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Previous Grade
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Chosen Grade
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Following Grade
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Reading Standard
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“With
prompting and support, ask and answer questions about key details in a text.”
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“Ask
and answer questions about key details in a text.”
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“Ask
and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.”
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Writing Standard
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“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 . . .).”
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“Write opinion pieces in which they
introduce the topic or name the book they are writing about, state an
opinion, supply a reason for the opinion, and provide some sense of closure.”
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“Write opinion pieces in which they
introduce the topic or book they are writing about, state an opinion, supply
reasons that support the opinion, use linking words (e.g., because, and,
also) to connect opinion and reasons, and provide a concluding statement or
section.”
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Listening and Speaking Standard
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“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.”
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“Participate
in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
a.
Follow agreed-upon rules for discussions (e.g., listening to others with
care, speaking one at a time about the topics and texts under discussion).
b.
Build on others’ talk in conversations by responding to the comments of
others through multiple exchanges.
c.
Ask questions to clear up any confusion about the topics and texts under
discussion.”
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“Participate in collaborative
conversations with diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
a.
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
b.
Build on others’ talk in conversations by linking their comments to the
remarks of others.
c.
Ask for clarification and further explanation as needed about the topics and
texts under discussion”
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Instructional
Activity or
Strategy
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Reading: Using prompting
to ask and answer questions about key details.
Writing: Drawing,
dictating, and writing
Listening and Speaking: Collaborative
conversations and multiple exchanges
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Reading: Asking and
answering questions about key details in a text.
Writing: Writing opinion
pieces and having engagements with students so that they can encourage the
children to have an opinion.
Listening and Speaking: Multiple
exchanges, collaborative
conversations, careful listening, and speaking one at a time.
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Reading: Asking and
answering the how, why, when, where, what, who?
Writing: Writing opinions,
introducing topics, and supporting opinions using linking words.
Listening and Speaking: having multiple
exchanges and conversations and engaging with students.
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In a 100-150-word rationale, explain how each
instructional strategy or activity encourages complex thinking and
problem-solving.
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Rationale: Reading
Asking
questions is a sure way of encouraging students to think outside the box and
solve problems. They utilize their knowledge and skills as they try to find
answers to the questions asked. The questions also jog the child’s memory,
encouraging continuous creative thinking. Students will see the best way to
benefit from the knowledge gained in the classroom because the questions can
guide them to remember class content (Gubi et. al., 2015). Questions also
encourage students to see issues and problems from a different perspective.
They encourage open-mindedness, collaboration, and knowledge utilization.
Students will work together to solve difficult problems by sharing ideas and
thoughts, contributing to the spread of information.
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Rationale: Writing
Drawing,
dictating, and writing opinions contribute to creative problem solving and
decision making. They improve thinking, innovation, and problem-solving.
Drawing requires the conceptualization of something significant in the brain.
The child has to solve this initial problem before creating something on
paper (Kendall, 2011). Dictating is also a great way of problem-solving. The
student will have to write any or all the words in a particular sequence to
solve a problem. Children exposed to dictating become used to solving
problems, listening critically, and creating solutions. Writing opinions also
helps the student to become flexible. Opinions express what students feel,
which may influence how they perceive learning.
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Rationale: Listening and Speaking
Listening
with care can help students solve problems by discovering errors and
fallacies in conversations. Those who fail to listen can miss important
points in conversations, making it difficult to solve problems.
Problem-solving relies heavily on drinking water. Taking turns to talk is
also a sign of mental stability and maturity. It ensures no disruption and
that individuals exchange messages coherently and clearly (National Governors
Association. (2010). Without these effective conversations, it would be
difficult to realize any problem and solve it alone. Pupils who take turns
speaking can also argue intelligibly and solve problems through cooperation
and collaboration. They share ideas that eradicate or reduce the likelihood
of an era.
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References:
Gubi, A. A., & Bocanegra, J. O. (2015). Impact of the
common core on social-emotional learning initiatives with diverse
students. Contemporary School Psychology, 19(2),
98-102.
Kendall,
J. S. (2011). Understanding common core state standards. ASCD.
National
Governors Association. (2010). Common core state standards. Washington,
DC.
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