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Curriculum Exemplars
August 1, 2011 | 6 Comments
ELA
Common Core Exemplar for Elementary School ELA: Feynman’s “The Making of a Scientist”
The goal of the three day exemplar, Common Core Exemplar for Elementary School ELA: Feynman’s “The Making of a Scientist,” is to give students the opportunity to use the reading and writing habits they’ve been practicing on a regular basis to unpack Feynman’s memoir of interactions with his father that awaken the scientific spirit within him.
Common Core Exemplar for Middle School ELA: Monk’s “Words We Live By”
The goal of the one to two day exemplar, Common Core Exemplar for Middle School ELA: Monk’s Words We Live By, is to give students the opportunity to observe the dynamic nature of the Constitution through the close reading and writing habits they’ve been practicing.
Common Core High School ELA Exemplar: Lincoln’s Gettysburg Address
The Common Core High School ELA Exemplar: Lincoln’s Gettysburg Address has been developed to guide high school students and instructors in a close reading of Lincoln’s “Gettysburg Address.”
See the video that describes The Gettysburg Address: An Exemplary Curricular Module in Literacy.
Math
Math Module: First Grade
The first grade math module covers adding and subtracting single-digit numbers.
Math Module: Second Grade Place Value
The second grade math module covers place value.
Common Core Exemplar for Middle School Math
The Common Core Exemplar for Middle School Math has been developed to guide middle school students and instructors with Common Core Standards for Math.
Common Core Exemplar for High School Math
The Common Core Exemplar for High School Math has been developed to guide high school students and instructors with Common Core standards for Math.
Tagged with common core state standards, exemplars, modules
Understanding the importance of cultivating independence as students apply their reading skills without the teacher providing initial support or background information. The question comes to mind at what grade level or instructional setting is this appropriate practice?
The question also arose as to how the exemplary lesson will be assessed.
Thanks
Thank you very much for your question. The Common Core Standards set as a goal that students will read independently and proficiently within their grade band (see Reading Standard 10 for grade level specifics). Since some students may need more support than others (especially in early grades as students are learning to read) the grade level or instructional setting for when students are able to read independently will vary per student. Some students may need more scaffolding and support or background knowledge to read a text independently. In the earlier grades, Standard 10 includes “with prompting and support,” but as you move up through the grades (see around Grade 3), the terms “independently and proficiently” are added. Please see the text of the standards for more information.
http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/nysp12cclsela.pdf
As a reading specialist or teacher, you have the choice in your delivery of instruction to provide the necessary supports needed to ensure that the students you are teaching can reach the expectations in the standards. Whether it is through skillful modeling, one on one instruction, or a modification in a student’s IEP, we encourage you to use your best professional judgment during reading instruction, while keeping the goals of the standards in mind.
In terms of assessing this unit, there are guiding questions that can be used throughout the unit (these are included under Directions for Teachers) and on page 13, an essay assignment is included. There may also be other ways to assess at the local level.
I reallly liked the depth of the elementary exemplar. It provided much opportunity for students to develop their critical thinking skills. However, as a reading specialist I am concerned about differentiation of reading material during a unit like this. As there is only one text, it simply may be too difficult for some students to read independently for a variety of reasons. It seems unrealistic to assume as suggested in the exemplar that “accurate and skillful modeling of the reading” by the teacher alone can address this concern.
Thank you very much for your question. You are correct to assume that depending on reading ability, some students will need scaffolding and support to read a text independently. The Common Core Standards set as a goal that students will read independently and proficiently within their grade band (see Reading Standard 10 for details about grade level specifics), but students who need support should receive it.
As a reading specialist, you have the choice in your delivery of instruction to provide the necessary supports to ensure that the students you are teaching can reach the expectations in the standards. Whether it is through skillful modeling, one on one instruction, or a modification in a student’s IEP, we encourage you to use your best professional judgment during reading instruction to ensure students can meet the goals in the standards (reading independently, on grade level bands, etc.).
I just reviewed the elementary exemplar and noticed a couple items that I would like to ask about:
I am wondering where the objectives for each day’s lessons are? I see the unit goals but am looking for what the students will be held accountable for learning…? The plan seems to be heavily focused on what the teacher is to do and what activities will be happening but there aren’t specific student-centered learning objectives? Can someone help me understand… Thanks.
Thank you for your question about the unit and need for clarification in terms of student objectives/goals for the unit. The sample unit includes directions for the teacher, guiding questions for students, a summary of activities, and the Common Core Standards covered for the unit. All of these may be helpful in terms of the expected learning outcomes or objectives.