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...and overcoming the challenges
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The Common Core is a standard staircase , with a standard slope, a standard number of steps, each rising a standard distance, and it is designed to challenge the climbing skills of “standard” students.
Since the CCSS are a cumulative K-12 program that functions like a ladder or staircase of learning, they must be taught in sequence as acquisition of each new skill is dependent on mastery of skills learned during the prior school year.Each anchor standard is broken into sustainable skills for each grade level to build upon. It sounds manageable until a student misses a grade level skill mastery. Now what? They move onto the next grade level, expected to move onto to the next stair step, jumping past the last they missed. While this provides a bit of a challenge, it seems do able. These are the students that probably need additional support within the classroom, and may even qualify for Tier 2 support or Title.
RI 4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.This can be simple if students understand point of view, text-based information, and comparing text, but what about the ones who aren't there yet? What about the ones that haven't mastered those prerequisite skills?
RI 4.6 ANCHOR STANDARD: Assess how point of view or purpose shapes the content and style of a text.Then comes breaking down each standard leading up to the grade level expectation. What skills are required from the previous standards that must be mastered before reaching grade level expectations.
Click here to purchase this set of prerequisite skill organizers to implement in your classroom! |
This helps students develop vital vocabulary to help them analyze these folktales at a deeper level. Click here to download this resource! |
Click here for a free download of this rubric. |
It's important to teach students to organize problems using divided areas, labels, and clue words for themselves to keep track of what they have solved and what they still need to solve. |
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These students were having a fantastic discussion regarding their own ways of solving the problem. Two strategies, one great discussion! |