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Common Core Comparison-Multiple Match Common Core Standard Delaware ELA GLE Grade Difference MatchNote CC.3.W.2.c Text Types and Purposes: Use linking.

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Presentation on theme: "Common Core Comparison-Multiple Match Common Core Standard Delaware ELA GLE Grade Difference MatchNote CC.3.W.2.c Text Types and Purposes: Use linking."— Presentation transcript:

1 Common Core Comparison-Multiple Match Common Core Standard Delaware ELA GLE Grade Difference MatchNote CC.3.W.2.c Text Types and Purposes: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. DE.3.1(WO).1/2/3.41 Organization: Persuasive Writing: Use transition words that show order or show simple relationships (e.g., but, however) [Grade Level 3] 0 3 = Excellent match between the two documents DE refers to linking words as transitional words or phrases DE.3.1(WO).1/2/3.46 Organization: Informative Writing: Use transition words that show order or show simple relationships (e.g., but, however) [Grade Level 3] 0 DE.3.1(WO).1/2/3.51 Organization: Expressive Writing: Use transition words that show order or show simple relationships (e.g., but, however) [Grade Level 3] 0 Segment 1 Train the Trainer, Juley Harper, July

2 Common Core Comparison-No Match Common Core Standard Delaware ELA GLE Grade Difference Match Note CC.3.R.F.3.b Phonics and Word Recognition: Decode words with common Latin suffixes. DE.6.2(Rea).1.1: Vocabulary: Identify and use the meanings of high frequency Greek and Latin derived roots and affixes to determine the meaning of unknown words (e.g., bio, derm, anti, graph, tele) [Grade Level 6] -3 1 = Weak match. Major aspects of the Common Core not addressed. Greek and Latin (specifically) begin in Gr. 6 in DE. Segment 1 Train the Trainer, Juley Harper, July

3 Reading Standards for Literature Standard 2 Standard 3 Standard 4 Reading Standards for Informational text Standard 2 Standard 3 Foundational Skills Standard 2 Standard 1 Writing Standards [Informative, Persuasive/Argumentative, Narrative] Standard 1 Standard 3 Standards for Speaking and Listening Standard 1 Language Standards Standard 1 Standard 2 CCSS Anchor Standards and Delaware Standards Segment 1 Train the Trainer, Juley Harper, July

4 CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and challenges. Segment 1 Train the Trainer, Juley Harper, July

5 How do we read the CCSS? CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and challenges. DE.2.4 (Lit).4.a.1: Read stories and relate characters experiences to shape own decisions by asking questions: * I felt like that character when I…* If that happened to me, I would…* I can relate to that character because one time… CC=Common Core 2= Grade R= Reading L=Literary 3=3 rd bullet DE=Delaware 2= Grade 4.4a=Standard and Performance Indicator Lit=Literary 1=1 st bullet Segment 1 Train the Trainer, Juley Harper, July

6 How do the two standards align? CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and challenges DE.2.2(Rea).4bL.2 Identify other characters in a story or in a poem DE.2.2(Rea).4d.1 Retell a story, identifying the main characters and major events in a literary text DE.2.2(Rea).4g. Make connections between ideas/ characters in stories (e.g., what story that we have read does this remind me of?) DE.2.2(Rea).4g.2 List similarities and differences between ideas/characters in text(s) DE.2.4(Lit).4a.1 Read stories and relate characters' experiences to shape own decisions by asking questions: * I felt like that character when I.... * If that happened to me, I would.... * I can relate to that character because one time.... DE.2.4(Lit).3a.2 Acknowledge the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities DE.2.2(Rea).6a.2 Explain personal connections to the topics, events, characters, and actions in texts Segment 1 Train the Trainer, Juley Harper, July


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