UNDERSTANDING THE COMMON CORE Georgia Performance Standards ENGLISH LANGUAGE ARTS FALL WEBINAR #1 Kindergarten Grade One Grade Two Monday, October 3, 2011 3:15 – 4:15 pm OCTOBER 2011

WELCOME! State Program Coordinator English Language Arts and Literacy Kim Jeffcoat State Program Coordinator English Language Arts and Literacy kjeffcoat@doe.k12.ga.us CCGPS

Introductions Sallie Mills English Language Arts & Literacy Program Specialist smills@doe.k12.ga.us Susan Jacobs sjacobs@doe.k12.ga.us Andria Bunner abunner@doe.k12.ga.us Angela Baker Julie Morrill Education Technology Specialist Literacy Program Specialist anbaker@doe.k12.ga.us jmorrill@doe.k12.ga.us Mary Lynn Huie Gates Literacy Trainer mhuie@doe.k12.ga.us

What we’d like to share with you today… An overview of the CCGPS Facts about K-2 implementation K-2 resources available now K-2 resources in development A timeline for next steps Practice implementation task

Standards Overview

Three Sets of Standards College and Career Readiness Standards (CCR) Common Core Georgia Performance Standards (CCGPS) Literacy Standards for History/Social Studies, Science, and Technical Subjects

College and Career Readiness Standards CCR CCR CCR = Umbrella Standards 32 standards serving as the benchmark for College and Career Readiness

English Language Arts and Literacy CCGPS Common Core Georgia Performance Standards, ELA Reading/Literary 9 Reading/Informational 10 Reading/Foundational (K-5 only) 4 Writing 10 Speaking and Listening 6 Language 6

Literacy Standards Grades 6-12 CCGPS Grades 6-12 Reading/History, Social Studies Reading/Science and Technical Subjects Writing /History, Social Studies, Science, and Technical Subjects Literacy Standards are embedded in the K-5 ELA Standards of CCGPS

The New CCGPS A Comparison to GPS ELA CCGPS mirrors GPS in its main divisions: CCGPS/Strands GPS/Domains Reading (Informational and Literary Standards) Foundational Standards (K-5) Foundational Standards (K-2) Writing Speaking and Listening Listening, Speaking, and Viewing Language Conventions (3-12) *embedded in Writing in K-2

Reading Standards for Literary Text 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. ELACCKRL1: With prompting and support, ask and answer questions about key details in a text. ELACC1RL1: Ask and answer questions about key details in a text. ELACC2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Reading Standards for Informational Text CCR READING STANDARD 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. ELACCKRI3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information. ELACC1RI3: Describe the connection between two individuals, events, ideas, or pieces of information in a text. ELACC2RI3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Writing Standards CCR WRITING STANDARD 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELACCKW1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are “writing” about and state an opinion or preference about the topic or book (e.g., My favorite book is…). ELACC1W1: Write opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. ELACC2W1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Speaking and Listening Standards CCR SPEAKING AND LISTENING STANDARD 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. ELACC2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Language Standards CCR LANGUAGE STANDARD 1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. ELACCKL1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. ELACC1L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. ELACC2L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Facts About K-2 Implementation

CCGPS Implementation Timeline ACTION YEAR TEACH 100% GPS 2011-2012 TEACH 100% CCGPS With GPS transition guidance 2012-2013 2013-2014 2014-2015

Facts Existing text sets will require little or no change (see next webinar for further text complexity details) In English language arts, the Standards build on the firm foundation of the NAEP frameworks in Reading and Writing, which draw on extensive scholarly research and evidence CCGPS will not dictate how teachers should teach but allow schools and teachers to decide how best to help students reach the standards Only K-5 have Foundational Reading Standards Only 6-12 have separate cross-content Literacy Standards

Facts, continued… Clarity and staircase design allow for ease in constructing pre-assessments using previous grade CCGPS Best practices will not change: Relevant Multimodal Student-focused Authentic Collaborative Purposeful Strategic steps for professional learning and implementation are moving forward according to schedule By joining us for this webinar, you are on target in your preparation in this preliminary phase

Resources

“If you don't like the way the world is, you change it “If you don't like the way the world is, you change it. You have an obligation to change it. You just do it one step at a time.” ~Marion Wright Edelman All change brings with it some anxiousness and uncertainty We understand (and appreciate!) your eagerness to begin this process Rest assured that resources are being provided on a strategic schedule that will allow our focus to remain on GPS for 2011

