Classworks Common Core Transition Guide Georgia th English Language Arts OFFICIALLY ENDORSED
Classworks Common Core Transition Guide Teacher Support for Increasing Student Achievement With the increased rigor of the Common Core State Standards and the increased expectations of the College and Career Ready Practices, teachers are faced with meeting new challenges. The Classworks Common Core Transition Guide will assist you not only as you teach new skills and standards, but also as you add performance activities to the classroom and grade students on the ability to demonstrate college and career readiness. This guide provides two major resources: Performance-Based Projects with College and Career Readiness Rubrics Crosswalks aligning Classworks Units with the new standards Part One - Projects Classworks Projects provide the opportunity to tie real world applications to the skills you re teaching in the classroom. This guide includes up to ten projects that align to the Common Core State Standards and allows students to utilize collaboration, creativity, and problem solving to demonstrate mastery. These projects also include recommendations for using ipad and Android Tablet apps as research and creation tools, to help you integrate new technology into the classroom. Each project is easily graded using the College and Career Readiness Rubric, which are based on the College and Career Ready Practices. Rubrics are graded within Classworks, so you can track student performance throughout the school year. Part Two - Crosswalks This guide indicates key changes taking place in the transition from state standards to the Common Core. The Classworks Crosswalks will help you easily identify which grade level the standards were previously taught or if the standard is new. Each standard has Classworks units listed to help with concept introduction, practice, and review. Whether you need support for skills never before taught at your grade level, or need to add depth of knowledge and performance activities to an existing lesson plan, this Crosswalk will serve as the resource you need to create a College and Career Ready classroom. Send Us Feedback We appreciate all you are doing to help students prepare for a successful future and hope this guide provides the support needed to do so. Please send feedback to research@classworks.com. For additional information, please view the Common Core Resources user guide located in the Classworks Help Center. Curriculum Advantage 2013 As of March 2013
Applying English Language Arts Practices with Classworks Projects
Applying English Language Arts Practices with Classworks Projects th CC Standard Unit # Project Project Description RL..1 RI..1 997 The Driver Students write a story about a driver in heavy freeway traffic. RL..2 74 Author Letter Students write letters to their favorite authors describing what they like about their use of literary elements such as theme, character, plot, and setting. RL..6 RI..6 969 The Mystery Students create a presentation exploring a mystery novels' character's and author's points of view. W..3.b 41 Family Album Students create a presentation with a narrative about one or more people featured in their family album. W..2.a 905 Export Your Report Students create an outline and a report about a person who has made a critical difference to our environment. W..5 7 The Student's Students create an editing guide by Quick Guide to developing a checklist and ten key editing Editing points to watch for. W..5 975 The Masterpiece L..1.a 93 The Unforgettable Holiday Students explore the stages of the writing process by reporting on a painting or a piece of music. Students practice the four principal parts of verbs by writing a story about an unforgettable holiday. College and Career Ready Practices Demonstrate independence Build strong content knowledge Respond to demands of audience, task, purpose, and discipline Comprehend and critique Value evidence Use technology and digital media strategically and capably Understand other perspectives and cultures Curriculum Advantage 2012
Applying English Language Arts Practices with Classworks Projects th Demonstrate independence Build strong content knowledge Respond to demands of audience, task, purpose, and discipline Comprehend and critique Value evidence Use technology and digital media strategically and capably Understand other perspectives and cultures CC Standard Unit # L..4.c 990 Rewrite History L..6 52 A Most Wonderful Birthday Project Project Description College and Career Ready Practices Students use a thesaurus to create three new versions of a paragraph about American history. Students create a greeting card using comparative adverbs. Curriculum Advantage 2012
Student: Teacher: Reading CCR PRACTICES 1 2 3 4 5 Score Demonstrates independence Builds strong content knowledge Responds to the varying demands of audience, task, purpose, and discipline Comprehends as well as critiques Requires assistance for most of the activity. Does not work well independently or with a group and has trouble working in different disciplines. Is not motivated to learn or share new knowledge from the activity. Is unable to use language properly or recognize errors in own or others work. Does not understand the audience of the activity. Does minimal planning ahead and taking notes. Is not engaged in the activity and does not participate in class discussions. Is able to make only limited judgments on information presented. Values evidence Is unable to interpret the activity and cannot answer questions clearly. Uses technology and digital media strategically and