Annotating the Model Content Frameworks for ELA/Literacy by PARCC - 9 views
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Josh Flores on 12 Mar 13Quarterly Modules - but could be adjusted for your school's purposes.
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shape the content within the modules in any way that suit their desired purposes
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re-order
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order in which the four modules may be used is not critical
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ocus and emphasis on the types of texts
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What changes
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is the
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analytic reading
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examining its meaning
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read and reread deliberately.
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understand the central ideas
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supporting details
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entails the careful gathering of observations
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overall understanding and judgment
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omparison and synthesis of ideas
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drawing on relevant prior knowledge
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suggests that educators select a minimum number of grade-level-appropriate short texts
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as well as one extended text
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in lower grades, chosen texts should include content from across the disciplines.
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upper grades, content-area teachers are encouraged to consider how best to implement informational reading across the disciplines
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present their analyses in writing and speaking
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Listening and Speaking Tip: Class presentations with a rubric; allow class to complete rubric of their peers too and use video or text-to-speech based web 2.0 animation programs for shy students
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all students need access to a wide range of materials on a variety of topics and genres
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students improve both their reading comprehension and their writing skills when writing in response to texts.
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notes, summaries, learning logs, writing to learn tasks, or even a response to a short text selection or an open-ended question.[9]
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hese responses can vary in length based on the questions asked and tasks performed, from answering brief questions to crafting multiparagraph responses in upper grades.
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narrative story and narrative description
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creative fiction, as well as memoirs, anecdotes, biographies, and autobiographies
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include writing under time constraints
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writing over multiple drafts
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generate writing pieces in response to teacher-provided prompts and to their own prompts
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For reading and writing in each module
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Understand and apply grammar:
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Cite evidence and analyze content
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Understand and apply vocabulary
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Conduct discussions and report findings:
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grades 3-5
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two standards progression charts for each grade level
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Writing
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peaking and Listening
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Graham, S., and M. A. Hebert. 2010. Writing to Read: Evidence for How Writing Can Improve Reading. A Carnegie Corporation Time to Act Report. Washington, D.C.: Alliance for Excellent Education.
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suggests both the number and types
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Students
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offer one way of organizing the standards
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quarterly modules
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reflects the integrated nature
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four sections
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to express an opinion/make an argument or to inform/explain
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write
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citing evidence
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analyzing
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grammar
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vocabulary
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discussions
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reporting
