(Solved): What do you assume the assessment method is for the standards?Explain Why? ...

What do you assume the assessment method is for the standards?Explain Why?

 

meducators from kindergarten through college, and parents, students, and other Writing, and Speaking and Listening Standards, released in draft form in creative and purposeful expression in language. September 2009, serve, in revised form, as the backbone for the present document. Grade-specific K-12 standards in reading, writing, speaking, listening, June 2,2010 and language translate the broad (and, for the earliest grades, seemingly distant) aims of the CCR standards into age- and attainment-appropriate terms. Key Design Considerations The CCR standards anchor the document and define general, cross-disciplinary To be ready for college, workforce training, and life in a technological society, literacy expectations that must be met for students to be prepared to students need the ability to gather, comprehend, evaluate, synthesize, and enter college and workforce training programs ready to succeed. The K-12 report on information and ideas, to conduct original research in order to answer grade-specific standards define end-of-year expectations and a cumulative questions or solve problems, and to analyze and create a high volume and progression designed to enable students to meet college and career readiness extensive range of print and nonprint texts in media forms old and new. The expectations no later than the end of high school. The CCR and high school need to conduct research and to produce and consume media is embedded (grades 9-12) standards work in tandem to define the college and career \( \quad \) into every aspect of today's curriculum. In like fashion, research and media readiness line-the former providing broad standards, the latter providing \( \quad \) skills and understandings are embedded throughout the Standards rather than additional specificity. Hence, both should be considered when developing searills and understandings are college and career readiness assessments. Students advancing through the grades are expected to meet each year's grade- Shared responsibility for student literacy specific standards, retain or further develop skills and understandings mastered The Standards insist that instruction in reading, wring, listening in preceding grades, and work steadily toward meeting the more general and language be a shared responsibility within the school. The K-5 standards expectations described by the CCR standards. include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades provide useful specificity; the Standards use two-year bands in grades 9-12 to skills while at the same time recogniz allow schools, districts, and states flexibility in high school course design. Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document. For example, Writing standard 9 requires that students be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the expectation that students will share findings from their research. Distribution of Literary and Informational Passages by Grade in Distribution of Communicative Purposes by Grade the 2009 NAEP Reading Framework in the 2011 NAEP Writing Framework \begin{tabular}{|c|c|c|} \hline Grade & Literary & Informational \\ \hline 4 & \( 50 \% \) & \( 50 \% \) \\ \hline 8 & \( 45 \% \) & \( 55 \% \) \\ \hline 12 & \( 30 \% \) & \( 70 \% \) \\ \hline \end{tabular} \begin{tabular}{|c|c|c|c|} \hline Grade & To Persuade & To Explain & To Convey Experience \\ \hline 4 & \( 30 \% \) & \( 35 \% \) & \( 35 \% \) \\ \hline 8 & \( 35 \% \) & \( 35 \% \) & \( 30 \% \) \\ \hline 12 & \( 40 \% \) & \( 40 \% \) & \( 20 \% \) \\ \hline \end{tabular} ment of Educational Progress. Washington, DC: U.S. Government Printing Office. Assessment of Educational Progress, pre-publication edition. lowa City, IA: ACT, Inc. The Standards aim to align instruction with this framework so that many more It follows that writing assessments aligned with the Standards should adhere to students than at present can meet the requirements of college and career the distribution of writing purposes across grades outlined by NAEP. readiness. In K-5, the Standards follow NAEP's lead in balancing the reading of literature with the reading of informational texts, including texts in history/ social studies, science, and technical subjects. In accord with NAEP's growing Focus and coherence in instruction and assessment that a significant amount of reading of informational texts take place in and While the Standards delineate specific expectations in reading, writing, \( \begin{array}{ll}\text { outside the ELA classroom. Fulfilling the Standards for } 6-12 \text { ELA requires } & \text { speaking, listening, and language, each standard need not be a separate focus } \\ \text { much greater attention to a specific category of informational text-literary } & \text { a single rich task. For example, when editing writing, students address Writing } \\ \text { nonfiction-than has been traditional. Because the ELA classroom must focus } & \text { standard } 5 \text { ("Develop and strengthen writing as needed by planning, revising, } \\ \text { on literature (stories, drama, and poetry) as well as literary nonfiction, a great } & \text { editing, rewriting, or trying a new approach") as well as Language standards 1-3 } \\ \text { deal of informational reading in grades 6-12 must take place in other classes if } & \text { (which deal with conventions of standard English and knowledge of language). } \\ \text { the NAEP assessment framework is to be matched instructionally! To measure } & \text { When drawing evidence from literary and informational texts per Writing } \\ \text { students' growth toward college and career readiness, assessments aligned with } & \text { standard 9, students are also demonstrating