Related+Colorado+Academic+and+21st+Century+Standards


 * Content Area: Reading, Writing, and Communicating **

|| **Inquiry Questions: ** ||  ||
 * **Standard: 3. Writing and Composition ** ||
 * **Prepared Graduates: **
 * Ø I mplement the writing process successfully to plan, revise, and edit written work ||
 * **Grade Level Expectation: Fifth Grade ** ||  ||
 * **Concepts and skills students master: ** ||  ||
 * 2. The recursive writing process creates stronger informational and persuasive texts for a variety of audiences and purposes ||  ||
 * **Evidence Outcomes ** || **21st Century Skills and Readiness Competencies ** ||  ||
 * **Students can: **
 * 1) a. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (CCSS: W.5.1)
 * 2) i. Include cause and effect, opinions, and other opposing viewpoints in persuasive writing
 * 3) ii. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. (CCSS: W.5.1a)
 * 4) iii. Provide logically ordered reasons that are supported by facts and details. (CCSS: W.5.1b)
 * 5) iv. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). (CCSS: W.5.1c)
 * 6) v. Provide a concluding statement or section related to the opinion presented. (CCSS: W.5.1d)
 * 1) v. Provide a concluding statement or section related to the opinion presented. (CCSS: W.5.1d)
 * 1) b. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS: W.5.2)
 * 2) <span style="font-family: Verdana,sans-serif; font-size: 10pt;">i. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. (CCSS: W.5.2a)
 * 3) ii. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.5.2b)
 * 4) iii. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). (CCSS: W.5.2c)
 * 5) iv. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.5.2d)
 * 6) v. Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.5.2e)
 * 1) What is the purpose of writing for different audiences?
 * 2) How does revising writing build new skills for writers?
 * 3) How did people gather information before the use of computers?
 * 4) If someone asked you the fastest, most efficient way to gather information about, what would you tell them and why? ||   ||
 * ^  || Relevance and Application:
 * 1) Successful writing has specific organizational features, style, and craft elements. (Write a persuasive letter to an adult using mature tone and vocabulary. Select a planning guide that will be useful to plan writing.)
 * 2)  Technology is used to assist in locating resources to support writers’ work.
 * 3) Learning to summarize and write brief explanations is a lifelong skill that that will carry over into the workplace or college. ||   ||
 * ^  || Nature of Reading, Writing, and Communicating:
 * 1) Writers think about the audience that they are writing for to help them organize their thoughts.
 * 2) Writers use technology as part of their resources to be more organized and thorough when they write.

**<span style="font-family: Verdana,sans-serif; font-size: 13pt;">Content Area: Reading, Writing, and Communicating **

|| Inquiry Questions: ||  ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 13pt;">Standard: 4. Research and Reasoning ** ||
 * **<span style="font-family: Verdana,sans-serif;">Prepared Graduates: **
 * Ø <span style="font-family: Verdana,sans-serif;">Use primary, secondary, and tertiary written sources to generate and answer research questions ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 16pt;">Grade Level Expectation: Fifth Grade ** ||  ||
 * **<span style="font-family: Verdana,sans-serif;">Concepts and skills students master: ** ||  ||
 * <span style="font-family: Verdana,sans-serif; font-size: 14pt;">1. High-quality research requires information that is organized and presented with documentation ||  ||
 * **<span style="font-family: Verdana,sans-serif;">Evidence Outcomes ** || **<span style="font-family: Verdana,sans-serif;">21st Century Skills and Readiness Competencies ** ||  ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 10pt;">Students can: **
 * 1) <span style="font-family: Verdana,sans-serif; font-size: 10pt;">a. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. <span style="font-family: Verdana,sans-serif; font-size: 10pt;"> (CCSS: W.5.7)
 * 2) <span style="font-family: Verdana,sans-serif; font-size: 10pt;">i. Summarize and support key ideas
 * 3) ii. Demonstrate comprehension of information with supporting logical and valid inferences
 * 4) <span style="font-family: Verdana,sans-serif; font-size: 10pt;">iii. Develop and present a brief (oral or written) research report with clear focus and supporting detail for an intended audience
 * 5) <span style="font-family: Verdana,sans-serif; font-size: 10pt;">b. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (CCSS: W.5.8)
 * 6) <span style="font-family: Verdana,sans-serif; font-size: 10pt;">i. Develop relevant supporting visual information (charts, maps, graphs, photo evidence, models)
 * 7) ii. Provide documentation of sources used in a grade-appropriate format
 * 1) ii. Provide documentation of sources used in a grade-appropriate format
 * 1) How do writers summarize and synthesize information to reflect their ideas on a subject?
 * 2) How do writers organize information so they can reflect on the data gathered?
 * 3) How do writers determine what they want the audience to know and how can they measure it? ||   ||
 * ^  || Relevance and Application:
 * 1) Researchers organize information and present it to others around a point of view.
 * 2) Researchers self-evaluate presentations so they can improve.
 * 3) Presentation tools include laser light pointer, animated shows, videotape, and clickers.
 * 4) Treasure seekers use depth radar, metal detectors, and fish school finders to determine the gather information. These are examples of logical and valid sources of supporting information.
 * 5) Effective research with actual documenting sources often persuades a court or a clerk or peers.
 * 6) Use online tools to present information to a broad audience.
 * ^  || Nature of Reading, Writing, and Communicating:
 * 1)  Researchers plan, present, and evaluate projects that have a specific point of view.  ||   ||

