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Common Core State Standards for English Language Arts The Big Picture
Common Core State Standards for English Language Arts The Big Picture
Common Core State Standards for English Language Arts The Big Picture
Common Core State Standards for English Language Arts The Big Picture
Implementing the Common Core State Standards in Washington State
Implementing the Common Core State Standards in Washington State
Implementation Partnerships
Implementation Partnerships
Implementation Partnerships
Implementation Partnerships
Implementation Partnerships
Implementation Partnerships
Implementation Partnerships
Implementation Partnerships
Implementation Partnerships
Implementation Partnerships
Implementation Partnerships
Implementation Partnerships
CCSS English Language Arts
CCSS English Language Arts
http://www
http://www
Washington State Literacy Leadership Cadre
Washington State Literacy Leadership Cadre
Common Core Questions: Email: corestandards@k12
Common Core Questions: Email: corestandards@k12
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Common Core State Standard

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1 22Integration. Integration. A few standards
2Common Core State Standards for embedded within the GLEs that address
English Language Arts The Big Picture. 2. reading and writing in the content areas.
June, 2012. Includes standards for Literacy in
32011-12 CCSS Timeline and Foci… OSPI History/Social Studies, Science, and
Quarterly Webinar Series. 2010-11. Technical Subjects. WA has separate state
2011-12. 2012-13. 2013-14. 2014-15. Phase educational technology standards for
1: CCSS Exploration. Phase 2: Build gradesK-12. Media and Technology are
Awareness & Begin Building Statewide integrated throughout the standards.
Capacity. Phase 3: Build State & 236-12 ELA/Literacy Strands. 23.
District Capacity and Classroom 24Three Appendices Include Valuable
Transitions. Phase 4: Statewide Information. Appendix A: Research and
Application and Assessment. Ongoing: evidence, glossary of key terms, overview
Statewide Coordination and Collaboration of each strand, text complexity,
to Support Implementation. 3. CCSS Webinar conventions grade-level chart Appendix B:
Series Part 4: May 2012. Reading text exemplars; sample performance
4Implementing the Common Core State tasks Appendix C: Annotated student
Standards in Washington State. Our Vision: writing samples, K-12.
Every student will have access to the CCSS 25Resources.
standards through high quality instruction 26Transition to the ELA CCSS in
aligned with the standards every day; and Washington. Three-year transition plan
that all English language arts and focuses on shift areas each year, with an
mathematics teachers are prepared and increasing level of rigor as we progress.
receive the support they need to implement OSPI will provide the “big picture”
the standards in their classrooms every support and resources, while ESD partners
day. Our Purpose: To develop a statewide will provide “deeper dives” Resources,
system with aligned resources that references, and supports will be available
supports all school districts in their to all districts, schools, teachers, and
preparation of educators and students to communities. May 2012.
implement the CCSS. This includes building 27English Language Arts Common Core
system-wide capacity for sustained Standards for Washington: Map of Skills
professional learning that can support and Concepts. K. 1. 2. 3. 4. 5. 6. 7. 8.
CCSS implementation now and be applied to 9-10. 11-12. Foundational Skills.
other initiatives in the future. Our Core Foundational Skills. Foundational Skills.
Values: This vision can only occur through Foundational Skills. Foundational Skills.
core values of clarity, consistency, Foundational Skills. Foundational Skills.
collaboration, coordination, and Foundational Skills. Foundational Skills.
commitment from classrooms, schools, and Foundational Skills. Foundational Skills.
communities to the state level. May 29, Print concepts and alphabetic principle
2012. Phonological awareness Phonics and word
5Implementation Partnerships. PLUS… recognition Fluency. Print concepts and
Large School Districts Higher Education alphabetic principle Phonological
Statewide Education and Content awareness Phonics and word recognition
Associations. May 29, 2012. Fluency. Print concepts and alphabetic
6Common Core State Standards for principle Phonological awareness Phonics
English Language Arts: 6. and word recognition Fluency. Print
7CCSS English Language Arts. concepts and alphabetic principle
8English Language Arts Common Core Phonological awareness Phonics and word
Standards for Washington: Map of Skills recognition Fluency. Print concepts and
and Concepts. K. 1. 2. 3. 4. 5. 6. 7. 8. alphabetic principle Phonological
9-10. 11-12. Foundational Skills. awareness Phonics and word recognition
Foundational Skills. Foundational Skills. Fluency. Print concepts and alphabetic
Foundational Skills. Foundational Skills. principle Phonological awareness Phonics
Foundational Skills. Foundational Skills. and word recognition Fluency. Reading
Foundational Skills. Foundational Skills. Literature and Informational Texts Focus
Foundational Skills. Foundational Skills. on teaching students reading skills to
Print concepts and alphabetic principle engage with rigorous texts across a broad
Phonological awareness Phonics and word spectrum of content; balance the types of
recognition Fluency. Print concepts and texts students read. *Percentages
alphabetic principle Phonological represent comprehensive use (teaching,
awareness Phonics and word recognition learning, and student production) across a
Fluency. Print concepts and alphabetic school year. Reading Literature and
principle Phonological awareness Phonics Informational Texts Focus on teaching
and word recognition Fluency. Print students reading skills to engage with
concepts and alphabetic principle rigorous texts across a broad spectrum of
Phonological awareness Phonics and word content; balance the types of texts
recognition Fluency. Print concepts and students read. *Percentages represent
alphabetic principle Phonological comprehensive use (teaching, learning, and
awareness Phonics and word recognition student production) across a school year.
