Common Core State Standards (CCSS) For English Language .

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Common Core State Standards (CCSS) ForEnglish Language Arts (ELA)2006 Mississippi Language Arts Framework (MLAF), RevisedAlignment AnalysisMississippi Department of EducationTested GradesProgram Associates:Kathleen Theodore, MA, LeadRobyn Madison-Harris, EdDSeptember 17, 2010Copyright 2010 SEDL. All rights reserved. Permission to reproduce this document is granted by SEDL to the Mississippi Department of Education and any and all school districts and schools within thestate of Mississippi. For any additional uses, permission from SEDL is required and may be obtained by submitting an online copyright permission request form at www.sedl.org/about/copyright request.htmlon the SEDL Web site. Users may need to secure additional permissions from copyright holders whose work SEDL included after obtaining permission as noted to reproduce or adapt for this document.4700 Mueller Blvd., Austin, TX 78723 800-476-6861 secc.sedl.org http://www.sedl.org

CCSS/MS Language Arts Framework Alignment AnalysisTable of ContentsSECC Language ArtsIntroduction3Tested Grades4Grade 34Grade 422Grade 541Grade 660Grade 795Grade 8132Grade 101732

CCSS/MS Language Arts Framework Alignment AnalysisIntroductionWhenever a possible connection could be made between the Mississippi Language Arts Framework and Common Core State Standards, analignment match was made; however, pure alignment occurred in far fewer cases than with minute connections.Cross-referencing with Mississippi social studies and science standards to explore for more alignment may produce more matches to theCCSS in those literacy areas.Consideration should be given to the incorporation of literacy in all content areas as was done in the CCSS for history/social studies andscience/technical subjects.Consideration should also be given to the complete adoption of the CCSS, since they require deeper levels of application on all fronts thando the Mississippi standards.ReferencesMississippi State Department of Education. (2006). Mississippi language arts curriculum framework - revised. Jackson, MS: Author.Retrieved from rameworks.htmlNational Governors Association Center for Best Practices and Council of Chief State School Officers. (2010, June 2). Common core statestandards for English language arts & literacy in history/social studies, science, and technical subjects. Washington, DC: Author. Retrievedfrom -language-arts-standardsSECC Language Arts3

CCSS/MS Language Arts Framework Alignment AnalysisGrade 3Common Core State Standards for ELA1. Ask and answer questions to demonstrateunderstanding of a text, referring explicitly tothe text as the basis for the answers.2.2006 MS LA Framework, RevisedComments2b. The student will analyze texts in order toidentify, understand, infer, or synthesizeinformation. (DOK 3)1) Answer and generate questions aboutpurposes for reading.2) Answer literal and inferential questionsabout main characters, setting, plot, andtheme.3) Answer literal and inferential questionsabout characters’ actions, motives, traits,and emotions.6) Identify cause and effect as stated in text.Recount stories, including fables, folktales,2b. The student will analyze texts in order to identify,and myths from diverse cultures; determineunderstand, infer, or synthesize information.(DOK 3)the central message, lesson, or moral andexplain how it is conveyed through key details4) Identify the stated main idea of a narrativein the text.text or the topic of an informational text.8) Synthesize information stated in the textwith prior knowledge and experience todraw a conclusion.11) Identify important themes from textsand examine from more than one point ofview.2c. The student will recognize or generate anappropriate summary or paraphrase of theevents or ideas in text, citing text-basedevidence. (DOK 2)1) Retell a story orally and in writing includingcharacters, setting, problem, importantevents, and resolution.SECC Language Arts4

CCSS/MS Language Arts Framework Alignment AnalysisCommon Core State Standards for ELA2006 MS LA Framework, Revised3. Describe characters in a story (e.g., their traits,motivations; or feelings) and explain how theiractions contribute to the sequence of events.2b. The student will analyze texts in order to identify,understand, infer, or synthesize information.(DOK 3)3) Answer literal and inferential questions aboutcharacters’ actions, motives, traits, andemotions.5) Arrange in sequential order a listing of eventsfound in narrative and/or informational text.4. Determine the meaning of words and phrasesas they are used in a text, distinguishing literalfrom nonliteral language.1g. The student will use context to determine thesimple figurative meanings (e.g., simile,metaphor, and personification) of words. (DOK 2)5. Refer to parts of stories, dramas, and poemswhen writing or speaking about a text, usingterms such as chapter, scene, and stanza;describe how each successive part builds onearlier sections.2a. The student will use text features, parts of abook, text structures, and genres to analyzetext. (DOK 2)4) Genres - Fiction, nonfiction, and poetry6. Distinguish their own point of view from that ofthe narrator or those of the characters.2b. The student will analyze texts in order to identify,understand, infer, or synthesize information.(DOK 3)2) Answer literal and inferential questions aboutmain characters, setting, plot, and theme.3) Answer literal and inferential questionsabout characters’ actions, motives, traits, andemotions.11) Identify important themes from texts andexamine from more than one point of view.Reading Standards for Literature K–5Integration of Knowledge and Ideas7. Explain how specific aspects of a text’sillustrations contribute to what is conveyed bySECC Language ArtsComments2a. The student will use text features, parts of abook, text structures, and genres to analyze text.5

