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COMMON CORE STANDARDSwith RIGOR-RELVANCE

Overview and Exemplars

http://www.corestandards.orghttp://wwwscoe.net/castandards/index.html

Li Center Mini Lesson FALL 2013

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• 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.htm

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Common Core Standards Websites

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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

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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.

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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

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Rigor- Relevance FrameworkSummation

Rigor – Knowledge TaxonomyRelevance – Application Model

Action Continuum – Acquisition of Knowledge

Application of Knowledge

http://www.leadered.com/rrr.html

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English-Language Arts EmphasisInstruction 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

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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.

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Anchor Standards K-12Refer to Anchor Standards K-12 on website

ReadingWritingSpeaking and Listening

Comprehension and CollaborationCurricular-Aligned Conversations Between StudentsPresentation of Knowledge and IdeasEngage in various forms of media

Language Conventions Application of Language Vocabulary Acquisition and Use

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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

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Anchor Standards WRITING K-12 Three Types of Writing

NarrativePersuasive-Opinion-ArgumentInformational-Functional/Procedural

Writing Process Writing Quality Writing Across ALL Disciplines and for Real

Purposes

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Exemplars CC Standards: Grade 5

Reading: Informational Text #3Explain the relationships or interactions

between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical textReading: Informational Text #6

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent

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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.

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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.

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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.

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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.

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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.

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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.

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Exemplars CC Specific: Grade 8

Language #5cDistinguish among the connotations

of words with similar denotations

Reading: Informational Text #7Evaluate the advantages and

disadvantages of using different mediums to present a particular topic or idea

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Exemplar CC Specific: Grade 9-10

Reading: Literature #9

Analyze how an author draws on and transforms source material in a specific work

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Exemplar CC Standards: Grades 11-12

Reading: Literature #7

Analyze seventh-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance

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RESOURCES AVAILABLE:

• http://readingandwritingproject.com/

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