PEARSON Literaturecommon CORE OVERVIEW for Chicago Public Schools
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PEARSON LiteratureCOMMON CORE OVERVIEW for Chicago Public Schools GRADES 6-10 Welcome Table of Contents Instructional Model ...........................4 Flexible Pathways .............................6 Text Sets ..........................................8 Writing and Research .....................14 Differentiated Instruction .................16 Assessment Overview ....................18 Digital Resources ............................20 Components ..................................22 2 Welcome to Pearson Common Core Literature! We are excited to present Chicago Public Schools with a special preview of Pearson Common Core Literature, a new program currently in development. This program is designed to meet the Common Core State Standards, the Publisher’s Criteria, and includes Text Sets modeled after the PARCC Content Model Framework. One unit of a Student Edition and Teacher Edition for each grade level 6-12 has been submitted for your review. Additional units will be available in early April. Prototype pages can be made available upon request. Pearson Common Core Literature addresses the instructional shifts that the Common Core Standards requires and gives educators and students a clear pathway to success by providing a unique Instructional Model that integrates instruction, practice, and real-world application for all learners. This Overview Brochure will provide a detailed glance into the Instructional Model and you will see that the heart of instruction is centered on Text Sets. The Text Sets consist of an Anchor Text with Related Readings and are centered on a compelling topic. Additionally, focus is paid to developing students’ close reading ability to prepare them for the rigorous tasks they will experience on PARCC. You will fi nd Close Reading Activities after each selection which focus on Read, Discuss, Research, and Write – the same performance tasks students will be required to perform on PARCC. We are excited about what Pearson Common Core Literature can do to help your teachers and students with successful implementation of the Common Core. The program is currently Table of Contents in development and complete samples will be ready soon. Instructional Model ...........................4 As the leading educational company in the country, we hope to partner with you and be a Flexible Pathways .............................6 part of this educational transformation. Our promise is to help Chicago Public Schools achieve Text Sets ..........................................8 their goal of preparing students for college and the workplace. Writing and Research .....................14 Sincerely, Differentiated Instruction .................16 Assessment Overview ....................18 Digital Resources ............................20 James Lippe Pearson Components ..................................22 Regional Vice President 3 Instructional Model Literature for the Common Core Pearson Common Core Literature is designed to address Pearson Common Core Literature delivers an Instructional the instructional shifts in literacy required by the Common Model that will help teachers prepare students for the rigors Core State Standards. With this program, students will: of college and the workplace. This Instructional Model: • build content knowledge by reading a range of • allows for instructional fl exibility depending on the complex texts—literary and informational—through learner levels in the classroom and academic text sets, growth needed, • provide written and oral responses to prompts that • puts emphasis on the close reading of complex texts, require students to cite evidence from the text, and requires students to participate in academic • encounter complex texts and analyze and internalize discussions, perform research, and write to sources, the texts’ academic language and vocabulary. • provides rigorous instruction and guidance in analysis of multiple texts within a genre, • supports deepening knowledge of a topic through analysis of multiple-genre texts and media in a Text Set, • provides practice in reading extended texts independently. Unit Level Instructional Model Core Instruction truct d Ins ion lde fo af c PART 2 S l TEXT ANALYSIS a n GUIDED EXPLORATION o i t • Genre Focus p O • Skills Workshops PART 1 SETTING EXPECTATIONS • Introducing the Big Question • Close Reading Workshop PART 3 TEXT SET PART 4 DEVELOPING INSIGHT DEMONSTRATING • Anchor Text INDEPENDENCE • Multiple-Genre Related • Independent Reading Readings • Online Text Sets 4 Instructional Model: The Parts The Instructional Model reflects the learning process: Part 1 models expectation and strategies; Part 2 provides scaffolded supports for reading, writing, speaking and listening, and grammar acquisition; Part 3 enables students to demonstrate learning without scaffolds; Part 4 presents wholly independent reading opportunities. PART 1: SETTING EXPECTATIONS Part 1 will Set clear expectations for students as they analyze texts, participate in academic discussions, perform research, and present written responses to text. Also introduced are the unit’s Big Question and academic vocabulary that students will utilize and revisit in the course of the unit. PART 2: TEXT ANALYSIS In Part 2, students will study multiple texts within a genre and master concepts and standards associated with that genre. Learning to closely read and analyze one specific genre will provide students with strategies that guide them toward performing this same analysis across multiple genres. Direct instruction and scaffolds are provided to ensure that students of all levels are able to comprehend and analyze the complex texts presented in this part. In addition, students are given the opportunity to compare two or more texts and practice writing on demand. Process workshops are also provided for Language Study, Speaking and Listening, and Writing. PART 3: TEXT SET In Part 3, the instructional focus is on the acquisition of content knowledge through multi-genre Text Sets. Each Text Set is anchored by a text that matches the genre studied in Part 2. The scaffolds fall away, and students are given the opportunity to encounter texts in an authentic reading environment that will mirror what they will experience in college textbooks and in workplace documents. Throughout the Text Set, students read critically, participate in academic discussions, conduct research, and develop insights on a topic. These are the types of activities students will be required to perform on the national assessments as well as in college and the workplace. PART 4: DEMONSTRATING INDEPENDENCE In Part 4, students are encouraged to read extended texts independently, building stamina and confidence. Online text sets are available, enabling students to practice independent reading of texts within a digital environment. 5 Flexible Pathways Flexible Pathways The Instructional Model in Pearson Common Core Literature has been carefully constructed so that it provides you with the ultimate fl exibility in meeting the needs of your students. Your pathway through each unit can vary depending on student performance on the Beginning-of-Year Test and on observation of student performance on Close Reading activities. The scenarios below are suggestions for how to use the Instructional Model, and the chart that follows provides a visual for these pathways. Above Level Students Results from the Beginning-of-Year Test indicate that your students are familiar with grade- level concepts delineated in the standards for the upcoming unit. Therefore, you begin the unit instruction by reviewing the Part 1 models for reading, discussion, research, and writing and assign the Independent Practice Selection Close Reading Activities to confi rm that students have the requisite tools for success. If students struggle with any aspects of the Close Reading Activities such as participating in academic discussion, research, or writing, you may opt to assign targeted features in Part 2 in order to provide instruction and practice in those areas. If students are successful with the Close Reading Activities following the Independent Practice Selection, you might want to move directly to Part 3 and work with students to build knowledge through independent readings of a range of texts and media. Then, in- struct students to self-select an extended reading from Part 4 and prepare an oral or written presentation of their learning. BELOW On-Level Students LEVEL Results from the Beginning-of-Year Test indicate that your students may not need further instruction in grade-level concepts for the upcoming unit. Therefore, you plan to teach Part 1 in order to model the strategies and expected outcomes for close reading, discussion, research, and writing. You might want to spend a little time in Part 2 by assigning targeted selections and features which provides explicit skills instruction and scaffolds to ensure students develop the knowledge and skills needed for success in Part 3. ABOVE When students demonstrate mastery of targeted Part 2 skills, you may then assign all LEVEL or parts of the text set in Part 3, utilizing scaffolds in the teacher’s edition when necessary. Assign a Part 4 text for students to read independently. 6 Struggling Students and English Learners Results from the Beginning of Year Test indicate that your students need intensive instruction in most or all of the upcoming unit skills and concepts. Therefore, you devote class time to modeling expectations in Part 1. You might want to spend more time in Part 2 and assign most or all of the