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The modules below discuss key concepts and ideas of the Common Core Georgia Performance Standards. If you have questions or comments, please post them in the discussion box below.


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Library Media Specialist Workshops





STANDARDS BASED PLANNING AND CCGPS

What does Standards-Based Planning for the CCGPS look like?
Learn how backwards design is integral to effective implementation of Common Core Georgia Performance Standards.




CLOSE READING AND CCGPS

What do we mean by the term “close reading”?
Close reading involves the reading and rereading of a text in order to locate evidence in the text (facts and specific details and features of the text) that allow the reader to reach a warranted conclusion about the meaning of the text.




Daniel Rock's Close Reading Presentation

Q Cards Elementary
Q Cards Middle
Q Cards High

LITERACY IN ENGLISH LANGUAGE ARTS, SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

The Three Big Shifts
Shift 1: Building content knowledge and understanding through rich non-fiction texts.
Shift 2: Reading, writing, and listening grounded in evidence from the text.
Shift 3: Regular practice with complex-text and its academic vocabulary.



TEXT COMPLEXITY

What is Text Complexity?
Simply put, text complexity means that as students progress through grades k-12, the texts they read should also become progressively more difficult. This process ensures the students’ growth in reading comprehension.



THE READING AND WRITING RELATIONSHIP

  • What types of reading text are required in the CCGPS?
  • What are some examples?
  • What types of writing are required in the CCGPS?
  • How do I combine the two in a hands-on approach?
  • What are some examples?

RUBRICS AND PERFORMANCE TASKS

  • What exactly is a rubric?
  • How do I construct a scoring rubric?
  • What are the steps in creating a rubric?
One product of the standards-based education movement that has gained popularity over the last few years is the use of rubrics for scoring or evaluating student performance on performance tasks. What must be clearly understood in standards-based education is that the student must produce evidence of learning that will show his or her depth of understanding for a standard.

IMPLEMENTATION AND ACADEMIC VOCABULARY

Focus on the major shifts:

  • What students read
  • How they read it
  • Writing from sources
  • Research/synthesis of sources
  • Premium on argument
  • Academic vocabulary




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Georgia Reading Conference 9-17-12=


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GACIS/Resources Presentation 9-26==