CCSS/MS Language Arts Framework Alignment AnalysisCommon Core State Standards for ELA2006 MS LA Framework, Revisedthe words in a story (e.g., create mood,emphasize aspects of a character or setting).(DOK 2)1) Text features - titles, headings, captions,illustrations, graphs, charts, diagrams, etc.8. (Not applicable to literature)9. Compare and contrast the themes, settings,and plots of stories written by the same authorabout the same or similar characters (e.g., inbooks from a series).Range of Reading and Level of Text Complexity10. By the end of the year, read and comprehendliterature, including stories, dramas, and poetry,at the high end of the grades 2–3 textcomplexity band independently and proficiently.Reading Standards for Informational Text K–5Key Ideas and Details1. Ask and answer questions to demonstrateunderstanding of a text, referring explicitly tothe text as the basis for the answers.SECC Language ArtsComments2b. The student will analyze texts in order to identify,understand, infer, or synthesize information.(DOK 3)2) Answer literal and inferential questionsabout main characters, setting, plot, andtheme.3) Answer literal and inferential questionsabout characters’ actions, motives, traits,11) Identify important themes from texts andexamine from more than one point of view.Competency 2: The student will apply strategiesand skills to comprehend, respond to, interpret,or evaluate a variety of texts of increasing length,difficulty, and complexity.2b. The student will analyze texts in order to identify,understand, infer, or synthesize information.(DOK 3)1) Ask and generate questions about purposesfor reading.2) Answer literal and inferential questionsabout main characters, setting, plot, andtheme.3) Answer literal and inferential questionsabout characters’ actions, motives, traits, and6

CCSS/MS Language Arts Framework Alignment AnalysisCommon Core State Standards for ELA2006 MS LA Framework, RevisedCommentsemotions.6) Identify cause and effect as stated in text.2. Determine the main idea of a text; recount thekey details and explain how they support themain idea.2b. The student will analyze texts in order to identify,understand, infer, or synthesize information.(DOK 3)4) Identify the stated main idea of a narrativetext or the topic of an informational text.2c. The student will recognize or generate anappropriate summary or paraphrase of theevents or ideas in text, citing text-basedevidence. (DOK 2)2) Write summaries that contain the mainideas of the reading selection and the mostmost significant details.3. Describe the relationship between a series ofhistorical events, scientific ideas or concepts,or steps in technical procedures in a text, usinglanguage that pertains to time, sequence, andcause/effect.2b. The student will analyze texts in order to identify,understand, infer, or synthesize information.(DOK 3)5) Arrange in sequential order a listing ofevents found in narrative and/or informationaltext.9) Predict an outcome based on informationstated in text and confirm or revise theprediction based upon subsequent text.10) Use key words in text to justify prediction(s).Craft and StructureSECC Language Arts7

CCSS/MS Language Arts Framework Alignment AnalysisCommon Core State Standards for ELA2006 MS LA Framework, Revised4. Determine the meaning of general academicand domain-specific words and phrases in atext relevant to a grade 3 topic or subject area.1d. The student will develop and apply knowledge ofwords and word meanings to communicate.(DOK 2)1) Generate words into categories.2) Determine relationships among wordsorganized in categories.Comments1f. The student will use context to determine themeanings of unfamiliar or multiple meaningwords. (DOK 2)1h. The student will use reference materials todetermine the meaning or pronunciation ofunknown words (e.g., elementary dictionary,glossary, thesaurus, electronic dictionary,teacher or peer as a resource). (Note: Thesereference materials are not available during theadministration of state tests.) (DOK 1)5. Use text features and search tools (e.g., keywords, sidebars, hyperlinks) to locateinformation relevant to a given topic efficiently.2a. The student will use text features, parts of abook, text structures, and genres to analyze text.(DOK 2)1) Text features - titles, headings, captions,illustrations, graphs, charts, diagrams, etc.6. Distinguish their own point of view from that ofthe author of a text.2b. The student will analyze texts in order to identify,understand, infer, or synthesize information.(DOK 3)8) Synthesize information stated in the text withprior knowledge and experience to draw aconclusion.7. Use information gained from illustrations (e.g.,maps, photographs) and the words in a text todemonstrate understanding of the text (e.g.,2a. The student will use text features, parts of abook, text structures, and genres to analyze text.(DOK 2)SECC Language Arts8