their comprehension skill in relation } \\ \text { the Standards should adhere to the distribution of texts across grades cited in } & \text { to specific standards in Reading. When discussing something they have }\end{array} \) the Standards should adhere to the distribution of texts across grades cited in to specific standards in Reading. When discussing something they have the NAEP framework. NAEP likewise outlines a distribution across the grades of the core purposes skills. The CCR anchor standards themselves provide another source of focus NAEP likewise outlines a distribution across the grades of the core purposes cultivates the development of three mutually reinforcing writing capacities: and coherence. Cultivates the development of three mutually reinforcing writing capacities: The same ten CCR anchor standards for Reading apply to both literary and writing to persuade, to explain, and to convey real or imagined experience. Evidence concerning the demands of college and career readiness gathered informational texts, including texts in history/social studies, science, and during development of the Standards concurs with NAEP's shifting emphases: technical subjects. The ten CCR anchor standards for Writing cover numerous standards for grades 9-12 describe writing in all three forms, but, consistent reinforcing skills and exhibit mastery of standards for reading and writing across with NAEP, the overwhelming focus of writing throughout high school should a range of texts and classrooms. be on arguments and informative/explanatory texts. \( { }^{2} \) What is Not Covered by the Standards Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit increasing full regularity these capacities of the literate individual. College and Career Readiness Anchor Standards for Reading Note on range and content The \( \mathrm{K}-5 \) standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements -the former stiness, students providing broad standards, the latter providing additional specificity-that together define the skills and understandings that all students must demonstrate. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. Reading Standards for Literature K-5 The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to me each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Reading Standards for Informational Text K-5 Kindergartners: Key Ideas and Details 1. With prompting and support, ask and answer questions about key details in a text. 2. With prompting and support, identify the main topic and retell key details of a text. 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure 4. With prompting and support, ask and answer questions about unknown words in a text. 5. Identify the front cover, back cover, and title page of a book. 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Integration of Knowledge and Ideas 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 8. With prompting and support, identify the reasons an author gives to support points in a text. 9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity 10. Actively engage in group reading activities with purpose and understanding. Reading Standards: Foundational Skills \( (\mathrm{K}-5) \) of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know-to discern when particular children or activities warrant more or less attention. Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow. Kindergartners: Print Concepts 1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet. Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with \( / 1 /, / \mathrm{r} / \), or \( / \mathrm{x} / \).) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word. Reading Standards: Foundational Skills \( (\mathrm{K}-5) \) Note: In kindergarten children are expected to demonstrate increasing awareness and competence in the areas that follow. Kindergartners: Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. b. Associate the long and short sounds with major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency 4. Read emergent-reader texts with purpose and understanding. College and Career Readiness Anchor Standards for Writing \( \quad \) Note on range and content The K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements \( - \) the former providing broad standards, the latter To build a foundation for college 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Writing Standards K-5 The following standards for \( \mathrm{K}-5 \) offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C. Kindergartners: Text Types and Purposes 1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Production and Distribution of Writing 4. (Begins in grade 3) 5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. 6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 9. (Begins in grade 4) Range of Writing 10. (Begins in grade 3 ) Speaking and Listening Standards K-5 The following standards for \( \mathrm{K}-5 \) offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Kindergartners: Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. 6. Speak audibly and express thoughts, feelings, and ideas clearly. Language Standards K-5 The following standards for grades \( \mathrm{K}-5 \) offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3 , skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). See the table on page 30 for a complete list and Appendix A for an example of how these skills develop in sophistication. Kindergartners: Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding \( / \mathrm{s} / \) or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Language Standards K-5 Kindergartners: Knowledge of Language 3. (Begins in grade 2) Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. 5. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Language Progressive Skills, by Grade The following skills, marked with an asterisk (*) in Language standards 1-3, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking. 