This document provides a curriculum map for 6th grade English Language Arts based on the Common Core State Standards. It outlines the standards, topics, and concepts to be covered each month from September to December. The standards cover areas such as reading literature and informational texts, writing narratives, informative/explanatory texts, conducting research, speaking and listening, language conventions, and vocabulary acquisition. The purpose is to guide teachers in planning lessons and assessments to develop students' skills in these core ELA areas over the course of the school year.
This document provides an ELA curriculum map for 5th grade standards covering September through February. It outlines the common core state standards, topics, concepts, and modes of writing to be covered each month in reading for literature and informational text, writing, speaking and listening, and language. The standards focus on skills like quoting texts, determining themes, comparing characters, writing narratives, opinions, and informative texts, grammar, research, and collaborative discussions.
The document provides a curriculum map for 3rd grade English Language Arts standards according to the Common Core. It outlines the standards, topics, and concepts that will be covered each month from September to January, including standards for reading literature and informational texts, foundational skills, writing, language, and speaking and listening. The map also lists the traits, modes, resources and assessments that will be used to teach and evaluate the standards.
This document outlines the Common Core State Standards curriculum map for 7th grade English Language Arts. It provides standards, topics, and concepts to be covered each month from September to January, including standards for reading literature, reading informational texts, writing, speaking and listening, and language. The map is intended to guide teachers in planning instruction to help students meet all annual CCSS ELA standards.
This document provides a curriculum map for the 2nd grade Common Core State Standards for English Language Arts. It outlines the standards, topics, and concepts to be covered each month from September to March, including standards for reading literature, reading informational texts, reading foundational skills, writing, speaking and listening, and language. The purpose is to guide teachers in addressing all of the ELA CCSS over the course of the school year.
This document outlines the Common Core State Standards curriculum map for 4th grade English Language Arts. It identifies the key standards, concepts, and skills to be covered each month from September to December, including reading comprehension, foundational skills, writing, speaking and listening, and language. The map provides guidance for teachers on the essential content, resources, and assessments for each standard.
This document discusses preparing high school students for college-level writing through an analysis of writing skills and the Common Core standards. It outlines key writing elements like grammar, organization, style, and research. It introduces the Common Core standards which establish a single set of benchmarks across states for English language arts. The standards are divided into strands and focus areas like arguments and informative texts. The document calls for next steps of reviewing exemplar texts, analyzing the coverage of skills in the standards, discussing the current level of high school writers, and determining how to bridge any gaps between high school and college writing expectations.
This document outlines the standards for English Language Arts and Literacy for kindergarten through 5th grade. It includes the College and Career Readiness Anchor Standards, which provide broad standards that define what students should understand and be able to do by the end of each grade. The standards are broken down into sections including Reading Standards for Literature, Reading Standards for Informational Text, Reading Standards: Foundational Skills, and Writing Standards. Each section lists the standards for each grade level kindergarten through 5th grade. The standards define the key skills students should master in areas such as reading comprehension, vocabulary, fluency, and writing.
InvestWrite 2015 Common Core CorrelationsVincent Young
These are the Common Core ELA correlations to the 2015 InvestWrite essay contest questions. Visit the InvestWrite site for more information: www.investwrite.org.
This document provides an ELA curriculum map for 5th grade standards covering September through February. It outlines the common core state standards, topics, concepts, and modes of writing to be covered each month in reading for literature and informational text, writing, speaking and listening, and language. The standards focus on skills like quoting texts, determining themes, comparing characters, writing narratives, opinions, and informative texts, grammar, research, and collaborative discussions.
The document provides a curriculum map for 3rd grade English Language Arts standards according to the Common Core. It outlines the standards, topics, and concepts that will be covered each month from September to January, including standards for reading literature and informational texts, foundational skills, writing, language, and speaking and listening. The map also lists the traits, modes, resources and assessments that will be used to teach and evaluate the standards.
This document outlines the Common Core State Standards curriculum map for 7th grade English Language Arts. It provides standards, topics, and concepts to be covered each month from September to January, including standards for reading literature, reading informational texts, writing, speaking and listening, and language. The map is intended to guide teachers in planning instruction to help students meet all annual CCSS ELA standards.
This document provides a curriculum map for the 2nd grade Common Core State Standards for English Language Arts. It outlines the standards, topics, and concepts to be covered each month from September to March, including standards for reading literature, reading informational texts, reading foundational skills, writing, speaking and listening, and language. The purpose is to guide teachers in addressing all of the ELA CCSS over the course of the school year.
This document outlines the Common Core State Standards curriculum map for 4th grade English Language Arts. It identifies the key standards, concepts, and skills to be covered each month from September to December, including reading comprehension, foundational skills, writing, speaking and listening, and language. The map provides guidance for teachers on the essential content, resources, and assessments for each standard.
This document discusses preparing high school students for college-level writing through an analysis of writing skills and the Common Core standards. It outlines key writing elements like grammar, organization, style, and research. It introduces the Common Core standards which establish a single set of benchmarks across states for English language arts. The standards are divided into strands and focus areas like arguments and informative texts. The document calls for next steps of reviewing exemplar texts, analyzing the coverage of skills in the standards, discussing the current level of high school writers, and determining how to bridge any gaps between high school and college writing expectations.
This document outlines the standards for English Language Arts and Literacy for kindergarten through 5th grade. It includes the College and Career Readiness Anchor Standards, which provide broad standards that define what students should understand and be able to do by the end of each grade. The standards are broken down into sections including Reading Standards for Literature, Reading Standards for Informational Text, Reading Standards: Foundational Skills, and Writing Standards. Each section lists the standards for each grade level kindergarten through 5th grade. The standards define the key skills students should master in areas such as reading comprehension, vocabulary, fluency, and writing.
InvestWrite 2015 Common Core CorrelationsVincent Young
These are the Common Core ELA correlations to the 2015 InvestWrite essay contest questions. Visit the InvestWrite site for more information: www.investwrite.org.
The document provides an overview of the Common Core State Standards for English Language Arts and Literacy. It includes two sections - one outlining the text types for grades K-5, including literature, informational texts, and their subgenres. The second section outlines the text types for grades 6-8, covering similar genres. It also includes links to parent overview brochures about the standards for grades 3-5 and 6-8.
The document outlines the long-range plans for language and mathematics instruction for grades 2 and 3. Key areas of focus for each subject are listed for each term, with an emphasis on developing skills in reading, writing, number sense, data management, and other core areas of the curriculum. Assessment tools include formal tests, informal observations, and student self-reflections to evaluate progress towards expectations.
