Integration of Common Core
Standards
Reading/Language Arts Classrooms
Fulton County Schools English/Language
Arts Department, March 2012
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)
Fulton County Schools English/Language
Arts Department, March 2012
A Critical Aspect of the CCGPS
• “The Standards must therefore be
complemented by a well-developed, contentrich 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.
Fulton County Schools English/Language
Arts Department, March 2012
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.
Fulton County Schools English/Language
Arts Department, March 2012
Reading Standard
• RI.5.1: Quote accurately from a text when
explaining what the text says explicitly and
when drawing inferences from the text.
Fulton County Schools English/Language
Arts Department, March 2012
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.
Fulton County Schools English/Language
Arts Department, March 2012
Writing Standard
• W.5.1: Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information
Fulton County Schools English/Language
Arts Department, March 2012
Writing Standard
• In your opinion, what in your day would be
the most foreign to the main character in the
passage?
Fulton County Schools English/Language
Arts Department, March 2012
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.
Fulton County Schools English/Language
Arts Department, March 2012
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?
Fulton County Schools English/Language
Arts Department, March 2012
Speaking/Listening Standard
• SL.5.3: Summarize the points a speaker makes
and explain how each claim is supported by
reasons and evidence.
Fulton County Schools English/Language
Arts Department, March 2012
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.
Fulton County Schools English/Language
Arts Department, March 2012
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.
Fulton County Schools English/Language
Arts Department, March 2012
Essential Question
How does literature provide insight
into to a culture?
Fulton County Schools English/Language
Arts Department, March 2012
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.
Fulton County Schools English/Language
Arts Department, March 2012
Sample Text
• The Birchbark House
Fulton County Schools English/Language
Arts Department, March 2012
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)
Fulton County Schools English/Language
Arts Department, March 2012
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)
Fulton County Schools English/Language
Arts Department, March 2012
The Heart of the Literacy Continuum
• Speak
Language
Language
• Read
• Write
Language
Fulton County Schools English/Language
Arts Department, March 2012
Language
• Speak
Integration of the Common Core Standards Across Strands
Reading Literature
Reading Informational
Writing
Language
Speaking and Listening
Fulton County Schools English/Language
Arts Department, March 2012
In reflection,
what should you see in a standards- based
ELA classroom?
Fulton County Schools English/Language
Arts Department, March 2012
Integrated Standards
CCGPS: Cutting Pieces and Putting
Them Together
Establishing a Literacy Continuum
Fulton County Schools English/Language
Arts Department, March 2012
The Heart of the Literacy Continuum
• Speak
Language
Language
• Read
• Write
Language
Fulton County Schools English/Language
Arts Department, March 2012
Language
• Speak
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.
Fulton County Schools English/Language
Arts Department, March 2012
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.
Fulton County Schools English/Language
Arts Department, March 2012
• Georgia is a governing partner in the PARCC consortium
• States working together to develop a common set of K12 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
Fulton County Schools English/Language
Arts Department, March 2012
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
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.)
PLAN INSTRUCTION
RESEARCH
PEER REVIEW
NEWSPAPER
MOCK TRIAL
DEBATE
DRAMATIC PRESENTATION
SOCRATIC SEMINAR
ACADEMIC CONFERENCE
FIELD TRIP (ETC.)
Fulton County Schools English/Language
Arts Department, March 2012
INTEGRATED FRAMEWORKS IN DEVELOPMENT
Fulton County Schools English/Language
Arts Department, March 2012
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
Fulton County Schools English/Language
Arts Department, March 2012