Unwrapping the ELA Standards Template

Previous Grade

Chosen Grade

Following Grade

Reading Standard

“With prompting and support, ask and answer questions about key details in a text.”

“Ask and answer questions about key details in a text.”

“Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.”

Writing Standard

“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 . . .).”

“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.”

“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.”

Listening and Speaking Standard

“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.”

“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.”

“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”

Instructional Activity or

Strategy

Reading: Using prompting to ask and answer questions about key details.

Writing: Drawing, dictating, and writing

Listening and Speaking: Collaborative conversations and multiple exchanges

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.

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.

In a 100-150-word rationale, explain how each instructional strategy or activity encourages complex thinking and problem-solving.

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.

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. 

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.

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.