Fluency. Print concepts and alphabetic Reading Literature and Informational Texts
principle Phonological awareness Phonics Focus on teaching students reading skills
and word recognition Fluency. Reading to engage with rigorous texts across a
Literature and Informational Texts Focus broad spectrum of content; balance the
on teaching students reading skills to types of texts students read. *Percentages
engage with rigorous texts across a broad represent comprehensive use (teaching,
spectrum of content; balance the types of learning, and student production) across a
texts students read. *Percentages school year. Reading Literature and
represent comprehensive use (teaching, Informational Texts Focus on teaching
learning, and student production) across a students reading skills to engage with
school year. Reading Literature and rigorous texts across a broad spectrum of
Informational Texts Focus on teaching content; balance the types of texts
students reading skills to engage with students read. *Percentages represent
rigorous texts across a broad spectrum of comprehensive use (teaching, learning, and
content; balance the types of texts student production) across a school year.
students read. *Percentages represent Reading Literature and Informational Texts
comprehensive use (teaching, learning, and Focus on teaching students reading skills
student production) across a school year. to engage with rigorous texts across a
Reading Literature and Informational Texts broad spectrum of content; balance the
Focus on teaching students reading skills types of texts students read. *Percentages
to engage with rigorous texts across a represent comprehensive use (teaching,
broad spectrum of content; balance the learning, and student production) across a
types of texts students read. *Percentages school year. Reading Literature and
represent comprehensive use (teaching, Informational Texts Focus on teaching
learning, and student production) across a students reading skills to engage with
school year. Reading Literature and rigorous texts across a broad spectrum of
Informational Texts Focus on teaching content; balance the types of texts
students reading skills to engage with students read. *Percentages represent
rigorous texts across a broad spectrum of comprehensive use (teaching, learning, and
content; balance the types of texts student production) across a school year.
students read. *Percentages represent Reading Literature and Informational Texts
comprehensive use (teaching, learning, and Focus on teaching students reading skills
student production) across a school year. to engage with rigorous texts across a
Reading Literature and Informational Texts broad spectrum of content; balance the
Focus on teaching students reading skills types of texts students read. *Percentages
to engage with rigorous texts across a represent comprehensive use (teaching,
broad spectrum of content; balance the learning, and student production) across a
types of texts students read. *Percentages school year. Reading Literature and
represent comprehensive use (teaching, Informational Texts Focus on teaching
learning, and student production) across a students reading skills to engage with
school year. Reading Literature and rigorous texts across a broad spectrum of
Informational Texts Focus on teaching content; balance the types of texts
students reading skills to engage with students read. *Percentages represent
rigorous texts across a broad spectrum of comprehensive use (teaching, learning, and
content; balance the types of texts student production) across a school year.
students read. *Percentages represent Reading Literature and Informational Texts
comprehensive use (teaching, learning, and Focus on teaching students reading skills
student production) across a school year. to engage with rigorous texts across a
Reading Literature and Informational Texts broad spectrum of content; balance the
Focus on teaching students reading skills types of texts students read. *Percentages
to engage with rigorous texts across a represent comprehensive use (teaching,
broad spectrum of content; balance the learning, and student production) across a
types of texts students read. *Percentages school year. Reading Literature and
represent comprehensive use (teaching, Informational Texts Focus on teaching
learning, and student production) across a students reading skills to engage with
school year. Reading Literature and rigorous texts across a broad spectrum of
Informational Texts Focus on teaching content; balance the types of texts
students reading skills to engage with students read. *Percentages represent
rigorous texts across a broad spectrum of comprehensive use (teaching, learning, and
content; balance the types of texts student production) across a school year.
students read. *Percentages represent Reading Literature and Informational Texts
comprehensive use (teaching, learning, and Focus on teaching students reading skills
student production) across a school year. to engage with rigorous texts across a
Reading Literature and Informational Texts broad spectrum of content; balance the
Focus on teaching students reading skills types of texts students read. *Percentages
to engage with rigorous texts across a represent comprehensive use (teaching,
broad spectrum of content; balance the learning, and student production) across a
types of texts students read. *Percentages school year. Balance grades 9-12 = 30%*
represent comprehensive use (teaching, literature; 70%* informational text.
