A Treasure Hunt
through the Common Core State Standards, Grades 6-12
Adapted from the
Delaware Department of Education
Directions: Using the Common Core State
Standards for English Language arts & Literacy in History/Social Studies,
Science, and Technical Subjects (CCSS), search with people in your group to
find the answers to the following questions.
1. According to the Table of Contents,
which standards appear in both English Language Arts 6-12 and in Standards for
Literacy in History/Social Studies, Science, and Technical Subjects?
2. Which
two standards appear in English Language Arts6-12, but not in Standards for
Literacy in History/Social Studies, Science, and Technical Subjects?
1. Language
2. Range, Quality and
Complexity of Student Reading
The
answers to questions 3-13 can be found in the Introduction.
3. Finish these statements from the
Introduction:
As
specified by the Council of Chief State School Officers (CCSSO) and the
National Governors Association(NGA) the Standards are:
1.
Research
and Evidence Based
2. Aligned with college and work
expectations
3. Rigorous
4. Internationally benchmarked
4. What does CCR stand for in the
introduction? CCR
stands for College and Career Readiness.
5. It is
important to note that the 6-12 literacy standards in history/social
studies, science, and Technical studies are not meant to replace
content standards in those areas but rather to supplement
them.
6. Using
the Key Design Considerations section, complete this statement:
Students
advancing through the grades are expected to meet each
year�s grade specific standards, retain or further develop skills and understandings mastered in preceding
grades, and work steadily toward meeting the more general expectations
described by the CCR standards.
7. The
Standards use individual grade levels in kindergarten through grade 8 to provide
useful specificity; the Standards use two-year bands in grades 9-12 to allow schools,
districts, and states flexibility in high school course design.
8. What is the distribution of
literary and informational passages in Grades 4, 8, and 12
according to the 2009 NAEP Reading Framework? How does this relate to
the CCSS?
|
Grade
|
Literary
|
Informational
|
|
4
|
50%
|
50%
|
|
8
|
45%
|
55%
|
|
12
|
30%
|
70%
|
The
standards of the CCSS aim to have more students meting the requirements of
college and career readiness, thus aligning the instruction with the
frameworks.
9. What is the distribution of
communicative purposes for Writing in Grades 4, 8, and 12 according to the 2009
NAEP Reading Framework? How does this relate to the CCSS?
|
Grade
|
Literary
|
Informational
|
|
4
|
50%
|
50%
|
|
8
|
45%
|
55%
|
|
12
|
30%
|
70%
|
The
distribution of the Reading Framework relates to CCSS because the framework is
preparing students for college and career readiness. The Standards are aligning
instruction with the framework, thus increasing the amount of informational
texts thst students read.
10. Read the What is Not Covered by
the Standards section in the standards section and record both an �Aha!� and a �Hmm� thought that you have below:
Aha! -
Hmmmmm -
11. Finish the following statements
about Students who are College and Career Ready:
They
demonstrate Independence.
They
build strong content knowledge.
They
respond to the varying demands of audience, task, purpose and
discipline.
They
comprehend as well as critique.
They
value evidence.
They
use technology and digital media strategically and capably.
They
come to understand other perspectives and cultures. (Page
7)
12. What are the four strands in the
ELA K-12 CCSS?
1. Reading
2. Writing
3.
Speaking and Listening
4.
Language Strands
13. According to How to Read This
Document, what is Included in each of the three Appendices in the CCSS?
Appendix
A: Appendix A contains supplemental
material on reading, writing, speaking and listening and language. Included in
this section is also a glossary of key terms.
Appendix
B: Appendix B consists of text exemplars,
which illustrate the complexity, quality and range of reading, appropriate for
various grade levels with accompanying sample performance tasks.
Appendix
C: Appendix C contains samples that
demonstrate at least adequate performance in student writing at various grade
levels. (Page 8)
14. Review the first pages (35,
41, 48, 51, 60, 63) of each 6-12 Standard Strand in the CCSS.
15. What are the four specific
categories by which each of the Reading strand are organized? One has been
filled in for you.
1.
Key Ideas and Details
2.
Craft
and Structure
3.
Integration of Knowledge and Ideas
4.
Range of Reading and Level of Text
Complexity (page 60)
16. Compare Reading standard #4 on
page 35, 36, and 39. What is the difference?
Page
35 is the general standard, page 36 is the standard for literary text and page
39 is the standard for information text.
17. What is the content of Reading
Standard #4 for grade 6 (R.L.6.4)? What is Reading Standard #4 for grades
9-10(R.L.9-10.4)?
18. Find standard R.I.6.4 and
compare it to R.L.6.4?
How are
they different?
How are
they similar?
19. What are the three text types
covered in each of the Common Core Writing Strands?
Highlight
them in one of the grade-cluster sections.
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 throughout 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 well-structured event sequences.
(page 41)
20. Read through the CCSS Anchor
Standards for Writing(page 41). List one �Ah ha!� and one �Hmmm?
Aha!
– An Aha moment I had while reading through the College and Career Readiness
Anchor Standards for Writing was at the Production and Distribution of Writing.
