Common Core State Standards Language: Grades 3 5 - …rpdp.net/files/ccss/ELA/3-5 ELA Language/_CCSS Language 3-5 ELA P… · Common Core State Standards ... writing or speaking

Common Core State StandardsLanguage: Grades 3‐5

Building the Bridge Between the Nevada State Standards and the New Common Core State

StandardsStandards

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GoalsGoals

• Become more familiar with CCSS LanguageBecome more familiar with CCSS Language Strand for Grades 3‐5

• Compare current Nevada State Standards to• Compare current Nevada State Standards to Common Core State Standards and identify instructional differencesinstructional differences

• Learn methods and strategies to teach the L S d i G d 3 5Language Strand in Grades 3‐5

College and Career Readinessh d dAnchor Standards

• P 25 in CCSS binderP. 25 in CCSS binder

Language: Grade 3

Nevada Standard – Speaking and Effective WritingEffective Writing

Applying standard English to communicate ideas and editing for correct use of nouns, verbs, and pronouns.use of nouns, verbs, and pronouns.

Now looks like this…Now looks like this…

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Conventions of Standard English

1. Move to demonstrating command of the conventions of standard E li h d h iti kiEnglish grammar and usage when writing or speaking.

*Explain the function of nouns, pronouns, verbs, adjectives, and adverbs

in general and their functions in particular sentences.

*Form and use regular and irregular plural nouns.

*Use abstract nouns (e.g., childhood).

*Form and use regular and irregular verbs.Form and use regular and irregular verbs.

*Form and use the simple (e.g., I walked, I walk; I will walk) verb tenses.

*Ensure subject‐verb and pronoun‐antecedent agreement.

*F d ti d l ti dj ti d d b d*Form and use comparative and superlative adjectives and adverbs, and

choose between them depending on what is to be modified.

*Use coordinating and subordinating conjunctions.

*Produce simple, compound, and complex sentences.

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Discussion QuestionDiscussion Question

What are the differences andWhat are the differences and how will this affect yourhow will this affect your teaching and assessment?

Language: Grade 3

Nevada Standard – Speaking and Effective WritinggEditing sentences to ensure correct spelling of high frequency words; editing p g f g f q y ; gfor capitalization of proper nouns and initials; editing punctuation for commas.

Now looks like this…

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Conventions of Standard English2. Move to demonstrating command of the conventions of standard

English capitalization punctuation and spelling when writingEnglish capitalization, punctuation, and spelling when writing.*Capitalize appropriate words in titles.*Use commas in addresses.*Use commas and quotation marks in dialogueUse commas and quotation marks in dialogue.*Form and use possessives.*Use conventional spelling for high‐frequency and other studied wordsand for adding suffixes to base words (e g sitting smiled criesand for adding suffixes to base words (e.g., sitting, smiled, cries,happiness).

*Use spelling patterns and generalizations (e.g., word families, position‐b d lli ll bl tt di l i f l d t )based spellings, syllable patterns, ending rules, meaningful word parts)in writing words.

*Consult reference materials, including beginning dictionaries, as neededh k d llito check and correct spellings.

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Language: Grade 3

Nevada Standard – Speaking and Effective WritingEffective Writing

Applying standard English to pp y g gcommunicate ideas.


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Knowledge of Language

3. Move to using knowledge of language and its conventions when g g g gwriting, speaking, reading, or listening.

*Choose words and phrases for effect.

*Recognize and observe differences between the conventions of spokenRecognize and observe differences between the conventions of spoken

and written standard English.

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Language: Grade 3

Nevada Standard – Speaking and Effective WritinggBuilding and extending vocabulary using prefixes (un re bi) and suffixes (ing lessprefixes (un, re, bi) and suffixes (ing, less, ness) and using dictionaries to determine the meaning of wordsthe meaning of words.

Now looks like thisNow looks like this…

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Vocabulary Acquisition and Use

4 Move to determining or clarifying the meaning of unknown and4. Move to determining or clarifying the meaning of unknown and multiple‐meaning word phrases based on grade 3 reading and content,

choosing flexibility from a range of strategies.

*Use sentence le el conte t as a cl e to the meaning of a ord or phrase*Use sentence‐level context as a clue to the meaning of a word or phrase.

*Determine the meaning of the new word formed when a known affix is

added to a known word. (e.g., agreeable/disagreeable,

comfortable/uncomfortable, care/careless, heat/preheat).

