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COMMON CORE TOOLS GRADE 5

Georgia teachers share their classroom experiences with CCGPS implementation, including instructional strategies and student work.
by

Georgia DOE

on 7 February 2013

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Transcript of COMMON CORE TOOLS GRADE 5

Finding the Way to the Core COMMON CORE TOOLS
GRADE 5 Featuring Cassie Parson, System Literacy Coordinator, and
Tiffany Abbott Fuller and Amber Benefield,
5th Grade Teachers at West End Elementary School, Rome City School System

With Daniel Rock, ELA and Literacy Program Specialist, Georgia Department of Education Welcome to West End Elementary School
In Video 1, Cassie, Tiffany, and Amber share
with us * the structure of their instructional day
* how they blend foundational reading
into their literacy block * ideas about the shifts to informational texts
* ideas about text-based writing
* their goals for the unit
* Major shifts: more informational texts, more
complex texts, and integrating reading and writing
using text evidence * the structure of their instructional day
* how they blend foundational reading
into their literacy block TASK: What is Lincoln's vision for the United States after the Civil War? Have we achieved that vision? Analyze the speech to determine the main idea and key details. Which quotes best support Lincoln's vision? TEXT: Abraham Lincoln's final speech before
his death, on the subject of Reconstruction after
the Civil War. * Workshop Model: Opening/Work Period/Closing
* Foundational skills have their own half-hour "skill
time" focusing on phonics in grades k-2 * Goals for this unit:
- read primary source document related to social
studies standards
- closely analyze difficult text
- produce opinion writing that demonstrates
comprehension The Seeds of Excellence Cassie found some ideas on the Teaching Channel
https://www.teachingchannel.org/videos/literacy-analysis-lesson
and adapted a lesson they found on the Abraham Lincoln Speech
- Close reading of speech for rhetorical and literary devices
- Collaborative groups made PPT slides on the devices
- High expectations for students were key * Pre-reading activities included book trailers and related
texts about Lincoln and his dream.
* Students attacked vocabulary together using a variety of
tools for discerning meaning.
* Students employed a jigsaw activity to chunk the text
into understandable segments.
* The background provided by the concurrent study of
the Civil War in social studies helped with context and
vocabulary. How did the team begin to steer the students
towards analysis of the literary and rhetorical
devices as they conducted their repeated close readings? To bridge reading to analysis, the teachers created a foldable that allowed students to visualize their thinking
- who, what, where, when, WOW factor,
figurative language, 20 word summary. Students were assigned a one-slide PowerPoint group project (mini-task) to explain one rhetorical device from Lincoln's speech.
Close reading was not repetitive or boring because students had a very specific task for each successive reading. Fostering Success:
* Every school in their system has its own Literacy Coach
* They employ system-wide grade level planning
* Consistency and vertical alignment of ELA concepts are
important (Read Like a Writer/Write Like a Reader)
* Teachers employ mentor texts to model CCGPS
concepts
* With these mentor texts students looked for things like
point of view, thesis statement, topic sentences,
conclusion strategies, and body paragraph structure
* Grammar lessons are embedded throughout, for
example noticing transitions and sentence fluency as
exemplified in the mentor text Growing a great essay:
* Mentor texts help define what an analysis essay
looks like
* Students used their main idea organizers to help
identify a thesis
* Each part of the final essay was scaffolded by
targeted instruction and teacher/peer conferencing Final questions:
* How did you feel about the time you needed to
invest in this single task?
* How did you keep students engaged?
* Did you worry about coverage of the standards?
* Are your students mostly gifted and talented?
* What do you consider your greatest success with
this unit?
* What would you change if you had it to do
over again?
* What are your next steps? Our thanks to West End Elementary! To see
their in-house training on this unit, continue
through the following PPT slides. Publishing Checklist
Write your name and date
Indent 5 times (one time for each paragraph).
Use " " marks around Lincoln's words only (the evidence).
Place page numbers inside (1) after quote.
Lincoln stated, "proper practical relations," (3).
Check for , before conjunctions (ONLY USE IF THE SENTENCES ON EACH SIDE OF THE CONJUCTION ARE INDEPENDENT CLAUSES)
Look for capitalization errors (Lincoln, Reconstruction, etc...)
Look for spelling errors.
Make sure you use EVIDENCE BASED TERMS/Transition Words.
NEAT! NEAT! NEAT! KEEP ME ON TRACK!!!
Checklist
• I chose 1 VISION to focus on.
• I found evidence to support that vision.
• I explained or clarified each part of evidence.
• I wrote well-written sentences with vivid words, adjectives, and adverbs to better
explain my thoughts.
• I completed the graphic organizer (planning).
• I am ready to write my 2nd paragraph onto the drafting paper.
• I have finished writing my 2nd paragraph.
• I read it.
• I looked for spelling errors and corrected each word.
• I looked for punctuation errors.
• I capitalized PROPER NOUNS.
• I have a rich and vivid vocabulary. I used a thesaurus. Drafting Checklist Teaching Process for this Project
Historical Event Foldable Teaching Process-Students Jigsawing Lincoln’s Speech Question (?): Develop a question in regards to something you don’t understand or you would like to discuss further.
Statement (!): Write down a sentence/phrase that you feel is a strong point regarding the purpose of the reading that should be discussed.
Relate (R): Write down something that you can relate to, whether it is a belief, an experience, another text, etc. Connect the relevance of your experience back to the text.
Summary (S): In your own words, summarize the main point of the selection focusing on important details. Active Reading Annotation First we introduced the project and Lincoln’s reconstruction speech by reading this book to the students in order to develop a context for the assignment. Teaching Process for this Project What is President Abraham Lincoln’s vision for the Unites States after the Civil War? Have we achieved that vision in our country today? Analyze Lincoln’s reconstruction speech to determine the main idea and key details. Which quotes best support Lincoln’s vision? Tiffany Abbott Fuller, Amber Benefield, & Cassie Parson
West End Elementary School
Fifth Grade Literacy Has Lincoln’s vision come to pass today? (don’t just say YES)
- Turn the question into a declarative sentence.
- Give an example / explain Teaching Process – Body Paragraphs What was Lincoln’s vision for the United States after the Civil War?
- Choose a main topic from the speech to answer the question: equal rights, free the slaves, unify the country, to follow the plan
(write a general sentence)
- Tell the who, where, and when: Lincoln, Reconstruction Speech, April 11, 1865
- Thesis Statement Teaching Process-Thesis Statement Teaching Process – Study of Mentor Analysis Essays Abraham Lincoln’s Reconstruction Speech
Power Point Presentation Feedback
My Name: _________________________ 
Group: __________________________
Specific Positive Feedback
(example: I like the way you…)
_____________________________________________________________________________________________________________________________________________________________________________
Suggestions for Improvement
(example: You could make your presentation better by…)
__________________________________________________________________________________________________________________________________________________________________________________
Grade (circle one)
100 95 85 80 75 70 65
Why?______________________________________________________________________________________________________________________________________________________________________________ Student Feedback Form Annotate Text Teaching Process for this Project ELACC5W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
Introduce topic clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
Provide logically ordered reasons that are supported by facts and details.
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically)
Provide concluding statement or section related to the opinion presented.

