Pearson Common Core Literature 2015 Product Implementation Essentials Professional Development PARTICIPANT WORKBOOK
For Professional Development resources and programs, visit www.pearsonpd.com. Pearson School Achievement Services Pearson Common Core Literature 2015 Product Implementation Essentials Participant Workbook Published by Pearson School Achievement Services, a division of Pearson, Inc. 1900 E. Lake Ave., Glenview, IL 60025 All rights reserved. Printed in the United States of America. Unless otherwise indicated herein, all third party trademarks that may appear in this work are the property of their respective owners and any references to third party trademarks, logos or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson s products by the owners of such marks, or any relationship between such third parties and Pearson Education, Inc. and/or its affiliates, authors, licensees or distributors. ISBN 120391 2
Table of Contents Agenda...4 Outcomes...5 Introduction....6 Section 1: Common Core State Standards Overview... 7 Section 2: Program Organization... 10 Section 3: Instructional Model... 12 Section 4: Writing... 17 Section 5: Focus on Common Core State Standards... 19 Section 6: Assessment and Differentiation.... 25 Section 7: Digital Resources... 29 Reflection and Closing...33 References...34 3
Agenda Section Introduction 1. Common Core State Standards Overview 2. Program Organization 3. Instructional Model 4. Writing 5. Focus on Common Core State Standards 6. Assessment and Differentiation 7. Digital Resources Reflection and Closing 4
Outcomes At the conclusion of this workshop, you will be able to identify program features and resources; implement program components with fidelity; and appropriately address grade-specific Common Core State Standards for English Language Arts. 5
Introduction Getting Started Be creative and write a simile or metaphor below to express your personal comfort level with learning the new Pearson Common Core Literature. 6
Section 1: Common Core State Standards Overview Section 1 Big Question How are the Common Core State Standards shifting instructional practices? Common Core State Standards Overview Use this box to take any notes or gather any questions you might have about the Common Core State Standards (CCSS). 7
Section 1: Common Core State Standards Overview Shifting Instruction Read the following scenarios. Identify which CCSS instructional shift listed below is represented by each scenario. CCSS Instructional Shifts: 1. Students are expected to build content knowledge by reading a range of on-level complex texts literary and informational through the use of multi-genre text sets. 2. Students must also be able to respond orally and in writing to prompts that require them to cite evidence from the text, reinforcing the connection between reading, discussion, research, and writing. 3. Students must be able to analyze and internalize a complex text s academic language and vocabulary. Scenario 1: In Mrs. Hall s fourth-period class, students have just finished reading three primary sources about the White House. Mrs. Hall challenges her students to complete several activities to prepare for a final writing assignment. The activities have students explore the sources more deeply, examine related vocabulary, and discuss the texts with their peers to compare them to one another. To conclude this project, students create and enact a research plan, compiling all that they have learned to this point and gathering additional sources to create an annotated and illustrated timeline of the White House. Identify the instructional shift represented by the previous scenario: Scenario 2: Mrs. Lane, a middle school English teacher, is introducing her students to a new unit. To prepare students, Mrs. Lane takes time to help students preview academic vocabulary terms that they will encounter in their textbooks and on standardized tests. These words include: communicate, contribute, inform, media, produce, react, speak, technology, and transmit. She puts the words and definitions on the screen; then students say the words aloud and use them in a sentence that defines the word. She also challenges the students to sort the words into three categories: words they know well, words they know a little, and words they do not know at all. To conclude, students make flashcards with the words and practice them with a partner, identifying the word and its definition and then using it in an original sentence. Identify the instructional shift represented by the previous scenario: Scenario 3: Mr. Bryan, a high school Social Studies teacher, is planning a unit on the Civil War. Being mindful of the Common Core State Standards, he is planning to use a variety of texts, both narrative and informational, to support his instruction. Identify the instructional shift represented by the previous scenario: 8
Section 1: Common Core State Standards Overview Reflection questions: What do these instructional shifts mean for your classroom instruction? In what ways do these shifts challenge you as a teacher? 9
Section 2: Program Organization Section 2 Big Questions How are instructional elements organized? How does Pearson Common Core Literature support delivery of instruction? Teacher s Edition Scavenger Hunt With a partner, use your Teacher s Edition to fill in the blanks below. 1. Turn to the Table of Contents in your Teacher s Edition. How many units are included in your grade level s program? 2. Find Unit 2 in the Table of Contents. How many parts are there in Unit 2? 3. Explore Unit 2 in the Table of Contents and note three elements of the unit. 4. In all grade levels, the front matter of the Teacher s Edition includes a section entitled Range of Reading. What is included on these pages? 10