FALL 2011 STATE-WIDE FACULTY MEETING INTRODUCING COMMON CORE EXTENSIVE K-12 TEACHER RESOURCE GUIDE POSTED TO GSO ELA NEWSLETTER AND LISTSERV ANNOUNCE INCREMENTAL INFORMATION, UPDATES, AND PRACTICE TASKS MONTHLY FIRST ELA CCGPS PROFESSIONAL LEARNING WEBINAR SECOND ELA CCGPS WEBINAR SESSION: TEXT COMPLEXITY AND INTEGRATED LEARNING TASKS THIRD ELA CCGPS WEBINAR SESSION: READING/WRITING CONNECTION GATES LDC LITERACY TRAINING BEGINS IN PILOT SCHOOLS

WINTER/ 3RD GENERATION GPS/CCGPS CROSSWALK ALIGNMENT DOCUMENTS SPRING 2012 POSTED BY GRADE LEVEL CURRICULUM MAPS PUBLISHED ON GSO COMPLETE INTEGRATED UNIT FRAMEWORKS BY GRADE LEVEL PUBLISHED ON GSO FIRST ACTION STEPS PROFESSIONAL LEARNING ON INTEGRATION, INSTRUCTION, UNIT PLANNING, AND TEXT SELECTION LIVE- STREAMING ON GEORGIA PUBLIC BROADCASTING IN SESSIONS BY GRADE BAND FIRST ACTION STEPS PROFESSIONAL LEARNING ON THE CCGPS LITERACY STANDARDS FOR OTHER SUBJECTS

Watch a Prezi guiding you through our resources: http://prezi.com/_plv2ofvu8hu/navigate/

Addressing changes between GPS and CCGPS 3/28/2011

Next Steps

Relax! What Should I Be Doing Now? Establish a deep familiarity with the CCGPS Study the K-12 Educator Resource document Collaborate and discuss with your peers Study the GaDoe site and resources Implement the practice tasks in this webinar Attend the next webinars: text complexity and the reading/writing connection Attend the GPB live-streaming professional learning sessions Sign up for the ELA listserv and read our newsletter and newsflashes Relax!

Practice Implementation Tasks

GPS Non-integrated Task: Kindergarten Single standard/element focus GPS Focus Standard ELAKR6: The student gains meaning from orally presented text. The student: h) Retells important facts in the student’s own words. Essential Question(s) What is a retelling? Assessment Method/Type: Students’ oral retelling; rubric Performance Task: The teacher will refer to previous books that the students have read aloud during Reader’s Workshop. At this time the teacher will pair students together and allow them to select a well-known book. The students will then take turns retelling the stories to each another. At this time the teacher should be circulating the room listening to the students’ responses and making notes of children who are having difficulties retelling the stories in their own words. The teacher may also assist students who are struggling. Meaningless, redundant EQ; avoid EQs that simply restate or define the standard Single standard focus No explicit step where connection of items in child’s summary must be shown to connect to evidence from text.

GPS Integrated Task: Kindergarten GPS Focus Standards ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student a. Identifies and produces rhyming words in response to an oral prompt and distinguishes rhyming and non-rhyming words. b. Identifies component sounds (phonemes and combinations of phonemes) in spoken words. ELAKR6 The student gains meaning from orally presented text. The student Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure. ELAKW1 The student begins to understand the principles of writing. The student b. Uses drawings, letters, and phonetically spelled words to create meaning. ELAKLSV1 The student uses oral and visual skills to communicate. The student a. Listens and speaks appropriately with peers and adults. b. Follows two-part oral directions. Essential Question(s): What are some important ways in which words are alike and different? How can similarities and differences help us group word families? Assessment Method/Type: Rhyming Assessment Rubric/Participation/Observation Performance Task: Read the story, One Sun, to the children for pleasure. Reread the book and have Funny Bunny* ring his chime when he hears the rhyming word pairs. (The teacher will model use of the rhyme chime with Funny Bunny, then allow children to take turns performing the task). After you have reread the story, go back and have students record the rhyming pairs on chart paper. Compare the words for students to discover that they have the same group of letters at the end of the word and tell them that we call them word families. Then have the students generate new words that rhyme with each pair (ex. for sand/hand, they could say land, band, etc.) Record the new rhymes. Continue generating rhyming words for each page’s rhyming pair and save for future innovations. Multiple domain/standard/ element focus Focused, meaningful essential question Holistic, formative Rhyming words from text identified and written Includes student-generated original words (generalization of skill)

