Common Core English Language Arts in a PLC at Work™, Grades 9–12
Explore strategies for integrating the Common Core State Standards for English language arts for grades 9–12 in this resource, which focuses on areas of instruction, curriculum, assessment, and intervention. You'll also learn how to implement the CCSS within the powerful PLC at Work™ process. Critical chapter-opening questions guide discussion and help you leverage the CCSS to optimize student learning.
A Joint Publication With the International Reading Association
- Master the CCSS for English language arts, and develop common understandings to strengthen instructional practice.
- Learn the five fundamental shifts in literacy instruction necessary to enhance students' language development.
- Plan successful collaborative team meetings with a variety of reproducibles to examine the standards.
- Gain tools to reflect on and assess students' knowledge and understanding of writing, reading, speaking and listening, and using language.
- Obtain sample student activities and peer response forms for individual and group work.
- Discover how to use the CCSS to support English learners and students with special needs.
- Develop high-quality formative and summative assessment strategies, including tasks for speaking and listening, questioning, writing, designing projects and presentations, and giving feedback.
- Move learners through important writing stages—novice (emergent) to mature (self-extending).
Get your copy today
TABLE OF CONTENTS
Chapter 1: Using Collaborative Teams for English Language Arts
Chapter 2: Implementing the Common Core State Standards for Reading
Chapter 3: Implementing the Common Core State Standards for Writing
Chapter 4: Implementing the Common Core State Standards for Speaking and Listening and for Language
Chapter 5: Implementing Formative Assessments to Guide Instruction and Intervention
- Figure 1.1: Error-Analysis Form for Writing Conventions
- Figure 1.2: Collaborative Team Meeting Record
- Figure 2.1: Guiding Questions for Grade-by-Grade Analysis of the Reading Standards
- Figure 2.3: Collaborative Team Protocol for Determining Text Complexity
- Table 2.2: Qualitative Factors of Text Complexity
- Figure 3.1: Guiding Questions for Grade-by-Grade Analysis of the Writing Standards
- How Fellow Writers Listen
- How Fellow Writers Talk
- Figure 3.2: Peer Response Feedback Form
- Figure 3.3: Cornell Note-Taking System Template
- Figure 3.4: Sample Discussion Web
- Figure 3.5: Sample Power Writing Graph
- Table 3.1: Characteristics of Writers
- Figure 4.1: Guiding Questions for Grade-by-Grade Analysis of the Speaking and Listening Standards
- Figure 4.2: Guiding Questions for Grade-by-Grade Analysis of the Language Standards
- Figure 5.2: Discussion Sheet for Reciprocal Teaching
- Figure 5.3: Error Analysis for Tenth-Grade Compare-and-Contrast Essay
- Figure 5.4: Revised Error Analysis for Tenth-Grade Compare-and-Contrast Essay for Students Not Meeting Learning Target
- Figure 5.5: Sample Graphic Organizer for Planning an Argumentative Essay
- All Things PLC
- Application of the Common Core State Standards for English Language Learners
- Application to Students With Disabilities
- Building the Legacy: IDEA 2004
- Classic Senate Speeches (Challenge to Senator Joseph R. McCarthy's Anticommunism Crusade)
- Fisher and Frey (YouTube)
- Partnership for Assessment of Readiness for College and Careers (PARCC)
- RTI Action Network
- Simple English Wikipedia Entry About William Shakespeare
- Smarter Balanced Assessment Consortium (SBAC)
- Visual Thesaurus