This document provides information from the 2012 Summer Institute on the English Language Arts section. It discusses integrating the Common Core State Standards and comparing them to the previous North Carolina Standard Course of Study. Participants will learn how to integrate standards into lessons and create their own lessons. The document discusses how to analyze standards regarding vocabulary, evidence, text structure, and research. It also provides guidance on designing lessons using texts and standards.
The document discusses the Common Core State Standards (CCSS) which are a set of academic standards in mathematics and English language arts/literacy. It provides definitions, purposes, key areas and strands of the CCSS. It also discusses anchor standards, examples of grade-specific standards, and characteristics and criticisms of the CCSS. Finally, it discusses formative and summative assessment and provides an overview of the ACTFL Proficiency Guidelines which are used to evaluate functional language ability.
This document provides an overview of the Common Core State Standards for reading and writing informational texts. It discusses the progression of reading standards from grades K-12, focusing on literal comprehension to more complex integration and analysis of multiple texts. The writing standards emphasize producing clear informative texts with well-developed topics, facts, and concluding statements. Effective strategies are presented for teaching informational reading and writing skills, including using text structures, recomposing information, research projects, and planning tools like topic webs and moveable outlines.
This document provides the curriculum guide for English 8 for the first three quarters. It outlines the program, grade level, content and performance standards for each quarter. The standards cover key areas like listening comprehension, oral fluency, vocabulary, reading comprehension, literature, viewing comprehension, writing, grammar and study strategies. For each standard, it provides learning competencies and examples of how students can demonstrate their understanding. It also lists specific skills and strategies students should develop for each standard by quarter.
The document provides guidance on writing informative/explanatory texts. It outlines six key elements that should be addressed: (1) introducing the topic, (2) developing the topic thoroughly with facts and details, (3) using transitions to clarify relationships, (4) using precise language, (5) maintaining a formal style, and (6) providing a concluding statement that follows from the information presented. Teachers should front-load definitions of formats, organizational strategies, and conventions to help students address these elements in their writing.
Web 2.0 Tools for ELA Common Core StandardsAndrea Fontana
The document discusses the Common Core State Standards for English Language Arts and Literacy. It provides an overview of the key components of the standards, including reading, writing, speaking and listening, and language. It describes the instructional shifts required by the standards, such as balancing literary and informational texts. It also outlines some digital tools that can be used to help students meet the standards.
This document provides an overview of the curriculum map for an English II Honors course. It outlines six units of study that will be covered over the school year. Each unit focuses on different standards and literature. The first unit examines To Kill a Mockingbird and teaches skills related to literary analysis, close reading, and writing arguments. Students will analyze themes of prejudice, morality and compassion. Other units cover short stories, drama, poetry, research skills, grammar, and culminating projects. For each unit, learning objectives, standards, vocabulary terms, aligned textbooks and additional resources are specified. Assessments include essays, quizzes, tests, discussions and various writing assignments.
This document provides the Texas Essential Knowledge and Skills (TEKS) for various subjects for 1st grade, including English Language Arts and Reading, Mathematics, Science, Social Studies, Languages Other Than English, Health Education, Physical Education, Art, Music, and Theatre. It outlines the key skills and concepts students are expected to understand in each subject area by the end of 1st grade. A large portion of the document focuses on the English Language Arts and Reading TEKS, outlining reading, writing, research, listening and speaking, and oral language standards. It also provides additional guidance for teaching English language learners.
Students are progressing in their writing abilities and moving towards more advanced levels of writing proficiency. They are learning to:
1) Write short sequenced texts with some related ideas on familiar topics to convey information to known audiences.
2) Use appropriate structures, vocabulary, and linking words to organize their writing and connect their ideas.
3) Produce a variety of short text types in print and digital formats for different purposes such as narratives, descriptions, instructions, and opinions.
The document provides an overview of the Iowa Core Standards for English Language Arts. It discusses the goals of engaging in conversations to build understanding of the standards in order to make instructional decisions. It explains the structure of the ELA section and how grade level standards contribute to college and career readiness. It also outlines success criteria for understanding and explaining the standards to colleagues.
The document provides information about the Common Core State Standards (CCSS). It begins with questions to gauge familiarity with the CCSS. It then directs participants to tweet questions or concerns about the CCSS using specific hashtags. The rest of the document outlines the development and goals of the CCSS, including consistency across states and preparing students for college and careers. It compares the CCSS to previous state standards and notes shifts required in instruction, including an increased focus on informational texts, knowledge in disciplines, and text-based answers.
The document provides information about the Common Core State Standards Initiative, including:
- 34 states have adopted common core standards in English and math to provide consistent, high-quality education across states and allow comparisons of student achievement.
- The standards are evidence-based, internationally benchmarked, and focus on essential skills and knowledge needed for college and careers.
- Example anchor standards and learning progressions are provided for reading comprehension from grades 3-5.
- Indiana's timeline is outlined for transitioning to common assessments of common core standards by 2014-15.
1) The document provides the scheme of work for Form 3 English at Sekolah Menengah Kebangsaan Raja Perempuan, Ipoh for Term 1 from January to May 2013.
2) It outlines the 20 weeks of lessons by theme, topic, level and learning outcomes as well as activities and educational emphases.
3) Key themes covered include people, social issues, health, environment and literature focusing on the novel "The Railway Children".
حل اسايمنت aa100b 00966597837185 حلول اسايمنتات aa100b مهندس احمد الجامعة الع...حل واجبات عمل ابحاث
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
This document outlines an 8th grade ELA curriculum map designed by a Common Core State Standards taskforce. It includes standards, topics, and concepts for reading literature and informational texts, writing, language, and speaking and listening to be covered each month from September to February. Standards address skills like citing text evidence, determining themes, analyzing structure and word choice, conducting research, and collaborative discussions. The map is intended to guide teachers in implementing the CCSS throughout the school year.
This document provides a curriculum map for kindergarten ELA common core state standards covering September through April. It outlines the content standards, topics, concepts, and skills to be covered each month in areas such as reading literature and informational texts, foundational reading skills, writing, speaking and listening, and language. The map is intended to guide teachers in addressing all kindergarten ELA standards over the course of the school year.
The document provides a correlation between the 2010 Common Core State Standards and the Kansas Curricular Standards for Reading and Writing for grades K-1. It lists the Common Core standards, followed by any major differences from the Kansas standards. For 1st grade literature, major differences include identifying words/phrases that suggest feelings, explaining differences between story and information books, and identifying the storyteller. For informational text, differences are using text features to locate information and identifying an author's reasons to support points. Foundational skills differences include knowing long/short vowel conventions and decoding multisyllabic words.
