EDCI 3000.docx - EDCI 3000 THE COMMON CORE STATE STANDARDS emphasize much higher-level comprehension skills than previous standards place equal weight

EDCI 3000.docx - EDCI 3000 THE COMMON CORE STATE STANDARDS...

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EDCI 3000 THE COMMON CORE STATE STANDARDS emphasize much higher-level comprehension skills than previous standards place equal weight on reading and on writing emphasize reading complex texts support cross-circular literacy teaching call for proficiency, complexity, and independence emphasize that every student needs to be given access to this work aim to put all states on the same measuring stick ORGANIZATION OF THE STANDARDS Key ideas and details Craft and structure Integration of knowledge and ideas Range of reading and level of text complexity, same set of skills addresses for reading literature an informational text WHAT THE CCSS DOES AND DOESN’T VALUE Repeated in the CCSS: “close, attentive reading, critical reading, reasoning and use of evidence, comprehend, evaluate, synthesize, cite specific evidence, refer to details and examples in a text, understand precisely Not mentioned in the CCSS: make text-to-self connections, access prior knowledge, explore personal response, relate to your own life SO, WHAT DOES THIS MEAAN? The CCSS deemphasizes reading as a personal act and emphasizes textual analysis READING LITERATURE Reading literature for key ideas and details – “Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.”
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Anchor standards two and three – “Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.” And “Analyze how and why individuals, events, and ideas develop and interest over the course of a text.” Anchor standards four, five, and six – “Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.” and “Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (a section, chapter, scene, or stanza) relate to each other and to the whole.” and “Assess how point of view or purpose shapes the content and style of a text.” Anchor standards seven, eight, and nine – “integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.” “delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.” (not applicable to literature) “analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.” READING INFORMATIONAL TEXTS The importance: reading to learn, reading to follow authors reasoning,
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