CCSS/MS Language Arts Framework Alignment AnalysisCommon Core State Standards for ELAwhere, when, why, and how key events occur).2006 MS LA Framework, RevisedComments1) Text features - titles, headings, captions,illustrations, graphs, charts, diagrams, etc.2b. The student will analyze texts in order to identify,understand, infer, or synthesize information.(DOK 3)5) Arrange in sequential order a listing ofevents found in narrative and/orinformational text.8. Describe the logical connection betweenparticular sentences and paragraphs in a text(e.g., comparison, cause/effect,first/second/third in a sequence).2a. The student will use text features, parts of abook, text structures, and genres to analyze text.(DOK 2)3) Text structures - sequential order,description, simple cause and effect, simpleprocedure, etc.9. Compare and contrast the most importantpoints and key details presented in two texts onthe same topic.2b. The student will analyze texts in order to identify,understand, infer, or synthesize information.(DOK 3)8) Synthesize information stated in the text withprior knowledge and experience to draw aconclusion.11) Identify important themes from texts andexamine from more than one point of view.2d. The student will analyze, interpret, compare, orrespond to increasingly complex literary text,literary nonfiction, and informational text, citingtext based evidence. (DOK 3)2) Make connections between self andcharacters, events, and information in text oramong texts.Range of Reading and Level of Text ComplexitySECC Language Arts9

CCSS/MS Language Arts Framework Alignment AnalysisCommon Core State Standards for ELA10. By the end of the year, read and comprehendinformational texts, including history/socialstudies, science, and technical texts, at thehigh end of the grades 2–3 text complexityband independently and proficientlyReading Standards: Foundational Skills (K–5)Phonics and Word Recognition1. (Not applicable)2. (Not applicable)3. Know and apply grade-level phonics and wordanalysis skills in decoding words.a. Identify and know the meaning of the mostcommon prefixes and derivational suffixes.b. Decode words with common Latin suffixes.c. Decode multisyllable words.d. Read grade-appropriate irregularly spelledwords.2006 MS LA Framework, RevisedCommentsCompetency 2: The student will apply strategiesand skills to comprehend, respond to, interpret,or evaluate a variety of texts of increasing length,difficulty, and complexity.1a. The student will use word recognition skills formulti-syllabic words. (DOK 2)1) Continue to use knowledge of voweldigraphs, diphthongs, and r-controlled lettersound correspondences to decode unknownwords.5) Read 300 to 400 high frequency and/orirregularly spelled words in connected text. (Athird grader should read between 100 and115 words correctly per minute in connectedtext by the end of third grade.)1b. The student will use syllabication types (e.g.,open, closed, r-controlled, vowel team, vowelconsonant e, consonant le) to decode words.(DOK 1)1c. The student will manipulate and analyze rootwords and affixes (e.g., un-, re-, mis-, pre-, in-,im-, ir-, -s, -es, -ed, -ing, -y, -ly, -er, -est, -ful, less,-able, -ness, -ish) to analyze words.(DOK 2)Fluency4. Read with sufficient accuracy and fluency tosupport comprehension.SECC Language Arts1a. The student will use word recognition skills formulti-syllabic words (DOK 2)The MLAF does not explicitlyexpress all of the fluency10