*Use a known root word as a clue to the meaning of an unknown word

with same root (e.g., company, companion).( g , p y, p )

*Use glossaries or beginning dictionaries, both print and digital, to

determine or clarify the precise meaning of key words or phrases.

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Language: Grade 3

There are two additional Common Core State Standards that were notCore State Standards that were not addressed in the Nevada State Standards.

They are…

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5 Demonstrate understanding of word relationships and nuances in word5. Demonstrate understanding of word relationships and nuances in word meanings.

*Distinguish the literal and nonliteral meanings of words and phrases

in conte t (e g take steps)in context (e.g., take steps).

*Identify real‐life connections between words and their use (e.g.,

describe the people who are friendly or helpful).

*Distinguish shades of meaning among related words that describe states

of mind or degrees of certainty (e.g., knew, believed, suspected, heard,

wondered).)

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6 Acquire and use accurately grade‐appropriate conversational general6. Acquire and use accurately grade‐appropriate conversational, general

academic, and domain‐specific words and phrases, including those

that signal spatial and temporal relationships (e.g., After dinner that

night we went looking for them).

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How can we most effectively teach the yCommon Core State Standards?

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Anderson’s BeliefsAnderson s Beliefs

• Grammar instruction is tied into the Writing G a a st uct o s t ed to t e t gWorkshop structure.

• Grammar instruction is never taught in isolation.g• Mentor texts are great resources to teach the craft of writing along with conventions.

• Encourage students to be “sentence stalkers.”• Kids don’t transfer canned daily correct‐alls, like Daily Oral Language (DOL) into their writing… so why do them?

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Anderson’s Cycle of ConventionsAnderson s Cycle of Conventions

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Day 1Day 1

• Teacher models new grammar skillTeacher models new grammar skill*teach with mentor texts using explicit grammar instruction

*link prior knowledge*modeled writing/shared writing (i.e., Invitation toNotice, Scavenger Hunt, etc.)*guided practice*independent practice*share/closure

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Day 2Day 2

• Review grammar instruction from Day 1Review grammar instruction from Day 1 *review mentor sentence(s)/paragraph with targeted skilltargeted skill

*partner practice with the goal of internalizing targeted skillstargeted skills

*think pair share what they did well

*practice targeted skills with an engaging gamepractice targeted skills with an engaging game

(i.e., Smackdown)

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Smackdown Lesson Grade 3Smackdown Lesson Grade 3

Conventions of Standard English2 Move to demonstrating command of2. Move to demonstrating command of conventions of standard English capitalization, punctuation and spelling when writingpunctuation and spelling when writing.

*Use commas and quotation marks in dialogue*Use commas and quotation marks in dialogue.

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Classroom Video: Smackdown

3rd Grade3 Grade

Commas in Dialogue

Discussion PointsDiscussion Points

1. How did the teacher link past learning to the p gcurrent lesson?

2. What kinds of responses were the students able to give?to give?

3. How much academic language was being reviewed and used by both teacher andreviewed and used by both teacher and students?

4. What were the most effective parts of the i i ?activity?

5. Could you see yourself using this strategy with a standard you are currently teaching?standard you are currently teaching?

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Day 3Day 3

• Express Lane EditExpress Lane Edit

Use commas and quotation marks in dialogue– Use commas and quotation marks in dialogue.

R d 46 49 E L Edit R t i t– Read p. 46‐49 Express Lane Edits: Returning to Context section . See Figures 3.10 and 3.11.

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FreewritesFreewrites

• Write without stopping for 10 minutes inWrite without stopping for 10 minutes in writers’ notebooks.

• Typically, a freewrite is done after hearing a i l i i f li Gi hstimulating piece of literature. Give them

some ideas of what they can write about, but l h h h i i k hlet them go where their passions take them.

Rules for FreewritingRules for Freewriting

• Write. Just write. Keep your hand moving.te. Just te. eep you a d o g.• Experiment with spelling, punctuation, and grammar.g

• Go wherever your writing (thinking on the page) takes you.

• Be specific.• “You are free to write the worst junk in America.”

Natalie Goldberg (1990, p. 4)

Anderson , Mechanically Inclined, Figure 3.2 p. 32

Classroom Video: Express Lane Edit

3rd Grade

Commas in DialogueCommas in Dialogue


• How did the teacher link past learning to the p gcurrent lesson?

• What kinds of responses were the students able to give?to give?

• How much academic language was being reviewed and used by both teacher andreviewed and used by both teacher and students?

• What were the most effective parts of the i i ?activity?