The document provides a correlation between the 2010 Common Core State Standards and the Kansas Curricular Standards for Reading and Writing for grades K-1. It lists the Common Core standards, followed by any major differences from the Kansas standards. For 1st grade literature, major differences include identifying words/phrases that suggest feelings, explaining differences between story and information books, and identifying the storyteller. For informational text, differences are using text features to locate information and identifying an author's reasons to support points. Foundational skills differences include knowing long/short vowel conventions and decoding multisyllabic words.
The document provides an overview of the Common Core State Standards for English Language Arts and Literacy. It includes two sections - one outlining the text types for grades K-5, including literature, informational texts, and their subgenres. The second section outlines the text types for grades 6-8, covering similar genres. It also includes links to parent overview brochures about the standards for grades 3-5 and 6-8.
The document outlines the long-range plans for language and mathematics instruction for grades 2 and 3. Key areas of focus for each subject are listed for each term, with an emphasis on developing skills in reading, writing, number sense, data management, and other core areas of the curriculum. Assessment tools include formal tests, informal observations, and student self-reflections to evaluate progress towards expectations.
This document provides information from the 2012 Summer Institute on the English Language Arts section. It discusses integrating the Common Core State Standards and comparing them to the previous North Carolina Standard Course of Study. Participants will learn how to integrate standards into lessons and create their own lessons. The document discusses how to analyze standards regarding vocabulary, evidence, text structure, and research. It also provides guidance on designing lessons using texts and standards.
The document discusses the Common Core State Standards (CCSS) which are a set of academic standards in mathematics and English language arts/literacy. It provides definitions, purposes, key areas and strands of the CCSS. It also discusses anchor standards, examples of grade-specific standards, and characteristics and criticisms of the CCSS. Finally, it discusses formative and summative assessment and provides an overview of the ACTFL Proficiency Guidelines which are used to evaluate functional language ability.
This document provides an overview of the Common Core State Standards for reading and writing informational texts. It discusses the progression of reading standards from grades K-12, focusing on literal comprehension to more complex integration and analysis of multiple texts. The writing standards emphasize producing clear informative texts with well-developed topics, facts, and concluding statements. Effective strategies are presented for teaching informational reading and writing skills, including using text structures, recomposing information, research projects, and planning tools like topic webs and moveable outlines.
This document provides the curriculum guide for English 8 for the first three quarters. It outlines the program, grade level, content and performance standards for each quarter. The standards cover key areas like listening comprehension, oral fluency, vocabulary, reading comprehension, literature, viewing comprehension, writing, grammar and study strategies. For each standard, it provides learning competencies and examples of how students can demonstrate their understanding. It also lists specific skills and strategies students should develop for each standard by quarter.
The document provides guidance on writing informative/explanatory texts. It outlines six key elements that should be addressed: (1) introducing the topic, (2) developing the topic thoroughly with facts and details, (3) using transitions to clarify relationships, (4) using precise language, (5) maintaining a formal style, and (6) providing a concluding statement that follows from the information presented. Teachers should front-load definitions of formats, organizational strategies, and conventions to help students address these elements in their writing.
Web 2.0 Tools for ELA Common Core StandardsAndrea Fontana
The document discusses the Common Core State Standards for English Language Arts and Literacy. It provides an overview of the key components of the standards, including reading, writing, speaking and listening, and language. It describes the instructional shifts required by the standards, such as balancing literary and informational texts. It also outlines some digital tools that can be used to help students meet the standards.
This document provides an overview of the curriculum map for an English II Honors course. It outlines six units of study that will be covered over the school year. Each unit focuses on different standards and literature. The first unit examines To Kill a Mockingbird and teaches skills related to literary analysis, close reading, and writing arguments. Students will analyze themes of prejudice, morality and compassion. Other units cover short stories, drama, poetry, research skills, grammar, and culminating projects. For each unit, learning objectives, standards, vocabulary terms, aligned textbooks and additional resources are specified. Assessments include essays, quizzes, tests, discussions and various writing assignments.
This document provides the Texas Essential Knowledge and Skills (TEKS) for various subjects for 1st grade, including English Language Arts and Reading, Mathematics, Science, Social Studies, Languages Other Than English, Health Education, Physical Education, Art, Music, and Theatre. It outlines the key skills and concepts students are expected to understand in each subject area by the end of 1st grade. A large portion of the document focuses on the English Language Arts and Reading TEKS, outlining reading, writing, research, listening and speaking, and oral language standards. It also provides additional guidance for teaching English language learners.
Students are progressing in their writing abilities and moving towards more advanced levels of writing proficiency. They are learning to:
1) Write short sequenced texts with some related ideas on familiar topics to convey information to known audiences.
2) Use appropriate structures, vocabulary, and linking words to organize their writing and connect their ideas.
3) Produce a variety of short text types in print and digital formats for different purposes such as narratives, descriptions, instructions, and opinions.
The document provides an overview of the Iowa Core Standards for English Language Arts. It discusses the goals of engaging in conversations to build understanding of the standards in order to make instructional decisions. It explains the structure of the ELA section and how grade level standards contribute to college and career readiness. It also outlines success criteria for understanding and explaining the standards to colleagues.
The document provides information about the Common Core State Standards (CCSS). It begins with questions to gauge familiarity with the CCSS. It then directs participants to tweet questions or concerns about the CCSS using specific hashtags. The rest of the document outlines the development and goals of the CCSS, including consistency across states and preparing students for college and careers. It compares the CCSS to previous state standards and notes shifts required in instruction, including an increased focus on informational texts, knowledge in disciplines, and text-based answers.
The document provides information about the Common Core State Standards Initiative, including:
- 34 states have adopted common core standards in English and math to provide consistent, high-quality education across states and allow comparisons of student achievement.
- The standards are evidence-based, internationally benchmarked, and focus on essential skills and knowledge needed for college and careers.
- Example anchor standards and learning progressions are provided for reading comprehension from grades 3-5.
- Indiana's timeline is outlined for transitioning to common assessments of common core standards by 2014-15.
1) The document provides the scheme of work for Form 3 English at Sekolah Menengah Kebangsaan Raja Perempuan, Ipoh for Term 1 from January to May 2013.
2) It outlines the 20 weeks of lessons by theme, topic, level and learning outcomes as well as activities and educational emphases.
3) Key themes covered include people, social issues, health, environment and literature focusing on the novel "The Railway Children".
