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Common Core Learning Standards: Presented by the CFN 212 September 28 th 2011.

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Presentation on theme: "Common Core Learning Standards: Presented by the CFN 212 September 28 th 2011."— Presentation transcript:

1 Common Core Learning Standards: Presented by the CFN 212 September 28 th 2011

2 Introduction The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects are a broad-based effort to create the next generation of K-12 standards to ensure that all students are college and career ready in literacy no later than the end of high school. The Standards are: - research and evidence-based -aligned with college and work expectations -rigorous -internationally benchmarked

3 College and Career Readiness Expectations Students who are college and career ready in Reading, Writing, Speaking, Listening, and Language exhibit these capabilities: They demonstrate independence They build strong content knowledge They respond to the varying demands of audience, task, purpose, and discipline They comprehend as well as critique They value evidence They use technology and digital media strategically and capably. They come to understand other perspectives and cultures

4 How to Read This Document: Overall Organization The Standards comprise three main sections: A comprehensive K-5 section Two content area-specific sections for 6-12: one for ELA and one for history/social studies, science, and technical subjects. Each section is divided into strands: – K-5 and 6-12 ELA have Reading, Writing, Speaking, and Listening, and Language strand

5 How to Read Document Cont’d The same ten CCR anchor standards for Reading apply to both literacy and informational texts, including texts in history/social studies, science, and technical subjects. Each strand is headed by a strand-specific set of College and Career Readiness Anchor Standards that is identical across all grades and content areas.

6 Cont’d Each CCR Anchor Standard has an accompanying grade-specific standard translating the broader CCR statement into grade-appropriate end-of-year expectations Example of identifying and reading document : Strand-CCR-Number – For Broad Anchor Standards R.CCR.4 Strand-Grade-Number – For Grade-Specific Standard RI.5.9

7 Key Features of the Standards Reading: Text complexity and growth of comprehension Writing: Text types, responding to reading and research Speaking and Listening: Flexible communication and collaboration Language: Conventions, effective use, and vocabulary

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9 Focus Common Core Learning Standards in Reading and Writing GradeStandards PreK-2Reading Standards for Informational Text #1 and #10 Writing Standards #2 3-12Reading Standards for Informational Text #1 and #10 Writing Standards #1

10 How were the Common Core Reading and Writing Standards Selected? One of the citywide instructional expectations of this to engage students more frequently in both analyzing information texts and writing arguments in response to those texts two skills that are critical for college and career readiness. Analyzing information texts and developing an argument based upon analysis of those texts within a single task is complex and inspirational. Schools can assess student work against the targeted Common Core Standard in Reading through a written response. Both comprehension of the informational text and students’ skills in expressing an opinion or argument are assessed against the appropriate Common Core standards in reading informational texts and writing.

11 Reading One of the key requirements of the Common Core Learning Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.

12 What does Standard One across the grades look like?

13 Grade 11and 12- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn form the text including determining where the text leaves matters uncertain. Grade 9 and 10- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn form the text. Develop factual, interpretative and evaluative questions for further exploration of the topics. Grade 8-Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn for the text. Grade 7-Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Grade 6-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Grade 5-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Grade 4-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Grade 3-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Grade 2-Ask and answer such questions as who, what, where, when why and how to demonstrate understanding of key details in a text. Grade 1- Ask and answer questions about key details on a text. Pre-K-K -With prompting and support, ask and answer questions about key details on a text.

14 Writing The key requirements of the Common Core Learning Standards for Writing is to expect students to write to inform and argue with evidence, supporting claims and demystifying counterclaims in a logical, detailed analytical piece.

15 Selected Common Core Standards To focus our efforts on critical college and career ready skills, we have strategically selected standards at every grade level. The authors of the Common Core helped guide this selection. Grade BandLiteracy Focus Pre K-2Written response to information texts through group activities and with prompting and support. {Reading Informational Text Standards 1 and 10, Writing Standard 2} 3-8Written analysis of informational texts (Reading Informational texts Standards 1 and 10.} Written opinion or argument based on an analysis of informative texts {Reading informational Text Standards 1 and 10, Writing standard 1} 9-12Written opinion or argument based on an analysis of informative texts {Reading informational Text Standards 1 and 10, Writing standard 1}

16  What does Standard 2 in Pre-k-Grade 2 look like in writing?  What does Standard 1 from grades 3 through 12 look like?

17 Grades 11 and 12-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.*** Grades 9 and 10-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.*** Grade 8-Write arguments to support claims with clear reasons and relevant evidence.*** Grade 7-Write arguments to support claims with clear reasons and relevant evidence.*** Grade 6-Write arguments to support claims with clear reasons and relevant evidence.*** Grade 5- Write opinion pieces on topics or texts, supporting a point of view with reasons and information*** Grade 4-Write opinion pieces on topics or texts, a supporting a point of view with reasons and information. *** Grade 3-Write opinion pieces on topics or texts, supporting a point of view with reasons.*** Grade 2-Write informative/explanatory texts in which they name a topic, use facts and definition to develop points and provide a concluding statement or section. Grade1-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Kindergarten- Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Pre -K- With prompting and support, use a combination of drawing, dictation or writing to compose informative/explanatory texts in which they name..

18 Standard 10: Range of Reading and Level of Text Complexity “By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.”

19 Why Text Complexity Matters K-12 reading texts have actually trended downward in difficulty in the last half century. A high school graduate who is a poor reader is a postsecondary student who must struggle mightily to succeed. Being able to read complex text independently and proficiently is essential for high achievement in college and the workplace and important in numerous life tasks.

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21 Moreover Current trends suggest that if students cannot read challenging texts with understanding—if they have not developed the skill, concentration, and stamina to read such texts—they will read less in general.

22 Samples of Student Texts Please look inside your packets to see the sample titles suggested for informative texts for all grade levels.

23 Questions/Wonderings

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25 Resources Read, Write, Think! Common Core Library Library of Congress nces.ed.gov/nationsreportcard/writing/whatmeasure.asp {NAEP} Charlotte Danielson: “A Framework for Teaching” WritingtoLearn.pdf

26 Common Core Library The National Center for the Improvement of Educational Assessment Teachers College Reading and Writing Center: Reading Assessments reading-assessments Teachers College Reading and Writing Center: List of leveled books in genres including fiction and non fiction

27 Teachers College Reading and Writing Center: List of leveled books in genres including fiction and non fiction. Also retell rubrics, and data recording forms. ts/reading-assessments.html ts/reading-assessments.html Middle School Reading Education.com

28 Norman Webb’s Depth of Knowledge igor+in+Maps.htm igor+in+Maps.htm Webb’s Depth of Knowledge Guide https://cia.rcu.msstate.edu/webinars/presentations/DOK_Handout.pdf


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