COMMON CORE STANDARDS with RIGOR-RELVANCE Overview and Exemplars

1. COMMON CORE STANDARDSwith RIGOR-RELVANCEOverview and Exemplars http://www.corestandards.org http://wwwscoe.net/castandards/index.html Li Center Mini Lesson FALL 2013 A.Street Revised 8/28/13

2. Common Core Standards Websites • http://cde.ca.gov/ta/tg/sa/smarterbalanced.asp • http://www.corestandards.org • http://www.smarterbalanced.org/sample-items-and-performance-tasks/ • http://wwwscoe.net/castandards/index.html A.Street Revised 8/28/13

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 8/28/13

4. Rigor and RelevanceDaggett 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 8/28/13

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 8/28/13

6. Rigor- Relevance FrameworkSummation • Rigor – Knowledge Taxonomy • Relevance – Application Model • Action Continuum – Acquisition of Knowledge Application of Knowledge http://www.leadered.com/rrr.html A.Street Revised 8/28/13

7. English-Language Arts EmphasisInstruction and Assessment • Focus is on Text Complexity: sophistication level of what students read and the skill with which they read it INDEPENDENTLY • Equal Emphasis on Reading and Writing Across the Curriculum • Same Skills for Reading Informational and Literature Texts • Writing Arguments and Drawing Evidence from Sources: Prioritize Informational Writing A.Street Revised 8/28/13

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 8/28/13

9. Anchor Standards K-12Refer 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 8/28/13

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 8/28/13

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 8/28/13

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 8/28/13

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 8/28/13

14. Grade 5 continued • Students learn academic language and domain-specific vocabulary through their reading--- and use it in their writing and speaking. • Stdentsanalyze how structure, point of view, visual elements, and figurative language contribute to the meaning or tone of texts. A.Street Revised 8/28/13

15. Grade 5 Reading Informational Text Key Ideas and Details • 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. • 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 8/28/13

16. Grade 5 Writing Demonstrates • An awareness of audience and purpose. • Acommand 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 8/28/13

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 8/28/13

18. Grade 5Word 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 8/28/13

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 8/28/13

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 8/28/13

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 8/28/13

22. RESOURCES AVAILABLE: • http://readingandwritingproject.com/ • Calkins, Lucy, Mary Ehrenworth, and Christopher Lehman. 2012. Pathways to the Common Core: Accelerating Achievement. Portsmouth, NH: Heinemann. A.Street Revised 8/28/13