Some of these common core standards I have found, though
they are similar, have different standards that build off of one another that
students are required to know. In my education 413 class we discussed how
education, when writing TPAs, are going away from blooms taxonomy and moving on
to this new DOK idea that does not focus on the verb but what the verb leads
the students in what they are learning. In the article, it was discussed that “common
core state standards set general goals for students learning but they do not
specify what or how to teach.” It leaves much of the teaching to the teacher’s
discretion giving them the ability to “develop innovative ways of teaching that
curriculum by framing the construction of your classroom” but also giving not rules but guidelines that
are to be followed. These goals are set so that students coming and going into
different school systems within the country will always know close to what the
students will be learning giving an equal playing field among student bodies.
When going over each of the standards I found that the goals
are attainable because as students progress so do the standards not by changing
them but building off of them.
In the article, I really liked how they put the experience
of a teacher and her thought process within that system. Kyle, the teacher, said
“my first year was mostly about surviving rather than looking critically at
what I teach and why I was teaching it.” She had to learn at the pace of her colleagues
and was not given a chance to trial and error. Another problem Kyle found was in
diversity. When she was expecting one thing but got another out of it she
learned that school systems will not work without diversity. The playing field is not even and each student
is not given equal opportunity when learning. “Because the majority of students
n schools in 2030 will be students from non-dominant cultures, it is essential
that teaching and learning be relevant to students from dominant backgrounds.” We
as teachers must teach to our growing communities and society. We will be leftg
behind if we cannot prepare students for life after high school.
8th Grade
·
CCSS.ELA-LITERACY.RL.8.1
Cite
the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
·
CCSS.ELA-LITERACY.RL.8.2
Determine
a theme or central idea of a text and analyze its development over the course
of the text, including its relationship to the characters, setting, and plot;
provide an objective summary of the text.
·
CCSS.ELA-LITERACY.RL.8.3
Analyze
how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
·
CCSS.ELA-LITERACY.RL.8.7
Analyze
the extent to which a filmed or live production of a story or drama stays
faithful to or departs from the text or script, evaluating the choices made by
the director or actors.
·
CCSS.ELA-LITERACY.RL.8.10
By the
end of the year, read and comprehend literature, including stories, dramas, and
poems, at the high end of grades 6-8 text complexity band independently and
proficiently.
12th Grade
·
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
·
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text
and analyze their development over the course of the text, including how they
interact and build on one another to produce a complex account; provide an
objective summary of the text.
·
CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding
how to develop and relate elements of a story or drama (e.g., where a story is
set, how the action is ordered, how the characters are introduced and
developed).
·
CCSS.ELA-LITERACY.RL.11-12.7
Analyze multiple interpretations of a story, drama, or
poem (e.g., recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text. (Include at least one
play by Shakespeare and one play by an American dramatist.)
·
CCSS.ELA-LITERACY.RL.11-12.10
By the end of grade 12, read and comprehend literature,
including stories, dramas, and poems, at the high end of the grades 11-CCR text
complexity band independently and proficiently.
By the end of grade 12, read and comprehend literature,
including stories, dramas, and poems, at the high end of the grades 11-CCR text
complexity band independently and proficiently.