'Subsumed by L.7.3a 'Subsumed by L.9-10.1a 'Subsumed by L.11-12.3a Standard 10: Range, Quality, and Complexity of Student Reading K-5 Measuring Text Complexity: Three Factors Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative evaluation of the text: Readability measures and other scores of text complexit Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity g Note: More detailed information on text complexity and how it is measured is contained in Appendix A. Range of Text Types for K-5 Students in K-5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods. texts building knowledge across grade levels. nowledge and cultivate a joy in reading. Staying on Topic Within a Grade and Across Grades: How to Build Knowledge Systematically in English Language Arts K-5 Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts-within and across grade levels-need to be selected around topics or themes that systematically develop the knowledge base of students. Within a grade level, there should be an adequate number of titles on a single topic that would allow children to study that topic for a sustained period. The knowledge children have learned about particular topics in early grade levels should then be expanded and developed in subsequent grade levels to ensure an increasingly deeper understanding of these topics. Children in the upper elementary grades will generally be expected to read these texts independently and reflect on them in writing. However, children in the early grades (particularly K-2) should participate in rich, structured conversations with an adult in re to the written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing, in the manner called for by the Standards. Preparation for reading complex informational texts should begin at the very earliest elementary school grades. What follows is one example that uses domain Preparation for reading complex informational texts should begin at the very earliest elementary school grades. What follows is one example that uses domain- age-appropriate content knowledge and vocabulary in history/social studies, science, and the arts. Having students listen to informational read-alouds in the early age-appropriate content knowledge and vocabulary in history/social studies, science, and the arts. Having students listen to informational read-alouds grades helps lay the necessary foundation for students' reading and understanding of increasingly complex texts on their own in subsequent grades. Kindergarten Literature Guide The purpose of this tool is to help educators understand each of the grade level standards and how those standards connect to the students' overall preparation for college and career readiness. Standards are defined as the most critical prerequisite skills and knowledge. This document is color-coded to reflect both anchor and priority standards. Though previous emphasis was placed on priority standards to address lost learning due to COVID-19, New Mexico teachers should note that moving forward, while priority standards allow for acceleration of learning, all standards should be addressed in instruction throughout the school year. In this guide you will find: - A breakdown of each of the grade level standards within the literature strand, including: - Vertical alignment guidance - Essential vocabulary related to the standard - Identification of anchor standards as identified by the CCSS and priority standards as identified by NMPED - Sample aligned assessment items - Companion resources guides that address: - Planning Literacy Instruction with MLSS Guide o Choosing a Complex Text - Text Dependent Questions with Complex Texts - Vocabulary Instruction with Complex Texts o Speaking, Listening, and Writing - Differentiating Support for All Learners - Cross-Curricular Connections with Literacy o Cultural and Linguistic Responsiveness in Literacy Kindergarten Literature Guide Kindergarten Literature Guide Kindergarten Literature Guide Kindergarten Literature Guide Kindergarten Literature Guide Kindergarten Literature Guide Kindergarten Literature Guide Kindergarten Literature Guide Kindergarten Literature Guide Kindergarten Literature Guide Kindergarten Literature Guide Kindergarten Literature Guide ASSESSMENT GUIDE - Constructed Responsc Assessment Task aligned to K.1 and K.3 a Evidence of Text Complexity and Cultural and Linguistic Responsiveness - VABB Analysis with Example Questions and Exemplar Student Responses - Example MLss Universal Supports - Constructed Response Assessment Task aliened to K.5 Kindergarten Literature Guide Kindergarten Literature Guide Kindergarten Literature Guide Kindergarten Literature Guide Text Dependent Question They walked back to the large meadow. They began to look for the button in the tall grass. "Here is your button!" cried They walked back to the large meadow. They began to look for the button in the tall Froge. "That is not my button," said Toad. "That button is black. My button is white." Arnold Lobel's Frog and Jood Are Friends Link to the full text Kindergarten Informational Text Guide Kindergarten Informational Text Guide The purpose of this tool is to help educators understand each of the grade level standards and how those standards connect to the students' overall preparation for college and career readiness. Standards are defined as the most critical prerequisite skills and knowledge. This document is color-coded to reflect both anchor and priority standards. Though previous emphasis was placed on priority standards to address lost learning due to COVID-19, New Mexico teachers should note that moving forward, while priority standards allow for acceleration of learning, all standards should be addressed in instruction throughout the school year. In this guide you will