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About the Authors | |
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Foreword | |
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Introduction | |
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Professional Development and Professional Learning Communities | |
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Purpose of This Book | |
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Organization of This Book | |
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Using Collaborative Teams for English Language Arts | |
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The Common Core State Standards | |
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Shift One: Focus on Reading and Writing to Inform, Persuade, and Convey Experiences | |
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Shift Two: Focus on Increasing Text Complexity | |
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Shift Three: Focus on Speaking and Listening | |
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Shift Four: Focus on Text-Based Evidence for Argumentation | |
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Shift Five: Focus on Academic Vocabulary and Language | |
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Purposes and Organization of the CCSS ELA | |
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What Is Not Covered in the Standards | |
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Conclusion | |
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Implementing the Common Core State Standards for Reading | |
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A Collaborative Planning Team in Action | |
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Anchor Standards for Reading | |
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Reading Standards for Literature in Grades 3-5 | |
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Reading Standards for Informational Text in Grades 3-5 | |
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Foundational Skills in Reading in Grades 3-5 | |
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Conclusion | |
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Implementing the Common Core State Standards for Writing | |
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A Collaborative Planning Team in Action | |
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Anchor Standards for Writing | |
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Characteristics of Writers | |
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Writing Standards for Grades 3-5 | |
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The Writing Process | |
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Conclusion | |
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Implementing the Common Core State Standards for Speaking and Listening and for Language | |
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A Collaborative Planning Team in Action | |
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Anchor Standards for Speaking and Listening | |
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The Power of Peer Learning | |
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Speaking and Listening Standards for Grades 3-5 | |
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Anchor Standards for Language | |
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Language Standards for Grades 3-5 | |
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Conclusion | |
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Implementing Formative Assessments to Guide Instruction and Intervention | |
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A Collaborative Planning Team in Action | |
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The Role of Assessment and the Common Core State Standards | |
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Feed Up, Back, and Forward | |
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Formative and Summative Assessments | |
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What to Do When Students Struggle | |
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Assessment, Intervention, and Instruction | |
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Conclusion | |
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References and Resources | |
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Index | |