CCSS Toolkit: Content Area - Implementation: Claim 3

CCSS Toolkit - Content Area Teachers: Implementation
Claim 1 - Reading
Claim 2 - Writing
Claim 3 - Speaking & Listening
Claim 4 - Research
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Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences.

What is the rationale for Claim 3?
Success in college coursework and careers depended heavily on the ability to communicate effectively –demonstrating active listening, interpersonal communication, and the ability to integrate oral/visual/graphic information. Read more.

What does sufficient evidence looks like for Claim 3?
The CCSS speaking and listening standards require students to demonstrate a range of interactive oral communication and interpersonal skills, including, but not limited to skills necessary for making formal presentations. Students must work collaboratively, express and listen carefully to ideas of others, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to achieve communicative purposes, and adapt speech to context, content, and task. Read more.

What are the assessment targets for Claim 3?
The targets that are provided are for grades 4, 8, and 11, serving as elementary, middle, and high school examples of the targets that the Consortium will be developed for grades 3-11. Each assessment target is accompanied by the related standard(s) in the CCSS from which it is drawn, and by the intended cognitive rigor/depth-of-knowledge (DOK) required by the assessment target. Read more.

Study the Standards at Your Grade - ELA & Literacy
Explore the CCSS ELA concept organizers and unpacked content for your grade or subject developed by other CCSS states.
Expanded Definitions for CCSS in ELA & Literacy
This document, created by the Rhode Island Department of Education provides additional information to help expand understanding of the Critical Areas of Focus for ELA & Literacy.

Quality Review Rubric for Units and Lessons
The Tri-State Collaborative (composed of educational leaders from Massachusetts, New York, and Rhode Island and facilitated by Achieve) has developed criterion-based rubrics and review processes to evaluate the quality of lessons and units intended to address the Common Core State Standards for ELA & Literacy.

CCSS Evidence Guides: Aligned Practice Made Clear
These tools provide specific guidance for what the CCSS for ELA / literacy and math looks like in planning and practice. They are designed as developmental tools for teachers and those who support teachers.

Instructional Strategies
Success in college coursework and careers depended heavily on the ability to communicate effectively –demonstrating active listening, interpersonal communication, and the ability to integrate oral/visual/graphic information.

Fishbowl 01/09/2013 (29.50 KB)
Fishbowl provides a structure to improve discussion and use evidence based arguments.
Role Plays 01/09/2013 (28.50 KB)
Role Plays provide opportunities to practice and improve spontaneous communication.
Socratic Circles 01/02/2013 (44 KB)
Socratic Circles create a structure for deep questioning and response.

Strategies for Student-Centered Discussion (9-12)
Watch a high school teacher engaging students in rigorous discussion.
Pinwheel Discussions: Text in Conversation (Grade 12)
In this 12th grade lesson a teacher shows how to facilitate effective literary discussions with a pinwheel 'recipe'.

Meeting the Needs of English Language Learners
The documents on this page provide all educators with resources that focus on the needs of English learners. Educators should continue to reference the resources available on other CCSS pages for content-specific information.
Meeting the Needs of Students with Disabilities and Diverse Learners
The documents on these pages provide all educators with resources that focus on the differentiated instruction of students with special needs. Educators should continue to reference the resources available on other CCSS pages for content-specific information.
Talk Moves: Developing Communication Skills
Revoicing, restating, and reasoning create structure for discussions.
Practical Strategies to Improve Academic Discussions in Mixed Ability Secondary Content Area Classrooms 07/25/2012 (129.30 KB)
This article by Kevin Feldman and Kate Kinsella outlines 5 key principles to structuring academic discussions so that all students are productively engaged.
Partnering Recommendations 07/25/2012 (81.96 KB)
This one page document from Kinsella and Feldman offers pragmatic suggestions for partnering.
Strategy Bank (West Virginia Department of Education)
The Teach 21 Strategy Bank from the West Virginia DOE provides templates and examples of research-based strategies including: Activiating Prior Knowledge, Vocabulary Development, Comprehension, Summarization Techniques, Writing Across the Curriculum, and others.

Lessons
NOTE: The inclusion of links to these sites does not constitute an endorsement by ODE.

EduCore: Literacy Tools
Understand the Literacy Design Collaborative (LDC) framework, learn how to use the templates to create reading/writing assignments, and view sample modules for ELA, social studies and science developed by teachers.
Open Education Resources (OER) Commons
A collection of open education resources (OER) including Common Core implementation plans, transition guides, assessment tasks, exemplars and curriculum.

Smarter Balanced Sample Summative Items for Teachers
Covering all possible item types (selected response, constructed response, extended response, technology enhanced, and performance tasks), these samples include student items, as well as sample student responses and evaluation rubrics where appropriate. Educators can use these items to get an idea of how to design classroom tasks that will prepare students for the Smarter Balanced Assessment.

Sample Items and Tasks for Students
The items on these sites include a combination of computer adaptive items (selected response, constructed response, extended response) and performance tasks. Items can be scored using sample student responses and their accompanying scores as reference for reviewing your answer.