find: - A breakdown of each of the grade level standards within the literature strand, including: - Vertical alignment guidance - Essential vocabulary related to the standard - Identification of anchor standards as identified by the CCSS and priority standards as identified by NMPED - Sample aligned assessment items - Companion resources guides that address: o Planning Literacy Instruction with MLSS Guide - Choosing a Complex Text - Text Dependent Questions with Complex Texts - Vocabulary Instruction with Complex Texts - Speaking, Listening, and Writing - Differentiating Support for All Learners - Cross-Curricular Connections with Literacy - Cultural and Linguistic Responsiveness in Literacy Kindergarten Informational Text Guide Kindergarten Informational Text Guide Kindergarten Informational Text Guide Kindergarten Informational Text Guide Kindergarten Informational Text Guide Kindergarten Informational Text Guide Kindergarten Informational Text Guide Kindergarten Informational Text Guide Kindergarten Informational Text Guide Evidence of Cultural and Linguistic Respansiveness: - Who is represented in the text used to assess this cluster of standards? The text represents people throughout time from across the world, who are exploring the science of flying. - How are those groups and indlviduals portrayed? The people in the text are portrayed as curious, explorers, and inquisitive. The text shows that people Rt.K.6 \( \quad \) something new. - Does the text provoke critical questions about cultural and linguistic diversity, especially within marginalized communitles? The text shows that people became interested in flying through oral storytelling and shows that this type of storytelling is vital for many cultures. The text provides examples from different cultures about how flight has been explored around the world. - What supports are provided to teachers to identify blind spots? Background knowledge may be necessary for students to understand and explore the Greek mythology and oral storytelling that was the origin of fight. - How is this text culturally/linguistically responsive? This text is culturally responsive because it demonstrates that many different peoples and cultures from around the world are all interested in learning more about the sclence of flight. It demonstrates that the science of flight is not limited to one group or individual, but that diverse communities have explored it and will continue to do so. Kindergarten Informational Text Guide Kindergarten Informational Text Guide Kindergarten Informational Text Guide \begin{tabular}{l} Fran Hodgkins' How Peopie Learned to fiy ink to the full text \\ \hline \end{tabular} The purpose of this tool is to help educators understand each of the grade level standards and how those standards cannect to the students" averall preparation for callege and career readiness. Standards are defined as the most critical prerequisite skills and knowledge. This document is color-coded to reflect both anchor and priority standards. Though previous emphasis was placed on priority standards to address lost learning due to COYID-19, New Mexico teachers should note that moving forward, while priority standards allow for acceleration of learning, all standards should be addressed in instruction throughout the school year. In this guide you will find: - A breakdown of each of the grade level standards within the Speaking \& Listening strand, including: - Vertical alignment guidance - Essential vocabulary related to the standard - Identification of anchor standards as identified by the Coss and priority standards as identified by NMPED Kindergarten Speaking and Listening Guide Kindergarten Speaking and Listening Guide - add to a conversation by adding thoughts about the topic. - add to a conversation by asking questions about the topic. - respond to questions asked by others about the topic. Kindergarten Speaking and Listening Guide Kindergarten Speaking and Listening Guide Kindergarten Speaking and Listening Guide Kindergarten Speaking and Listening Guide Kindergarten Writing Guide Kindergarten Speaking and Listening Guide The purpose of this tool is to help educators understand each of the gracle level standards and how those standards connect to the students' overall preparation for colleze and career readiness. 5tandards are defined as the most critical prerequisite skills and knowledge. This document is color-coded to reflect both anchar and priority standards. Though previous emphasis was placed on priority standards to address lost learning due to COVD-19, New Mexico teachers should note that moving forward, while priority standards allow for acceleration of learning, all standards should be addressed in instruction throughout the school year. In this guide you will find: - A breakdown of each of the grade level standards within the Writing strand, induding: - Vertical alignment guidance - Essential vocabulary related to the standard - Identification of anchor standards as identified by the CCSS and priority standards as identified by NMPED Kindergarten Writing Guide Kindergarten Writing Guide Kindergarten Writing Guide Kindergarten Writing Guide Kindergarten Foundational Skills Guide Kindergarten Foundational Skills Guide The purpose of this tool is to help educators understand each of the grade level standards and how those standards connect to the students' overall preparation for college and career readiness. Standards are defined as the most critical prerequisite skills and knowledge. This document is color-coded to reflect both anchor and priority standards. Though previous emphasis was placed on priority standards to address lost learning due to COVID-19, New Mexico teachers should note that moving forward, while priority standards allow for acceleration of learning, all standards should be addressed in instruction throughout