CCGPS Integrated Task: Kindergarten CCGPS Focus Standards ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. ELACCKRL10: Actively engage in group reading activities with purpose and understanding. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are “writing” about and state an opinion or preference about the topic or book ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Essential Question(s): What are some important ways in which words are alike and different? How can similarities and differences help us group word families? Assessment Method/Type: Students will dictate a one paragraph essay arguing whether rhymes made One Sun more or less fun to listen to or easier or more difficult to understand. The paragraph should include at least one example of a rhyme and how it supports the student’s opinion. Performance Task: Read the story, One Sun, to the children for pleasure. Reread the book and have Funny Bunny* ring his chime when he hears the rhyming word pairs (The teacher will model use of the rhyme chime with Funny Bunny, then allow children to take turns performing the task). After you have reread the story, go back and have students record the rhyming pairs on chart paper. Compare the words for students to discover that they have the same group of letters at the end of the word and tell them that we call them word families. Then have the students generate new words that rhyme with each pair (ex. for sand/hand, they could say land, band, etc.) Record the new rhymes. Continue generating rhyming words for each page’s rhyming pair and save for future innovations. Multiple strand/standard/ element focus Focused, meaningful essential question Text evidence, argument Rhyming words from text identified and written Includes student-generated original words (generalization of skill)

GPS Non-integrated Task: Grade 1 Single standard/element focus GPS Focus Standard ELA1W2: The student will write in a variety of genres, including narrative, informational, persuasive, and response to literature (elements a-h inclusive) Essential Question(s) When is letter writing an appropriate format for persuasive writing? Assessment Method/Type: The teacher is monitoring and conferencing with students. The teacher is documenting conferences on sticky notes. Performance Task: During the work time, the students will be drafting a letter to the principal. In the letter they will persuade him or her to let their class have the class pet of its choice. The teacher should remind students of the strategies they can use to persuade, and encourage them to use more than one strategy. The teacher will choose two to three students to share their letters during the closing. Does this EQ make sense to you? To students? Effective? What happens to the notes? No text connection. Needs stronger emphasis on evidence and support as opposed to appeals to emotion, etc.

GPS Integrated Task: Grade 1 GPS Focus Standards ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student g. Identifies the main idea and supporting details of informational text read or heard. f. Makes connections between texts and/or personal experiences. The student produces informational writing that: e. Begins to use graphic features (charts, pictures, headings). ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. f. Begins to use a variety of resources (picture dictionaries, Internet, books) and strategies to gather information to write about a topic. ELA1LSV1 The student uses oral and visual strategies to communicate Essential Question(s) What do you think are the most important things to know about a new person? Assessment Method/Type: Student will produce informational essay based on text evidence. Performance Task: Students in small groups will have a variety of age-appropriate informational texts containing articles about famous scientists and their contributions (digital, encyclopedia, journals, etc.). Students will work together to agree on a famous scientists to study, then (with scaffolding and support) will learn all that they can about the scientist of their choice. Students will write a one page informational essay using facts from various texts to make inferences about the scientist and convey accurate facts. Each essay will be accompanied by a collage of relevant pictures or a drawing of the subject. Multiple domain/standard/ element focus Is this a Big Idea, and one that is relevant to students? Effective, concrete, rigorous Strong connection to relevant texts, team goal setting and cooperative research, visual as well as text representation

CCGPS Integrated Task: Grade 1 CCGPS Focus Standards ELACC1RI2: Identify the main topic and retell key details of a text. ELACC1RI3: Describe the connection between two individuals, events, ideas, or pieces of information in a text. ELACC1RI5: Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text. Identify the reasons an author gives to support points in a text. ELACC1RF4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. ELACC1W2: Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. ELACC1W7: Participate in shared research and writing projects (e.g., exploring a number of “how-to” books on a given topic and use them to write a sequence of instructions). ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Essential Question(s) What do you think are the most important things to know about a new person? Assessment Method/Type: Student will produce informational essay based on text evidence. Performance Task: Students in small groups will have a variety of age-appropriate informational texts containing articles about famous scientists and their contributions (digital, encyclopedia, journals, etc.). Students will work together to agree on a famous scientists to study, then (with scaffolding and support) will learn all that they can about the scientist of their choice. Students will write a one page informational essay using facts from various texts to make inferences about the scientist and convey accurate facts. Each essay will be accompanied by a collage of relevant pictures or a drawing of the subject. Multiple strand/standard/ element focus Is this a Big Idea, and one that is relevant to students? Effective, concrete, rigorous Strong connection to relevant texts, team goal setting and cooperative research, visual as well as text representation

