A number of weeks ago, I wanted to answer a question related to the SAT Practice Tests – those tests the College Board made available for us to help teachers and students become familiar with the redesigned SAT. I personally wanted to check the alignment between the SAT questions on the Practice Test and the Common Core State Standards. As I worked through every single question on the tests, I discovered an interesting piece: Every single standard on the Language Progressive Skills list in the Common Core State Standards is tested. Every single one.
We need to make sure everyone knows this!
If you’re a curriculum type, you may want to use this information as you tweak curriculum in your district. If you’re an assessment type, maybe you’ll consider talking about this when you’re making connections between the SAT Content Dimensions and the Common Core State Standards. If you’re a principal, perhaps you’ll share this with your teachers because they are likely still learning about the redesigned SAT. If you’re an ISD/RESA person, perhaps you’ll want to include this in some of your training materials.
Download the Progression of Language Skills.
It’s up to teachers in multiple grade levels and content areas to help students learn important language skills, so I do hope you’ll consider sharing this with others.
Today’s post is Text Structures for Different Types of Writing. I designed this tool for teachers, but there are many pages that will also be good resource materials for students. In this handy guide, you’ll find a quick overview of the text types (i.e., Argumentative, Informational, Narrative) in the Common Core State Standards. AFter that, I’ve included my content cards for the following five text structures: compare/contrast, cause/effect, problem/solution, sequence, and description.
Check these out to see if they are something you can use! Here’s the link: http://datadeb.com/wp-content/uploads/2012/02/001_text_structures-deb-wahsltrom.pdf
Details and examples are one of those areas that students have struggled with when writing. Being able to cite details and examples is a skill that is valuable in reading, writing, thinking, and speaking. What are some of the things we might want to make sure students learn when we ask them to think about details and examples? We might want them to know what kinds of things are details: facts, quotes, statistics, firgurative language, the information in a visual, sensory details, and more. We also want students to know some of the things they can do with details: compare and contrast ideas, support a point of view, oppose a point of view, make a decision, describe a character, make inferences, make prediections, and more. As always, I’ve got a pdf copy for you – just print it out and share it with your students (and fellow educators).
Content Card, Details
This content card is for the elementary level. The content card shows the parts of a line graph, ideas for comparing data, the definition of a line graph, and common words for describing the amounts in a graph.
Download this two-page content card for line graphs.
Fractions, fractions, fractions. For so many students, these are quite the challenge to learn. One of the first things that adults should do when students struggle with an area of the curriculum is to make sure we’ve clarified the content that students are to learn. As you know, one of the ways to do this is through content cards.
Download a full-size pdf of the fraction content card.
As always, please let me know if there’s anything that should be added to the card.
I want to share a piece I wrote a number of years ago. I love the rubrics designed by the fine folks at Northwest Regional Educational Laboratory, but I wanted to unpack the rubrics. By unpacking the rubrics, I can get to data that allows me to see the specific parts of the problem-solving process in mathematics for which students need help. I hope you’ll read the article and add an idea or two to your assessment toolkit. Download the article here.
Download a copy of Northwest’s Mathematics Problem Solving Grid.
Our younger students learn about parallel lines in different grade levels in different states. But there is some key content that students need to know related to parallel lines. This content card provides key content. (If you see other things that need to be added, please leave a comment and I’ll update this. All of my content cards are a work in progress.) DOWNLOAD THE CONTENT CARD FOR PARALLEL. I’ve included a piece that is not in most elementary programs – and that is how to write a math sentence that shows two lines are parallel.
Remember that in curriculum development world, we still need to work on things students must be able to do with this content at the elementary school level. Do we want students to identify parallel lines in everyday things? Do we want students to distinguish between a parallel line and a perpendicular line? What about explaining what a parallel line is? What about explaining why a line that is not parallel isn’t? Do we want students to explain the difference between parallel lines and intersecting lines? These kinds of things become objectives in your curriculum.
For those of you in charge of developing curriculum, there are a couple of questions you’ll want to answer: What core content do you want at each grade level in relation to this concept? What do you want students to do with the content at each grade level? By the way, content cards are a good way to check vertical and horizontal alignment in a curriculum at the district level.
If your role is that of designing assessments, the content cards are a big plus as well. When everyone works from the same core content – and the same objectives, you support tight alignment at the classroom level – which is where alignment really happens.
This is another sort that I designed when I put together the Content Card for Counting (Kindergarten Level). In this activity, students practice using sentences that have a number. DOWNLOAD THIS ACTIVITY and your students will soon be making sentences.
Corresponding Content Card – Counting 1, 2, 3.
This is a sort in which students count to answer “how many” questions with up to ten things. This is for Kindergarten and goes with my Content Cards for Counting. DOWNLOAD THIS ACTIVITY for a tool that willl help students sort pictures as well as their corresponding numbers and number words.
Corresponding Content Card – Counting 1, 2, 3.
Have you ever struggled with helping students write a good conclusion? This is a simple and powerful activity I designed to help students understand the difference. Download the pdf of the strategy, which includes directions, a template, and an answer sheet for this activity. I designed this for the elementary level, but this is easily adapted to the secondary level by using more sophisticated examples. The Hot Miss phrase is from Amy Hooper, a wonderful teacher at Axton Elementary in Virginia.