CCSS/MS Language Arts Framework Alignment AnalysisCommon Core State Standards for ELA2006 MS LA Framework, Reviseda. Read on-level text with purpose and6) Read 300 to 400 high frequency and/orunderstanding.irregularly spelled words in connected text. (Ab. Read on-level prose and poetry orally withthird grader should read between 100 andaccuracy, appropriate rate, and expression115 words correctly per minute in connectedon successive readings.text by the end of third grade.)c. Use context to confirm or self-correct wordrecognition and understanding, rereading asnecessary.Reading Standards for WritingText Type and Purposes1. Write opinion pieces on topics or texts,2b. The student will analyze texts in order to identify,supporting a point of view with reasons.understand, infer, or synthesize information.(DOK 3)a. Introduce the topic or text they arewriting about, state an opinion, and create an7) Identify simple fact and opinionorganizational structure that listsreasons.3e. The student will compose a simple persuasivetext. (DOK 3)b. Provide reasons that support theopinion.c. Use linking words and phrases (e.g.,because, therefore, since, for example)toconnect opinion and reasons.d. Provide a concluding statement orsection.2. Write informative/explanatory texts to examinea topic and convey ideas and informationclearly.a. Introduce a topic and group relatedinformation together; include illustrationswhen useful to aiding comprehension.b. Develop the topic with facts, definitions, anddetails.c. Use linking words and phrases (e.g., alsoanother, and, more, but) to connect ideasSECC Language ArtsCommentsstandards of the CCSS.3d. The student will compose informational text andat least three supporting details. (DOK 3)1) Reports2) Letters, thank-you notes, invitations3) Functional texts (e.g., labels, directions,shopping lists).11

CCSS/MS Language Arts Framework Alignment AnalysisCommon Core State Standards for ELA2006 MS LA Framework, RevisedCommentswithin categories of information.d. Provide a concluding statement or section.3. Write narratives to develop real or imaginedexperiences or events using effectivetechnique, descriptive details, and clear eventsequences.a. Establish a situation and introduce anarrator and/or characters; organize anevent sequence that unfolds naturally.b. Use dialogue and descriptions of actions,thoughts, and feelings to developexperiences and events or show theresponse of characters to situations.c. Use temporal words and phrases to signalevent order.d. Provide a sense of closure.Production and Distribution of Writing4. With guidance and support from adults,produce writing in which the development andorganization are appropriate to task andpurpose. (Grade-specific expectations forwriting types are defined in standards 1–3above.)SECC Language Arts3c. The student will compose narrative text with aclear beginning, middle, and end. (DOK 3)3a. The student will use an appropriate composingprocess (e.g., planning, drafting, revising, editingand publishing/sharing) to compose or edit.(Note: Editing will be tested under Competency4.)(DOK 3)1. Planning Use a variety of graphic organizers (e.g.,Venn diagrams, bubble maps, story maps,simple outlines, etc.) to generate andorganize ideas.2. Drafting Transfer thoughts from graphic organizersand simple outlines into paragraphs.3. Revising Revise paragraphs for organization, to add12

CCSS/MS Language Arts Framework Alignment AnalysisCommon Core State Standards for ELA2006 MS LA Framework, RevisedCommentsdetails, and to clarify ideas.4. Editing Edit paragraphs using a general rubric(e.g., grammar usage, punctuation, andsentence structure). Edit for correct capitalization, punctuation,spelling, and word usage.5. With guidance and support from peers andadults, develop and strengthen writing asneeded by planning, revising, and editing.(Editing for conventions should demonstratecommand of Language Standards 1–3 up toand including grade 3 on pages 28 and 29.3a. The student will use an appropriate composingprocess (e.g., planning, drafting, revising, editingand publishing/sharing) to compose or edit.(Note: Editing will be tested under Competency4.) (DOK 3)3. Revising Revise paragraphs for organization, to adddetails, and to clarify ideas.4. Editing Edit paragraphs using a general rubric (e.g.,grammar usage, punctuation, and sentencestructure). Edit for correct capitalization,punctuation, spelling, and word usage.6. With guidance and support from adults, usetechnology to produce and publish writing(using keyboarding skills) as well as to interactand collaborate with others.3a. The student will use an appropriate composingprocess (e.g., planning, drafting, revising, editingand publishing/sharing) to compose or edit.(Note: Editing will be tested under Competency4.) (DOK 3)5. Publishing/Sharing Publish writing formally and informallyusing a variety of media.Research to Build and Present Knowledge7. Conduct short research projects that buildknowledge about a topic.SECC Language Arts3f. The student will generate questions and usemultiple sources to locate answers. (DOK 3)13

CCSS/MS Language Arts Framework Alignment AnalysisCommon Core State Standards for ELA8. Recall information from experiences or gatherinformation from print and digital sources; takebrief notes on sources and sort evidence intoprovided categories.9. (Begins in grade 4)Range of Writing10. Write routinely over extended time frames (timefor research, reflection, and revision) andshorter time frames (a single sitting or a day ortwo) for a range of discipline-specific tasks,purpos

English Language Arts (ELA) 2006 Mississippi Language Arts Framework (MLAF), Revised Alignment Analysis Mississippi Department of Education Tested Grades Program Associates: Kathleen Theodore, MA, Lead Robyn Madison-Harris, EdD September 17, 2010

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