The Brave New World of Common Core Standards
|
|
|
- Leslie Strickland
- 9 years ago
- Views:
Transcription
1 The Brave New World of Common Core Standards Brandon Zaslow Department of Education Occidental College Los Angeles Area Site of the California World Language Project
2
3
4
5
6 Brandon Zaslow California World Language Project 2014 A Thinking Continuum: Bloom s Taxonomy Creating Evaluating Analyzing Bloom s Thinking Continuum Assimilation of Knowledge Acquisition of Knowledge Applying Understanding Remembering The low end of this continuum involves acquiring knowledge and being able to locate or recall that knowledge. At the upper end of the continuum, knowledge is fully integrated in the mind in logical and creative ways.
7 Brandon Zaslow California World Language Project 2014 A Continuum of Action: Daggett s Taxonomy Acquire Knowledge in One Discipline Apply Knowledge in One Discipline Daggett s Action Continuum Application of Knowledge Acquisition of Knowledge Apply Knowledge Across Disciplines Apply Knowledge to Real-World Predictable Situations Apply Knowledge to Real-World Unpredictable Situations The low end of this continuum involves acquiring knowledge for its own sake. The upper end of this continuum involves the use of knowledge to solve complex, real-world problems and to create works for use in real-world situations.
8 Brandon Zaslow California World Language Project 2014 Rigor-Relevance Framework (International Center for Leadership in Education) R I G O R K N O W L E D G E 6 Creating 5 Evaluating 4 Analyzing 3 Applying 2 Understanding 1 Recalling Assimilation C Acquisition A Adaptation D Application Acquire Apply Apply Apply Apply knowledge knowledge knowledge knowledge knowledge in one in one across to real-world to real-world discipline discipline disciplines predictable unpredictable situations situations RELEVANCE APPLICATION B
9 Brandon Zaslow California World Language Project 2014 Rigor-Relevance Framework (International Center for Leadership in Education) THE FOUR QUADRANTS C. Assimilation Students extend and refine their knowledge and use it automatically and routinely to analyze, evaluate and create. D. Adaptation Even when confronted with perplexing unknowns, students use extensive knowledge and skill to create solutions and take action that further develops their skill and knowledge. A. Acquisition Students remember and understand. B. Application Students use knowledge to solve problems, design solutions and complete work ultimately in unpredictable situations.
10 Brandon Zaslow California World Language Project 2014 Rigor-Relevance Framework (International Center for Leadership in Education) TECHNICAL READING AND WRITING C. Assimilation Compare and contrast several technical documents to evaluate purpose, audience and clarity D. Adaptation Write procedures for installing and troubleshooting new software A. Acquisition Recall definitions of various technical terms B. Application Follow written directions to install new software on a computer
11 Brandon Zaslow California World Language Project 2014 Stages of Student Proficiency STAGE I, Novice Formulaic Language Comprehend and produce memorized words and phrases dealing with discrete elements of daily life in highly predictable common daily settings STAGE II, Intermediate Created Language Comprehend and produce sentences and strings of sentences dealing with topics related to self, the immediate environment, survival and courtesy in some informal and transactional settings STAGE III, Advanced Planned Language Comprehend and produce oral and written paragraphs and strings of paragraphs dealing with concrete and factual topics of public interest in most informal and some formal settings STAGE IV, Superior Extended Language Comprehend and produce cohesive and multi-paragraph texts in speech and writing dealing with unfamiliar, abstract, practical, social and professional topics in most formal and informal settings and problem situations
12 Common Core Standards: Reading (4 Domains, 10 Standards) Reading: Key Ideas and Details R1. Read for main ideas. 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text 2. Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text Reading: Craft and Structure R2. Read for supporting details. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone Reading: Integration of Knowledge and Ideas 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence 6. Assess how point of view or purpose shapes the content and style of a text 7. Integrate and evaluate content R3. presented Use in diverse knowledge formats and and ideas from reading media, including visually and in quantitatively, speaking as well as words and writing. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take Brandon Zaslow California World Language Project 2014
