To develop early literacy
|
Ann Dearborn Home Learn More Standards Inspiration About the Author
|
Why Are Standards Necessary?
|
The Common Core State Standards were developed in 2010 to better prepare students for college, career, and life. They are rigorous standards which should drive teachers instruction. They require students to think and not just memorize. It is imperative that teachers backwards plan, starting with the standards. You will find more information in the links to the right.
If we are teaching our students to be prepared for college, career, and life, they will need to have technology skills in place. As well as, be prepared 21st Century learners so that they can collaborate with others, communicate effectively, think critically, and have the freedom to do so creatively. This is why it is necessary for teachers to embrace technology and think "outside of the box."The following excerpt is from Sir Ken Robinson's (YEAR) Out of Our Minds: Learning to be Creative, “The interaction of creativity and technology is a two-way process. New technologies present fresh possibilities for creative work: and the creative use of technologies leads to the evolution and sometimes transformation of technologies.” The standards addressed in the action research project are listed below. These standards are 5th grade standards that address literacy skills in the areas of reading and writing. Fluency: CCSS.ELA-Literacy.RF.5.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RF.5.4.a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RF.5.4.b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. CCSS.ELA-Literacy.RF.5.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Reading Literature: Key Ideas and Details: CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA-Literacy.RL.5.3 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). Craft and Structure: CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CCSS.ELA-Literacy.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described. Integration of Knowledge and Ideas: CCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). CCSS.ELA-Literacy.RL.5.8 (RL.5.8 not applicable to literature) CCSS.ELA-Literacy.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Range of Reading and Level of Text Complexity: CCSS.ELA-Literacy.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. Reading Informational: CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-Literacy.RI.5.3 Craft and Structure: 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. CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Integration of Knowledge and Ideas: CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Writing: Text Types and Purposes: CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-Literacy.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. CCSS.ELA-Literacy.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
|
Common Core
21st Century Skills
TPACK
|
