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Nombre de lectures 11
Langue English
Poids de l'ouvrage 1 Mo

Extrait

TEACHER GUIDANCE
FOR TRANSITION TO THE COMMON CORE
GEORGIA PERFORMANCE STANDARDS


GRADE SIX
D R A F T
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians” Introduction
The purpose of this document is to provide concise and thorough guidance for teachers during the transition from the Georgia Performance
Standards (GPS) to the new Common Core Georgia Performance Standards (CCGPS). The document is divided into two main sections: CCGPS
Teacher Guidance by standard, and CCGPS/GPS Comparison and Transition. Contained within the CCGPS Teacher Guidance section are the
skills, concepts, vocabulary, and strategies essential to each standard. The CCGPS Comparison and Transition section provides a side-by-side
view of the original and the new standards to assist educators in identifying areas where instruction will remain unchanged and specific areas
where skills or concepts have been added, moved, or where they may no longer exist within a particular grade. The information provided here will
be vital to instructors and other stakeholders during the 2012-2013 implementation of the CCGPS and beyond.


About Grade 6
Students in Grade 6 are transitioning to a toward a more mature perspective on literature and informational text, and consolidating the
fundamental skills mastered in elementary school regarding the need for evidence and support in reading and writing. Students in grade 6 will be
required to cite strong textual evidence for inferences, claims, and analyses and will learn to identify the theme or central idea in a text as well as
develop themes and ideas in their own texts. Students in grade 6 will be expected to grasp nuances of characterization and plot structure beyond
simply identifying their basic elements. Students will be asked to identify specific literary and rhetorical elements that strengthen a text and to
make comparisons of these elements between and among multiple texts. As always within the CCGPS, learning to construct and identify sound
and valid arguments based on evidence will be of primary importance, and students will begin to experiment with more formal citation types and
styles. A focus on audience and purpose, as well as effective organization will be important in all genres of writing. Informational and narrative
writing include grade-appropriate development, style, transitions, language, and the construction of strong conclusions that are not predicated on
reiterating the information from the essay. Students in grade 6 use grade-appropriate technology for a variety of purposes including co-created
academic works and publication. They are learning to evaluate sources - especially digital sources - for validity, accuracy, and credibility. Students
will present their academic works using graphics and multimedia, speaking publically to peers and others to gain confidence in presentation skills,
and exhibiting their command of the conventions of standard English.



Georgia Department of Education
D R A F T
Dr. John D. Barge, State School Superintendent
December 2011 Page 2 of 70
All Rights Reserved


Key to Contents

GUIDANCE
A step by step guide to teaching CCGPS, including skills, concepts, and strategies

Standards that did not previously appear in GPS, or are new concepts


Additional material to assist in transitioning to the CCGPS



COMPARISON
A comparison of GPS and CCGPS rigor, texts, terminology, expectations, and tasks

Standards that did not previously appear in GPS, or are new concepts


Standards that previously appeared in GPS but do not appear in CCGPS


Additional material to assist in transitioning to the CCGPS
Georgia Department of Education
D R A F T
Dr. John D. Barge, State School Superintendent
December 2011 Page 3 of 70
All Rights Reserved










CCGPS TEACHER GUIDANCE:

Skills, concepts, strategies, tasks,
and recommended vocabulary





Georgia Department of Education
D R A F T
Dr. John D. Barge, State School Superintendent
December 2011 Page 4 of 70
All Rights Reserved
Grade 6 CCGPS
Reading Literary (RL)
ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

text.

Skills/Concepts for Students:
Practice careful and attentive reading of both assigned texts and independent text choices
Use summary, paraphrase, annotation, and any other useful strategy you have learned to ensure that you are comprehending as you read and that you
have adequate recall of the material covered
Read a wide variety of texts, including a variety of styles, genres, literary periods, authors, perspectives, and subjects
Distinguish important facts and details from extraneous information
Distinguish facts that support your specific claim from facts that are irrelevant
Make a practice of taking notes from texts as you read in order to gather text evidence for claims
Practice reading texts within the prescribed time limit for your grade-level expectations

Strategies for Teachers:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL1 (see above)
Model frequent comprehension and recall checks throughout text (stop and question what was just read; paraphrase or summarize)
Provide foundational instruction on the literary and rhetorical terms students will need as they move into more sophisticated forms of analysis in their
essays
Require students to take effective notes, both within the classroom and when reading on their own, and allow them to use these notes in assessments on
occasion in order to support their engagement in the process
Assign reading at a level of rigor (including complexity and length) so that students continue to develop text endurance
Help students differentiate between strong and relevant evidence and weak or irrelevant information
Examine genre characteristics

Sample Task for Integration:
Standard RL1 goes beyond previous reading standards for comprehension in that it requires students to provide evidence from the text to support all claims and
inferences made in the analysis of a text. In grade 6, students may need scaffolding not only in gleaning the best, most relevant evidence for a claim, but also in
understanding what sorts of claims and inferences they might be making in textual analysis. For example, an inexperienced student might make the claim “This is
a good book, “ a vague and meaningless claim from a literary standpoint compared to something like, “Cisneros uses colorful Latino words and phrases along with
sensory details about the food, art, and architecture of her childhood home to create a culturally relevant setting.” Using a text under consideration by the class,
have students construct a claim about that text. Share and refine the claims and inferences through several rounds of discussion, providing avenues of focus (for
example, “Is it Poe’s choice of words with similar sounds that reminds you of the wind?” or “Did you notice how L’Engle repeated that phrase several times in the
passage? Why do you think she’d do that?). Creating a claim or inference that is worth exploring is the first step to an effective search for evidence!

Recommended Vocabulary for Teaching and Learning:
Imagery Genre Sensory Detail Characterization Explicit
Characterization Setting Plot Inferred Evidence
Citation Analysis Annotation Tone Figurative Language

Georgia Department of Education
D R A F T
Dr. John D. Barge, State School Superintendent
December 2011 Page 5 of 70
All Rights Reserved
Grade 6 CCGPS
Reading Literary (RL)
ELACC6RL2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a

summary of the text distinct from personal opinions or judgments.

Skills/Concepts for Students:
Understand that themes are usually universal concepts such as love, friendship, loss, etc.
Make predictions about developing themes within your class notes, citing evidence that influences your evolving opinion
Pay attention to details; authors can hide clues in many places! Does it rain often in this story? Why? Does the protagonist continually lose things? Why?
Was there a mirror in every room in a scene? Why? It can be fun to try and guess what it is the author is trying to hint at!
Consider literary elements such as narrative voice, organization, or word choice as well as explicit facts when determining the theme of a story (for
example, first person narration might be a clue that the theme will be about identity or self-discovery)
Practice summarizing a text using facts only, without relating your opinion about the text (this is harder than you might think!)

Strategies for Teachers:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL2 (see above)
To facilitate a discussion of theme, ask students to identify what kind of person the pro

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