capably Comes to understand other perspectives and cultures Is unable or unwilling to use required technology in the activity. Needs constant assistance with using technology to deepen learning. Is disinterested in or unwilling to explore opinions or cultures outside of personal knowledge. Masters skills Masters 50% of the skills from the activity but always needs assistance with applying them to other situations. Completes 50% of the activity independently or with a group and needs assistance 50% of the time, especially when working in an unfamiliar discipline. Always struggles with giving presentations. Understands the activity 75% of the time but struggles to complete it correctly. Is unable to communicate new knowledge in verbal or written form. Needs guidance to use discipline language and punctuation properly. Understands the audience of the activity. Plans ahead but needs assistance 50% of the time with using reading and writing strategies to engage the audience. Is disengaged from the activity 50% of the time and participates in class discussions 50% of the time. Needs assistance to evaluate or make judgments on information presented. Is able to answer 50% of questions about the activity clearly but needs assistance 25% of the time with citing relevant evidence. Needs assistance 50% of the time with using technology. Needs assistance 75% of the time with integrating online learning with classroom learning. Listens and reads about opinions and cultures outside of personal knowledge but may not value them. Masters 50% of the skills from the activity and needs assistance with applying them to other situations 50% of the time. Completes 75% of the activity independently or with a group but needs teacher assistance 25% of the time, especially when working in an unfamiliar discipline. Struggles 50% of the time with giving clear presentations. Learns from the activity and is able to communicate new knowledge in verbal or written form 50% of the time. Is able to independently use discipline language and grammar properly 50% of the time. Understands the audience of the activity. Plans ahead and takes notes but needs assistance 25% of the time with using reading and writing strategies to engage the audience. Is fully engaged but only completes 75% of the activity and participates in class discussions 75% of the time. Is able to evaluate or make independent judgments on the validity of information presented 50% of the time. Is able to answer 75% of questions about the activity clearly. Is able to cite relevant evidence from the activity 50% of the time independently, aloud or in writing. Uses technology 75% of the time without help. Needs assistance 50% of the time with integrating online learning with classroom learning. Learns about and values other opinions and cultural experiences 75% of the time but is unable to apply understanding to new encounters or texts. Masters 75% of the skills from the activity and is able to apply them to other situations independently 50% of the time. Completes 100% of the activity without assistance and is able to work in unfamiliar disciplines. Struggles 25% of the time with giving clear presentations. Establishes a base of knowledge and is able to communicate new knowledge 100% of the time in verbal or written form. Is able to use discipline language and grammar properly and correct own errors 75% of the time. Understands the audience of the activity. Independently plans ahead, takes notes, and uses reading and writing strategies 75% of the time to engage the audience. Listens attentively and completes 100% of the activity. Participates fully in class discussions but may struggle with making judgments on validity of information presented. Is able to answer 100% of questions about the activity clearly. Is able to cite relevant evidence from the activity 75% of the time independently, aloud or in writing. Has good computer skills and can execute 100% of directions independently. Is able to integrate online learning with classroom learning 75% of the time. Shows interest in and respect for all other points of view and cultures. Is able to apply understanding to new encounters or texts 50% of the time. Masters 100% of the skills from the activity and can apply them to other situations independently 75% of the time. Completes entire activity independently in familiar or unfamiliar disciplines. Clearly articulates information in an engaging way during presentations. Establishes a base of knowledge and easily communicates new knowledge. Is able to use discipline language and grammar properly and correct own and others errors. Understands the audience. Independently plans ahead, takes notes, and uses new reading and writing strategies 100% of the time to engage the audience. Comprehends and completes 100% of the activity and adds significantly to class discussions. Asks constructive questions and evaluates or makes judgments on validity of information presented 100% of the time. Is able to answer questions aloud or in writing and independently cite relevant evidence from the activity 100% of the time. Has excellent computer skills and can execute 100% of directions smoothly and independently. Always uses technology efficiently and easily integrates online learning with classroom learning. Consistently shows interest in and respect for other points of view and cultures. Is able to easily apply new understanding to new encounters or texts. Masters 100% of the skills from the activity and can demonstrate them independently 100% of the time in other situations. Copyright 2011 Classworks by Curriculum Advantage, Inc.
