THE GREAT BODY SHOP and The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Staying on Topic Within a Grade and Across Grades: How to Build Knowledge Systematically in English Language Arts K 5 "Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts within and across grade levels need to be selected around topics or themes that systematically develop the knowledge base of students. Within a grade level, there should be an adequate number of titles on a single topic that would allow children to study that topic for a sustained period. The knowledge children have learned about particular topics in early grade levels should then be expanded and developed in subsequent grade levels to ensure an increasingly deeper understanding of these topics. Children in the upper elementary grades will generally be expected to read these texts independently and reflect on them in writing. However, children in the early grades (particularly K 2) should participate in rich, structured conversations with an adult in response to the written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing, in the manner called for by the Standards. ~The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, page 33 (2010) The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects are designed to support all students in the effort to create college and career readiness. THE GREAT BODY SHOP provides an abundance of opportunities requiring students to apply skills used in literature, reading informational text, writing for purpose and understanding, working in cooperative groups to discuss, listening and communicating effectively in every lesson. The practice of these skills is at the heart of the Common Core and allows teachers to work with students in a meaningful way as they connect the Common Core for ELA to the subject area of health education. THE GREAT BODY SHOP embeds opportunities to apply the Common Core for ELA into all lessons and activities in a meaningful and academically sound manner. By design, THE GREAT BODY SHOP uses a cross curricular, thematic approach that systematically develops health knowledge and understanding, health values, thinking and life skills of students. The monthly themes are repackaged and revisited at each grade level. This fosters a deeper understanding of essential health concepts and ensures that important health concepts and skills are learned and practiced in a developmentally appropriate manner. When looking for specific connections, examine the Teaching Strategies found in each Lesson Outline. Additionally, Homework, Portfolio and Cross curricular Reinforcement Activities require students to use their reading, writing, listening and speaking skills as they deepen their understanding of health. This cross curricular approach means that students must learn to read, write, speak, listen, and use language effectively in the area of comprehensive health education. The following is a list of the K 5 Anchor Standards listed in the Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. These are the broad standards which give the context for the grade specific standards. The K 5 Anchor Standards are integrated into and supported by THE GREAT BODY SHOP Student Issues and Teacher s Guides. Examples of how and where THE GREAT BODY SHOP embeds the opportunities to apply the Anchor Standards are provided for each strand.
K 5 Anchor Standards for Reading Literature and Informational Text Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. A. Student Issues, (e.g. Love Your Lungs, No Smoking) for grades 1 5 are formatted like a health magazine for students. Prior to the first lesson, students are encouraged to preview the Student Issue, scan titles and subtitles, and interpret graphics to predict the themes and content covered in each month s Student Issue. These instructional strategies target standard #5. B. THE GREAT BODY SHOP Student Issues have been rated using the Lexile Analyzer. THE GREAT BODY SHOP scores for text and reader measures are at or slightly above grade level. The Student Issues (e.g. Let s Stay Safe, Brainstorms: Your Central Nervous System)for grades 1 5 provide a high level of text complexity due to the medical and scientific vocabulary found in the materials. The readability of Student Issues target standard # 10. C. Student Issues (e.g. All About HIV, Danger Ahead: The Truth About Drugs) are read as informational text for health content, for literature through stories and dialogue, and for domain specific vocabulary development. Instructional strategies found in each lesson outline directly target standards #1, 2, 3, and 4.
K 5 Anchor Standards for Writing Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Research to Build and Present Knowledge 3. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 4. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 5. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. A. Students in grades 2 5 are encouraged in articles found in the Student Issues (eg. The Better To See You With, Keep Cook, Keep Clean) to write to Dr. Smartstuff requesting information about their health questions. Additionally, Language Arts Reinforcement Activities (e.g. 409, lesson 3 Language Arts Activity 8: Write To Dr Smartstuff, Activity 10: A Visit To An Audiologist) are found throughout the units invite students to write letter. Both Student Issues and Language Arts Reinforcement Activities target standards # 4 and # 10. B. A number of Language Arts Reinforcement Activities (e.g. 501 lesson 1 Activity 4: The Red Cross, lesson 2 Activity 11:The History Of First Aid) found in THE GREAT BODY SHOP require students to research a topic using multiple resources and write essays regarding their findings. The writing of expository essays to demonstrate the results of research target standards # 2, 3, 4, 5. C. Students are often engaged in creative writing projects that deliver a message with rational (e.g. 208 Portfolio Activity Lesson 2: Staying Drug Free Rhymes). Additionally, Homework Activities (e.g. Homework 2: Family Rules For Health Values)and Reinforcement Activities (e.g. 509 Language Arts Reinforcement Activity 7: We Protest) may require students to personalize the health content and write an action plan with justifications. Through a number of Portfolio, Homework and Reinforcement Activities, students practice standard # 1.
K 5 Anchor Standards for Speaking and Listening Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. A. A number of Reinforcement Activities (e.g. 509 lesson 1 Social Studies Reinforcement Activity 1: A Public Service Announcement, Physical Education Reinforcement Activity 3: Make And Advertise An Exercise Video) require integrated application of communication and collaboration skills needed to present knowledge and ideas using a variety of media. The application of these skills required by these types of Reinforcement Activities target standards # 1 6. B. Students are frequently asked to work cooperatively in pairs, or small groups to create class presentations in the form of Role plays (e.g. 305 Lesson 4 Social Studies Reinforcement Activity 21:Role play) and poster work (e.g. 305 Lesson 4 Social Studies Reinforcement Activity 20: Teamwork Posters). These cooperative activities require students to communicate, collaborate, and present which targets standards # 1 6. C. THE GREAT BODY SHOP does contain lessons in the social and emotional health units that directly teach certain communication skills which are required in a variety of situations including expressing feelings (e.g.205 Lesson 1: Understanding And Coping With Fears), assertive refusal skills (e.g. 306 Lesson 4: Personal Safety), and calling for help (e.g. 501 Lesson 3: Your Community And How To Call For Help). These lessons target standard # 1. D. A number of Homework and Portfolio Activities require students to listen, evaluate information orally, and determine a speaker s point of view through interviews (e.g.401 lesson 3 Portfolio: Second Hand Smoke, 404 lesson 2 Homework: Interview With A Tobacco user). These competencies target standards # 2, 3.
K 5 Anchor Standards for Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. A. In grades K 3, every unit contains two Phonics Reinforcement Activities (e.g. 209 lesson 2 Phonics Reinforcement Activity 10: Build Words With Blends, 302 Phonics Reinforcement Activity 9: Homophones). These Reinforcement Activities are designed to target standard # 1, 4. B. In grades 2 5, many Student Issues (e.g. Germs! They Make You Sick, Love Your Lungs) include a section called Word Wise. Word Wise contains the definitions of academic and domain specific vocabulary for the health and medical content. Opportunities to acquire and use vocabulary in THE GREAT BODY SHOP targets standards # 4, 6. C. There are numerous Language Arts Reinforcement Activities that target require students to apply Anchor Standards for Language. Each activity may target one or more (e.g. 510 Language Arts Reinforcement Activity 17: A Great Body, Activity 21: Word Wise Spelling Bee)of standards # 1 6. D. Several Language Arts Reinforcement Activities (e.g. 201 lesson 3 Language Arts Reinforcement Activity 11: Ester s Tale) and some lessons (e.g. K06 lesson 4 I Am One Of The Great Body Shop Kids) require students to read for context and select a vocabulary word that best fits the meaning and context of the sentence. This provides practice for standard # 3.