**<span style="font-family: Verdana,sans-serif; font-size: 13pt;">Content Area: Reading, Writing, and Communicating **

|| Inquiry Questions: ||  || ||   || ||   ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 13pt;">Standard: 4. Research and Reasoning ** ||
 * **<span style="font-family: Verdana,sans-serif;">Prepared Graduates: **
 * Ø <span style="font-family: Verdana,sans-serif;">Discriminate and justify a position using traditional lines of rhetorical argument and reasoning ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 16pt;">Grade Level Expectation: Fifth Grade ** ||  ||
 * **<span style="font-family: Verdana,sans-serif;">Concepts and skills students master: ** ||  ||
 * <span style="font-family: Verdana,sans-serif; font-size: 14pt;">3. Quality reasoning requires asking questions and analyzing and evaluating viewpoints ||  ||
 * **<span style="font-family: Verdana,sans-serif;">Evidence Outcomes ** || **<span style="font-family: Verdana,sans-serif;">21st Century Skills and Readiness Competencies ** ||  ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 10pt;">Students can: **
 * 1) a. Ask primary questions of clarity, significance, relevance, accuracy, precision, logic, fairness, depth, and breadth
 * 2) b. Acknowledge the need to treat all viewpoints fair-mindedly
 * 3) c. Recognize what they know and don’t know (intellectual humility)
 * 4) d. Recognize the value of using the reasoning process to foster desirable outcomes (intellectual confidence in reason)
 * 1) d. Recognize the value of using the reasoning process to foster desirable outcomes (intellectual confidence in reason)
 * 1) Could the author have been more specific? Could the author have given more details? Could the author have been more exact?
 * 2) Does the author’s logic follow from the evidence?
 * 3) Did the author considered various points of view open-mindedly?
 * 4) Did the author determine the quality of his/her thinking and the thinking of others?
 * 5) What method can an author use to show he/she is treating all viewpoints fairly?
 * 6) When people are discussing topics with others, how do they indicate that they do not know the answer?
 * 7) How do people monitor their thinking for clarity and careful reasoning?
 * ^  || Relevance and Application:
 * 1)  Asking questions of themselves and of others helps people reach quality understanding and reasoning.
 * 2) Putting individual thinking or the thinking of a favorite author/researcher aside to entertain other thinking is a fair-minded way to gain understanding.
 * 3) Acknowledging that further reading/research can increase my depth of understanding.
 * 4) Acknowledging that analyzing and assessing individual’s thinking for quality reasoning fosters desirable outcomes.
 * ^  || Nature of Reading, Writing, and Communicating:
 * 1) Questions enable readers and writers to clarify information.
 * 2) Understanding when people know and when they do not know is a skill that good readers use when they monitor their thinking and reasoning.
 * 3) Throughout each day, people must pose quality questions to think about what they are reading or situations they are facing.
 * 4) All reasoning is expressed through and shaped by concepts, and leads somewhere or has implications and consequences.


 * 21st Century Skills and Readiness Competencies in Reading, Writing, and Communicating **

The reading, writing, and communicating subcommittee embedded 21st century skills, school readiness, and post-secondary and workforce readiness skills into the revised standards utilizing descriptions developed by Coloradans and vetted by educators, policymakers, and citizens.

** Colorado's Description of 21st Century Skills ** The 21st century skills are the synthesis of the essential abilities students must apply in our rapidly changing world. Today’s students need a repertoire of knowledge and skills that are more diverse, complex, and integrated than any previous generation. Drama and theatre arts are inherently demonstrated in each of Colorado’s 21st century skills, as follows:
 * __Critical Thinking and Reasoning__  Critical thinking and reasoning are vital to advance in the technologically sophisticated world we live in. In order for students to be successful and powerful readers, writers, and communicators, they must incorporate critical thinking and reasoning skills. Students need to be able to successfully argue a point, justify reasoning, evaluate for a purpose, infer to predict and draw conclusions, problem-solve, and understand and use logic to inform critical thinking.  ||
 * __Information Literacy__  The student who is information-literate accesses information efficiently and effectively by reading and understanding essential content of a range of informational texts and documents in all academic areas. This involves evaluating information critically and competently; accessing appropriate tools to synthesize information; recognizing relevant primary and secondary information; and distinguishing among fact, point of view, and opinion.  ||
 * __Collaboration__  Reading, writing, and communicating must encompass collaboration skills. Students should be able to collaborate with each other in multiple settings: peer groups, one-on-one, in front of an audience, in large and small group settings, and with people of other ethnicities. Students should be able to participate in a peer review, foster a safe environment for discourse, mediate opposing perspectives, contribute ideas, speak with a purpose, understand and apply knowledge of culture, and seek others’ ideas.  ||
 * __Self Direction__  S tudents who read, write, and communicate independently portray self-direction by using metacognition skills. These important skills are a learner’s automatic awareness of knowledge and ability to understand, control, and manipulate cognitive processes. These skills are important not only in school but throughout life, enabling the student to learn and set goals independently.  ||
 * __Invention__  Applying new ways to solve problems is an ideal in reading and writing instruction. Invention is one of the key components of creating an exemplary writing piece or synthesizing information from multiple sources. Invention takes students to a higher level of metacognition while exploring literature and writing about their experiences.  == == ||

Colorado Department of Education Office of Standards and Instructional Support 201 East Colfax Ave. • Denver, CO 80203 The Literacy Content Specialist: Charles “Dana” Hall (hall_d@cde.state.co.us) http://www.cde.state.co.us/CoReadingWriting/StateStandards.asp