Common Core Standards

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.

8^th 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.

12^th 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.