learning, and student production) across a Balance grades 9-12 = 30%* literature;
school year. Reading Literature and 70%* informational text. Balance grades
Informational Texts Focus on teaching 9-12 = 30%* literature; 70%* informational
students reading skills to engage with text. Balance grades 9-12 = 30%*
rigorous texts across a broad spectrum of literature; 70%* informational text.
content; balance the types of texts Balance grades 9-12 = 30%* literature;
students read. *Percentages represent 70%* informational text. Literacy (Reading
comprehensive use (teaching, learning, and and Writing) in History/Social Studies,
student production) across a school year. Science, and Other Technical Subjects
Reading Literature and Informational Texts Focus on teaching key ideas, details,
Focus on teaching students reading skills using evidence from text to support
to engage with rigorous texts across a conclusions, contextual vocabulary
broad spectrum of content; balance the acquisition, and point of view. Literacy
types of texts students read. *Percentages (Reading and Writing) in History/Social
represent comprehensive use (teaching, Studies, Science, and Other Technical
learning, and student production) across a Subjects Focus on teaching key ideas,
school year. Balance grades 9-12 = 30%* details, using evidence from text to
literature; 70%* informational text. support conclusions, contextual vocabulary
Balance grades 9-12 = 30%* literature; acquisition, and point of view. Literacy
70%* informational text. Balance grades (Reading and Writing) in History/Social
9-12 = 30%* literature; 70%* informational Studies, Science, and Other Technical
text. Balance grades 9-12 = 30%* Subjects Focus on teaching key ideas,
literature; 70%* informational text. details, using evidence from text to
Balance grades 9-12 = 30%* literature; support conclusions, contextual vocabulary
70%* informational text. Literacy (Reading acquisition, and point of view. Literacy
and Writing) in History/Social Studies, (Reading and Writing) in History/Social
Science, and Other Technical Subjects Studies, Science, and Other Technical
Focus on teaching key ideas, details, Subjects Focus on teaching key ideas,
using evidence from text to support details, using evidence from text to
conclusions, contextual vocabulary support conclusions, contextual vocabulary
acquisition, and point of view. Literacy acquisition, and point of view. Literacy
(Reading and Writing) in History/Social (Reading and Writing) in History/Social
Studies, Science, and Other Technical Studies, Science, and Other Technical
Subjects Focus on teaching key ideas, Subjects Focus on teaching key ideas,
details, using evidence from text to details, using evidence from text to
support conclusions, contextual vocabulary support conclusions, contextual vocabulary
acquisition, and point of view. Literacy acquisition, and point of view. Literacy
(Reading and Writing) in History/Social (Reading and Writing) in History/Social
Studies, Science, and Other Technical Studies, Science, and Other Technical
Subjects Focus on teaching key ideas, Subjects Focus on teaching key ideas,
details, using evidence from text to details, using evidence from text to
support conclusions, contextual vocabulary support conclusions, contextual vocabulary
acquisition, and point of view. Literacy acquisition, and point of view. Literacy
(Reading and Writing) in History/Social (Reading and Writing) in History/Social
Studies, Science, and Other Technical Studies, Science, and Other Technical
Subjects Focus on teaching key ideas, Subjects Focus on teaching key ideas,
details, using evidence from text to details, using evidence from text to
support conclusions, contextual vocabulary support conclusions, contextual vocabulary
acquisition, and point of view. Literacy acquisition, and point of view. Literacy
(Reading and Writing) in History/Social (Reading and Writing) in History/Social
Studies, Science, and Other Technical Studies, Science, and Other Technical
Subjects Focus on teaching key ideas, Subjects Focus on teaching key ideas,
details, using evidence from text to details, using evidence from text to
support conclusions, contextual vocabulary support conclusions, contextual vocabulary
acquisition, and point of view. Literacy acquisition, and point of view. Literacy
(Reading and Writing) in History/Social (Reading and Writing) in History/Social
Studies, Science, and Other Technical Studies, Science, and Other Technical
Subjects Focus on teaching key ideas, Subjects Focus on teaching key ideas,
details, using evidence from text to details, using evidence from text to
support conclusions, contextual vocabulary support conclusions, contextual vocabulary
acquisition, and point of view. Literacy acquisition, and point of view. Literacy
(Reading and Writing) in History/Social (Reading and Writing) in History/Social
Studies, Science, and Other Technical Studies, Science, and Other Technical
Subjects Focus on teaching key ideas, Subjects Focus on teaching key ideas,
details, using evidence from text to details, using evidence from text to
support conclusions, contextual vocabulary support conclusions, contextual vocabulary
acquisition, and point of view. Literacy acquisition, and point of view. Literacy
(Reading and Writing) in History/Social (Reading and Writing) in History/Social
Studies, Science, and Other Technical Studies, Science, and Other Technical
Subjects Focus on teaching key ideas, Subjects Focus on teaching key ideas,
details, using evidence from text to details, using evidence from text to
support conclusions, contextual vocabulary support conclusions, contextual vocabulary
acquisition, and point of view. Literacy acquisition, and point of view. Writing
(Reading and Writing) in History/Social Standards Focus on teaching the processes
Studies, Science, and Other Technical of writing, including a balance of text
Subjects Focus on teaching key ideas, types and the role of argument in History/
details, using evidence from text to social studies, and science *Percentages
support conclusions, contextual vocabulary represent comprehensive use (teaching,
acquisition, and point of view. Literacy learning, and student production) across a
(Reading and Writing) in History/Social school year. Writing Standards Focus on
Studies, Science, and Other Technical teaching the processes of writing,
Subjects Focus on teaching key ideas, including a balance of text types and the
details, using evidence from text to role of argument in History/ social
support conclusions, contextual vocabulary studies, and science *Percentages
acquisition, and point of view. Literacy represent comprehensive use (teaching,
(Reading and Writing) in History/Social learning, and student production) across a