• Could you see yourself using this strategy with a standard you are currently teaching?standard you are currently teaching?

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BREAKBREAK10 minutes

Language: Grade 4

Nevada Standard – Speaking and Effective WritingEffective WritingEditing for the correct use of verb tenses and adjectives and editing sentences for completeness.f p


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Conventions of Standard English1. Move to demonstrating command of the conventions of standard

English grammar and usage when writing or speakingEnglish grammar and usage when writing or speaking.*Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).*Form and use the progressive (e g I was walking; I am walking; I willForm and use the progressive (e.g., I was walking; I am walking; I willbe walking) verb tenses.

*Use modal auxiliaries (e.g., can, may, must) to convey variousconditionsconditions.

*Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

*F d iti l h*Form and use prepositional phrases.*Produce complete sentences, recognizing and correcting inappropriatefragments and run‐ons.*C l f l f d d ( h h i )*Correctly use frequently confused words (e.g., to, too, two; there, their).

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Language: Grade 4

Nevada Standard – Speaking and Effective WritingEffective WritingEditing paragraphs to ensure correct spelling, capitalization, and punctuation.p


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2. Continue demonstrating command of the conventions of standard E li h it li ti t ti d lli h itiEnglish capitalization, punctuation, and spelling when writing.

*Use correct capitalization.

*Use commas and quotation marks to mark direct speech and quotations

from a text.

*Use a comma before a coordinating conjunction in a compound

sentence.sentence.

*Spell grade‐appropriate words correctly, consulting references as

needed.

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Language: Grade 4

Nevada Standard – Speaking and Effective WritingEffective WritingRevising drafts for voice and word choice; applying standard English to communicate ideas.


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3. Move to using knowledge of language and its conventions when iti ki di li t iwriting, speaking, reading, or listening.

*Choose words and phrases to convey ideas precisely.

*Choose punctuation for effect.

*Differentiate between contexts that call for formal English (e.g.,

presenting ideas) and situations where informal discourse is

appropriate (e.g., small group discussion).appropriate (e.g., small group discussion).

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Language: Grade 4

There are 3 additional Common Core State Standards that were notState Standards that were not addressed in the Nevada State Standards.

They are…

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4. Determine or clarify the meaning of unknown and multiple‐meaning

words and phrases based on grade 4 reading and content, choosing flexibility from a range of strategies.

*Use context (e.g., definitions, examples, or restatements in text) as

a clue to the meaning of a word or phrase.

*Use common, grade‐appropriate Greek and Latin affixes and roots as

clues to the meaning of a word (e.g., telegraph, photograph,clues to the meaning of a word (e.g., telegraph, photograph,

autograph).

*Consult reference materials (e.g., dictionaries, glossaries, thesauruses),

b th i t d di it l t fi d th i ti d d t iboth print and digital, to find the pronunciation and determine or

clarify the precise meaning of key words and phrases.

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5. Demonstrate understanding of figurative language, word relationships,

and nuances in word meanings.

*Explain the meaning of simple similes and metaphors (e.g., as pretty

as a picture) in context.

*Recognize and explain the meaning of the common idioms, adages, and

proverbs.

*Demonstrate understanding of words by relating them to theirDemonstrate understanding of words by relating them to their

opposites (antonyms) and to words with similar but not identical

meanings (synonyms).

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6. Acquire and use accurately grade‐appropriate general academic and

domain‐specific words and phrases, including those that signal precise

actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife,

conservation, and endangered when discussing animal preservation).

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Smackdown Grade 4

• Conventions of Standard English• Conventions of Standard English2. Continue demonstrating command of the conventions of standard English capitalizationconventions of standard English capitalization, punctuation, and spelling when writing.

*Use a comma before a coordinating conjunction ina compound sentencea compound sentence.

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4th Grade

Compound SentencesCompound Sentences







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Express Lane Edit Grade 4 C ti f St d d E li hConventions of Standard English2. Continue demonstrating command of the

fconventions of standard English capitalization, punctuation, and spelling when writing.

*U b f di i j i i*Use a comma before a coordinating conjunction ina compound sentence.

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Classroom Video: Express Lane Edits

4th Grade

Compound SentencesCompound Sentences





• What were the most effective parts of the S kd i i ?Smackdown activity?


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Language: Grade 5

Nevada Standard – Speaking and Eff ti W itiEffective Writing

Applying standard English toApplying standard English to communicate ideas.


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1. Move to demonstrating command of the conventions of standard E li h d h iti kiEnglish grammar and usage when writing or speaking.