13 Common Core Standards: Reading (4 Domains, 10 Standards) Reading: Range of Reading and Level of Text Complexity 10. Read and comprehend R4. complex literary Read and informational, cultural and texts independently and literary proficiently texts. Brandon Zaslow California World Language Project 2014
14 Common Core Standards: Writing (4 Domains, 10 Standards) Writing: Text Types and Purposes W1. Write a variety of texts. 1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence 2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences Writing: Production and Distribution of Writing W2. Write, revise, edit and rewrite. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others Writing: Research to Build and Present Knowledge W3. Use technology to research, produce and publish and to collaborate with others. 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism 9. Draw evidence from literary or informational texts to support analysis, reflection, and research Brandon Zaslow California World Language Project 2014
15 Common Core Standards: Writing (4 Domains, 10 Standards) Writing: Range of Writing W4. Write for a variety of purposes and 10. Write routinely over extended time frames (time for research, reflection, and revision) and audiences. shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences Brandon Zaslow California World Language Project 2014
16 Common Core Standards: Speaking/Listening (2 Domains, 6 Standards) Speaking and Listening: Comprehension and Collaboration SL1. Converse and collaborate with others. 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally 3. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric Speaking and Listening: Presentation of Knowledge and Ideas 5. Make strategic use of digital SL2. Present knowledge in speech media and visual displays of data to express information and enhance supported by digital understanding media/visual of presentations displays. 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate Brandon Zaslow California World Language Project 2014
17 Common Core Standards: Language (3 Domains, 6 Standards) Language: Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing L1. Use conventions of the standard language in speaking and writing Language: Knowledge of Language L2. Recognize the effect of choice on meaning and choose language appropriate to formal/informal register. 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening Brandon Zaslow California World Language Project 2014
18 Common Core Standards: Language (3 Domains, 6 Standards) Language: Vocabulary Acquisition and Use L3. Develop receptive and productive 4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases by vocabularies. using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression Brandon Zaslow California World Language Project 2014
19 Brandon Zaslow California World Language Project 2014 Common Core Standards: Setting Reasonable Goals 1. Key Ideas and Details 2. Craft and Structure 3. Integration of Knowledge and Ideas 4. Range of Reading and Level of Text Complexity R1. Read for main ideas. R2. Read for supporting details. R3. Use knowledge and ideas from reading in speaking and writing. R4. Read informational, cultural and literary texts. 1. Text Types and Purposes 2. Production and Distribution of Writing 3. Research to Build and Present Knowledge 4. Range of Writing W1. Write a variety of texts. W2. Write, revise, edit and rewrite. W3. Use technology to research, produce and publish and to collaborate with others. W4. Write for a variety of purposes and audiences. SL1. Converse and collaborate with others. SL2. Present knowledge in speech supported by digital media/visual displays. 1. Comprehension and Collaboration 2. Presentation of Knowledge and Ideas L1. Use conventions of the standard language in speaking and writing. L2. Recognize the effect of choice on meaning and choose language appropriate to formal/informal register. L3. Develop receptive and productive vocabularies. 1. Conventions of Standard Language 2. Knowledge of Language 3. Vocabulary Acquisition and Use
20 Brandon Zaslow California World Language Project 2014 Working with Authentic, Informative Texts (1) Select an authentic, informative text. (2) Determine the purpose of the text. (3) Determine the communicative proficiency necessary to comprehend the text according to its purpose. Novice: words, phrases, formulas Intermediate: sentences/strings of sentences Advanced: paragraphs/strings of paragraphs Superior: cohesive multi-paragraph texts (4) Create questions to ensure comprehension of the text according to its purpose (evidence). (5) Create activities with the questions. (6) Use the purpose of the text to formulate culminating written tasks.
