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