Studies, Science, and Other Technical school year. Writing Standards Focus on
Subjects Focus on teaching key ideas, teaching the processes of writing,
details, using evidence from text to including a balance of text types and the
support conclusions, contextual vocabulary role of argument in History/ social
acquisition, and point of view. Writing studies, and science *Percentages
Standards Focus on teaching the processes represent comprehensive use (teaching,
of writing, including a balance of text learning, and student production) across a
types and the role of argument in History/ school year. Writing Standards Focus on
social studies, and science *Percentages teaching the processes of writing,
represent comprehensive use (teaching, including a balance of text types and the
learning, and student production) across a role of argument in History/ social
school year. Writing Standards Focus on studies, and science *Percentages
teaching the processes of writing, represent comprehensive use (teaching,
including a balance of text types and the learning, and student production) across a
role of argument in History/ social school year. Writing Standards Focus on
studies, and science *Percentages teaching the processes of writing,
represent comprehensive use (teaching, including a balance of text types and the
learning, and student production) across a role of argument in History/ social
school year. Writing Standards Focus on studies, and science *Percentages
teaching the processes of writing, represent comprehensive use (teaching,
including a balance of text types and the learning, and student production) across a
role of argument in History/ social school year. Writing Standards Focus on
studies, and science *Percentages teaching the processes of writing,
represent comprehensive use (teaching, including a balance of text types and the
learning, and student production) across a role of argument in History/ social
school year. Writing Standards Focus on studies, and science *Percentages
teaching the processes of writing, represent comprehensive use (teaching,
including a balance of text types and the learning, and student production) across a
role of argument in History/ social school year. Writing Standards Focus on
studies, and science *Percentages teaching the processes of writing,
represent comprehensive use (teaching, including a balance of text types and the
learning, and student production) across a role of argument in History/ social
school year. Writing Standards Focus on studies, and science *Percentages
teaching the processes of writing, represent comprehensive use (teaching,
including a balance of text types and the learning, and student production) across a
role of argument in History/ social school year. Writing Standards Focus on
studies, and science *Percentages teaching the processes of writing,
represent comprehensive use (teaching, including a balance of text types and the
learning, and student production) across a role of argument in History/ social
school year. Writing Standards Focus on studies, and science *Percentages
teaching the processes of writing, represent comprehensive use (teaching,
including a balance of text types and the learning, and student production) across a
role of argument in History/ social school year. Writing Standards Focus on
studies, and science *Percentages teaching the processes of writing,
represent comprehensive use (teaching, including a balance of text types and the
learning, and student production) across a role of argument in History/ social
school year. Writing Standards Focus on studies, and science *Percentages
teaching the processes of writing, represent comprehensive use (teaching,
including a balance of text types and the learning, and student production) across a
role of argument in History/ social school year. Writing Standards Focus on
studies, and science *Percentages teaching the processes of writing,
represent comprehensive use (teaching, including a balance of text types and the
learning, and student production) across a role of argument in History/ social
school year. Writing Standards Focus on studies, and science *Percentages
teaching the processes of writing, represent comprehensive use (teaching,
including a balance of text types and the learning, and student production) across a
role of argument in History/ social school year. Writing Standards Focus on
studies, and science *Percentages teaching the processes of writing,
represent comprehensive use (teaching, including a balance of text types and the
learning, and student production) across a role of argument in History/ social
school year. Writing Standards Focus on studies, and science *Percentages
teaching the processes of writing, represent comprehensive use (teaching,
including a balance of text types and the learning, and student production) across a
role of argument in History/ social school year. Balance of writing types,
studies, and science *Percentages including writing in the content areas By
represent comprehensive use (teaching, grade 4—opinion =30%; information = 35%;
learning, and student production) across a narrative =35%. Balance of writing types,
school year. Writing Standards Focus on including writing in the content areas By
teaching the processes of writing, grade 4—opinion =30%; information = 35%;
including a balance of text types and the narrative =35%. Balance of writing types,
role of argument in History/ social including writing in the content areas By
studies, and science *Percentages grade 4—opinion =30%; information = 35%;
represent comprehensive use (teaching, narrative =35%. Balance of writing types,
learning, and student production) across a including writing in the content areas By
school year. Writing Standards Focus on grade 4—opinion =30%; information = 35%;
teaching the processes of writing, narrative =35%. Balance of writing types,
including a balance of text types and the including writing in the content areas By
role of argument in History/ social grade 4—opinion =30%; information = 35%;
studies, and science *Percentages narrative =35%. Balance of writing types,
represent comprehensive use (teaching, including writing in the content areas By
learning, and student production) across a grade 4—opinion =30%; information = 35%;
school year. Balance of writing types, narrative =35%. Balance of writing types,
including writing in the content areas By including writing in the content areas
grade 4—opinion =30%; information = 35%; Grade 8 – argument = 35%; information =
narrative =35%. Balance of writing types, 35%; narrative = 30% Grade 12 – argument =
including writing in the content areas By 40%; information = 40%; narrative = 20%.