Integrating the Common Core Standards into the Music Curriculum
Place Photo Here, Otherwise Delete Box Integrating the Common Core Standards into the Music Curriculum Tom L. Foust January 24 th, 2013 Illinois Music Educators Conference Peoria, Illinois What is the
Alignment of the National Standards for Learning Languages with the Common Core State Standards
Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,
SIXTH GRADE UNIT 1. Reading: Literature
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
HIV, STD & Pregnancy Prevention
HIV, STD & Pregnancy Prevention The HealthSmart HIV, STD & Pregnancy Prevention unit meets the following Common Core State Standards in English Language Arts for Grades 9-10. Reading Informational Text
Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate
Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
PENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12
1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
Career Planning Basics
Media Type: DVD Duration: 70 min. Career Planning Basics Goal: To provide students with college and career-readiness skills necessary for life after secondary and post-secondary education. Description:
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT June 2012 This document is a working draft. The information in this document is subject to change, and any changes will
Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify
Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 9-10
Common Core State Standards for Literacy in History/Social Studies, Science, and Technical English Language Arts Standards» Anchor Standards» College and Career Readiness Anchor Standards for Reading The
E/LA Common Core Standards for Writing Grade 5
Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory
Reading Standards for Literature
Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading
Common Core State Standards Grades 9-10 ELA/History/Social Studies
Common Core State Standards Grades 9-10 ELA/History/Social Studies ELA 9-10 1 Responsibility Requires Action. Responsibility is the active side of morality: doing what I should do, what I said I would
Maryland Common Core State Curriculum Framework Standards for Writing Standards in Science and Technical Subjects. Grades 9-12
Cluster: Text Types and Purposes CCR Anchor Standard #1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. WHST.11-12.1
Reading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7
Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON 1 2 3 4 5 6 7 8 9 Speaking and Listening:
Journey Across Time The Early Ages 2008
Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-8 Journey Across Time The Early Ages 2008 English Language Arts Standards» Anchor Standards»
LDC Template Task Collection 2.0
Literacy Design Collaborative LDC Template Task Collection 2.0 December 2013 The Literacy Design Collaborative is committed to equipping middle and high school students with the literacy skills they need
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students
Aligning the World Language Content Standards for California Public Schools with the Common Core Standards. Table of Contents
Aligning the World Language Standards for California Public Schools with the Common Core Standards Table of s Page Introduction to World Language Standards for California Public Schools (WLCS) 2 World
English 7 Essential Curriculum
English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful
Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS English/Language Arts Standards Reading: Foundational Skills Fifth Grade Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word
Teaching Literacy and Meeting Common Core in CTE Classes
Teaching Literacy and Meeting Common Core in CTE Classes Statewide CTE Institute The College of New Jersey May 20, 2014 George Johnson [email protected] And NJ CTE teachers from LDC Cohort 2 Teaching
Teacher s Guide. Alignment with the Common Core State Standards for Reading... 3. Alignment with the Common Core State Standards for Writing...
My Insurance Teacher s Guide Introduction to the Unit... 2 What are the activities? What is the assessment? What are the activity descriptions? How does this unit align with the Common Core State Standards?
English 2 - Journalism Mitch Martin: [email protected]
Mission English 2 - Journalism Mitch Martin: [email protected] To educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributors
Everett Public Schools Framework: Digital Video Production VI
Course: CIP Code: 100202 Career Cluster: Video ProductionTechnology/Technician Everett Public Schools Framework: Digital Video Production VI Arts, Audio/Video Technology & Communications Total Framework
by Nicole Page, Holly Scott, and Charlotte Davis
Overview Overview The Doppler Effect The Doppler Effect by Nicole, Holly Scott, and Charlotte Davis Students will describe the Doppler Effect and use it to explain an everyday occurrence involving sound
LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT COMPUTER GAME DESIGN
FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT COMPUTER GAME DESIGN Date: January 2016 Proposed Grade Level(s): Grade 6-8 Grading: A-F Prerequisite(s): None Course Length: Year Subject Area: Technology Elective
Bills, Budgets and Bank Accounts
Bills, Budgets and Bank Accounts Teacher s Guide Introduction to the Unit... 2 What are the activities? What is the assessment? What are the activity descriptions? How does this unit align with the Common
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards
Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
Microsoft Word 2013 Basics
Media Type: DVD Duration: 155 minutes Goal: To provide a foundation for completing documents using Microsoft Word Description: Microsoft Word is one of the most widely used software programs in today s
Common Core State Standards Speaking and Listening
Comprehension and Collaboration. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly
Journalism Curriculum Maps
Journalism Curriculum Maps Unit of Study: Sports Writing Unit of Study: Writing Feature Stories Unit of Study: Writing News Leads Unit of Study: Writing the News Story Grade: 9-12 Subject: Journalism Unit
Common Core Writing Rubrics, Grade 3
Common Core Writing Rubrics, Grade 3 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major
Unit 1/Concept 2 Grade 8 ELA Grade 8 ELA Start Date: September 30, 2013 End Date : October 25, 2013
Unit Overview A Reader's perspective of the elements of informational text. Content Elaborations Reading: Readers are able to separate text into parts for individual study and look for evidence (either
Virginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008
Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................
THE NEW ACADEMIC ESSENTIALS: COLLEGE AND CAREER READINESS 8/13/13
THE NEW ACADEMIC ESSENTIALS: COLLEGE AND CAREER READINESS 8/13/13 Name: Date: Major/Field: School/Other: DOMAINS (Score yourself 0-3. 0 = don t know it/can t do it; 3 = major strength) Fall Spr COMMUNICATING:
Common Core Progress English Language Arts
[ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
Grade 6 English Language Arts Performance Level Descriptors
Limited Grade 6 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 English Language Arts.