*Explain the function of conjunctions, prepositions, and interjections in

general and their function in particular sentences.

*Form and use the perfect (e.g., I had walked; I have walked; I will have

walked) verb tenses.

*Use verb tense to convey various times, sequences, states, andUse verb tense to convey various times, sequences, states, and conditions.

*Recognize and correct inappropriate shifts in verb tense.

*Use correlative conjunctions (e g either/or neither/nor)Use correlative conjunctions (e.g., either/or, neither/nor).

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Language: Grade 5

Nevada Standard – Speaking and Eff ti W itiEffective Writing

Editing for correct use of commas,Editing for correct use of commas, quotation marks, and spelling.


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2. Move to demonstrating command of the conventions of standard E li h it li ti t ti d lli h itiEnglish capitalization, punctuation, and spelling when writing.

*Use punctuation to separate items in a series.

*Use a comma to separate an introductory element from the rest of the

sentence.

*Use a comma to set off the words yes and no (e.g., Yes, thank you), to

set off a tag questions from the rest of the sentence (e.g., It’s true, isn’tset off a tag questions from the rest of the sentence (e.g., It s true, isn t

it?), and to indicate direct address (e.g., Is that you, Steve?)

*Use underlining, quotation marks, or italics to indicate titles of works.

*S ll d i t d tl lti f*Spell grade‐appropriate words correctly, consulting references as

needed.

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Language: Grade 5

There is an additional Common Core State Standard that was not presentState Standard that was not present in the Nevada State Standards.

It isIt is…

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3. Use knowledge of language and its conventions when writing, ki di li t ispeaking, reading, or listening.

*Expand, combine, and reduce sentences for meaning, reader/listener

interest, and style.

*Compare and contrast the varieties of English (e.g., dialects, registers)

used in stories, dramas, or poems.

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Language: Grade 5

Nevada Standard – Speaking and Effective WritinggDetermining the meaning of unknown words and phrases in text using context clues andand phrases in text using context clues and identifying the purpose of and/or gaining information from glossaries.f f g


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4. Move to determining or clarifying the meaning of unknown and lti l i d d h b d d 5 di dmultiple‐meaning words and phrases based on grade 5 reading and

content, choosing flexibility from a range of strategies.

*Use context (e.g., cause/effect relationships and comparisons in text) as

a clue to the meaning of a word or phrase.

*Use common, grade‐appropriate Greek and Latin affixes and roots as

clues to the meaning of a word (e.g., photograph, photosynthesis).

*Consult reference materials (e.g., dictionaries, glossaries, thesauruses),

both print and digital, to find the pronunciation and determine or

clarify the precise meaning of key words and phrasesclarify the precise meaning of key words and phrases.

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Language: Grade 5

Nevada Standard – Speaking and Effective WritinggExplaining the meaning of similes in text; explaining the use of hyperbole and p g f yppersonification; identifying imagery in text.


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5. Move to demonstrating and understanding of figurative language, d l ti hi d i d iword relationships, and nuances in word meanings.

*Interpret figurative language, including similes and metaphors, in

context.

*Recognize and explain the meaning of common idioms, adages, and

proverbs.

*Use the relationship between particular words (e.g., synonyms,Use the relationship between particular words (e.g., synonyms,

antonyms, homographs) to better understand each of the words.

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SimilesSimiles

Definition: A simile is a figure of speech thatDefinition: A simile is a figure of speech that directly compares two different things by employing the words "like" "as" or "than"employing the words like , as , or than .

E l H lik d li h iExample: He ran like greased lightning.

MetaphorsMetaphors

Definition: A figure of speech in which anDefinition: A figure of speech in which an implicit comparison is made between two unlike things that actually have something inunlike things that actually have something in common.

Example: This assignment is going to be a bbreeze.

AdagesAdages

• Definition: e o

An adage is a short but memorable saying which holds some important fact of experience that is considered true by many people, or that has gained some credibility through its long use.

• Examples:Anything that can go wrong will go wrongAnything that can go wrong will go wrong.

You can lead a horse to water but you can't make it drink.

There ain't no such thing as a free lunch.

ProverbsProverbs

• Definition: A short saying in frequent andDefinition: A short saying in frequent and widespread use that expresses a basic truth or practical preceptpractical precept.

