Presentation on theme: "Session 2. Participants will gain an awareness of: Appendix B: Text Exemplars Appendix C: Samples of Student Writing Implications for Special Education."— Presentation transcript:
Participants will gain an awareness of: Appendix B: Text Exemplars Appendix C: Samples of Student Writing Implications for Special Education
Become familiar with the documents that are referenced in Appendix B (p.100) Text Exemplars and Sample Performance Tasks Appendix C (p. 101) Samples of Student Writing Links to both documents are included on pages 100 and 101.
Appendix A:Research Supporting Key Elements of the Standards Appendix B:Text Exemplars and Sample Performance Tasks Appendix C:Samples of Student Writing Appendix D:Literacy Standards for Grades 6-12: History/Social Studies, Science, and Technical Subjects Appendix E:Alabama High School Graduation Requirements Appendix F:Guidelines and Suggestions for Local Time Requirements and Homework
QualitativeQuantitative Reader and Text Levels of meaning Structure Language conventionality and clarity Knowledge demands Readability measures Other scores of complexity Reader variables such as motivation, knowledge, and experience Task variables such as purpose and the complexity generated by the task assigned and the questions posed
From Little Bear by Else Minarik “Mother Bear, Mother Bear, where are you?” calls Little Bear. “Oh dear, Mother Bear is not here and today is my birthday. I think my friends will come, but I do not see a birthday cake. My goodness—no birthday cake. What can I do?”
From My Father’s Dragon by Ruth Gannett My father opened the pack and took out the comb and the brush and the seven hair ribbons of different colors. “Look,” he said, “I’ll show you what to do on your forelock, where you can watch me. First you brush a while, and then you comb, and then you brush again until all the twigs and snarls are gone. Then you divide it up into three and braid it like this and tie a ribbon around the end.”
From Alice’s Adventures in Wonderland by Lewis Carroll There was nothing so VERY remarkable in that; nor did Alice think it so VERY out of the way to hear Rabbit say to itself, “Oh dear! Oh dear! I shall be late!’ (when she thought it over afterwards, it occurred to her that she ought to have wondered at this, but at the time it all seemed quite natural): but when the Rabbit actually TOOK A WATCH OUT OF ITS WAISTCOAT-POCKET, and looked at it, and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat- pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it, and fortunately was just in time to see it pop down a large rabbit-hole under the hedge.
Literature StoriesDramaPoetry Children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth Staged dialogue and brief familiar scenes Nursery rhymes and the subgenres of the narrative poem, limerick and free verse poem
Informational Text Literary Nonfiction and Historical, Scientific, and Technical Texts Biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics
Promoting a culture of high expectations for all students is a fundamental goal of the Common Core State Standards. In order to participate with success in the general curriculum, students with disabilities, as appropriate, may be provided additional supports and services.
Supports and services for students with disabilities: Instructional supports for learning Instructional accommodations Assistive technology devices and services Curriculum Guides to the Alabama Courses of Study
The Navigation links connect you to many different informational options.
Contact Information: Pam Higgins at Steve McAliley at See you this summer!