GPS Non-Integrated Task: Grade 2 Single standard/element focus GPS Focus Standard ELA2W2: The student will write in a variety of genres, including narrative, informational, persuasive, and response to literature (elements a-h inclusive) Essential Question(s) When is letter writing an appropriate format for persuasive writing? Assessment Method/Type: The teacher is monitoring and conferencing with students. The teacher is documenting conferences on sticky notes. Performance Task: During the work time, the students will be drafting a letter to the principal. In the letter they will persuade him or her to let their class have the class pet of its choice. The teacher should remind students of the strategies they can use to persuade, and encourage them to use more than one strategy. The teacher will choose two to three students to share their letters during the closing. Does this EQ make sense to you? To students? Effective? What happens to the notes? No text connection. Needs stronger emphasis on evidence and support as opposed to appeals to emotion, etc.

GPS Integrated Task: Grade 2 GPS Focus Standard ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression. ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student d. Recalls explicit facts and infers implicit facts. e. Summarizes text content. h. Makes connections between texts and/or personal experiences. o. Recognizes the author’s purpose. ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. ELA2LSV1 The student uses oral and visual strategies to communicate. The student a. Interprets information presented and seeks clarification when needed. Essential Question(s) What characteristics make a person a good friend? Assessment Method/Type: Write a paragraph describing a time that you helped a friend or a friend helped you. In what ways are you and your friend like Frog and Toad? In what ways are you different? Performance Task: Students will read (or listen to audio book or have read to them) “A Lost Button” from Frog and Toad Are Friends by Arnold Lobel. Provide each student with a bag of buttons. Throughout the reading, lead students in a conversation about the thoughts and actions of Frog and Toad, helping students to make inferences about the qualities of a good friend (examples: Frog helps Toad to search for his button, Frog puts up with Toad’s temper. Toad makes a gift for Frog to thank him and to apologize.) Each set of student buttons should have one big, round, thick, white, four-holed button. Students can short through their buttons as Toad gives out each new detail about the button he is looking for until they find the correct one. Lead students in a discussion of unique traits: just as buttons are unique, so are people (or frogs!). What are some traits of Frog? (Loyal, patient, helpful, etc.) What are some traits of Toad? (Appreciative, temperamental). Students can list these character trait words on chart paper. Are Frog and Toad good friends? What facts did Arnold Lobel put into his story that prove that they are or are not good friends to one another? Multiple domain/ standard/ element focus Rigorous, relevant Connects narrative writing to text Discussion and writing based on specific text evidence; includes knowledge of author’s purpose; students make inferences

CCGPS Integrated Task: Grade 2 GPS Focus Standard ELACC2RF4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. ELACC2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ELACC2RL2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. ELACC2RL3: Describe how characters in a story respond to major events and challenges. ELACC2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. ELACC2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. ELACC2SL2: Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media. ELACC2SL3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Essential Question(s) What characteristics make a person a good friend? Assessment Method/Type: Write a paragraph describing a time that you helped a friend or a friend helped you. In what ways are you and your friend like Frog and Toad? In what ways are you different? Performance Task: Students will read (or listen to audio book or have read to them) “A Lost Button” from Frog and Toad Are Friends by Arnold Lobel. Provide each student with a bag of buttons. Throughout the reading, lead students in a conversation about the thoughts and actions of Frog and Toad, helping students to make inferences about the qualities of a good friend (examples: Frog helps Toad to search for his button, Frog puts up with Toad’s temper. Toad makes a gift for Frog to thank him and to apologize.) Each set of student buttons should have one big, round, thick, white, four-holed button. Students can short through their buttons as Toad gives out each new detail about the button he is looking for until they find the correct one. Lead students in a discussion of unique traits: just as buttons are unique, so are people (or frogs!). What are some traits of Frog? (Loyal, patient, helpful, etc.) What are some traits of Toad? (Appreciative, temperamental). Students can list these character trait words on chart paper. Are Frog and Toad good friends? What facts did Arnold Lobel put into his story that prove that they are or are not good friends to one another? Multiple strand/ standard/element focus Rigorous, relevant Connects narrative writing to text Discussion and writing based on specific text evidence; includes knowledge of author’s purpose; students make inferences

Our Next K-2 Webinar: October 24, 2011 Focus: Text Complexity We would welcome input from the field on your experiences with constructing integrated tasks and lessons based on the examples we’ve seen here today or your experiences teaching these tasks. Send lessons, comments, and photos to ELAinput@doe.k12.ga.us.

Am I going to be prepared to teach CCGPS by 2012-13? YES!