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Gearing Up for Common Core
Transcript of Gearing Up for Common Core
2. Formula: 3-part model for measuring text complexity
Consideration of text complexity must be a "vital, everyday part of classroom instruction and curriculum planning" (CCSS Appendix A 5). Defines 3 texts types in Writing Standards:
2. Informational/Explanatory Writing
3. Narrative Writing
(see page 23-24 of Appendix A) "...the Standards put particular emphasis on students' ability to write sound arguments on substantive topics and issues..." (CCSS Appendix A 24). "...students must think critically and deeply, assess the validity of their own thinking, and anticipate counterclaims in opposition to their own assertions" (CCSS Apendix A 24) "Qualitative and Quantitative indices
balanced with educator's professional judgment
in matching readers and texts in light of particular
tasks" (CCSS Appendix B 2) Text exemplars &
performance tasks Text samples to exemplify the complexity and quality the STandards require "Tasks illustrate specifically the application of the STandards to texts of sufficient complexity, quality, and range" (CCSS Appendix B 2). Grades 6-8
STudents trace the line of argument in Winston Churchill's "Blood Toil, Tears and Sweat" address to Parliament and evaluate his specific claims and opinions in the text, distinguishing which claims are supported by facts, reasons, and evidence, and which are not. [RI.6.3] (CCSS Appendix B 93)
Students integrate the quantitative or technical information expressed in the text of David Macaulay's Cathedral: The Story of Its Construction with the information conveyed by the diagrams and models Macaulay provides, developing a deeper understanding of Gothic architectuere. [RST.6-8.7] (CCSS Appendix B 100) Grades 9-10
Students cite specific textual evidence from Annie J. Cannon's "Classifying the STars" to support their analysis of the scientific importance of the discovery that light is composed of many colors. Students include in their analysis precise details from thE text (such as Cannon's repeated use of the image of the rainbow) to buttress their explanation. [RST.9-10.1]. (CCSS APPENDIX B 138)
students read in Phillip Hoose's Race to Save Lord God Bird about the attempts scientists and bird-lovers made to save the ivory-billed woodpecker from extinction and assess the extent to which the reasoning and evidence Hoose presents supports his scientific analysis of why protecting this particular species was so challenging. [RST.9-10-10.8] (CCSS Appendix B 139) Grades 11-12
Students determine the central ideas found in the Declaration of Sentiments by the Senaca Falls Conference, noting the parallels between it and the Declaration of Independence and providing a summary that makes clear the relationships among the key details and ideas of each text and between the texts. [RH.11-12.2]. (CCSS APPENDIX B 183)
Students analyze the concept of mass based on their close reading of Gordan Kane's "The Mysteries of Mass" and cite specific textual evidence from the text to answer the question of why elementary particles have mass at all. Students explain important distinctions the author makes regarding the Higgs field and the Higgs boson and their relationship to the concept of mass. [RST.11-12.4] (ccss Appendix B 183) sAMPLES OF
STUDENT WRITING Illustrate criteria required to meet
the CCSS for particular types of writing 1. argument
3. narrative Samples written by K-12 students from across nation
some in-class, some as homework
some on-demand, some sustained research projects Gearing Up for Common Core State Standards 1. What do we know
about assessments? 2. What are in the
CCSS Appendices? Assessments Appendices