حل اسايمنت aa100b 00966597837185 حلول اسايمنتات aa100b مهندس احمد الجامعة الع...حل واجبات عمل ابحاث
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Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
This document outlines an 8th grade ELA curriculum map designed by a Common Core State Standards taskforce. It includes standards, topics, and concepts for reading literature and informational texts, writing, language, and speaking and listening to be covered each month from September to February. Standards address skills like citing text evidence, determining themes, analyzing structure and word choice, conducting research, and collaborative discussions. The map is intended to guide teachers in implementing the CCSS throughout the school year.
This document provides a curriculum map for kindergarten ELA common core state standards covering September through April. It outlines the content standards, topics, concepts, and skills to be covered each month in areas such as reading literature and informational texts, foundational reading skills, writing, speaking and listening, and language. The map is intended to guide teachers in addressing all kindergarten ELA standards over the course of the school year.
The document provides a correlation between the 2010 Common Core State Standards and the Kansas Curricular Standards for Reading and Writing for grades K-1. It lists the Common Core standards, followed by any major differences from the Kansas standards. For 1st grade literature, major differences include identifying words/phrases that suggest feelings, explaining differences between story and information books, and identifying the storyteller. For informational text, differences are using text features to locate information and identifying an author's reasons to support points. Foundational skills differences include knowing long/short vowel conventions and decoding multisyllabic words.
The document provides a correlation between the 2010 Common Core State Standards and the Kansas Curricular Standards for Reading and Writing for grades K-1. It lists the Common Core standards, followed by any major differences from the Kansas standards. For 1st grade literature, major differences include identifying words/phrases that suggest feelings, explaining differences between story and information books, and identifying the storyteller. For informational text, differences are using text features to locate information and identifying an author's reasons to support points. Foundational skills differences include knowing long/short vowel conventions and decoding multisyllabic words.
Getting to the Core: Integrating Technology into Common Core StandardsShawndra Bowers
The Common Core standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success. We will explore what technology tools and resources can help you begin addressing these new standards in real and relevant ways.
The document provides an overview of the Common Core State Standards (CCSS) initiative for mathematics and English/language arts. It discusses the goals of establishing consistent standards across states to better prepare students for college and careers globally. The CCSS focus on fewer, clearer standards that require higher-order thinking skills. Teachers are expected to shift instruction from content coverage to ensuring students can solve problems, think critically, communicate, and apply their learning.
The document provides an overview of the Common Core State Standards (CCSS) for English Language Arts and Mathematics. It discusses how the standards are organized, including the domains covered in each subject area and grade level. For ELA, it outlines the anchor standards for reading, writing, speaking/listening and language. For math, it describes the mathematical practices and domains covered in different grades. It also summarizes some of the major shifts in focus between the CCSS and previous standards, such as a balance of literary and informational texts in ELA and an emphasis on text-based answers and writing evidence-based arguments.
Demystifying the common_core_state_standardsjlvilson
The document discusses the journey I.S. 52 took to align their curriculum with the Common Core Learning Standards (CCLS). Teachers participated in CCLS pilot programs and shared best practices. They examined curriculum guides and revised units of study to include authentic learning and varied assessments. All classes in the same grade and subject now use the same curriculum and assessments. Pacing calendars were also revised to ensure standards are addressed weekly and assessments demonstrate learning. This process has led to greater uniformity, flexibility, and high expectations for all students.
This document provides an overview of literacy strategies that can be used to engage students and help them connect with text, as required by the Common Core State Standards. It describes strategies such as GISTing, anticipation guides, notetaking templates, vocabulary strategies, and self-generated questions. Each strategy is explained in one to two sentences and examples are provided. The overall purpose is to demonstrate how these strategies can improve reading comprehension and engagement for students across different subject areas.
The document summarizes key points from a training on integrating the Common Core State Standards for English Language Arts. It discusses looking closely at standards that appear similar but have differences, and examples of how multiple standards can be addressed through a single lesson or task. It provides examples from the CCSS of integrating reading, writing, speaking, listening and language standards. It also explains how the standards address vocabulary acquisition and language conventions. Participants were then asked to review lessons and create their own lesson using information from the training.
The document outlines 10 anchor standards for reading that define the skills students should develop in each grade from K-5. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, and the range of complexity of texts. To build a strong foundation, students must read widely from diverse, challenging literary and informational texts across different content areas in order to gain knowledge and familiarity with various text structures.
The document provides an overview of Illinois' adoption of Common Core Standards for math and English language arts. It explains that the goal is to better prepare students for college and careers. While other standards remain, new literacy standards were added to history, science, and technical subjects. The Common Core Standards were created by educators from states including Illinois to ensure students are prepared globally. New assessments will be implemented between 2014-2015 to measure the standards. The standards are designed to promote cross-disciplinary literacy and are not prescriptive on how to teach. They incorporate broad standards and focus on end-of-year expectations.
This document provides an overview of a school's plan to implement the Common Core State Standards. It discusses adopting the math standards in 2013/14 and emphasizing professional development for teachers. It also covers updating curriculum maps, aligning report cards with the standards, and the reasons for adopting the Common Core. The presentation explains how the standards are organized, how they should be taught, the major shifts required, and what students should know upon completing kindergarten and 8th grade. It also discusses the math and ELA domains, anchor standards, and anticipated challenges of implementation.
The document summarizes a training workshop on implementing the Common Core State Standards. It discusses the organization of the ELA standards, including strands, anchor standards, and grade-specific standards. It also covers differences from the previous standards, text complexity, and challenges in changing instructional practices to align with the new standards.
This is the first presentation for SJSD Professional Development on August 13 on Text Complexity. This presentation gives an overview of the expectations for reading outlined in the Common Core State Standards.
The document outlines the structure and components of the ELD Standards. It describes the purposes of the Proficiency Level Descriptors which provide descriptions of student abilities across three proficiency levels. It also explains the purpose of the appendices which provide additional detail on foundational literacy skills, learning how English works, the theoretical foundations and research behind the standards. Finally, it provides an overview of the ELD Framework which is designed to support teachers in implementing instruction for ELD students and is divided into chapters covering specific grade spans.
The document summarizes a training on implementing the Common Core State Standards. It discusses the goals of building collaboration among teachers and focusing on 21st century skills. Key points covered include an overview of the Common Core, its goals of establishing consistent standards across states, and how it represents a shift toward preparing students for college and careers through higher-order thinking.
This document provides information about integrating standards from the Common Core State Standards (CCS) and the North Carolina Standard Course of Study (NCSCoS). It discusses looking at standards that address similar skills and allowing tasks to address multiple standards simultaneously. It provides examples of CCS and NCSCoS standards related to point of view, drawing inferences, and vocabulary, and suggests color-coding the standards to identify possible integrations. Participants are instructed to create an integrated task addressing evidence, text structure, comparing texts, and research. The culminating activity is for participants to review a lesson and provide feedback using guiding questions.
