Academic learning standards can vary from state to state, but one thing about them is always true they are the backbone of planning and instruction. Standards are set by grade level, are sorted by subject area, and dictate exactly what students are expected to learn at each level so they can meet all requirements upon graduation. As a teacher, you must not only have a clear understanding of the standards in your grade level, but of the standards as a whole so you can understand the progression of skills throughout the years. Rather than understanding one set of standards, it is important to understand how standards work in general. Standards change and teachers must be able to dissect and apply new standards.
Academic learning standards can vary from state to state, but one thing about them is always true – they are the backbone of planning and instruction. Standards are set by grade level, are sorted by subject area, and dictate exactly what students are expected to learn at each level so they can meet all requirements upon graduation. As a teacher, you must not only have a clear understanding of the standards in your grade level, but of the standards as a whole so you can understand the progression of skills throughout the years. Rather than understanding one set of standards, it is important to understand how standards work in general. Standards change and teachers must be able to dissect and apply new standards.
Part 2: Standards Analysis Template
Explore the “Common Core State Standards for English Language Arts” and “Common Core State Standards for Mathematics” to familiarize yourself with the organization and navigation of standards sets.
RI.6.2 (Grade 6): Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.4.OA.A.3 (Grade 4): Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.Analysis of Progression (How the expectation increases in complexity)The skill evolves from finding one main idea (Grade 4) to finding two or more (Grade 5), and then to finding the central idea and ensuring the summary is objective, free of personal bias (Grade 6). The student moves from simple summarization to a deeper analytical skill.The focus shifts from solving one- and two-step problems with primarily addition/subtraction (Grade 2) to specifically solving and representing two-step problems across all four operations (Grade 3), and then moves on to solving multistep problems, which includes interpreting remainders (Grade 4). The complexity increases both in the number of steps and the mathematical concepts involved.RI.6.2 (Grade 6): Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.4.OA.A.3 (Grade 4): Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Assess the reasonableness of answers using mental computation and estimation strategies including [email protected] of Progression (How the expectation increases in complexity)The skill evolves from finding one main idea (Grade 4) to finding two or more (Grade 5), and then to finding the central idea and ensuring the summary is objective, free of personal bias (Grade 6). The student moves from simple summarization to a deeper analytical skill.The focus shifts from solving one- and two-step problems with primarily addition/subtraction (Grade 2) to specifically solving and representing two-step problems across all four operations (Grade 3), and then moves on to solving multistep problems, which includes interpreting remainders (Grade 4). The complexity increases both in the number of steps and the mathematical concepts involved.