grade 4—opinion =30%; information = 35%; Balance of writing types, including
narrative =35%. Balance of writing types, writing in the content areas Grade 8 –
including writing in the content areas By argument = 35%; information = 35%;
grade 4—opinion =30%; information = 35%; narrative = 30% Grade 12 – argument = 40%;
narrative =35%. Balance of writing types, information = 40%; narrative = 20%.
including writing in the content areas By Balance of writing types, including
grade 4—opinion =30%; information = 35%; writing in the content areas Grade 8 –
narrative =35%. Balance of writing types, argument = 35%; information = 35%;
including writing in the content areas By narrative = 30% Grade 12 – argument = 40%;
grade 4—opinion =30%; information = 35%; information = 40%; narrative = 20%.
narrative =35%. Balance of writing types, Balance of writing types, including
including writing in the content areas By writing in the content areas Grade 8 –
grade 4—opinion =30%; information = 35%; argument = 35%; information = 35%;
narrative =35%. Balance of writing types, narrative = 30% Grade 12 – argument = 40%;
including writing in the content areas information = 40%; narrative = 20%.
Grade 8 – argument = 35%; information = Balance of writing types, including
35%; narrative = 30% Grade 12 – argument = writing in the content areas Grade 8 –
40%; information = 40%; narrative = 20%. argument = 35%; information = 35%;
Balance of writing types, including narrative = 30% Grade 12 – argument = 40%;
writing in the content areas Grade 8 – information = 40%; narrative = 20%.
argument = 35%; information = 35%; Speaking & Listening Standards Focus
narrative = 30% Grade 12 – argument = 40%; on teaching comprehension and
information = 40%; narrative = 20%. collaboration, presentation of knowledge
Balance of writing types, including and ideas, and evaluating speaker’s point
writing in the content areas Grade 8 – of view. Speaking & Listening
argument = 35%; information = 35%; Standards Focus on teaching comprehension
narrative = 30% Grade 12 – argument = 40%; and collaboration, presentation of
information = 40%; narrative = 20%. knowledge and ideas, and evaluating
Balance of writing types, including speaker’s point of view. Speaking &
writing in the content areas Grade 8 – Listening Standards Focus on teaching
argument = 35%; information = 35%; comprehension and collaboration,
narrative = 30% Grade 12 – argument = 40%; presentation of knowledge and ideas, and
information = 40%; narrative = 20%. evaluating speaker’s point of view.
Balance of writing types, including Speaking & Listening Standards Focus
writing in the content areas Grade 8 – on teaching comprehension and
argument = 35%; information = 35%; collaboration, presentation of knowledge
narrative = 30% Grade 12 – argument = 40%; and ideas, and evaluating speaker’s point
information = 40%; narrative = 20%. of view. Speaking & Listening
Speaking & Listening Standards Focus Standards Focus on teaching comprehension
on teaching comprehension and and collaboration, presentation of
collaboration, presentation of knowledge knowledge and ideas, and evaluating
and ideas, and evaluating speaker’s point speaker’s point of view. Speaking &
of view. Speaking & Listening Listening Standards Focus on teaching
Standards Focus on teaching comprehension comprehension and collaboration,
and collaboration, presentation of presentation of knowledge and ideas, and
knowledge and ideas, and evaluating evaluating speaker’s point of view.
speaker’s point of view. Speaking & Speaking & Listening Standards Focus
Listening Standards Focus on teaching on teaching comprehension and
comprehension and collaboration, collaboration, presentation of knowledge
presentation of knowledge and ideas, and and ideas, and evaluating speaker’s point
evaluating speaker’s point of view. of view. Speaking & Listening
Speaking & Listening Standards Focus Standards Focus on teaching comprehension
on teaching comprehension and and collaboration, presentation of
collaboration, presentation of knowledge knowledge and ideas, and evaluating
and ideas, and evaluating speaker’s point speaker’s point of view. Speaking &
of view. Speaking & Listening Listening Standards Focus on teaching
Standards Focus on teaching comprehension comprehension and collaboration,
and collaboration, presentation of presentation of knowledge and ideas, and
knowledge and ideas, and evaluating evaluating speaker’s point of view.
