What are we doing with the

Common Core Georgia Performance

Standards?

Possible Scenarios

1. Nothing2. Do what you’ve always done3. Adapt and correlate4. Use State Frameworks modified to

your needs or units you have created5. Go kicking and screaming into that

dark night6. Embrace the standards

What’s Different?

1. Text complexity2. Balance of literary and informational text3. Close reading and using evidence from

text4. Writing to multiple sources and research5. Academic vocabulary6. Focus and cohesive structure

What’s Easy?

1. The standards are vertically aligned2. The standards are conceptual3. There are few “elements”4. There is a stairstep increment of development

from grade to grade5. 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. Change2. Finding informational text3. Finding time to teach everything4. Preparing for this year’s state tests while

teaching the CCGPS5. Finding or purchasing new texts for the

units6. Preparing for the unknown

What are the Quantum Shifts?

1. Reading, writing, and speaking grounded in evidence from texts

2. Academic vocabulary3. 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 texts3. 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 questions4. The questions may call for multiple

correct answers

Some Examples1. 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 ExamplePart AWhich 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.

ContinuedPart BSelect 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 312-313)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 348-349)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 texts2. Academic vocabulary3. Regular practice with reading,

writing, and speaking grounded in evidence from texts, both literary and informational

What is the state doing?