This strand states that students should use technology, including the Internet,
to produce and publish writing and to interact and collaborate with others. The
Aha moment occurred during this standard because it is significant that
students be able to use the Internet, and technology to produce original works,
as well as, collaborate with their peers.
Hmmmmm – The Hmmmm moment when reviewing these standards was during the
Production and Distribution of Writing: Develop and strengthen writing as needed
by planning, revision, editing, rewriting or trying a new approach. I question
this standard because I wonder how it can be consistently gauged and evaluated
based on the same standards.
21. Where is response to literary
and informational text found? Research to Build and Present Knowledge (page 41)
22. Compare the Writing Anchor
standards on page 41 to those on page 63. The writing standards on page 41 and on page 63 are
exactly the same.
23. List the two strands covered
under the Speaking and Listening standards. (page 49)
1.
Comprehension and Collaboration
2.
Presentation of Knowledge and Ideas
24. Find Speaking and Listening
Standard #4 (SL.4)
Within
the grade level clusters. Read SL.4 from Grade 6through Grade 12. Make a note
of how the standards build on each other.
Standard
4: Vocabulary Acquisition and Use, varies throughout the grades as the material
that the standard is based on depends on the grade reading and content level.
Each grade level standard from Language Standards 6-12 is based on grade level
reading, the standard also focuses on context, identification, consult general
and specialized reference materials and the ability to verify the preliminary
determination of the meaning of a word or phrase. (Page 55)
25. List the three strands found
under the CCSS. Language standards. (page 52)
1.
Conventions of Standard English
2.
Knowledge of Language
3.
Vocabulary Acquisitions
26.
Read through the CCSS Anchor Standards for Language. List one �Ah ha!� and one �Hmmm?�
Aha! This standard states that students
should demonstrate the conventions of standard English capitalization,
punctuation and spelling when writing. All students should be able to
demonstrate this ability by the completion high school. Drawing attention to
this skill and clearly stating teachers must teach this standard allows all
teachers to participate in the overall education and growth of students’ use of
the Conventions
of Standard English. (Page 51)
Hmmmmm – When reviewing these standards they
are not in clearly stated goals, accomplishments or expectations. Most of the
standards are long, detailed sentences, stating a wide range of goals and
expectations, some with precise details. By not having easy to read and
interpret expectations teachers are more likely to struggle to incorporate
these standards. By complicating the writing of the standards this also makes
standards harder to interpret and understand by students. (Page 51)
27. What does the asterisk (*)
represent in the Languagex Progressive Skills, By Grade Charts?
An
asterisk (*) mark in the Language Standards 1-3, are likely to require
additional attention in higher grades as they are applied to increase sophisticated
writing and speaking. (Page 56)
28. According to the CCSS what are
the three factors used when measuring Text Complexity? (Page 57)
1. Qualitative
evaluation of the text
2.
Quantitative evaluation of the text
3.
Matching reader to text and task
29. In Appendix A, read through The
Standards� Grade-Specific Text complexity Demands. (Appendix A, p. 10) Comment on
what you see.
After
reviewing the Standards’ Grade-Specific Text Complexity Demands, these
expectations are place to help students succeed not only in the classroom, but
also prepare them for careers and higher education beyond grade 12. These
standards also require students to read and comprehend a variety of text,
ranging from informational texts, to history/social studies text, and science
texts. By interpreting a wide range of text students will be informed and
rounded readers,
30. Using The Model in Action:
Sample Annotated Reading Texts, (Appendix p. 15) List 2 Literature selections
and two Informational Text selections.
Record both an �Aha!� and a �Hmm� thought that you have below:
Aha!
Hmmmmm
31. Look at page 56 and comment on
how this compares to your teaching and/or your school.
After
reviewing page 56 this compares to my school district because we strive to
provide our students with the skills that they will need to succeed in the
classroom.
32. List two things that you will
share with your colleagues about the CCSS when you leave this room!
-
Information I would share with my colleagues about CCSS is the integrated model
of literacy. These standards demonstrate that students should be well rounded
in various texts and types of writing, speaking and listening in various
subjects. These standards require students to conceptual the processes of
communication, and how they are closely connected to various topics. (Page 4)
- Another
aspect that I would share with fellow teachers would be that the standards
define what students are expected to know and be able to do, but the standards
to not express how a teacher is expected to teach. Teachers still have the
freedom the material how they wish; they just need to teach to slightly
different standards. (Page 6)
33. What supports would you like to
have in making the transition to the CCSS?
Supports
that I would like to have to transition to CCSS is time to review the standards
with my team, and time to review my current curriculum to align and incorporate
the standards. I would also like additional training on the standards, and how
they should best be implemented, and how the changes will affect the school
district and my classroom.
34. Which Web sites should you go to
for additional information about CCSS?
(Both!
They both provide valuable information about CCSS and other educational-related
questions.)
Treasure Hunt
designed by Juley Harper, July 2010. Modified by Christina H. Felix &
Michelle Romein, NH DOE, March 2011
No comments:
Post a Comment