Common Core English Language Arts in a PLC at Work

by Fisher, Douglas; Frey, Nancy; DuFour, Rebecca

• ISBN13: 9781936764198
• ISBN10: 1936764199
• Format: Paperback
• Copyright: 2012-10-18
• Publisher: Solution Tree

Summary

The Common Core State Standards (CCSS) are part of a decades-long state-led initiative to establish the fundamental educational learning targets that ensure all students are college and career ready in the 21st century. Common Core English Language Arts in a PLC at Work¿, Grades 3¿5 provides strategies and tips for 3¿5 teachers to integrate the Common Core State Standards for English language arts in their instruction, curriculum, assessment, and intervention practices. Additionally, authors Douglas Fisher and Nancy Frey detail how to implement the CCSS within a powerful collaborative model: Professional Learning Communities at Work¿ (PLCs). Using critical chapter-opening questions to guide the discussion, the authors effectively demonstrate how 3¿5 teachers can use the CCSS to optimize student learning. Chapter 1 highlights the history of the CCSS and traditional teaching practices. Chapter 2 illustrates how to focus on reading¿how to analyze the Reading standards, examine and assess texts, and use foundational instructional strategies. Chapter 3 discusses instructional techniques to implement the Writing standards in regard to the three major writing types: narrative, informational, and persuasive. Chapter 4 explores how to implement the Speaking and Listening and Language standards in regard to producing academic language and vocabulary. Chapter 5 analyzes the use of high-quality formative and summative assessments and interventions and provides examples.

Author Biography

"I am confident this book, written by two respected colleagues, will provide you-my heroes working in schools and districts each day-with ideas, strategies, tools, and resources to help you bring the Common Core English language arts standards to life in your classrooms. The students entrusted to you deserve nothing less." - From the Foreword By Rebecca Dufour

Table of Contents

About the Authors	p. vii
Foreword	p. ix
Introduction	p. 1
Professional Development and Professional Learning Communities	p. 3
Purpose of This Book	p. 4
Organization of This Book	p. 4
Using Collaborative Teams for English Language Arts	p. 7
The Common Core State Standards	p. 11
Shift One: Focus on Reading and Writing to Inform, Persuade, and Convey Experiences	p. 12
Shift Two: Focus on Increasing Text Complexity	p. 14
Shift Three: Focus on Speaking and Listening	p. 15
Shift Four: Focus on Text-Based Evidence for Argumentation	p. 16
Shift Five: Focus on Academic Vocabulary and Language	p. 19
Purposes and Organization of the CCSS ELA	p. 20
What Is Not Covered in the Standards	p. 22
Conclusion	p. 24
Implementing the Common Core State Standards for Reading	p. 27
A Collaborative Planning Team in Action	p. 28
Anchor Standards for Reading	p. 29
Reading Standards for Literature in Grades 3-5	p. 38
Reading Standards for Informational Text in Grades 3-5	p. 48
Foundational Skills in Reading in Grades 3-5	p. 55
Conclusion	p. 60
Implementing the Common Core State Standards for Writing	p. 61
A Collaborative Planning Team in Action	p. 62
Anchor Standards for Writing	p. 64
Characteristics of Writers	p. 66
Writing Standards for Grades 3-5	p. 69
The Writing Process	p. 88
Conclusion	p. 95
Implementing the Common Core State Standards for Speaking and Listening and for Language	p. 97
A Collaborative Planning Team in Action	p. 98
Anchor Standards for Speaking and Listening	p. 99
The Power of Peer Learning	p. 104
Speaking and Listening Standards for Grades 3-5	p. 105
Anchor Standards for Language	p. 113
Language Standards for Grades 3-5	p. 117
Conclusion	p. 132
Implementing Formative Assessments to Guide Instruction and Intervention	p. 133
A Collaborative Planning Team in Action	p. 134
The Role of Assessment and the Common Core State Standards	p. 134
Feed Up, Back, and Forward	p. 137
Formative and Summative Assessments	p. 143
What to Do When Students Struggle	p. 147
Assessment, Intervention, and Instruction	p. 151
Conclusion	p. 153
References and Resources	p. 157
Index	p. 167
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