The document provides a curriculum pacing guide for 6th grade English at NNPS. It outlines the topics, standards, and assessments covered over 3 marking periods. In the first marking period, students will focus on establishing classroom expectations, baseline writing assessments, vocabulary development, and an introduction to reading and analyzing both fiction and nonfiction texts. The second marking period focuses on close reading of short passages, narrative writing, grammar instruction, and vocabulary development. The third marking period covers the study of poetry, narrative writing, and continued grammar and vocabulary instruction. The goal is for students to understand various text structures and genres, communicate effectively, and continue developing language skills.
This document provides information about writing workshops, conferring with students, and using checklists to guide writing instruction and monitor student progress. It discusses the key components of writing workshops, including mini-lesssons, independent writing time with teacher conferencing, and sharing. The purpose and goals of writing conferences are outlined. Checklists for different grade levels are provided as tools to track student learning. Strategies for effective conferring, such as asking questions, giving feedback, and setting goals, are also presented.
This document contains a writing conference form used to provide feedback to students on their writing. The form includes sections to discuss the student's writing focus, what they have done so far, and what they want feedback on. It also has criteria to assess the structure, development, and conventions of the writing. The teacher can provide compliments, note strengths, and identify a teaching point to help the student improve an area. They select an instructional approach and model a writing strategy to share with the student. Goals are set for the next steps in the student's writing.
1. The document discusses strategies for incorporating cooperative learning in middle school classrooms, including forming heterogeneous groups and using structured activities.
2. Key elements of cooperative learning are positive interdependence, individual accountability, equal participation, and simultaneous interaction.
3. Specific cooperative learning strategies presented include Think-Pair-Share, RallyRobin, Showdown, Value Lines, Talking Chips, and Inside-Outside Circle.
1) The document provides guidance for paraprofessionals on conducting effective guided reading lessons, which involve dividing students into small groups based on reading ability.
2) It describes the key elements of guided reading lessons, which include introducing texts in a way that prepares students to read independently, supporting students during reading, and following up after reading to discuss comprehension.
3) The document provides tips for questioning students before, during, and after reading to check comprehension and make connections to build understanding.
This document outlines data recording for the fall, winter, and spring terms. It lists reading assessments such as DIBELS, AIMS Web, NWEA, school-wide common assessments, and course pre/post assessments. It also lists behavior assessments including SWIS, BOQ-SAS-TIC. The document follows the plan-do-study-act cycle for gathering, studying, planning, and doing with the recorded data.
Evans smart goal essential standard templateJennifer Evans
By June 2015, 100% of students will contribute relevant information 2-4 times in discussions, attaining an average score of 3 on a rubric, as measured by a discussion rubric. To achieve this goal, the action plan will include formative assessments to check student progress and a timeline to accomplish steps such as focusing instruction on key skills, having students participate in discussions, and using a rubric to measure discussion participation.
The document outlines a 5-step process for unpacking and planning instruction around essential standards:
1) Identify key words in standards like verbs and nouns.
2) Map out what students will do, with what knowledge, and in what context based on the standard.
3) Analyze the level of thinking required by the standard.
4) Determine learning targets and exemplars to communicate expectations.
5) Establish guiding questions and plan assessments to check for understanding.
An example standard and target are provided, focusing on participating in discussions and following discussion rules.
This document outlines steps for unpacking essential standards and establishing learning targets. It involves identifying key words in standards, mapping out what students will do, know, and understand. Teachers then analyze the level of thinking required and determine big ideas and exemplars. Guiding questions are established to guide instruction and assessments are selected to determine if students have learned the target. An example learning target is provided for explaining relationships between ideas in informational texts based on evidence from the text. The target involves students identifying concepts and explaining interactions using transition words and specific evidence from the text.
This document outlines steps for unpacking essential standards and creating learning targets:
1. Identify key words in standards like verbs and nouns.
2. Map out what students will do, with what knowledge, and in what context based on Bloom's Taxonomy levels.
3. Create learning targets specifying expectations for student performance, context, complexity, and exemplars.
4. Establish guiding questions for instruction.
5. Determine assessments and timelines to check student understanding.
The example standard is about engaging in discussions, and the learning target has students citing evidence using "According to..."
The document outlines steps for analyzing essential standards and developing learning targets:
Step 1 is to identify key words in standards like verbs and nouns. Step 2 is to map out what students will do, the knowledge/concepts, and context. Step 3 analyzes the level of thinking. Step 4 determines big ideas and exemplars. Step 5 establishes guiding questions. Assessment methods and timelines are also outlined.
An example for RI 3.2 is provided, breaking down determining the main idea, recounting details, and explaining how they support the main idea. Learning targets, vocabulary, and an assessment plan are defined. The SMART goal section provides a template for setting goals based on data, desired outcomes, and action
The document provides a five-step process for unpacking essential standards and establishing learning targets:
1) Identify key words in standards, 2) Map out what students will do, know, and understand, 3) Analyze the level of thinking, 4) Determine big ideas and context for performance, and 5) Establish guiding questions and assessments. It then applies these steps to unpack standard RI 2.1 on asking and answering questions about informational texts. Specific learning targets are defined for this standard around formulating and answering who, what, where, when, why and how questions as well as monitoring comprehension. A SMART goal and action plan are outlined to improve students' ability to ask and answer these questions in
This document outlines steps for unpacking essential standards and creating learning targets. It includes:
1) Identifying key words in standards like verbs and nouns.
2) Mapping out what students will do, with what knowledge, and in what context based on levels of thinking.
3) Creating learning targets and guiding questions for instruction.
4) Establishing assessments and timelines to determine if students have learned the targets.
As an example, it analyzes a reading standard on identifying main topics and retelling key details, and provides learning targets and assessments for teaching that standard.
This document provides an overview of Words Their Way, a developmental approach to word study and spelling instruction. It discusses what Words Their Way is, why it should be used, and how to implement it. Some key points include:
- Words Their Way focuses on hands-on activities where students compare and contrast word features to discover patterns in spelling.
- It is developmentally appropriate, grounded in research, and motivates students by building on their existing knowledge.
- Implementation involves collecting spelling data, analyzing it to group students, providing small group instruction on patterns, and continually assessing student progress.
- Typical lessons involve sorting words by sound or pattern, reflecting on discoveries, and transferring knowledge to reading and writing
This document discusses 10 essential understandings about English orthography that can help teachers support early literacy development. It explains that English spelling is complex due to its morphological nature and history but is also more systematic than commonly believed. Some key points made include that letter names can be confusing for children; consonant and vowel digraphs represent single sounds; the same letter can represent different sounds; and spelling does not always match pronunciation. The document provides examples and suggestions for how teachers can apply this knowledge, such as validating children's invented spellings and focusing on letter-sound patterns rather than rules.
