common core state standards. nouns verbs 1997 standards common core standards

Download Common Core State Standards. Nouns Verbs 1997 Standards Common Core Standards

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Common Core State Standards

NounsVerbs1997 StandardsCommon Core StandardsCommon Core standards and 21st Century learning is driven by the creation process. Students no longer just need "know" information. Now, they need to know what to do with it.Webbs Depth of KnowledgeBased upon the assumption that curricular elements may all be categorized based upon the cognitive demands required to produce an acceptable response Each grouping of tasks reflects a different level of cognitive expectation, or depth of knowledge, required to complete the task

Webb, 200644 Major Claims for ELA/LiteracyClaim #1 ReadingStudents can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.Claim #2 WritingStudents can produce effective and well-grounded writing for a range of purposes and audiences.Claim #3 Speaking and ListeningStudents can employ effective speaking and listening skills for a range of purposes and audiences.Claim #4 Research/InquiryStudents can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.Overall Claim for Grades 38Students can demonstrate progress toward college and career readiness in English language arts and literacy.Overall Claim for Grade 11Students can demonstrate college and career readiness in English language arts and literacy.5SBAC Assessments focus on these CLAIMS re4 Major Claims for Math Smarter Balanced AssessmentsClaim #1 Concepts & Procedures Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Claim #2 Problem Solving Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. Claim #3 Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim #4 Modeling and Data Analysis Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

CTAs ELA Progressions or Spirals Tool provided by CTA for members to use in planning the implementation of the Common Core Standards for English Language Arts

RL.CCR.3CCR Anchor Standard Reading 3:Analyze how and why individuals, events, and ideas develop and interact over the course of a text.=RL.11-12.3Grade 11-12 students:Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).+RL.9-10.3Grade 9-10 students:Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.+RL.8.3Grade 8 students:Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.+RL.7.3Grade 7 students:Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).+RL.6.3Grade 6 students:Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.+RL.5.3Grade 5 students:Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).+RL.4.3Grade 4 students:Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions).+RL.3.3Grade 3 students:Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.+RL.2.3Grade 2 students:Describe how characters in a story respond to major events and challenges.+RL.1.3Grade 1 students:Describe characters, settings, and major events in a story, using key details.+RL.K.3Kindergarten students:With prompting and support, identify characters, settings, and major events in a story.+

Lesson Plan DesignUsing the Common Core Standards

Putting the Pieces TogetherCommon Core Standard and Rationale for the StandardCurriculum Alignment

Unit Design AssessmentInstructionLeading/Facilitating Learning

10Aligning (CCSS) with Instruction and Assessment1. Rewrite the CCSS in student/teacher friendly language2. Select the CCSS for your course/grade3. Group/organize the CCSS4. Map/display unit/chapter knowledge and skills5. Create assessments forCCSS6. Create unit designs

7. Audit to determine alignment and sufficient emphasis8. Create lessons plans and/or modules9. Match instruction to CCSSResourceswww.edmodo.comBasal Alignment Project, 3-5Anthology Alignment Project, 6-12www.illustrativemath.orgwww.tcoe.org/commoncorewww.achievethecore.orgwww.engageny.orgwww.teachingchannel.org

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