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CCSS/ES in CMS. Argumentation Students form and express opinions, derive supporting reasons, and draw conclusions from a variety of sources. Students.

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Presentation on theme: "CCSS/ES in CMS. Argumentation Students form and express opinions, derive supporting reasons, and draw conclusions from a variety of sources. Students."— Presentation transcript:

1 CCSS/ES in CMS

2

3 Argumentation Students form and express opinions, derive supporting reasons, and draw conclusions from a variety of sources. Students then apply their thoughts and findings to a written piece or discussion.

4 What is text? 1.the original words and form of a written or printed work 2.the main body of printed or written matter on a page 3.a source of information or authority 4.data 5.something considered as an object to be examined, explicated, or deconstructed 6.frame of reference Merriam-Webster, Incorporated 2012 Merriam-Webster, Incorporated What are some examples of texts?

5 6 Shifts from NCSCOS to CCSS in ELA/Literacy Standards

6 PreK-5: Balancing Inf. & Literary Text 6-12: Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary

7 Text-Based Answers Common Core ELA/Literacy Shift 4

8 Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page Teachers ensure students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text. Text-Based Answers

9 Rich and rigorous conversations which are dependent on a common text Make evidentiary arguments both in conversation, as well as in writing Student Actions

10 Insist that classroom experiences stay deeply connected to the text Use evidentiary arguments to assess comprehension of a text Teacher Actions

11 Viewing Guide Directions Each person in the group should choose a different question to answer while you watch the video. Discuss your question and answer with others in your group.

12 Key Points What is the importance of cultivating students’ close reading of a text? How can we get students to go beyond making the easy connection with the text they are reading to a deeper connection? What are questions worth asking?

13 Video -core-in-ela-literacy-shift-4-text- based-answers/ (retrieved August 23, 2011) features the following panelists: John B. King, New York State Commissioner of Education David Coleman, contributing author to the Common Core Kate Gerson, Sr. Fellow with the Regents Research Fund

14 Discussion Compare your responses with your group. What else did you find to be valuable or important? Using the Anchor Standards for Reading, determine which ones apply to Shift 4 and why?

15 Implications What does this mean for me in my role?

16 Enjoy a break

17 Argumentation Example Tasks

18 Math: 4th Grade Close to 1,000 game: Day 1: Students play game. Discuss strategies as they work. Day 2: 1) While students are playing call "STOP". 2) Students record the 6 cards in front of them & the number their chip is on. 3) Students write what their next move will be & explain (on paper) why they think that is their next best move. 4) Students share their writing with a partner. 5) Encourage partners to listen carefully and ask for clarification. 6) Select 1-2 partners & ask them to read practices 3 & 6 (poster). 8) Ask group to listen for evidence that partners 'constructed a viable argument' & 'attended to precision while doing so'. 9) Have students share connections between their work & the 2 practices highlighted.

19 Math: 3rd Grade: Franik's Marbles SAB 55 After students have completed the work on pages ask, "Is it possible to start with more marbles than your partner on the first day, but end up with less on the 10th day? How?" Then ask students to make their case using examples or evidence from the work they've been doing this week. Have students write these in their journals.

20 Third Grade Argumentation Sample Social Studies Your class has been given the job of deciding what to do with one large piece of land that is the same size as your school’s playground. Where is the best place you would put the land (in a city, suburb, or rural community)? Explain why you would put the land in that community, and what you would do with the land. Support your claim with evidence from the texts and/or video. Resources: SS Textbook: Unit 2 Lesson 3 pages Readers from Harcourt: We Live in Communities, Sister Cities, Communities of the Future City, Suburb, & Rural Communities on Discovery Education

21 Work Session Review the argumentation task you created. Make any necessary changes or modifications. Create sample student responses.

22 Let’s Share


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