The document provides an agenda and materials for a workshop on implementing reading workshops in the classroom. It includes background information on reading workshops, the essential components which are a teaching portion, independent reading time, and shared learning time. It also discusses selecting appropriate texts for students and assessing reading comprehension. The goal is to help teachers understand how to structure an effective reading workshop to increase student motivation and engagement.
Reading strategies flip book teacher's meetingJennifer Evans
This document provides an agenda and resources for a reading strategies workshop. The agenda outlines that the workshop will cover reading strategies and a reading strategies flipbook to support teachers' instructional decisions. It will involve practicing observing reading behaviors. Several handouts are then presented that further explain the content, including defining characteristics of different reading levels from emergent to advanced. Video examples are linked and prompts provided to have teachers analyze readers' stages of development, behaviors, and instructional next steps. The document aims to help teachers determine students' reading levels and needs through observation in order to make informed instructional decisions.
This document is a rubric for assessing students' abilities to identify and analyze different informational text structures, including problem/solution, cause/effect, compare/contrast, chronological sequence, and description. The rubric rates students from 1 to 4 in each text structure based on whether they can consistently, sometimes, rarely, or never determine the structure; analyze how parts fit into the overall structure and contribute to developing ideas; and locate relevant signal words. The bottom section provides space for notes and observations from student conferences.
This document contains a rubric for assessing students on the strategies of reciprocal teaching: predicting, questioning, clarifying, and summarizing. It provides descriptors for scores of 4, 3, 2, and 1 for each strategy. For a score of 4, the student consistently demonstrates strong use of the strategy, such as using evidence to adjust predictions. A score of 3 indicates the student sometimes demonstrates the strategy well. A score of 2 means the student rarely uses the strategy well. A score of 1 means the student does not use the strategy. The rubric is intended to guide student-teacher conferences on reciprocal teaching goals and performance.
The document is a conferring log and rubric used by a teacher, J. Evans, at St. Clair County RESA. It contains sections to record the student's name, date, goal for the conference, scores on a 4-point scale for skills, notes and observations from the conference, and next steps discussed. The rubric lists skills that can be scored on whether they are demonstrated consistently, sometimes, rarely, or not at all during conferences.
This document appears to be a reading conference form used to assess a student's reading abilities. It contains sections to evaluate why the student chose a book, their opinion of the book, comprehension and retelling skills, reading aloud accuracy and strategies, vocabulary and prediction, and goals for the student's reading development. The teacher uses a scale of 1-4 to rate the student in each area, and notes strengths, focus areas, and instructional plans.
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/temporal-event-neural-networks-a-more-efficient-alternative-to-the-transformer-a-presentation-from-brainchip/
Chris Jones, Director of Product Management at BrainChip , presents the “Temporal Event Neural Networks: A More Efficient Alternative to the Transformer” tutorial at the May 2024 Embedded Vision Summit.
The expansion of AI services necessitates enhanced computational capabilities on edge devices. Temporal Event Neural Networks (TENNs), developed by BrainChip, represent a novel and highly efficient state-space network. TENNs demonstrate exceptional proficiency in handling multi-dimensional streaming data, facilitating advancements in object detection, action recognition, speech enhancement and language model/sequence generation. Through the utilization of polynomial-based continuous convolutions, TENNs streamline models, expedite training processes and significantly diminish memory requirements, achieving notable reductions of up to 50x in parameters and 5,000x in energy consumption compared to prevailing methodologies like transformers.
Integration with BrainChip’s Akida neuromorphic hardware IP further enhances TENNs’ capabilities, enabling the realization of highly capable, portable and passively cooled edge devices. This presentation delves into the technical innovations underlying TENNs, presents real-world benchmarks, and elucidates how this cutting-edge approach is positioned to revolutionize edge AI across diverse applications.
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
Session 1 - Intro to Robotic Process Automation.pdfUiPathCommunity
👉 Check out our full 'Africa Series - Automation Student Developers (EN)' page to register for the full program:
https://bit.ly/Automation_Student_Kickstart
In this session, we shall introduce you to the world of automation, the UiPath Platform, and guide you on how to install and setup UiPath Studio on your Windows PC.
📕 Detailed agenda:
What is RPA? Benefits of RPA?
RPA Applications
The UiPath End-to-End Automation Platform
UiPath Studio CE Installation and Setup
💻 Extra training through UiPath Academy:
Introduction to Automation
UiPath Business Automation Platform
Explore automation development with UiPath Studio
👉 Register here for our upcoming Session 2 on June 20: Introduction to UiPath Studio Fundamentals: https://community.uipath.com/events/details/uipath-lagos-presents-session-2-introduction-to-uipath-studio-fundamentals/
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Grade6 ela
1. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
Grade Level: 6th
School: Authors:
Subject: ELA Date:
September
Topics & Concepts:
Trait(s):
Mode:
Content Standards Resources Assessments
Reading for Literature:
Craft and Structure
4. Determine the meaning of words and
phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of a specific
word choice on meaning and tone.
Reading for Informational Text:
Craft and Structure
4. Determine the meaning of words and
phrases as they are used in a text, including
figurative, connotative, and technical
meanings.
Writing:
Text Types and Purposes
2. Write informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
a. Introduce a topic; organize ideas,
concepts, and information, using
strategies such as definition,
classification, comparison /contrast and
cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables),
2. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
and multimedia when useful to aiding and
comprehension.
2. Write informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
b. Develop the topic with relevant facts,
definitions, concrete details, quotations,
or other information and examples.
2. Write informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
e. Establish and maintain a formal style.
Productions & Distributions of Writing
4. Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
6. 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
three pages in a single sitting. ++
3. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
Range of Writing
10. Write routinely over extended time frames
(time for research, reflection, and revision)
and shorter time frames (a single sitting or
a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
Speaking and Listening:
Comprehension and Collaboration
1. Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly.
b. Follow rules for collegial discussions, set
specific goals and deadlines, and define
individual roles as needed.
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing
ideas logically and using pertinent
descriptions, facts, and details to accentuate
main ideas or themes; use appropriate eye
contact, adequate volume, and clear
pronunciation.
5. Integrate multimedia components (e.g.,
graphics, images, music, sound) and visual
displays in presentations to clarify information
and visual displays into presentations to
clarify information.
4. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
6. Adapt speech to a variety of contexts and
tasks, demonstrating command of formal
English when indicated or appropriate.
