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common core standards with rigor relvance overview and exemplars


Li Center Mini Lesson FALL 2013

A.Street Revised 8/28/13


Common Core Standards Websites


A.Street Revised 8/28/13

goals of common core standards
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

rigor and relevance daggett and jones rigor relevance framework
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

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

rigor relevance framework summation
Rigor- Relevance FrameworkSummation
  • Rigor – Knowledge Taxonomy
  • Relevance – Application Model
  • Action Continuum –

Acquisition of Knowledge

Application of Knowledge

A.Street Revised 8/28/13

english language arts emphasis instruction and assessment
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

common core standards instructional practice shift
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

anchor standards k 12 refer to anchor standards k 12 on website
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


Application of Language

Vocabulary Acquisition and Use

A.Street Revised 8/28/13

anchor standards reading k 12
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

anchor standards writing k 12
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

exemplars cc standards grade 5
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

reading specific cc grade 5
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

grade 5 continued
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


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

grade 5 writing demonstrates
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


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


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

exemplars cc specific grade 8
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

exemplar cc specific grade 9 10
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

exemplar cc standards grades 11 12
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



  • Calkins, Lucy, Mary Ehrenworth, and Christopher Lehman. 2012. Pathways to the Common Core: Accelerating Achievement. Portsmouth, NH: Heinemann.

A.Street Revised 8/28/13