speaker’s point of view. Speaking & Speaking & Listening Standards Focus
Listening Standards Focus on teaching on teaching comprehension and
comprehension and collaboration, collaboration, presentation of knowledge
presentation of knowledge and ideas, and and ideas, and evaluating speaker’s point
evaluating speaker’s point of view. of view. Speaking & Listening
Speaking & Listening Standards Focus Standards Focus on teaching comprehension
on teaching comprehension and and collaboration, presentation of
collaboration, presentation of knowledge knowledge and ideas, and evaluating
and ideas, and evaluating speaker’s point speaker’s point of view. Language
of view. Speaking & Listening Standards Focus on teaching conventions of
Standards Focus on teaching comprehension standard English, knowledge of language in
and collaboration, presentation of different contexts, and vocabulary
knowledge and ideas, and evaluating acquisition. Language Standards Focus on
speaker’s point of view. Speaking & teaching conventions of standard English,
Listening Standards Focus on teaching knowledge of language in different
comprehension and collaboration, contexts, and vocabulary acquisition.
presentation of knowledge and ideas, and Language Standards Focus on teaching
evaluating speaker’s point of view. conventions of standard English, knowledge
Speaking & Listening Standards Focus of language in different contexts, and
on teaching comprehension and vocabulary acquisition. Language Standards
collaboration, presentation of knowledge Focus on teaching conventions of standard
and ideas, and evaluating speaker’s point English, knowledge of language in
of view. Speaking & Listening different contexts, and vocabulary
Standards Focus on teaching comprehension acquisition. Language Standards Focus on
and collaboration, presentation of teaching conventions of standard English,
knowledge and ideas, and evaluating knowledge of language in different
speaker’s point of view. Language contexts, and vocabulary acquisition.
Standards Focus on teaching conventions of Language Standards Focus on teaching
standard English, knowledge of language in conventions of standard English, knowledge
different contexts, and vocabulary of language in different contexts, and
acquisition. Language Standards Focus on vocabulary acquisition. Language Standards
teaching conventions of standard English, Focus on teaching conventions of standard
knowledge of language in different English, knowledge of language in
contexts, and vocabulary acquisition. different contexts, and vocabulary
Language Standards Focus on teaching acquisition. Language Standards Focus on
conventions of standard English, knowledge teaching conventions of standard English,
of language in different contexts, and knowledge of language in different
vocabulary acquisition. Language Standards contexts, and vocabulary acquisition.
Focus on teaching conventions of standard Language Standards Focus on teaching
English, knowledge of language in conventions of standard English, knowledge
different contexts, and vocabulary of language in different contexts, and
acquisition. Language Standards Focus on vocabulary acquisition. Language Standards
teaching conventions of standard English, Focus on teaching conventions of standard
knowledge of language in different English, knowledge of language in
contexts, and vocabulary acquisition. different contexts, and vocabulary
Language Standards Focus on teaching acquisition. Language Standards Focus on
conventions of standard English, knowledge teaching conventions of standard English,
of language in different contexts, and knowledge of language in different
vocabulary acquisition. Language Standards contexts, and vocabulary acquisition.
Focus on teaching conventions of standard Although foundational skills are addressed
English, knowledge of language in prior to grade 6, students who struggle in
different contexts, and vocabulary these areas will need further support.
acquisition. Language Standards Focus on Although foundational skills are addressed
teaching conventions of standard English, prior to grade 6, students who struggle in
knowledge of language in different these areas will need further support.
contexts, and vocabulary acquisition. Although foundational skills are addressed
Language Standards Focus on teaching prior to grade 6, students who struggle in
conventions of standard English, knowledge these areas will need further support.
of language in different contexts, and Although foundational skills are addressed
vocabulary acquisition. Language Standards prior to grade 6, students who struggle in
Focus on teaching conventions of standard these areas will need further support.
English, knowledge of language in Although foundational skills are addressed
different contexts, and vocabulary prior to grade 6, students who struggle in
acquisition. Language Standards Focus on these areas will need further support.
teaching conventions of standard English, Balance grades K-5 = 50%* literature; 50%*
knowledge of language in different informational text. Balance grades K-5 =
contexts, and vocabulary acquisition. 50%* literature; 50%* informational text.
Although foundational skills are addressed Balance grades K-5 = 50%* literature; 50%*
prior to grade 6, students who struggle in informational text. Balance grades K-5 =
these areas will need further support. 50%* literature; 50%* informational text.