Section 2: Program Organization 5. In all grade levels, the correlation between Pearson Common Core Literature and the Common Core State Standards is included. On what page of your Teacher s Edition do you find this correlation? 6. The Skills Navigator is another resource included in all the grade levels for Pearson Common Core Literature. Find and explore the Skills Navigator for your grade level. What information does the Skills Navigator provide that is useful for planning instruction? 7. One additional feature of the Teacher s Edition is the Time and Resource Manager. You may refer to an example version of this on page CC68 in the Grades 6 10 textbooks, or before any of the Text Sets and collections throughout any of the Teacher s Editions in all grade levels (pages 328a b in Grade 7 or pages 18a b in Grade 11). Find a Time and Resource Manager page in your Teacher s Edition. How is this feature helpful when planning instruction? 11
Section 3: Instructional Model Section 3 Big Questions What is the Instructional Model in Pearson Common Core Literature? How is Pearson Common Core Literature different in Grades 11 and 12? Below is a graphic representing the Instructional Model of Pearson Common Core Literature. There is space for note-taking below as each part of the model is discussed. 12
Section 3: Instructional Model Instructional Model Part 1: Setting Expectations Notes Part 2: Guided Exploration Part 3: Developing Insight Part 4: Demonstrating Independence 13
Section 3: Instructional Model Guided Exploration As you explore your assigned feature of Part 2, you may gather your notes here. When it is time for each group to present their findings, you may fill in additional notes for the other features of Part 2. Features of Part 2 Focus on Craft and Structure Notes Building Knowledge Close Reading Activities Comparing Texts Language Study Speaking and Listening 14
Section 3: Instructional Model Comparing Part 2 and Part 3 Using the Venn diagram, work with your group to compare the elements found in Part 2 of each unit to the elements found in Part 3. Part 2 Part 3 15
Section 3: Instructional Model Pearson Common Core Literature Grades 11 and 12 As students move closer to college, Pearson Common Core Literature increases in text complexity, not only in the reading level but also in the range of literature reaching across genres, cultures, and centuries. Grade 11 focuses on American literature, and Grade 12 introduces students to British literature. As the facilitator shares with you the unique aspects of the Grades 11 and 12 programs, you may gather notes in the graphic organizer below. Feel free to add circles to the graphic as needed. Pearson Common Core Literature Grades 11 and 12 16
Section 4: Writing Section 4 Big Questions How does Pearson Common Core Literature integrate writing instruction? How does Pearson Common Core Literature address the writing components of CCSS? The practices of reading and writing go hand in hand. By integrating the two, you maximize your instructional time, provide real-world application of students skills, and meet the instructional shifts required by the Common Core State Standards. Take notes below on the various places within Pearson Common Core Literature where students are writing. Close Reading Activities: Writing Process Workshops: Timed Writing Activities: Research Writing: 17
Section 4: Writing Genre Exploration Work with your partner to explore a unit in the Teacher s Edition, use the space below summarize an example of students writing to sources and an example of research writing. Summarize an example of students writing to sources. Summarize an example of students writing for research. 18
Section 5: Focus on Common Core State Standards Section 5 Big Question How does Pearson Common Core Literature address the Common Core Standards for English Language Arts? Common Core Introductory Unit Each grade level of Pearson Common Core Literature for Grades 6 12 opens with a Common Core Introductory Unit a collection of targeted workshops on essential Common Core elements and skills. As you explore the Common Core Introductory Unit in your Teacher s Edition, identify five Common Core skills that are taught during the unit, and give examples of how these skills are addressed. 1. 2. 3. 4. 5. 19
Section 5: Focus on Common Core State Standards Support for Increasing Text Complexity Read the following quote about text complexity from the Common Core State Standards. Increasing Text Complexity: The standards establish a staircase of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts. (Common Core State Standards Initiative 2010a, 8) Take a few moments to reflect on this quote and answer the discussion questions with a small group. How have you approached exposing students to increasingly complex text in the past? Considering the abilities that students must possess from the quote above, which abilities are the most difficult for students? With which abilities do students have the most success? Read the article Text Complexity by Elfrieda Hiebert, PhD. Based on your reading, respond to the following questions: 1. Why is it so important for students to read complex texts? 20