#804 Digital Media II,
Digital Media II Level: 11-12 Units of Credit: 1.00 CIP Code: 11.0211 Core Code: 35-02-00-00-011 Prerequisite: Skill Tests: Digital Media I #804 Digital Media II, Adobe Photoshop Adobe Illustrator Adobe
3rd Grade - ELA Writing
3rd Grade - ELA Text Types and Purposes College & Career Readiness 1. Opinion Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
Grade 4 Writing Curriculum Map
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
English 4: Florida College Prep, Grade 12 Curriculum Map
English 4: Florida College Prep, Grade 12 Curriculum Map The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed,
Montgomery County Public Schools English 9B Exam Review
Montgomery County Public Schools English 9B Exam Review June 2013 FORMAT Five Readings an excerpt from a Shakespeare play (not Romeo and Juliet) two poems a narrative a nonfiction article related to the
Everett Public Schools Framework: Digital Video Production II
Course: CIP Code: 100202 Career Cluster: Video ProductionTechnology/Technician Everett Public Schools Framework: Digital Video Production II Arts, Audio/Video Technology & Communications Total Framework
GRADE 11 English Language Arts Standards Pacing Guide. 1 st Nine Weeks
1 st Nine Weeks A. Verify meanings of words by the author s use of definition, restatement, example, comparison, contrast and cause and effect. B. Distinguish the relationship of word meanings between
Correlation to the Common Core State Standards for English Language Arts, Grade 3
Correlation to the Common Core State Standards for English Language Arts, Grade 3 Journeys Grade 3 LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 1 Houghton Mifflin Harcourt Publishing Company. All rights
Study Skills Course overview
Study Skills Course overview GOAL: The purpose of this course is to teach students necessary skills to improve their studying habits and improve their test-taking ability. 1. How is the best way to manage
French Language and Culture. Curriculum Framework 2011 2012
AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement
British Literature, Quarter 2, Unit 1 of 3. Macbeth. Overview
British Literature, Quarter 2, Unit 1 of 3 Macbeth Overview Overall days: 20 (1 day = 50-55 minutes) Purpose The purpose of this unit is to read, analyze, and perform scenes from Shakespeare s Macbeth.
Mississippi Early Learning Standards for Classrooms Serving Four-year-old Children English Language Arts and Mathematics
Mississippi Early Learning Standards for Classrooms Serving Four-year-old Children English Language Arts and Mathematics Tom Burnham, Ed.D., State Superintendent of Education Lynn J. House, Ph.D., Deputy
3rd Grade Common Core State Standards Writing
Text Types and Purposes Writing CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.3.1a Introduce the topic or text they are writing
The Toledo Zoo Aviary
The Toledo Zoo Aviary Look at the Birdie Bird Adaptations Lesson Learning Strategies Background Knowledge Vocabulary Comprehension Application/ Extension Problem Solution Guide Personal Clues Questions
KINDGERGARTEN. Listen to a story for a particular reason
KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words
Language Arts Literacy Areas of Focus: Grade 6
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Units of Study 9th Grade
Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.
Tab 3: STEM Alignment * Identifies connections between recognized STEM Career Cluster standards and NDG Linux Essentials curriculum.
NDG Linux Course: Alignment to Education Standards STEM Career Cluster Knowledge and Skills Topics Common Core Anchor College and Career Readiness Standards 21st Century Science & Engineering Practices
Creative Writing Mrs. Maryjo Williams Room A213
Creative Writing Mrs. Maryjo Williams Room A213 One of the most valuable things we can do to heal one another is listen to each other s stories. ----- Rebecca Falls Course Description This course introduces
Unit 1: Freudian Psychosexual Development: Reading Informational/ Writing Expository
Sparta High School English Curriculum Grade 12: Psychology in Literature Unit 1: Freudian Psychosexual Development: Reading Informational/ Writing Expository Essential Questions: What are the formative
Language Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible. Overview. (1 day = 50-55 minutes)
American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible Overall days: 16 (1 day = 50-55 minutes) Overview Purpose This unit will focus on the beliefs of early American Puritans
Grade 8 English Language Arts Performance Level Descriptors
Limited Grade 8 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 8 English Language Arts.