Although foundational skills are addressed Balance grades K-5 = 50%* literature; 50%*
prior to grade 6, students who struggle in informational text. Balance grades K-5 =
these areas will need further support. 50%* literature; 50%* informational text.
Although foundational skills are addressed Balance grades K-5 = 50%* literature; 50%*
prior to grade 6, students who struggle in informational text. Balance grades K-5 =
these areas will need further support. 50%* literature; 50%* informational text.
Although foundational skills are addressed Balance grades K-5 = 50%* literature; 50%*
prior to grade 6, students who struggle in informational text. Balance grades K-5 =
these areas will need further support. 50%* literature; 50%* informational text.
Although foundational skills are addressed Balance grades K-5 = 50%* literature; 50%*
prior to grade 6, students who struggle in informational text. Balance grades K-5 =
these areas will need further support. 50%* literature; 50%* informational text.
Balance grades K-5 = 50%* literature; 50%* Balance grade 6-8 = 45%* literature; 55%*
informational text. Balance grades K-5 = informational text. Balance grade 6-8 =
50%* literature; 50%* informational text. 45%* literature; 55%* informational text.
Balance grades K-5 = 50%* literature; 50%* Balance grade 6-8 = 45%* literature; 55%*
informational text. Balance grades K-5 = informational text. Balance grade 6-8 =
50%* literature; 50%* informational text. 45%* literature; 55%* informational text.
Balance grades K-5 = 50%* literature; 50%* Balance grade 6-8 = 45%* literature; 55%*
informational text. Balance grades K-5 = informational text.
50%* literature; 50%* informational text. 28K-12 English Language Arts. K-12
Balance grades K-5 = 50%* literature; 50%* English Language Arts. Introduction.
informational text. Balance grades K-5 = Familiarize district/building leadership
50%* literature; 50%* informational text. team with Common Core State Standards for
Balance grades K-5 = 50%* literature; 50%* English Language Arts & Literacy in
informational text. Balance grades K-5 = History/Social Studies, Science, and
50%* literature; 50%* informational text. Technical Subjects. Investigate and
Balance grades K-5 = 50%* literature; 50%* interpret the implications for instruction
informational text. Balance grades K-5 = in reading, writing, speaking and
50%* literature; 50%* informational text. listening, and language. Year One
Balance grade 6-8 = 45%* literature; 55%* 2011-2012. Identify and understand the
informational text. Balance grade 6-8 = design of skills and concepts in ELA
45%* literature; 55%* informational text. Develop an understanding of the vertical
Balance grade 6-8 = 45%* literature; 55%* articulation of skills and concepts from
informational text. Balance grade 6-8 = Kindergarten through Career and College
45%* literature; 55%* informational text. Readiness Develop an understanding of
Balance grade 6-8 = 45%* literature; 55%* overarching cross-content concepts (i.e.,
informational text. technology and media) Understand the
9ELA Structure. Introduction. K-5 increasing text complexity, its role in
Reading Foundational Skills Writing preparing students to be career and
Speaking and Listening Language. 6-12 college ready, and implications for
Reading Writing Speaking and Listening instruction and materials. Continue strong
Literacy in History/Social Studies, instruction of current Washington Reading,
Science, and Technical Subjects. Writing, and Communication Standards
Appendices A, B, C. (EALRs and GLEs). Resources. Year Two
10CCR ELA/Literacy strands. College and 2012-2013. Year One focus and strategies,
Career Readiness (CCR) Anchor Standards and: Adjust curricular materials and adapt
are divided into four interrelated instruction to: Build a shared
literacy strands. 10. responsibility for the development of
11Students who are college and career reading and writing skills and knowledge
ready… … demonstrate independence … build across content areas through a balance of
strong content knowledge … comprehend as nonfiction and literature texts Focus on
well as critique … value evidence … the role of argument in reading and
respond to the varying demands of writing and speaking and listening
audience, task, purpose, and discipline … instruction, with particular emphasis
use technology and media strategically and incorporating text-based questions and
capably … come to understand other writing using evidence from sources.
perspectives and cultures. Intentionally address academic vocabulary
12ELA / Literacy: Major Shifts. and its role in reading comprehension and
Increased Complexity of Text Writing Using written and oral language production.
Evidence Text-based Questions and Answers Begin to develop, enhance, and integrate
Academic Vocabulary Literacy in the literacy skills across social
Content Areas. Balance of Literary and studies/History, science, and other
Informational Texts. technical subjects. Continue strong
13Balance of Literary and Informational instruction of current Washington Reading,
Texts. Informational Text includes Writing, and Communication Standards
Personal essays Literary nonfiction (EALRs and GLEs). Resources. Common Core
Speeches Opinion pieces Biographies State Standards Documents ESD support and
Memoirs. Literature includes Stories Drama technical assistance OSPI technical
Poetry. Sue Pimental talks about the assistance OSPI CCSS ELA Webinar Series.
balance of texts. 13. . Common Core State Standards Documents
14A balance of informational text 6-12. Introduction and Year One Support Modules
Dave Pimental talks cross-content. 14. ESD support OSPI technical assistance OSPI
15Balance of Writing Text Types. In CCSS Webinar Series.
grades K-5, the term opinion refers to 29K-12 English Language Arts. Year Three
persuasive writing Argumentative is a form 2013-2014. Years One and Two foci and
of persuasion but brings in evidence from strategies, and: Adjust curricular
both sides of the issue. Narrative materials and adapt instruction to:
strategies are important component to Emphasize speaking and listening skills as
developing both argumentative and an avenue to evaluate, integrate and
explanatory writing. 15. present information from many sources.
16Literacy in the Content Areas. At K-5 Expand and deepen the teaching of language
Emphasis on literary experiences in skills, focusing on the relationship
content specific domains Instruction in between grammar and usage and the
science and history/social studies Grades comprehension and production of effective
6-12 Teaching content specific literacy written text. Incorporate
Reading is critical in building knowledge technology/multi-media to gather,
in content areas. research, develop, and publish
17Increased Complexity of Texts. information. Engage in continued
Staircase of complexity Each grade level, professional development, collaborative
step of growth More time for close and study, and action to address the depth of
careful reading Appropriate and necessary the curricular and instructional shifts
scaffolding and supports for students (i.e. text complexity, academic
reading below grade level. vocabulary, content literacy, and writing
18Text complexity is defined by: w of instruction). Plan collaboratively to
Text Complexity. develop rigorous English language arts
19Emphasis on Text-based Questions and lessons and units using the CCSS. Continue
Answers. Rich discussions dependent on strong instruction of current Washington
common text Focus on connection to text Reading, Writing, and Communication
Develop habits for making evidence based Standards (EALRs and GLEs). Common Core
arguments in discussion and writing. State Standards Documents ESD support and
20Writing using evidence. Expect technical assistance OSPI technical
students to compose arguments and assistance TBD. . Resources.
opinions, informative/explanatory pieces, 30http://www.k12.wa.us/CoreStandards/Pro
and narrative texts Focus on the use of Dev.aspx. 30. CCSS Webinar Series Part 4:
reason and evidence to substantiate an District and Building Leaders. May 2012.
argument or claim Emphasize ability to 31Washington State Literacy Leadership
conduct research – short projects and Cadre. ESD. Location. Literacy Lead.
sustained inquiry Require students to Phone. Email. NEW ESD 101. Spokane. Debbie
incorporate technology as they create, Lahue. (509)789-3547. dlahue@esd101.net.
refine, and collaborate on writing Include ESD 105. Yakima. Bethany Robinson. (509)
student writing samples that illustrate 575-2885. bethany.robinson@esd105.org. ESD
the criteria required to meet the 112. Vancouver. Marilyn Melville- Irvine.
standards (See standards’ appendices for (360) 750-7500. mmirvine@gmail.com. ESD
writing samples). 113. Olympia. Cheryl Vance. (360)
21Academic Vocabulary. Vocabulary to 464-6706. cvance@esd113.k12.wa.us. Olympic
access grade-level, complex texts ESD 114. Bremerton. Dan King.
Vocabulary that crosses content Focus on 360-782-5067. dking@oesd.wednet.edu. Puget
pivotal, commonly found words, such as Sound ESD 121. Renton. Martha Teigen
consequently, generation. Terese Emry Michelle Lewis. (425) 917-7600
22Structural Comparison: WA Standards / (800) 664-4549 (425) 917-7809.
vs. CCSS English Language Arts (for full mteigen@psesd.org temry@psesd.org
comparison informational handout go to: mlewis@psesd.org. ESD 123. Pasco. Georgia
http://k12.wa.us/Corestandards/default.asp Boatman. (509) 544-5738.
). The move toward “career and college gboatman@esd123.org. North Central ESD
readiness”… CCSS add grades 11 and 12 171. Wenatchee. Shanna Brooks. (509)
Greater focus on increasing text 665-2645. shannab@ncesd.org. Northwest ESD
complexity, argumentative writing, 189. Anacortes. Beth Niemi. (360)
research skills from early grades WA 299-4717. bniemi@nwesd.org.
strength at K-3 / student goal setting. WA 32Common Core Questions: Email:
Reading, Writing, and Communication corestandards@k12.wa.us OR Greta
Standards. Common Core State Standards for Bornemann, OSPI CCSS Project Lead, E-mail:
English Language Arts (ELA). Grades Greta.Bornemann@k12.wa.us ELA Questions
Covered. K-10. K-12. Documents. Three Liisa Moilanen, ELA Director
separate standards documents for reading, Liisa.MoilanenPotts@k12.wa.us. 32. CCSS
writing, and communication. One document Webinar Series Part 4: District and
with four strands: reading, writing, Building Leaders. May 2012.
speaking and listening, and language.
Common Core State Standard.ppt
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