Common Core ELA Standards and Objectives Guide

1 Common core ELA. Standards and Objectives Guide Table of Contents DOK Explanation with CCSS 3. Second grade Reading .. 7. Third grade Reading .. 27. Fourth grade Reading .. 46. Fifth grade Reading .. 69. Sixth grade Reading .. 91. Seventh grade 114. Eighth grade Reading .. 137. Copyright 2011 The Achievement Network. All Rights Reserved. DOK Explanation with CCSS Objectives a How the document was developed To develop the document, we consulted the Common core State Standards for English Language Arts for grade -specific progression of skills in language, reading literature, and reading informational text; Bloom's taxonomy; and Webb's Depth of Knowledge levels.

2 We used our own professional experiences as teachers to fill in any gaps not otherwise specified by these documents. Please note that the CCSS Objectives and the Depth of Knowledge exemplars below are by no means exhaustive. Objectives for these skills could differ depending on a variety of factors, including the text being taught or a particular unit's theme. Teachers are encouraged to adapt these lists to fit their instruction and curriculum. Copyright 2011 The Achievement Network. All Rights Reserved. How to read the document The Objectives in the document are listed in ascending order by rigor (also referred to as Depth of Knowledge [DOK 1-4].)

3 EXAMPLE FROM : Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text ( , how characters int eract). Identify role character plays (antagonist/protagonist, etc.) in passage. ( ) Note: From least rigorous (DOK 1) Students must master objective B. A. Compare and contrast specific details about two or more characters using specific details from the text and C. and contrast specific details about two or more settings using specific details before they from the text C. Compare and contrast specific details about two or more events using specific details can be (DOK 2).

4 From the text proficient at objective D. D. Draw conclusions about what may have happened if characters or plot events were different. ( ). (DOK 3). None to most rigorous (DOK. 4). Copyright 2011 The Achievement Network. All Rights Reserved. Descriptors of DOK Levels for Reading (based on Webb and Wixson, 2002, and Webb, Technical Issues in Large Scale Assessment, report published by CCSSO, December 2002.). Language Arts Levels of Depth of Knowledge Interpreting and assigning depth-of-knowledge levels to both Objectives within Standards and assessment items is an essential requirement of alignment analysis.. Level 1. Level 1 requires students to receive or recite facts or to use simple skills or abilities.

5 Oral reading that does not include analysis of the text as well as basic comprehension of a text is included. Items require only a shallow understanding of text presented and often consist of verbatim recall from text or simple understanding of a single word or phrase. Included below are some examples that represent but do not constitute all of Level 1 performance: . : Use graphic organizers to record details. : Classify passage according to genre. : Differentiate between present perfect, past perfect, and future perfect tenses. Level 2. Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response; it requires both comprehension and subsequent processing of text or portions of text.

6 Intersentence analysis of inference is required. Some important concepts are covered but not in a complex way. Standards and items at this level may include words such as summarize, interpret, infer, classify, organize, collect, display, compare, and determine whether fact or opinion. Literal main ideas are stressed. A Level 2 assessment item may require students to apply some of the skills and concepts that are covered in Level 1. Included below are some examples that represent but do not constitute all of Level 2. performance: : Identify quotations that support the analysis of an informational text. : Analyze how characters respond to challenges through actions and dialogue.

7 : Paraphrase when taking notes from sources. Copyright 2011 The Achievement Network. All Rights Reserved. Level 3. Deep knowledge becomes more of a focus at Level 3. Students are encouraged to go beyond the text; however, they are still required to show understanding of the ideas in the text. Students may be encouraged to explain, generalize, or connect ideas. Standards and items at Level 3. involve reasoning and planning. Students must be able to support their thinking. Items may involve abstract theme identification, inference across an entire passage, or students' application of prior knowledge. Items may also involve more superficial connections between texts.

8 Level 3 Objectives frequently, but not always, involve a written response. Included below are some examples that represent but do not constitute all of Level 3 performance: : Determine the theme of a poem : Identify how/whether speaker's perspective evolves/changes : Evaluate effectiveness of author's argument. Level 4. Higher order thinking is central and knowledge is deep at Level 4. The standard or assessment item at this level will probably be an extended activity [like a performance task, never multiple-choice questions], with extended time provided. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking.

9 Students take information from at least one passage and are asked to apply this information to a new task. They may also be asked to develop hypotheses and perform complex analyses of the connections among texts. Because ANet does not currently assess performance tasks, we have grayed out the DOK 4 for each objective. Included below are some examples from the Common core State Standards that represent but do not constitute all of Level 4 performance: Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Integration of Knowledge and Ideas: Compare and contrast two or more versions of the same story ( , Cinderella stories) by different authors or from different cultures.

10 Integration of Knowledge and Ideas: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. Integration of Knowledge and Ideas: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Copyright 2011 The Achievement Network. All Rights Reserved. Second grade Reading Copyright 2011 The Achievement Network. All Rights Reserved. 2nd grade Common core Common core Common Common grade -specific or CCR.