the school year. In this guide you will find: - A breakdown of each of the grade level standards within the Reading Foundational Skills strand, including: - Vertical alignment guidance - Essential vocabulary related to the standard - Identification of anchor standards as identified by the CCSS and priority standards as identified by NMPED Kindergarten Foundational Skills Guide Kindergarten Foundational Skills Guide Students Who Demonstrate Understanding Can... - identify and create rhymine words. - divide words into syllables and count those syllables - say the sounds in the sylables and blend them to create words. - in single-syllable words, blend and segment the onset and rime (The onset in "mat" is / \( \mathrm{m} / \) and the rime is \( / a t / 1 \) - segment CVC (consonant-wowel-consonant) words (e.g. dot) so that each sound is heard in isolation (e.g. \( / \mathrm{d} / / \mathrm{o} / / \mathrm{t} / \) is "dat" note: except far \( \mathrm{CVC} \) endings \( / W_{r} / \mathrm{t} / \), and \( / \mathrm{x} / \mathrm{)} \). - manipulate phonemes (sounds) in single syllable words to make new words (e.g. substitute \( / \mathrm{c} / \) in "mat" to make "cat" or add \( / / / \) to "fat" to make "flat" \( \rangle \). Kindergarten Foundational Skills Guide Resource Guide: Text Dependent Questions with Complex Texts The purpose of this Resource Guide is to define what text dependent questions are for all teachers, and in order for teachers to plan and execute lessons with them in place. This Resource Guide will provide a framework for teachers to use when creating text-dependent questions (TDQs) in lessons. What are Text Dependent Questions (TDQs)? TDQs are questions that cannot be answered without referring back to the text. To answer a TDQ, students must read closely to determine what the text says and draw logical conclusions from the text. It is important to employ TDQs, because questions that are not text-dependent result in less learning. Moreover, departing from the text privileges only those students who already have experience with the topic. Answering a TDQ is a much more rigorous process than merely answering questions that revolve around experiences outside of the text. TDQs can point toward the text most salient features and help students build capacity to tackle increasingly complex tests. How do TDQs align with the standards? One of the demands of the literacy standards is a shift to ensure that reading, writing, and speaking are grounded in textual evidence, in both literary and informational texts. One way to engage students in this process is through the use of text-dependent questions (TDQs). O2015 Created by Emily Koson Adapted from Frey, N. \& Fisher, D. This graphic shows how different TDQs can be aligned with different CCSS standards. This shows a quick understanding of how increasingly complex TDQs within a text can lead to rigorous instruction. When you're writing or reviewing a set of questions, consider the following three categories: - Questions that assess themes and central ideas - Questions that assess knowledge of vocabulary - Questions that assess syntax and structure elow is an example of how teachers can construct TDQs to assess syntax and structure, knowledge of vocabul How can I create TDQs for my lessons? 1. Read the entire text the students will read in the lesson. Identify the most important learning, meaning, and/or knowledge you want students to gain from the text. 2. Identify the parts of the text that help the reader get to the most important learning, meaning, and knowledge of the text. At these stopping points, you should stop and ask a planned TDQ. 3. At each individual stopping point, create a question structured to push the reader to go back into the text to gain the understanding in that portion. You should also craft follow-up questions in case students struggle to answer the deeper question. 4. Ensure the questions you craft at the stopping points work to scaffold the thinking of the reader to get to the most important learning, meaning, and/or knowledge of the text. 5. Locate the words in the text that the reader needs to know in order to understand the main learning/meaning/knowledge of the text. If the word is defined within the text, write a TDQ that pushes students to use the text to determine the meaning of the word. 6. Find the sections of the text that will present the greatest difficulty and create questions that support students in mastering these sections. These could be sections with difficult syntax, particularly dense information, tricky transitions, or places that offer a variety of possible inferences. For more information about TDQs, please visit this Achieve the Core resource: https://achievethecore.org/category/1158/ela-literacy-text-dependent-questions - Craft text-dependent questions to push student thinking to help build knowledge Word Recognition: - This support is only needed for students who do not have the ability to sound out or decode words within the text. Implementing differentiated scaffolds based on age and ability in relation to reading foundational skills will help fill gaps in word recognition. Cognitive Load: - Most students learn how to decode accurately but not at a sufficient rate that their cognitive load can shift from decoding to attending to comprehension. These students need practice reading fluently, not decoding. - Allow for students to read and reread important parts of the texts in groups, partners, and independently to provide additional practice. What scaffolds could I use to provide support for all learners in my classroom? 1. If students are struggling with decoding, they should be working with decodable books that affer support with the skills they are lacking. You should also be providing them with substantial amounts of phonics and fluency training. (This aligns most with students reading on a \( K / 1^{*} \) grade level.) 