State Adopted Content Standards And Common Core Standards

Confirm achievement with the learner and plan the next assessment by returning to stage one. Identify any implications for learning, assessment and progression.

While observing students. Use a check list to formally assess students progress and understanding of the objective.

Common Core State Standards is being heard throughout the education world. Many cringe when the words are spoken and many fight to support what the words stand for. Common Core was introduced in 2009 by state leaders. Common Core State Standards were developed to prepare children for the business world or the reality after grade school. “The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy, also known as ELA” (About the Standards, n.d.). The goals for the standards outline what students should know before leaving his or her current grade level. “The standards were created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live” (About the Standards, n.d.). This is an ambitious goal, but with much support can be accomplished. According to Common Core State Standards Initiative (n.d.) The Common Core has been adopted by forty-two states already and is accompanied by District of Columbia and Department of Defense Education Activity. Common Core was developed to improve the academics in society’s schools. Academics in the past years have not been successful and the United States has fallen behind international education. “One root cause has been an uneven patchwork of academic standards that vary from state to state and do not agree on what students should know and be able to do at each

The Common Core State Standards are a state attempt to create strong educational standards. The standard are created to ensure that students in the country are learning and grasping the information that are given in the classrooms for them to succeed academically. The Common Core plan included governors and education commissioners form forty-eight states and the District of Columbia. They wanted to make sure the standards are relevant, logical and sequential. For content all subjects must have critical-thinking, problem-solving, and communication skills. Some positive aspects of this policy is that it prepares our students for a competitive global jobs. It can provide national connections in education. Designed to shape the best standards so that all states will be taking a step ahead in education. These standards had been created after extensive research by professional educators for excellence in education. The CCS focus on what students expectations of learning, and achievements. Educators do not need to worry that the standards will make their jobs look redundant because they are in charge of creating lessons to teach their students the content and skills that the CCS demands. The teachers do not feel that the standards are one-size-fits-all. Some negative aspects of the policy are that is a program created by solely the government. The CCS is a program put together on idyllic situations in education by individuals who have subsidy and students ahead of the learning

Common-Core is steadily on the rise in the K-12 public school setting across the nation. Oftentimes when teachers hear the term “common-core”, they dread what will follow. This is because we do not fully understand the purpose of common-core. Florida has its own state standards, which were created through the adoption of common-core standards and adapted to better fit our students’ needs. While numerous states have adopted the Common Core State Standards, not all states have. Nevertheless, there's some evidence that the new benchmarks have snuck their way into classrooms in all of the fifty states! Four states in particular, which have firmly refused to adopt the standards, are Alaska, Nebraska, Texas, and Virginia. Though these

The Common Core State Standards provide clear and consistent learning goals to help prepare students for college, career, and life, these standards clearly show what students are likely to learn at each grade level, so that every parent and teacher can comprehend and provide support for the students learning. It is stated that, “these standards set grade-specific goals, they do not express how the standards should be taught or which resources should be used to support students”. Many states and local districts identify that there will need to be a variety of backings in place to confirm that all students, (including those with special needs and English language learners), can master the standards (Common Core State Standards Initiative).

What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or scoring guide as appropriate.

There are only a few things that I currently know about the common core standards. The one thing I know is that the common core is standards for teachers across the nation to follow to ensure that every child is getting a proper education. This also helps keep all students be taught the same things as the students in the other parts of the country. This is very helpful for the students who move because they will be learning nearly the same thing as that student was learning back where he or she was before they moved.

This leads me to the next concern people have with the Common Core standards. Some are of the opinion that the CCSS overreaches its boundaries, serving as not merely a set of standards, but as a set curriculum that must be followed exactly. Jared T. Bigham holds the opposite view.

The Virginia Department of Education (VDOE) has chosen not to adopt Common Core Curriculum Standards (CCCS). “"The Board of Education supported – and continues to support – the development of internationally benchmarked standards for states to adopt outright or to use as models to improve their own standards. The board, however, opposes the use of federal rulemaking and the peer review process as leverage to compel word-for-word adoption of the Common Core State Standards" (Virginia Board of Education, 2010). In 1995, the VDOE developed the Virginia Standards of Learning, statewide standards, curriculum framework, scope and sequence, and standardized tests to evaluate student achievement. Most recently, VDOE in a college and career initiative

What is your objective(s) for this lesson? Identify what the students will be able to do following

She is anxious to improve in her world history and biology classes. These two subject areas can become intense and vocabulary can become difficult. Therefore, providing various difficulty level text can help Deanna develop word consciousness (Caldwell & Leslie, 2013, pg. 149). The figure in 10.1 Words that signal expository structures (Caldwell & Leslie, 2013, pg. 192) can be helpful for Deanna. Caldwell & Leslie (2013) writes, “William and Pao (2011) describes a successful program for teaching the cause-and-effect structure through identifying signal words, using cause-and-effect questions, and constructing graphic organizers (pg. 192). While reading Deanna can pay close attention to signal words, once she is familiar with signal words, she can use the words in sentences or stories. Using the information from the

The two ways that I will monitor student learning is using exit tickets and the spotlight method. The exit tickets will show me how well I presented the topic and what additional information my students may need. The exit tickets also will show me what students know after a lesson has been taught. The spotlight method is a quick formative assessment that I used to check for student understanding. This will be used before, during, and after a lesson to help me modify, extend, or curtail a lesson.

What do you want students to know and understand as a result of this lesson?

As each semester passes, I am growing in how to assess my students, and use it to build on future more effective lesson plans that corporate a classroom of diverse students that benefits all learners. I learned in my methods and severe courses that my lesson plans need to focus on one or two items only. This can be achieved by concentrating, and being specific in the scope and goal of what you want the students to achieve. I am now comfortable in knowing there are multiple ways of confirming understanding of the lesson taught without using pen and paper or a worksheet all the time. Objects, games, conversation, drawings, one-on-one, self-guided or independent assigned tasks, interactions, acting, listening, teamwork or working with a buddy are only a few ways to determine knowledge, knowledge gained, and capability. I learned that the pen and paper becomes necessary with an exit ticket, when a document is needed to confirm the success of the learners. I learned what an exit ticket was and how to utilize them in severe and methods. An exit ticket is a good way to document the learner’s success while during the lesson, the students can enjoy the hands-on activities that enable them to be a successful learner without worksheets or test or even realizing they are learning. Students were able to sculpt out an action verb using play dough. They created animals jumping, swimming or running. They created them playing basket ball or skydiving, this was done in the verbs lesson