Section 5: Focus on Common Core State Standards 2. Identify the three parts of the CCSS model for measuring a text s complexity. 1. 2. 3. 21
Section 5: Focus on Common Core State Standards Integrated Language Skills 22
Section 5: Focus on Common Core State Standards (Pearson Education, Inc. 2015a, 380 381) 23
Section 5: Focus on Common Core State Standards Speaking and Listening Gather notes below as you explore your Teacher s Edition and find various Speaking and Listening activities in each unit. Include observations about how the activities address the Common Core State Standards. 24
Section 6: Assessment and Differentiation Section 6 Big Questions How does Pearson Common Core Literature support assessment? How does Pearson Common Core Literature provide for differentiation? Traditional and Performance-Based Assessments Identify the various types of assessments provided in the Pearson Common Core Literature program, noting what is being assessed (reading, writing, language, speaking and listening) and how it is being assessed. Types of Assessments Additional Notes 25
Section 6: Assessment and Differentiation Differentiation Gather notes below as the facilitator reviews the various ways that instruction within the Pearson Common Core Literature program can be differentiated to meet the needs of all learners. 26
Section 6: Assessment and Differentiation Differentiation Scenarios Below, you will find four instructional scenarios. Each scenario has two options for differentiated instruction. After reading each scenario, circle the pathway that you feel is best suited for that situation. Be prepared to share and defend your answer with the whole group. Scenario #1: Mrs. Stephens, a seventh-grade English teacher, gives the Beginning-of-the- Year Test to her second-period students. The results indicate that her students are familiar with the grade-level concepts for the upcoming unit. What pathway should she take to meet the needs of her students? o Option 1: Mrs. Stephens chooses to jump directly to Part 3 of the unit, working with her students to build knowledge through independent readings of a range of texts and media. After Part 3, she assigns a text from Part 4 for students to read independently. To conclude the unit, she instructs her students to select an extended reading of their choice from Part 4 and prepare for an oral or written presentation of their learning. o Option 2: Mrs. Stephens spends her instructional time modeling expectations in Part 1 of the unit. She plans to assign all the texts in Part 2 of the unit to ensure that students develop the required reading, writing, and speaking and listening skills needed to succeed. Following Part 2, she assigns a portion of the Part 3 Text Set to enable students to develop content knowledge related to the Big Question. Part 4 independent readings may be considered optional. Scenario #2: Mrs. Stephens, a seventh-grade English teacher, gives the Beginning-of-the- Year Test to her fourth-period students. The test indicates that her students need intensive instruction in most or all of the upcoming unit skills and concepts. What pathway should she take to meet the needs of her students? o Option 1: Mrs. Stephens plans to simply review the Part 1 models for reading, discussion, research, and writing. She assigns the Independent Practice selection s Close Reading Activities to confirm students understanding. Students performance on the Close Reading Activities determines whether she pulls in a selection or two from Part 2 or jumps directly to Part 3, assigning all or parts of the Text Set. She assigns a Part 4 text for students to read independently. o Option 2: Mrs. Stephens spends her instructional time modeling expectations in Part 1 of the unit. She plans to assign all the texts in Part 2 of the unit to ensure that students develop the required reading, writing, and speaking and listening skills needed to succeed. Following Part 2, she assigns a portion of the Part 3 Text Set to enable students to develop content knowledge related to the Big Question. Part 4 independent readings may be considered optional. Scenario #3: Mrs. Stephens, a seventh-grade English teacher, gives the Beginning-of-the- Year Test to her first-period students. The test indicates that her students are somewhat familiar with the grade-level concepts in the upcoming unit, as specified by the standards. What pathway should she take to meet the needs of her students? o Option 1: Mrs. Stephens plans to simply review the Part 1 models for reading, discussion, research, and writing. She assigns the Independent Practice selection s Close Reading Activities to confirm students understanding. Students performance 27
