Reflection: Lesson Planning Sequencing With "Rules At School" - Section 1: Teacher Background Knowledge and Preparation

 

If you look at the key shifts in the Common Core standards for English Language Arts you'll see that one key shift is reading, writing, and speaking grounded in evidence from texts, both literary and informational.  Why did the writers of the Common Core standards feel as though this change needed to happen?

In years past, questions that were asked of students could be answered from their personal experience or prior knowledge. Likewise, the kinds of writing we've asked students to produce in years past have only required students to use their own experience and opinions. 

With the implementation of Common Core, the focus has been on what skills students will need to master in order to get them to be college and career ready.  The shifts for reading now state that in order for students to be college and career ready, they need to be able to answer text dependent questions.  This means that in order to answer text dependent questions, students will need to have read the text at deep levels and with great care.  In terms of writing, narrative writing is still expected of students, however, they also expect students to have a strong command of being able to sequence and give detail which are important skills for informative and argumentative writing.  It is the focus on informative and argumentative writing that will help prepare students for the college and career readiness standards.

These key shifts extend beyond the English Language Arts classroom.  In order to achieve the college and career standards, students will need to be able to read deeply, answer text dependent questions, and be able to write across any discipline.  This includes history, science, literature, and humanities classes.  This is why you've seen teachers who teach these subjects now begin to focus on reading and writing within these subjects.

We have an important job as first grade teachers.  We set the foundation for students being able to answer those text dependent questions, and be able to write in different modes that utilize evidence.  If we set a strong foundation, teachers in future years will be able to build upon what we've done and get students to be able to achieve those college and career readiness standards.

  The Shift to Close Reading and Using Text Evidence
  Lesson Planning: The Shift to Close Reading and Using Text Evidence
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Sequencing With "Rules At School"

Unit 14: Small Group Reading Lessons
Lesson 1 of 7

Objective: SWBAT sequence events and determine cause and effect relationships in a story.

Big Idea: How can you sequence school rules?

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Subject(s):
English / Language Arts, Comprehension (Reading), sequencing, analysis, narrative
  50 minutes
school rules 2
 
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