speaking, and language are woven together to engage students with meaningful and relevant lessons.

17. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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

18. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org INTEGRATED FRAMEWORKS IN DEVELOPMENT

19. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org BACKWARD DESIGN IN UNIT PLANNING IDENTIFY DESIRED RESULTS Meet 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 TEXTS ANALYSES: INDV. VS. SOCIETY GENDER & IDENTITY PERS AND POL ISSUES IN AMLIT INDV VS. NATURE RESEARCH: EVOLUTION OF PERS RESPONSIBILITY IN US (ETC.) RESEARCH PEER REVIEW NEWSPAPER MOCK TRIAL DEBATE DRAMATIC PRESENTATION SOCRATIC SEMINAR ACADEMIC CONFERENCE FIELD TRIP (ETC.)

20. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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

21. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org SINGLE CCGPS ENGLISH LANGUAGE ARTS INSTRUCTIONAL UNIT FOR HIGH SCHOOL The Scarlet Letter Moby Dick, Herman Melville Among the Multitude, Walt Whitman To a Stranger, Walt Whitman Each Life Converges, Emily Dickinson Hope Is the Thing with Feathers, Emily Dickinson Of All the Souls that Stand, Emily Dickinson The Tell Tale Heart, Edgar Allan Poe The Fall of the House of Usher, Edgar Allan Poe Walden, Henry David Thoreau (excerpts) On Civil Disobedience, Henry David Thoreau Map of Exploration and Settlement of North America 1850-1890, Primary Source Andrew Johnson’s speech on John Brown’s raid, December 1859, Primary Source Film: The Last of the Mohicans, adapted from James Fennimore Cooper Oil on Canvas: Various, from The Landscape of Belief, John Davis Oil on Canvas: Various, from Painting the Dark Side: Art and the Gothic Imagination in Nineteenth-Century America, Sarah Burns *Journal writing *Mock news reporting *Informal literary response *Echo poem *Biographical sketch *Correspondence *Extended analysis on the Individual versus Society in American Literature of the mid- 19 th century *Gender and Personal Identity essay; a comparison and contrast of the poetry of Whitman and Dickinson *The Personal versus the Political; a study of governmental and civic influences on American ideas of individuality and autonomy based on a close reading of Thoreau’s Walden. *The Individual versus Nature: literary analysis of the use of imagery The Last of the Mohicans (film) as representative of “the other” and the unknown as represented by the American frontier The Evolution of Personal Responsibility in American Society: a study of laws, politics, and social mores of the U.S. through 1865. *Journal Writing *Echo poem *Biographical sketch *Correspondence *Informal literary response Can this rigorous and complex model work for K-2?

22. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org SINGLE CCGPS ENGLISH LANGUAGE ARTS INSTRUCTIONAL UNIT FOR FIRST GRADE I Like Me! Nancy L. Carlson Lilly’s Purple Plastic Purse, Kevin Henkes Poem: Isn’t My Name Magical, James Berry Being Me, Julie Broski No, David! David Shannon Beatrice doesn’t Want To, Laura Numeroff Video: Chrysanthemum http://www.schooltube.co m/video/5b45b6b4437e55 50caa2/Chrysanthemum Poem: Everybody Has a Name http://www.cps.k12.in.us/16 722010285240807/lib/16722 010285240807/_files/Everyo ne_Has_A_name_poem.pdf Four Vases of ChrysanthemumsFour Vases of Chrysanthemums - Gustave Caillebotte, 1893 (oil on canvas)Gustave Caillebotte *Journal writing *literary response *Acrostic poem *Informational writing Writing One: Using facts and ideas you saw in Chrysanthemum identify the character traits of the little girl in the story. Was she a nice girl? What parts of the book make you think so? Did she learn a lesson? What was it? Writing Two: Compare Chrysanthemum (the character) with a character from one of your shorter texts. Which author describes the characters better? What are some details the author gave you? Which ones tell you the most about the person and why? Where did my name come from? Interview parents to find out information about your name *Journal Writing *Acrostic poem *informational writing *Literary response In a word, yes! Reading: Literary Reading: Informational Writing Speaking and Listening Language Reading: Foundational

23. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org

24. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org

25. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org

26. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Curriculum Maps and Comprehensive Integrated Unit Frameworks will be provided for every grade for 2012-2013

27. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Resources

28. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org

29. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org SUBSCRIBE TODAY! JOIN-ELA-K-5@LIST.DOE.K12.GA.US

30. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org TEACHER GUIDANCE DOCUMENT FEEDBACK AND REVIEW PROCESS

31. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Kim Jeffcoat State Program Coordinator English Language Arts and Literacy kjeffcoat@doe.k12.ga.us Sallie MillsJulie Morrill ELA & Literacy Program SpecialistLiteracy Program Specialist smills@doe.k12.ga.usjmorrill@doe.k12.ga.us Susan Jacobs ELA & Literacy Program SpecialistMary Lynn Huie sjacobs@doe.k12.ga.ussjacobs@doe.k12.ga.usGates Literacy Trainer mhuie@doe.k12.ga.us Andria Bunner ELA & Literacy Program Specialist abunner@doe.k12.ga.us Angela Baker Education Technology Specialist anbaker@doe.k12.ga.us How can we be of service?