ELA I-II English Language Arts Performance Level Descriptors
Limited ELA I-II English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for ELA I-II English Language
National Essential Skills Survey / Common Core State Standards / NYS ELA Standards / CDOS / State Assessment Crosswalk
National Essential Skills Survey / Common Core State Standards / NYS EA Standards / CDOS / State Assessment Crosswalk NESS NYS EA Connections CDOS Regents Reading for iterature E2 E37 E38 1. Cite strong
Common Core Writing Standards
Correlation to the Series, Grades K 2 Common Core State Standards, 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. College
Rubrics for Assessing Student Writing, Listening, and Speaking High School
Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein
Strand: Writing. Grade Level: 1 st Grade
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.1.1. Write opinion pieces in which they introduce the topic
Common Core Standards for Literacy in Science and Technical Subjects
A Correlation of Miller & Levine Biology To the Common Core Standards for Literacy in Science and Technical Subjects INTRODUCTION This document demonstrates how meets the Common Core Standards for Literacy
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
Grade Level: 2 nd Grade
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.
Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999)
Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002 Language Arts Levels of Depth of Knowledge Interpreting and assigning depth-of-knowledge levels to both objectives within
Indiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
Key Ideas and Details
FIFTH GRADE READING LITERARY (RL) Key Ideas and Details ELAGSE5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELAGSE5RL2: Determine
Intended Use of the document: Teachers who are using standards based reporting in their classrooms.
Standards Based Grading reports a student s ability to demonstrate mastery of a given standard. This Excel spread sheet is designed to support this method of assessing and reporting student learning. Purpose
English Language Arts Grade 8 PA Alternate Eligible Content
English Language Arts Grade 8 PA Content Grade 8 ELA Content Approved November 19, 2015 1 PA Reporting Category: E08.A Literature Text CC.1.3.8.A Determine a theme or central idea of a text and analyze
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
How To Understand And Understand A Text From A Grade 5 To Grade 5
Strand: Reading Standards for Literature Grade: 3 Grade: 4 Grade: 5 Cluster 1: Key Ideas and Details LAFS.3.RL.1.1 Ask and answer questions to demonstrate understanding to a text, referring explicitly
Common Core State Standards English Language Arts. IEP Goals and Objectives Guidance: Basic Format
Current Academic Achievement Common Core State Standards English Language Arts IEP Goals and Objectives Guidance: Basic Format Just as you have, address a deficit by stating what the student can do relative
READY NCEXTEND2 End-of-Grade English Language Arts (ELA)/Reading Grades 3-8 Assessments
READY NCEXTEND2 End-of-Grade English Language Arts (ELA)/Reading Grades 3-8 Assessments NCEXTEND2 ELA/Reading Grades 3-8 Achievement Level Ranges (Cut Scores) Subject Grade Level 1 Level 2 Level 3 Level
English 110. Course Objectives/Competencies
English 110 Course Objectives/Competencies The following competencies reflect the contribution of College Composition I to the General Education Objectives and thus are assessed as part of the course as
SOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009
SOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009 DEPARTMENT: CURRICULLUM: COURSE TITLE: Basic and Transitional Studies English as
ENGLISH FILE Intermediate
Karen Ludlow New ENGLISH FILE Intermediate and the Common European Framework of Reference 2 INTRODUCTION What is this booklet for? The aim of this booklet is to give a clear and simple introduction to
Reading ELA/Literacy Claim 1
Literary Texts 1 Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided. DOK 2 Standard: Cite the textual
Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks
Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Key: Objectives in bold to be assessed after the current nine weeks Objectives in italics to be assessed
Economics Social Studies Georgia Performance Standards. Economics
Economics The economics course provides students with a basic foundation in the field of economics. The course has five sections: fundamental concepts, microeconomics, macroeconomics, international economics,
Dr. Seuss and Read Across America
Published on AASL Learning4Life Lesson Plan Database Dr. Seuss and Read Across America Created by: Honor Zalewski Title/Role: Teacher-Librarian Organization/School Name: Cumberland County Public Schools
Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum.
Work sample portfolio summary WORK SAMPLE PORTFOLIO Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum. Each portfolio is an example
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
ELPS TELPAS. Proficiency Level Descriptors
ELPS TELPAS Proficiency Level Descriptors Permission to copy the ELPS TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining
Clover Park School District Exploring Computer Science Course: Exploring Computer Science Total Framework Hours up to: 180 CIP Code: 110701
Clover Park School District Exploring Computer Science Course: Exploring Computer Science Total Framework Hours up to: 180 CIP Code: 110701 Exploratory Preparatory Date Last Modified: 1/2015 CPSD Course:
Standards. Interactive Media, July 2012, Page 1 of 6
Indiana Department of Education Academic Course Framework INTERACTIVE MEDIA Interactive Media prepares students for careers in business and industry working with interactive media products and services;
The. Languages Ladder. Steps to Success. The
The Languages Ladder Steps to Success The What is it? The development of a national recognition scheme for languages the Languages Ladder is one of three overarching aims of the National Languages Strategy.