SS5H1: The student will explain the causes, major events, and consequences of the Civil War.
d. Describe the role of Abraham Lincoln
SS5H2: The student will analyze the effects of Reconstruction on American life. Focus Standards (Writing & SS) ELACC5R1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
ELACC5RI2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
ELACC5RI3: Explain the relationships between two or more ideas or concepts in a historical text based on specific information in the text.
ELACC5RI8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which points.
ELACC5RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts at the at the high end of the 4-5 text complexity band independently and proficiently. Focus Standards (Reading) Evidence Based Terms-Vocabulary Student groups were assigned specific literacy devices to analyze. From there, students made one slide PowerPoint Presentations which they presented to the class.
Students in the audience gave feedback to the presenting groups. Tone Analysis Group Teaching Process – Group Work for Literary Device Analysis How do you know? What was Lincoln’s Main Idea? Teaching Process for this Project How did Lincoln’s use of (IMAGERY, TONE, ASKING QUESTIONS, CALLS TO ACTION, COUNTER ARGUMENTS or REPETITION) help persuade the north to accept his vision for the United States after the Civil War?
- When Lincoln wrote his speech, he was sure to include….
- example (quote from the text)
- explain the quote
- answer the question Lincoln needed to repeat himself because he wanted the North to think about reuniting the South and North, and because what Lincoln was saying was important. WHY Repetition? “Can Louisiana be brought into proper practical relation with the Union?”


“…elective franchise…” QUOTES The MAIN IDEA was about how Lincoln tried to inspire the Northerners to agree to the Reconstruction plan to help the south. How do these Quotes Help Lincoln Make his Point? Quotes The second one is “will it be wiser to take it as it is ,and help to improve it; or to reject, and disperse it .”.Its tone goes up and down repeatedly. The first quote we recognized tone is “…on which Louisiana's government rests , would be more satisfactory to all if it’s contained 50,000, 30,000, or even 20,000 than the 12,000 it does.”. The tone is high and gets lower as it goes along. Main Idea The Main Idea of Lincoln’s speech is that we should treat the south with respect. These quotes help Lincoln make his point because they give information and examples. Each jigsaw team was given a single
sentence from the speech, as you see on
sample here. Students worked together
to understand the vocabulary and to make
meaning of the text, then shared their
findings with the class.
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