Common Core Crosswalks
Common Core Crosswalks: Georgia th ELA RL. RL..A RL..1 Reading Literature Key Ideas and Details Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 66: Exploring Making Inferences 997: Exploring Drawing Conclusions Concept Intro Practice Review 2 5 1 RL..2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text., 9 73: Skill Builder Summarizing, Paraphrasing, and Plagiarizing 74: Exploring Literary Elements 966: Understanding Conflict, Turning Point, and Resolution 970: Skill Builder Exploring the Implied Main Idea 67: Analyzing Character Goals 3 15 16 RL..3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 5, 7,, 9 965: Exploring Inferred Character Traits 966: Understanding Conflict, Turning Point, and Resolution 964: Analyzing Conflict in Fiction 3 7 9 RL..B RL..4 Craft and Structure Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 64: Exploring Alliteration, End Rhyme, and Onomatopoeia 922: Literary Analysis Poetry: Figurative Language 1000: Using Hyperbole 1051: Writing Style Imagery and Sensory Details 2 12 6 Curriculum Advantage 2012 1
Common Core Crosswalks: Georgia th ELA RL..5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 64: Exploring Alliteration, End Rhyme, and Onomatopoeia 71: Sequencing Stories Containing Flashbacks 993: Exploring Cause and Effect 967: Using Details to Compare and Contrast Concept Practice Review Intro 4 1 4 RL..6 RL..C RL..7 RL.. RL..9 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Integration of Knowledge and Ideas Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. (Not applicable to literature) Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. 10 969: Identifying Point of View 1 3 3 62: Exploring Genre 1 2 RL..D RL..10 Range of Reading and of Text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 text complexity band independently and proficiently. 5: Skill Builder Reading Comprehension 7 962: Skill Builder Reading Comprehension 1 994: Skill Builder Reading Comprehension 4 9 1 Curriculum Advantage 2012 2
Common Core Crosswalks: Georgia th ELA RI. RI..A RI..1 RI..2 RI..3 Reading Informational Text Key Ideas and Details Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). Concept Intro Practice 7,, 10 66: Exploring Making Inferences 1 2 73: Skill Builder Summarizing, Paraphrasing, and Plagiarizing 970: Skill Builder Exploring the Implied Main Idea 967: Using Details to Compare and Contrast 993: Exploring Cause and Effect Review 6 6 2 6 3 RI..B RI..4 Craft and Structure Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts., 9 1051: Writing Style Imagery and Sensory Details 6: Understanding Idioms 76: Introducing Connotation and Denotation 2 11 5 RI..5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. 993: Exploring Cause and Effect 974: Understanding Paragraph Structure 1051: Writing Style Imagery and Sensory Details 2 2 RI..6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. 996: Exploring Author's Purpose 969: Identifying Point of View 2 6 4 Curriculum Advantage 2012 3
Common Core Crosswalks: Georgia th ELA RI..C RI..7 Integration of Knowledge and Ideas Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. Concept Intro Practice Review RI.. RI..9 RI..D RI..10 W. W..A W..1 W..1.a Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Range of Reading and of Text Complexity By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6 text complexity band independently and proficiently. Writing Text Types and Purposes Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically., 10 1006: Understanding Propaganda 1 3 3 967: Using Details to Compare and Contrast 901: Skill Builder Reading Comprehension 11 90: Skill Builder Reading Comprehension 10 79: Skill Builder Reading Comprehension 9 1002: Analyzing Nonfiction 1 3 3 1 12 11 2: Exploring Persuasive Writing 1 2 Curriculum Advantage 2012 4
Common Core Crosswalks: Georgia th ELA W..1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Concept Intro Practice Review 2: Exploring Persuasive Writing 1 2 W..1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. W..1.d Establish and maintain a formal style. W..1.e Provide a concluding statement or section that follows from and supports the argument presented. 53: Understanding Phrases and Clauses 1 2 W..2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W..2.a W..2.b W..2.c Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. 3: Exploring Types of Expository Writing, 9 3: Exploring Types of Expository Writing 1050: Transitions Between Paragraphs 3 1 1 Curriculum Advantage 2012 5
Common Core Crosswalks: Georgia th ELA W..2.d Use precise language and domain specific vocabulary to inform about or explain the topic. W..2.e Establish and maintain a formal style. W..2.f Provide a concluding statement or section that follows from and supports the information or explanation presented. W..3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well structured event sequences. 9 70: Skill Builder Developing Vocabulary 0: Skill Builder Developing Vocabulary 9 Concept Intro Practice Review 11 1 W..3.a W..3.b W..3.c W..3.d Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. 41: Exploring Narrative Writing 1 41: Exploring Narrative Writing 1 1050: Transitions Between Paragraphs 3, 9 42: Exploring Descriptive Writing Using Sensory Words 1 W..3.e Provide a conclusion that follows from and reflects on the narrated experiences or events. Curriculum Advantage 2012 6
