Participants will have an opportunity to work with an instructional guide to begin planning for explicit vocabulary instruction.Participants will have the opportunity to extend their understanding of planning explicit vocabulary instruction with Tier Two words by using their own classroom texts and sharing instructional approaches.Recently, there has been some discussion around the topic of pre-reading and how it fits within the Common Core State Standards.
Educators will learn how to identify The Three Tiers of Vocabulary, become familiar with criteria for selecting Tier Two words for explicit instruction, and explore some instructional resources.In this module, participants will gain additional experience selecting Tier Two words for instruction by using a set of criteria.
Document articulates at each grade level, the critical areas of focus within the CCSS for Reading, Writing, Speaking/Listening, and Language.Document provides additional information to help expand the readers’ understanding of the Critical Areas of Focus for ELA/Literacy document.Para la traducción hacer clic en el cuadro de arribaPara tradução em Português, por favor clique a caixa em cimaArticulate Module: Collaborative Conversations: Speaking and Listening in the Common CorePart 2: Selecting Tier Two Words for Explicit Instruction Completed Learning Trajectories for Facilitator UsePart 4: Creating Text-Dependent Questions for Close Reading Early Learning Provisions of the Every Student Succeeds Act (ESSA) Rhode Island adopted the CCSS in ELA/Literacy in place of a planned update to our current Grade Level Expectations (GLEs) and Grade Span Expectations (GSEs) for reading, and written/oral communication.This module explores the Common Core State Standards' focus on General Academic Vocabulary as a way to provide greater access to complex texts. Beginning in grade 6, the literacy standards allow teachers of ELA, history/social studies, science, and technical subjects to use their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.It is important to note that the grade 6–12 literacy standards in history/social studies, science, and technical subjects are meant to supplement content standards in those areas, not replace them. States determine how to incorporate these standards into their existing standards for those subjects or adopt them as content area literacy standards.The skills and knowledge captured in the ELA/literacy standards are designed to prepare students for life outside the classroom. Participants think about the instructional implications of the expectations and begin to plan resources and strategies that they could use to teach argument writing.In this module, participants gain a deeper understanding of the integration of the strands of the ELA/Literacy Common Core State Standards as it pertains to argumentation.
They broaden their understanding of argumentation by reading and listening to Patrick Henry’s “Speech to the Second Virginia Convention (1775)” and tracing the speaker’s argument.This module familiarizes participants with tools and resources to support the teaching of argument writing.
revised and adapted in 2015 by Idaho Stakeholders from the Common Core State Standards for English Language Arts/Literacy and Literacy in History/Social Studies, Science, and Technical Subjects.
Common Core state standards for LIteraCY in aLL sUBJeCts 9 Foreword On June 2, 2010, I formally adopted the Common Core State Standards for Mathematics and English Language Arts, including the Literacy in History/Social Studies, Science, and the Technical Subjects for Wisconsin. Common Core literacy standards require explicit, skill-based instruction for reading, speaking, and writing in all subject areas. Participants annotate a student sample of argument writing from Appendix C of the Common Core State Standards and also examine an argument writing rubric. California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (PDF; 2MB) (Modified March 2013 Publication Version) The standards for literacy for grades 6–12 begin on page 79. The Common Core State Standards (CCSS) for English Language Arts (ELA)/Literacy provide clear, consistent expectations about what knowledge, skills, and practices students should have and learn at each grade level so teachers and parents know what they need to do to help students achieve them.
In 2015, Idaho’s Content Standards in English Language Arts & Literacy were reviewed through a four-month online review process. Students will learn to use cogent reasoning and evidence collection skills that are essential for success in college, career, and life.
Timothy Shanahan, Douglas Fisher, and Nancy Frey’s article, The Challenge of Challenging Text, addresses complex texts: “When teachers understand what makes texts complex, they can better support their students in reading them.”Dr. Because the standards articulate what students should know and be able to do, they, the standards do not tell us how we need to accomplish this expectation.