ProverbsProverbs

• Beauty is in the eye of the beholder.The best advice is found on the pillow.Better safe than sorry.The bigger, the better.A bi d i th h d i th t i th b hA bird in the hand is worth two in the bush.Birds of a feather flock together.Don't count your chickens before they hatch.Don't cross your bridges before you get to themDon t cross your bridges before you get to them.The early bird catches the worm.Good things come in small packages.The grass is always greener on the other side of the fence.The grass is always greener on the other side of the fence.Home is where the heart is.It's no use crying over spilled milk.

HomographsHomographs

• Definition of homograph: Each of two or moreDefinition of homograph: Each of two or more words spelled the same but not necessarily pronounced the samepronounced the same

Example: bow and bow, read and read

Language: Grade 5

There is another Common Core State Standard that was not present in theStandard that was not present in the Nevada State Standards.

It isIt is…

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6. Acquire and use accurately grade‐appropriate general academic and d i ifi d d h i l di th th t i ldomain‐specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly).

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Grade 5 ~ CCSS C ti f St d d E li hConventions of Standard English2. Move to demonstrating command of the

fconventions of standard Englishcapitalization, punctuation, and spelling hwhen writing.

*U i d l*Use a comma to separate an introductory elementfrom the rest of the sentence.

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5th Grade

Introductory ElementsIntroductory Elements







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“Lunch Break”Lunch Break10 minutes

DOL RedefinedDOL Redefined

Please read Ch 2 p 15‐21Please read Ch. 2 p. 15 21

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Wall ChartsWall Charts

• Teaching tool not wall artTeaching tool, not wall art.

• Created WITH students

l d d ’ id d h i ll• Include students’ ideas and their personally selected examples from literature.

• The charts are USED.

• Charts can be copied into writers notebooks.

Co‐constructed with students

Include examplesp

Use light backgroundsg g

Use color

Graphic supportp pp

Getting to teachers to think explicitly, h f h ill h li i ltherefore they will teach explicitly

Add to charts over time,f t dlreference repeatedly

Let the kids add examples during silent direading…

Sticky Notes work great!y g

Student engagement is critical!g g

For best results, the teacher needs to plan ahead

• Use pre made or• Use pre‐made or purchased materials as a guide for your lesson!g y

Teaching is an art and a science!

Enlarged, Adapted Textg , p

• Focus on 3‐5 key words

• Draw, highlight, or underline important concepts

Post and refer to them often

Handout

Common Planning…g

Common Planningg

Miss Bodholt’s declaration!I’m tearing up my short vowel

We made our own anchor charts! Comey

and long vowel posters!

charts! Come check them

out!

Sold!

“aha” moment

Grades 4 & 5 ~ CCSS V b l A i iti d UVocabulary Acquisition and Use5. Move to demonstrating an understanding

f fof figurative language, wordrelationships, and nuances in wordmeanings.

*R i d l i h i f*Recognize and explain the meaning of commonidioms, adages, and proverbs.

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Introduce IdiomsIntroduce Idioms

Chocolate Moose for DinnerChocolate Moose for Dinner

Recognize IdiomsRecognize Idioms

1 Read “Feet ”1. Read Feet.

2. Highlight idiomatic expressions.

3 d idi di di Sh3. Record idioms on Idiom Recording Sheet.

4. Guess the meaning of the idiom from the context and record in I Think it Means column.

5. Research to find the real meaning.g

Interpret IdiomsInterpret Idioms

Strategy: “I Have, Who Has?”

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Idioms (Cont.)Idioms (Cont.)

Strategy: “Match Up”Strategy: Match Up

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BreakBreak10 minutes

Idioms (Cont.)Idioms (Cont.)

Strategy: “Make Your Own Idiom”Strategy: Make Your Own Idiom

– Think of a common idiom.

– Draw the literal meaning on paper.Draw the literal meaning on paper.

– Write the actual idiom on the back (flipped).

Sum It Up

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SampleSample

The important thing about teaching languageThe important thing about teaching language is that we use mentor texts instead of DOL. It’s true thatIt s true that…

But the important thing about teaching language is that we use mentor texts instead of DOL.

StructureStructure

The important thing about teaching languageThe important thing about teaching language is… (you decide)

(your verbage)

The important thing about teaching language is (repeat from first sentence)(repeat from first sentence)

ResourcesResources

d kwww.readworks.org

www.commoncore.org

www.writeguy.net

CORE Sourcebook

Documents

Common Core State Standards Language: Grades 3 5 - …rpdp.net/files/ccss/ELA/3-5 ELA Language/_CCSS Language 3-5 ELA P… · Common Core State Standards ... writing or speaking