Language:
Conventions of Standard English
1. Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. +
2. Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
b. Spell correctly. +
Knowledge of Language
3. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening. +
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade 6 reading and content,
choosing flexibility from an array of
strategies.
c. Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or determine or
clarify its precise meaning or its part of
speech.
5. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
6. Acquire and use accurately grade-
appropriate general academic and domain-
specific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.
6. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
Grade Level: 6th
School: Authors:
Subject: ELA Date:
October
Topics & Concepts:
Trait(s):
Mode:
Content Standards Resources Assessments
Reading for Literature:
Key Ideas and Details
2. Determine a theme or central idea of a text
and how it is conveyed through particular
details; provide a summary of the text
distinct from personal opinions or judgments.
3. Describe how a particular story’s or drama’s
plot unfolds in a series of episodes as well
as how the characters respond or change as
the plot moves toward a resolution.
Range of Reading and Level of Text
Complexity
10. By the end of the year, read and
comprehend literature, including stories,
dramas, and poems, in the grades 6-8 test
complexity band with scaffolding as needed
at the high end of the range. ++
Reading for Informational Text:
Key Ideas and Details
3. Analyze in detail how a key individual, event,
or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples
or anecdotes).
7. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
Range of Reading and Level of Text
Complexity
10. By the end of the year, read and
comprehend literary nonfiction in the grades
6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the
range. ++
Writing:
Text Types and Purposes
2. Write informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
c. Use appropriate and varied transitions to
clarify the relationships among ideas and
concepts.
2. Write informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
d. Use precise language and domain-
specific vocabulary to inform about or
explain the topic.
2. Write informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
f. Provide a concluding statement or section
that follows from the information or
8. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
explanation presented.
Production and Distribution of Writing
5. With some guidance and support from peers
and adults, develop and strengthen writing
as needed by planning, revising, editing,
rewriting, or trying a new approach.
Research to Build and Present
Knowledge
9. Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
a. Apply grade 6 Reading standards to
literature (e.g., “Compare and contrast
texts in different forms or genres (e.g.,
stories and poems, historical novels and
fantasy stories) in terms of their
approaches to similar themes and
topics”).
Speaking and Listening:
Comprehension and Collaboration
1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade
6 topics, texts, and issues, building on
others’ ideas and expressing their own
clearly.
a. Come to discussions prepared, having
read or studied required material;
explicitly draw on that preparation by
referring to evidence on the topic, text, or
9. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
issue to probe and reflect on ideas under
discussion.
Language:
Conventions of Standard English
1. Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
a. Ensure that pronouns are in the proper
case (subjective, objective, possessive).
1. Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
d. Recognize and correct vague pronouns
(i.e., one with unclear or ambiguous
antecedents). *
1. Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
e. Recognize variations from standard
English in their own and others’ writing
and speaking, and identify and use
strategies to improve expression in
conventional language. *
Knowledge of Language
3. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
a. Vary sentence patterns for meaning,
reader/listener interest, and style. *
10. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
Grade Level: 6th
School: Authors:
Subject: ELA Date:
November
Topics & Concepts:
Trait(s):
Mode:
Content Standards Resources Assessments
Reading for Informational Text:
Craft and Structure
6. Determine an author’s point of view or
purpose in a text and explain how it is
conveyed in the text.
Writing:
Text Types and Purposes
3. Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event
sequences.
a. Engage and orient the reader by
establishing a context and introducing a
narrator and/or characters; organize an
event sequence that unfolds naturally and
logically.
3. Write narratives to develop real or imagined
experiences or events using effective
technique, relevant descriptive details, and
well-structured event sequences.
b. Use narrative techniques, such as
dialogue, pacing, and description, and
reflection, to develop experiences,
events, and/or characters.
11. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
3. Write narratives to develop real or imagined
experiences or events using effective
technique, relevant descriptive details, and
well-structured event sequences.
c. Use a variety of transition words, phrases,
and clauses to convey sequence, signal
shifts from one time frame or setting to
another.
Speaking and Listening:
Comprehension and Collaboration
1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade
6 topics, texts, and issues, building on
others’ ideas and expressing their own
clearly.
c. Pose and respond to specific questions
with elaboration and detail by making
comments that contribute to the topic,
text, or issue under discussion.
Language:
Vocabulary Acquisitions and Use
4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade 6 reading and content,
choosing flexibility from an array of
strategies.
a. Use content (e.g., the overall meaning of
12. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
a sentence or paragraph; a word’s
position or function in a sentence) as a
clue to the meaning of a word or phrase.
4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade 6 reading and content,
choosing flexibility from an array of
strategies.
b. Use common grade-appropriate Greek or
Latin affixes and roots as clues to the
meaning of a word (e.g., audience,
auditory, audible).
4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade 6 reading and content,
choosing flexibility from an array of
strategies.
d. Verify the preliminary determination of the
meaning of a word or phrase (e.g., by
checking the inferred meaning in context
or in a dictionary).
13. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
Grade Level: 6th
School: Authors:
Subject: ELA Date:
December
Topics & Concepts:
Trait(s):
Mode:
Content Standards Resources Assessments
Reading for Literature:
Craft and Structure
5. Analyze how a particular sentence, chapter,
scene, or stanza fits into the overall structure
of a text and contributes to the development
of the theme, setting, or plot.
Writing:
Text Types and Purposes
3. Write narratives to develop real or imagined
experiences or events using effective
technique, relevant descriptive details, and
well-structured event sequences.
d. Use precise words and phrases, relevant
descriptive details, and sensory language
to convey experiences and events.
3. Write narratives to develop real or imagined
experiences or events using effective
technique, relevant descriptive details, and
well-structured event sequences.
e. Provide a conclusion that follows from
and reflects on the narrated experiences
or events.
14. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
Language:
Vocabulary Acquisitions and Use
5. Demonstrate understanding of figurative
language, word relationships, and nuances
in word meanings.
a. Interpret figures of speech (e. g.,
personification) in context.
5. Demonstrate understanding of figurative
language, word relationships, and nuances
in word meanings.
b. Use the relationship between particular
words (e.g., cause/effect, part/whole,
item/category) to better understand each
of the words.
5. Demonstrate understanding of figurative
language, word relationships, and nuances
in word meanings.
c. Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g., stingy,
scrimping, economical, unwasteful,
thrifty).
15. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
Grade Level: 6th
School: Authors:
Subject: ELA Date:
January
Topics & Concepts:
Trait(s):
Mode:
Content Standards Resources Assessments
Reading for Literature:
Key Ideas and Details
1. Cite textual evidence to support what the
text says explicitly as well as inferences
drawn from the text.