Section 6: Assessment and Differentiation on the Close Reading Activities determine whether she pulls in a selection or two from Part 2 or jumps directly to Part 3, assigning all or parts of the Text Set. She assigns a Part 4 text for students to read independently. o Option 2: Mrs. Stephens chooses to jump directly to Part 3 of the unit, working with her students to build knowledge through independent readings of a range of texts and media. After Part 3, she assigns a text from Part 4 for students to read independently. To conclude the unit, she instructs her students to select an extended reading of their choice from Part 4 and prepare for an oral or written presentation of their learning. Scenario #4: Mrs. Lakes, an eleventh-grade English teacher, gives the Beginning-of-the- Year Test to her first-period students. The test indicates that her students are somewhat familiar with the grade-level concepts in the upcoming unit, as specified by the standards, but are still below preferred proficiency. What pathway should she take to introduce the new unit to meet the needs of her students and ensure they have the content knowledge necessary to understand the unit? o Option 1: Before students read the Unit Introduction, she uses the Student Companion All-in-One Workbook to provide students a copy of the Names and Terms to Know Worksheet. She asks students to preview the worksheet. Then, on the board, Mrs. Lakes lists the names and terms from the worksheet. She asks the students to predict the possible significance of these terms. Following this activity, students read the Unit Introduction. Mrs. Lakes has them check the accuracy of their predictions on the board, correcting where necessary. Finally, when students have finished reading the Introduction, she erases the board and has the class complete the worksheet, referring to the Unit Introduction for support. o Option 2: Because her students are not completely familiar with the grade-level concepts in the unit, she decides to skip the Unit Introduction and jump to Part 1 of the unit, focusing on the literature in the text to build students content knowledge. 28
Section 7: Digital Resources Section 7 Big Question Beyond the Teacher s Edition, what digital resources are available to help teachers deliver instruction? Exploring Pearson Realize Follow these directions to explore Pearson Realize, gathering notes on each feature in the chart below. 1. Log in to your personal Pearson Realize account. 2. Navigate to your grade level program from the Programs link, arriving at the Table of Contents page. o Besides links to each unit for your grade level, what other links do you see on the Table of Contents page? Write your answers in the chart. 3. At the top of the Table of Contents page, click Show Teacher Resources. o Explore at least two of the resources that appear, and make related notes in the chart. 4. Return to the Table of Contents, select a unit, select Part 3, choose a text, and open the Close Reading Tool. o Explore some of the features that are available to help students practice and apply close reading strategies. o Make notes using what you discovered about the Close Reading Tool. 5. Return to the text level (the same level where you accessed the Close Reading Tool) and select Online Writer s Notebook. o Explore some of the features that are available to help students take notes, write summaries, and complete Close Reading Activities. o Make notes about the Online Writer s Notebook in the chart. 6. Return to the Table of Contents, select the Tools drop-down menu, and select Research Center. o Watch the Research Center introduction video, and make related notes in the chart. 7. Return to the Table of Contents, once again select the Tools drop-down menu, and select EssayScorer and SummaryScorer. o Explore these resources by choosing to click and follow the Teacher and/or Student Demo for both scorers. o Make notes using what you discovered about the EssayScorer and SummaryScorer. 29
Section 7: Digital Resources 8. Return to the Table of Contents, once again select the Tools drop-down menu, and select Professional Development Center. o Watch the Professional Development Center introduction video, and make related notes in the chart. 9. Return to the Table of Contents, once again select the Tools drop-down menu, and select Pearson s Reading Maturity Metric. o Explore the link to gather notes about the Reading Maturity Metric. 10. Return to the Table of Contents of Pearson Realize, and explore a bit more. What other resources are you able to discover? 30
Section 7: Digital Resources Pearson Realize Features Table of Contents Notes Teacher Resources Close Reading Tool Online Writer s Notebook Research Center EssayScorer and SummaryScorer Professional Development Center Reading Maturity Metric What else did you discover? 31
Section 7: Digital Resources Reflecting on Pearson Realize Reflect on what you have learned about Pearson Realize. Identify two resources on Pearson Realize that you anticipate will be especially helpful to you as you begin using this program. Identify one feature that you would like to learn more about. 32
Reflection and Closing Reflection Identify one feature of Pearson Common Core Literature, and describe how you and your students will benefit from it. Identify one way your instruction will change based on what you learned today. What do you need to make that change possible? 33
References Common Core State Standards Initiative. 2012. The Standards. Accessed September 8, 2013. http://www.corestandards.org/the-standards. National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO). 2010. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: Appendix A: Research Supporting Key Elements of the Standards. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers. Accessed June 28, 2012. http://www.corestandards.org/assets/appendix_a.pdf. Pearson Education, Inc. 2013. PearsonRealize.com. Accessed September 8, 2013. http:// pearsonrealize.com.. 2015a. Pearson Common Core Literature, Teacher s Edition, Grade 7. Upper Saddle River, NJ: Pearson Education Inc.. 2015b. Pearson Common Core Literature, Teacher s Edition, Grade 11. Upper Saddle River, NJ: Pearson Education Inc. 34
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