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COMMON CORE STANDARDS with RIGOR-RELVANCE Overview and Exemplars Li Center Mini.

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Presentation on theme: "COMMON CORE STANDARDS with RIGOR-RELVANCE Overview and Exemplars Li Center Mini."— Presentation transcript:

1 COMMON CORE STANDARDS with RIGOR-RELVANCE Overview and Exemplars Li Center Mini Lesson FALL 2013 A.Street Revised 8/28/131

2 items-and-performance-tasks/ items-and-performance-tasks/ A.Street Revised 8/28/132 Common Core Standards Websites

3 Goals of Common Core Standards  Prepare students, as they leave high school, to become productive citizens of a global economy and society with the knowledge and skills they need to succeed in postsecondary education and careers  Apply rigorous content and application of knowledge through higher-order skills A.Street Revised 8/28/133

4 Rigor and Relevance Daggett and Jones Rigor/Relevance Framework Academic Rigor Defined: Students demonstrate thorough, in-depth learning by mastery of challenging tasks to develop cognitive skills---reflective thought, analysis, problem solving, evaluation, or creativity. Any grade, any subject Knowledge Taxonomy defines levels of rigor. A.Street Revised 8/28/134

5 Rigor and RELEVANCE DEFINED… Learning in which students apply core knowledge, concepts, or skills to solve real world problems Relevant learning is interdisciplinary and contextual Relevant work can range from routine to complex Across all grades, all subjects A.Street Revised 8/28/135

6 Rigor- Relevance Framework Summation Rigor – Knowledge Taxonomy Relevance – Application Model Action Continuum – Acquisition of Knowledge   Application of Knowledge A.Street Revised 8/28/136

7 English-Language Arts Emphasis Instruction and Assessment 1.Focus is on Text Complexity: sophistication level of what students read and the skill with which they read it INDEPENDENTLY 2.Equal Emphasis on Reading and Writing Across the Curriculum 3.Same Skills for Reading Informational and Literature Texts 4.Writing Arguments and Drawing Evidence from Sources: Prioritize Informational Writing A.Street Revised 8/28/137

8 Common Core Standards  Instructional Practice Shift  Focus on Higher-Order Comprehension Instruction: Explicit for Textual Analysis (critical thinking)  Academic, Text-Based Responses to Questions  Interdisciplinary K-12, i.e. Reading-Writing Instruction Not Just for ELA Instructors  Expectations Rise as You Move Up the Grade Levels (skill level & strategies)  Increase Time for Actual Reading, and Talking and Writing About It. A.Street Revised 8/28/138

9 Anchor Standards K-12 Refer to Anchor Standards K-12 on website Reading Writing Speaking and Listening Comprehension and Collaboration Curricular-Aligned Conversations Between Students Presentation of Knowledge and Ideas Engage in various forms of media Language Conventions Application of Language Vocabulary Acquisition and Use A.Street Revised 8/28/139

10 Anchor Standards READING K-12  Same skill set as you move across the grade levels, but the specific expectations for these skills grow as you go up the grades.  Skill progressions are the same for reading fiction and informational texts Key ideas and details Craft and structure Integrate knowledge and ideas A.Street Revised 8/28/1310

11 Anchor Standards WRITING K-12  Three Types of Writing Narrative Persuasive-Opinion-Argument Informational-Functional/Procedural  Writing Process  Writing Quality  Writing Across ALL Disciplines and for Real Purposes A.Street Revised 8/28/1311

12 Exemplars CC Standards: Grade 5  Reading: Informational Text #3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text  Reading: Informational Text #6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent A.Street Revised 8/28/1312

13 Reading: Specific CC Grade 5  The emphasis in fifth grade is on students’ comprehension of complex narrative and informational texts.  Students read two or more texts on a topic and use a variety of comprehension strategies to compare, contrast, and integrate information from the texts. A.Street Revised 8/28/1313

14 Grade 5 continued  Students learn academic language and domain-specific vocabulary through their reading--- and use it in their writing and speaking.  Stdents analyze how structure, point of view, visual elements, and figurative language contribute to the meaning or tone of texts. A.Street Revised 8/28/1314

15 Grade 5 Reading Informational Text Key Ideas and Details 1.Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 3.Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. A.Street Revised 8/28/1315

16 Grade 5 Writing Demonstrates  An awareness of audience and purpose.  A command of the conventions of the English language  Understanding of the structures and organization of text  Experience with the stages of the writing process (e.g., prewriting, drafting, revising, editing)  Use of resources to gather information to support their main idea and use technology to create documents.  Use of transitional words or phrases to link paragraphs and ideas, making clear their line of thought. A.Street Revised 8/28/1316

17 Grade 5 Writing Informational Texts  Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Provide a concluding statement or section related to the opinion presented. A.Street Revised 8/28/1317

18 Grade 5 Word study affixes, roots, syllabication, spelling, multiple meanings  Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. A.Street Revised 8/28/1318

19 Exemplars CC Specific: Grade 8  Language #5c Distinguish among the connotations of words with similar denotations  Reading: Informational Text #7 Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea A.Street Revised 8/28/1319

20 Exemplar CC Specific: Grade 9-10  Reading: Literature #9 Analyze how an author draws on and transforms source material in a specific work A.Street Revised 8/28/1320

21 Exemplar CC Standards: Grades 11-12  Reading: Literature #7 Analyze seventh-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance A.Street Revised 8/28/1321

22 RESOURCES AVAILABLE: Calkins, Lucy, Mary Ehrenworth, and Christopher Lehman. 2012. Pathways to the Common Core: Accelerating Achievement. Portsmouth, NH: Heinemann. A.Street Revised 8/28/1322

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