Craft and Structure
6. Explain how an author develops the point of
view of the narrator or speaker in a text.
Reading for Informational Text:
Key Ideas and Details
1. Cite the textual evidence to support
analysis of what the text says explicitly as
well as inferences drawn from the text.
Writing:
Text Types and Purposes
1. Write arguments to support claims with clear
reasons and relevant evidence.
a. Introduce claim(s), and organize the
reasons and evidence clearly.
1. Write arguments to support claims with clear
reasons and relevant evidence.
b. Support claim(s) with clear reasons and
relevant evidence, using credible sources
16. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
and demonstrating an understanding of
the topic or text.
1. Write arguments to support claims with clear
reasons and relevant evidence.
c. Use words, phrases, and clauses to
clarify the relationships among claim(s),
and reasons.
1. Write arguments to support claims with clear
reasons and relevant evidence.
d. Establish and maintain a formal style.
Research to Build and Present
Knowledge
7. Conduct short research projects to answer a
question, drawing on several sources and
refocusing the inquiry when appropriate.
8. Gather relevant information from multiple
print and digital sources; assess the
credibility of each source; and quote or
paraphrase the data and conclusions of
others while avoiding plagiarism and
following a basic bibliographic information
for sources.
9. Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
b. Apply grade 6 Reading standards to
literary nonfiction (e.g. “Trace and
evaluate the argument and specific claims
17. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
in a text, distinguishing claims that are
supported by reasons and evidence from
claims that are not”).
Speaking and Listening:
Comprehension and Collaboration
2. Interpret information presented in diverse
media and formats (e.g., visually
quantitatively, orally) and explain how it
contributes to a topic, text, or issue under
study.
Language:
Conventions of Standard English
1. Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
b. Use intensive pronouns (e.g., myself,
ourselves).
2. Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
a. Use punctuation (commas, parentheses,
dashes) to set off
nonrestrictive/parenthetical elements. *
18. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
Grade Level: 6th
School: Authors:
Subject: ELA Date:
February
Topics & Concepts:
Trait(s):
Mode:
Content Standards Resources Assessments
Reading for Informational Text:
Integration of Knowledge and Ideas
7. Integrate information presented in different
media or formats (e.g., visually,
quantitatively) as well as in words to develop
a coherent understanding of a topic or issue.
9. Compare and contrast one author’s
presentation of events with that of another
(e.g., a memoir written by and a biography of
the same person).
Writing:
Text Types and Purposes
1. Write arguments to support claims with clear
reasons and relevant evidence.
e. Provide a concluding statement or section
that follows from the argument presented.
Speaking and Listening:
Comprehension and Collaboration
1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade
6 topics, texts, and issues, building on
others’ ideas and expressing their own
clearly.
d. Review the key ideas expressed and
19. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
demonstrate understanding of multiple
perspectives through reflection and
paraphrasing.
3. Delineate a speaker’s argument and specific
claims, distinguishing claims that are
supported by reasons and evidence from
claims that are not.
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing
ideas logically and using pertinent
descriptions, facts, and details to accentuate
main ideas or themes; use appropriate eye
contact, adequate volume, and clear
pronunciation.
Language:
Knowledge of Language
3. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
b. Maintain consistency in style and tone. *
20. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
Grade Level: 6th
School: Authors:
Subject: ELA Date:
March
Topics & Concepts:
Trait(s):
Mode:
Content Standards Resources Assessments
Reading for Literature:
Integration of Knowledge and Ideas
7. Compare and Contrast the experience of
reading a story, drama, or poem to listening
to or viewing and audio, video, or live
version of the text, including contrasting
what they “see” and “hear” when reading the
text to what they perceive when they listen
or watch.
Writing:
Text Types and Purposes
1. Write arguments to support claims with clear
reasons and relevant evidence. (Revisit
January A-D, February E)
Speaking and Listening:
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing
ideas logically and using pertinent
descriptions, facts, and details to accentuate
main ideas or themes; use appropriate eye
contact, adequate volume, and clear
pronunciation.
21. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
5. Integrate multimedia components (e.g.,
graphics, images, music, sound) and visual
displays in presentations to clarify
information and visual displays into
presentations to clarify information.
6. Adapt speech to a variety of contexts and
tasks, demonstrating command of formal
English when indicated or appropriate.
Language:
Conventions of Standard English
1. Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
c. Recognize and correct inappropriate
shifts in pronoun number and person. *
22. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
Grade Level: 6th
School: Authors:
Subject: ELA Date:
April
Topics & Concepts:
Trait(s):
Mode:
Content Standards Resources Assessments
Reading for Literature:
Integration of Knowledge and Ideas
9. Compare and contrast texts in different
forms or genres (e.g., stories and poems;
historical novels and fantasy stories) in
terms of their approaches to similar themes
and topics.
Reading for Informational Text:
Key Ideas and Details
2. Determine a central idea of the text and how
it is conveyed through particular details;
provide a summary of the text distinct from
personal opinions or judgments.
Integration of Knowledge and Ideas
8. Trace and evaluate the argument and
specific claims in a text, distinguishing
claims that are supported by reasons and
evidence from claims that are not.
23. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
Grade Level: 6th
School: Authors:
Subject: ELA Date:
May
Topics & Concepts:
Trait(s):
Mode:
Content Standards Resources Assessments
Reading for Informational Text:
Craft and Structure
5. Analyze how a particular sentence,
paragraph, chapter, or section fits into the
overall structure of a text and contributes to
the development of the ideas.
Range of Reading and Level of Text
Complexity
10. By the end of the year, read and
comprehend literary nonfiction in the grades
6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the
range.
Writing:
Text Types and Purposes
3. Write narratives to develop real or imagined
experiences or events using effective
technique, relevant descriptive details, and
well-structured event sequences. (Revisit
November A-E)
24. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+Partial standard. The rest of the standard will appear elsewhere.
++Start building stamina in order for students to be able to meet this standard by the end of 6th grade.
* Indicates a significant change in standard.
Grade Level: 6th
School: Authors:
Subject: ELA Date:
June
Topics & Concepts:
Trait(s):
Mode:
Content Standards Resources Assessments
Writing:
Range of Writing
6. 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
three pages in a single sitting.
Speaking and Listening:
Presentation of Knowledge and Ideas
6. Adapt speech to a variety of contexts and
tasks, demonstrating command of formal
English when indicated or appropriate.
Reading Literature:
Range of Reading and Level of Text
Complexity
10. By the end of the year, read and
comprehend literature, including stories,
dramas, and poems, in the grades 6-8 test
complexity band with scaffolding as needed
at the high end of the range.