Common Core Standards: Literature
Published on Nov 21, 2015
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PRESENTATION OUTLINE
What they are:
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Focus on Results
Not Means!
"By emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed."
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Integration
Literacy is a lot of things
"Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected."
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Research Skills
They're important too
"To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems."
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% Informational vs Literary Texts
Communication, Grade 4
Communication, Grade 12
What they are not:
"The Standards should be recognized for what they are not as well as what they are."
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How to teach
"A great deal is left to the discretion of teachers and curriculum developers. The aim of the Standards is to articulate the fundamentals, not to set out an exhaustive list or a set of restrictions that limits what can be taught beyond what is specified."
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Special needs
Diverse students, diverse needs.
"The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs."
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Emotions and Growing Bodies
Changes!
"While the ELA and content area literacy components described herein are critical to college and career readiness, they do not define the whole of such readiness. Students require a wide ranging, rigorous academic preparation and, particularly in the early grades, attention to such matters as social, emotional, and physical development and approaches to learning."
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Key Ideas
Students of the 21st century should have these skills to be successful communicators.
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Independence
"Students ... can construct effective arguments and convey intricate or multifaceted information."
"Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials."
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Knowledge
"[Students] become proficient in new areas through research and study."
"Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking."
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Respond
"Students adapt their communication in relation to audience, task, purpose, and discipline."
"They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science)."
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Comprehend and
Students work to understand an author's meaning but also question their assumptions.
"Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning."
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Evidence
"[Students] use relevant evidence when supporting their own points in writing and speaking"
"Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence."
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Technology
Students should be able to aquire useful information
"Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals."
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Diversity
- "[Students] are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively."
"Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening .... They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and world views, students can vicariously inhabit worlds and have experiences much different than their own."
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"Students must
have ample opportunities to take
part in a variety of rich, structured
conversations... Being productive members
of these conversations requires
that students contribute accurate,
relevant information; respond to
and develop what others have said;
make comparisons and contrasts; and
analyze and synthesize a multitude of
ideas in various domains."
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