2. Vary the reading demands of students as they practice becoming fluent and accurate readers. Some texts should be easier, with fewer scaffolds needed and others more difficult where more scaffalds are needed. Mare challenging texts give students opportunities to negotiate the features of texts and can be barriers to comprehension, while easier texts give them the opportunity to consolidate that learning- 3. Engage and motivate your students by telling them how you are supporting them with instruction. Make sure they know that instead of giving them below grade level passages for younger students, you are giving them grade-level work. Explain this will be challenging but it will be more interestingl Kids like a challenge, especially if you are helping them succeed! 4. Support students with their ability to take on the cognitive load of comprehension. This can involve practice rearding the text alaud once or twice befare tackling comprehension wark. If kids have read through the text once or twice, they will be in much better shape to work through comprehension questions on a harder text. Even though the emphasis of the fluency work would not be on comprehension, they'll figure out more of the ideas than you might presume and, most importantly in this context, they will have figured out enaugh of the decoding to have "raised their level" with that text by at least a grade level. 5. Before reading the text, preteach vocabulary that the author does not explain with context clues or explicitly define in the text. This will support the students' comprehension as their cognitive load is focusing on word meaning, (See the Resource Guide on Vocabulary Instruction for more details about vocabulary.) 6. When reading the text for comprehension, chunk it inta smaller sectians like a paragraph or page. Ask questions at the end of each section to ensure understanding. As students get better with this, you can increase the size of the chunks they are reading. (See the Resource Guide on Text Dependent Questions for more details about questions.) 7. Go through the text and identify particularly complicated sentences llong sentences, sentences with passive voice, sentences with multiple clauses). Ask questions about the ideas expressed in those sentences. If students can't answer them, take them back to the sentence in the text and show them how to break it down to make sense of it. (See the Resource Guide on Text Dependent Questions for more details about questions.] 8. Pay special attention to cohesion. Students can get last in pronouns ar synoriyms. Push students to be explicit about who "he" is or what animal was being referred to as "the mammal." Again, this supports students' ability to use their cognitive load to tackle comprehension because they are not getting stuck on one word. \begin{tabular}{|l|l|l|} \hline Relationships in Ecosystems & Use a lot of nonfiction text to read about the relationships and how animals and plants relate to each other. & science, social studies, art, writing \\ \hline Citizenship & Have students work in a greenhouse to see how they are dependent on each other. Show how ecosystems are similar to communities. \\ \hline Weather & Fiction/nonfiction books (anchor charts, multimedia, video (make a video), project-based learning with issues around school. & government \\ & \begin{tabular}{l} Members of community- identify, etc. \\ \hline Fiction/nonfiction books about weather, do an \\ observation chart identifying weather patterns \\ throughout the day (colder in a.m.; # of sunny days \\ vs. rainy/cloudy days). \end{tabular} & science, math, writing \\ \hline \end{tabular} Resource Guide: Cultural and Linguistic Responsiveness in Literacy Vision: The goal of ensuring cultural and linguistic responsiveness in literacy instruction is to encourage students to relate the lesson (course) content to their cultural context to make learning more effective, relevant, and meaningful for students. Cultural and linguistic responsiveness is the validation and affirmation of student's home culture and language, lived experiences, frames of reference, and performance styles, particularly for students that are culturally and linguistically diverse, in order to build connections with others and provide opportunities to succeed in school and meaning fully Cultural and linguistic responsiveness \( (C L R) \) is a lens that should be used to look at all that we are doing in schoolsorganizationally and instructionally. This lens makes the case that \( C L R \) is not something that you do but something you have in all that you do. --Dr. Sharroky Hollie, Culturally and Linguistically Responsive Teaching and Learning contribute to society. Purpose: Just as the quote above states, being culturally and linguistically responsive is a mindset that exists in all the work of teaching and learning. Selecting the "right text" doesn't just make your instruction culturally and linguistically responsive. The topics, texts, and connections below are meant to inspire ideas for how culturally and linguistically responsiveness can begin to exist in your classroom with recognition for the identities of your specific students. When selecting texts, you want to be sure to offer "mirrors" and "windows." "Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created and recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection, we can see our own lives and experiences as part of the larger human experience. Reading, then, becomes a means of selfirmation, and readers often seek their mirrors in books." -Rudine Sims Bishop "Mirrors, Windows, and Sliding Glass Doors" originally appeared in Perspectives: Choosing and Using Books for the Classroom, Vo.6 no.3.Summer 1990 Text Analysis: Planning with a Culturally and Linguistically Responsive Text: