As a class, students brainstorm a list of characteristics of their community that make it special. The four-point scale was extended to six points in order to increase sensitivity, and language was clarified to enhance reliability. That being said, there are are only two in-text citations, despite a references list eleven items long. Finally, students complete a graphic organizer illustrating common characteristics of communities. Has the wild rumpus begun? Using a variety of resources, including photographs and illustrations from picture books, students then examine different kinds of communities and explore how communities differ in size and geography.
Each of the samples exhibits at least the level of quality required to meetthe Writing standards for that grade. Students identify other needs that people have such as water, fun, love, etc. All eight teams implemented their units and continue to refine them. By:Patricia DadonnaDistrict Administration, Feb 2013 To teach Common Core effectively, teachers will have to share such teaching methods within their school districts, says Richard Vacca, professor emeritus of Kent State University and a co-author of Content Area Reading: Literacy and Learning Across the Curriculum. Now I am the first to say that formatting of citations should be secondary to the actual doing of citations. Using a simple story, the teacher guides students in identifying specific ways in which a community can keep people safe. Using a large 3-column chart the teacher guides students in listing ways families meet their basic needs in the local community.
By increasing information-based and argumentative writing with Common Core, educators believe teachers can elevate the level of discourse so that students can effectively communicate in every subject. Finally, students begin to create a profile of their local community by gathering information from family members and friends about what makes their community special. The essay itself is clear and easy to read. The teacher then guides students in identifying another human need: the need to feel safe. Our home is Oakland Schools Intermediate School District, a regional service agency that supports the work of public school personnel in 28 districts. .
Students explore two reasons people live in a community and are introduced to the concept of government. The described and linked to below reflect the completion of publishable units for use by other educators. Students begin by classifying their own local community as a small town, a big city or a suburban community. This multi-year project resulted in a comprehensive K-12 curriculum that is aligned not only to the standards, but also across grades. These units are not scripts but are guidelines for teachers; we encourage educators to adapt them for their population and context.
English Language Arts Key Concepts: basic needs, family Abstract: In this lesson students review what they learned about families in grade one. Abstract: This lesson connects to Lesson One and the discussion of how people meet the basic needs of food, clothing, shelter, and a sense of belonging with their family and community. So everything we see in this document is within the acceptable range of quality. After brainstorming what makes a community, the teacher reads a book such as I Live in Brooklyn and students identify the characteristics of the community described in the book. What are the potential implications for students? The Common Core State Standards Grade Level Brochures include information about the Math and English Language Arts standards, as well as tips and fun ideas to try at home with your student. And nine times out of ten, I find something new or see something in a new way. Students begin to understand that people live in communities because communities help them meet these needs.
Students are then introduced to a Venn Diagram and how it is used to make comparisons with a teacher demonstration. English Language Arts Key Concepts: basic needs businesses Content Expectations: This lesson serves as a foundational lesson to connect the context of first grade social studies Families to the context for second grade of communities. Using a Venn Diagram, students identify similarities and differences between two communities. D uring the 2013-14 school year, the brought eight teams of teachers from five schools together across the year to write interdisciplinary units aligned to the Common Core that focus on research writing. More than 7,500 writing samples were scored using a rubric adapted from the 6+1 Traits Writing Model Culham 2003.
Each writing sample also received an overall holistic score. In a categorization activity, the teacher guides students in grouping together the identified characteristics from both lists, using labels such as natural characteristics, buildings, transportation, etc. One of the in-text citations uses the author name and omits the year. The rubric addressed six specific attributes of writing: ideas, organization, voice, sentence fluency, word choice, and conventions Bellamy 2005. What are we, as educators, to take from this? Content Expectations: 2 - G2. But this work is held up as a national exemplar.
Content Expectations: 1 - G2. As a culminating activity, students create a short book illustrating in words and pictures why people live in communities. Finally, students review basic needs of people including food, clothing and shelter. Used with a Creative Commons Attribution 2. This serves as a brief introduction to the concept which will covered in a later unit. Parent Information Common Core State Standards Grade Level Brochures For grade level specific information, please click on the grade level link below.
Unit Abstract: In this foundational unit students explore characteristics of communities, the reasons people live in communities, and different kinds of communities. The class then compares the list from the book to the list they generated. Using photographs and illustrations from picture books, students identify human and physical characteristics of these three types of communities. I am confident that its clarity and impeccable grammar and punctuation qualified it for inclusion. English Language Arts Key Concepts: community, human characteristics of pl ace, location, physical characteristics of place, transportation Abstract: In this lesson students explore common characteristics of communities. More welding links, more odd citations.