Common Core Crosswalks: Georgia th ELA W..B W..4 Production and Distribution of Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ( specific expectations for writing types are defined in standards 1 3 above.) 975: Understanding the Stages of the Writing Process Concept Intro Practice Review 1 1 1 W..5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade on page 52.) 40: Using Editing and Proofreading 77: Revising to Create Paragraph Unity 7: Using Revising and Proofreading Skills 975: Understanding the Stages of the Writing Process 100: Exploring How to Revise Text 5 5 4 W..6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W..C W..7 Research to Build and Present Knowledge Conduct short research projects to answer a question (including a self generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 930: Expository Essay Curriculum Advantage 2012 7
Common Core Crosswalks: Georgia th ELA W.. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation., 9 56: Exploring How to Choose the Correct Resource 951: Quotations in Text Analysis Concept Practice Review Intro 1 6 3 W..9 W..9.a Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"). 994: Skill Builder Reading Comprehension 4 3 3 W..9.b Apply grade Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced"). W..D W..10 Range of Writing 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 discipline specific tasks, purposes, and audiences. 3: Exploring Types of Expository Writing 2: Exploring Persuasive Writing 41: Exploring Narrative Writing 3 2 Curriculum Advantage 2012
Common Core Crosswalks: Georgia th ELA SL. SL..A SL..1 Speaking and Listening Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grade topics, texts, and issues, building on others' ideas and expressing their own clearly. Concept Intro Practice Review SL..1.a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL..1.b Follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed. SL..1.c Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. SL..1.d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SL..2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. Curriculum Advantage 2012 9
Common Core Crosswalks: Georgia th ELA SL..3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. 9 Concept Intro Practice Review SL..B SL..4 Presentation of Knowledge and Ideas Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL..5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL..6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade Language standards 1 and 3 on page 52 for specific expectations.) L. L..A L..1 Language Conventions of Standard English Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L..1.a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. 10 : Introducing Participles 904: Introducing Infinitives 903: Introducing Gerunds L..1.b Form and use verbs in the active and passive voice. 9 1: Proofreading for Passive Voice 1 3 6 3 Curriculum Advantage 2012 10
Common Core Crosswalks: Georgia th ELA L..1.c L..1.d L..2 L..2.a Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. Recognize and correct inappropriate shifts in verb voice and mood. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. 9 9 10 55: Identifying Correct Punctuation 40: Using Editing and Proofreading L..2.b Use an ellipsis to indicate an omission. 10 L..2.c Spell correctly. 9: Skill Builder Practicing Frequently Misspelled Words 991: Exploring Frequently Misspelled Words 99: Skill Builder Spelling Practice 2 Concept Intro Practice Review 2 7 1 1 2 L..B L..3 L..3.a Knowledge of Language Use knowledge of language and its conventions when writing, speaking, reading, or listening. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). 9 1: Proofreading for Passive Voice 1 Curriculum Advantage 2012 11
Common Core Crosswalks: Georgia th ELA L..C L..4 Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple meaning words or phrases based on grade reading and content, choosing flexibly from a range of strategies. Concept Intro Practice Review L..4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. 971: Using Context Clues 1 L..4.b Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). 7 63: Using Greek and Latin Roots 961: Using Prefixes 992: Using Suffixes 3 7 5 L..4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. 5, 9: Exploring Using a Dictionary 990: Exploring Using a Thesaurus 2 4 4 L..4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5, 971: Using Context Clues 9: Exploring Using a Dictionary 2 3 3 L..5 L..5.a Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g. verbal irony, puns) in context. 5 6: Understanding Idioms 1000: Using Hyperbole 64: Exploring Alliteration, End Rhyme, and Onomatopoeia 3 9 7 L..5.b Use the relationship between particular words to better understand each of the words. 75: Exploring Analogies 960: Exploring Synonyms and Antonyms 2 6 3 Curriculum Advantage 2012 12
Common Core Crosswalks: Georgia th ELA L..5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). 76: Introducing Connotation and Denotation Concept Practice Review Intro 1 3 1 L..6 Acquire and use accurately grade appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 1005: Skill Builder Developing Vocabulary 5 995: Skill Builder Developing Vocabulary 4 963: Skill Builder Developing Vocabulary 1 973: Skill Builder Developing Vocabulary 2 95: Skill Builder Developing Vocabulary 3 26 25 Curriculum Advantage 2012 13