Transcript Keynote Powerpoint - the Georgia Literacy Wiki and Forum

What are we doing
with the
Common Core
Georgia Performance
Standards?
Possible Scenarios
1. Nothing
2. Do what you’ve always done
3. Adapt and correlate
4. Use State Frameworks modified to
your needs or units you have created
5. Go kicking and screaming into that
dark night
6. Embrace the standards
What’s Different?
1. Text complexity
2. Balance of literary and informational text
3. Close reading and using evidence from
text
4. Writing to multiple sources and research
5. Academic vocabulary
6. Focus and cohesive structure
What’s Easy?
1.
2.
3.
4.
The standards are vertically aligned
The standards are conceptual
There are few “elements”
There is a stairstep increment of development
from grade to grade
5. The standards follow a backwards design
process from the College and Career-Ready
Anchor Standards
6. The standards are built on the same principal
as the GPS
What’s Hard?
1.
2.
3.
4.
Change
Finding informational text
Finding time to teach everything
Preparing for this year’s state tests while
teaching the CCGPS
5. Finding or purchasing new texts for the
units
6. Preparing for the unknown
What are the Quantum Shifts?
1. Reading, writing, and speaking
grounded in evidence from texts
2. Academic vocabulary
3. Writing to and across multiple
resources
Evidence from Texts
1. All of the items on the PARCC
assessments will proceed from the
reading of multiple texts
2. Students must be able to cite direct
evidence from text for both explicit ideas
and for inferences
3. Students must be able to determine
central ideas and themes from text
Academic Vocabulary
1. Complex vocabulary that is used
across disciplines
2. Words that students cannot define
from context clues
3. Frequent, not random, words pulled
directly from the texts students are
reading
Writing to Multiple Sources
1. It’s not just a synthesis of ideas from
several texts
2. It requires deep analysis of texts
3. It requires determining the effect of
one text on another
What about the Assessments?
1. Start using the idea of “selected
response” rather than “multiple choice”
2. All of the assessments – both selected
response and writing – are grounded in
multiple texts
3. There are no rote or DOK 1 questions
4. The questions may call for multiple
correct answers
Some Examples
1. Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come to
Triumph” by Anne Sexton to write an essay that provides an
analysis of how Sexton transforms Daedalus and Icarus.
2. Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come to
Triumph” by Anne Sexton to write an essay that analyzes
how Icarus’s experience of flying is portrayed differently in
the two texts.
(Students are given a four-page excerpt from “Daedalus and
Icarus” and the short poem by Anne Sexton.)
Another Example
Part A
Which of the following sentences best states an important
theme about human behavior as described in Ovid’s
“Daedalus and Icarus”?
a. Striving to achieve one’s dream is a worthwhile
endeavor.
b. The thoughtlessness of youth can have tragic results.
c. Imagination and creativity bring their own rewards.
d. Everyone should learn from his or her mistakes.
Continued
Part B
Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that
support the answer to Part A.
a. “and by his playfulness retard the work/his anxious father planned”
(lines 310-311)
b. “But when at last/the father finished it, he poised himself” (lines 312313)
c. “he fitted on his son the plumed wings/with trembling hands, while
down his withered cheeks/the tears were falling” (lines 327-329)
d. “Proud of his success/the foolish Icarus forsook his guide” (lines 348349)
e. “ and, bold in vanity, began to soar/rising upon his wings to touch the
skies”
f. “and as the years went by the gifted youth/began to rival his
instructor’s art”
g. “Wherefore Daedalus/enraged and envious, sought to slay the youth”
h. “The Partridge hides/in shaded places by the leafy trees…for it is
mindful of its former fall”
How Do We Prepare?
1. Close reading and analysis of texts
2. Academic vocabulary
3. Regular practice with reading,
writing, and speaking grounded in
evidence from texts, both literary
and informational
What is the state doing?