By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades text complexity band proficiently, with scaffolding as needed at the high end of the range.
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Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Grade-specific expectations for writing types are defined in standards above. Conduct short as well as more sustained research projects to answer a question including a self-generated question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Write routinely over extended time frames time for research, reflection, and revision and shorter time frames a single sitting or a day or two for a range of tasks, purposes, and audiences. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
The Context is the restricting condition of the lesson and may not be present — or may be removed for brevity in lower grades. Focusing on these three components can be useful in decreasing the word count and cognitive load of the Learning Objective for students. To get a better picture of the components of a Learning Objective and its relationship to a standard we can use a simple third-grade example:. As you can see, there is a considerable amount of language in the standard that would be inappropriate for a third-grade student.
We can, however, extract from the standard the three components of a Learning Objective. For the Skill, we look to the verb — in this case represent — which is what the students will be doing in this lesson.
Common Core State Standards
The students will represent fractions. Finally, we look to see if there is a Context, or circumstance, we are limited to.
To meet the expectations of this particular standard, students need only represent fractions on a number line — and nowhere else. The result is a teachable Learning Objective that provides clear, concise direction for the lesson. For the next 50 minutes, students know exactly what they will be doing.
wolmomilpafu.cf :: ELA / Literacy - ELA / Literacy Lessons
Equally important, teachers will set expectations for the lesson and a goal for student achievement which can be objectively measured. Is your school or district crafting Learning Objectives in preparation of implementation of Common Core State Standards?
Share your tips or experiences in the comment section below. Our Ready-To-Teach lessons are a great way to see a common core learning objective already in a lesson.
Educeri is our new lesson gallery and you can start a free trial without providing a credit card. All of our Common Core guides are available as part of the trial. For example: I can noun add doubles facts quickly verb. The statement is student friendly so that the students will be able to read the statement independently and perform the task according to what is written on the board.
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