Crosswalk Assignment for teachers Due date: December 19th

Work with one or two teachers on your team to create a crosswalk visual for the changes from NGSSS to CCSSS End Goal
Share out crosswalk visual and description with grade level team Grade level team shares overall list with grade level before/after Email the completed Crosswalk to Mrs. Satchell-Simpson and Mrs. Connolly by January 7th 2013.

Sample Cross walk

Groups Reading Kindergarten - Ms. Williams, Ms. Duncan, Ms. Morales 1st grade- Ms. Wood, Ms. Han, Ms. Echeverrry 2nd grade- Ms. Becker, Ms. Bossert, Ms. Corujo 3rd grade- Ms. Schuss, Ms. Morales, Ms. Brown, Ms. Oliver 4th grade- Ms. Conoly, Ms. Kirkland, Mr. Castillo 5th grade Ms. Cole, Ms. Vacca, Ms. ONeal 6th grade- Ms. Barrett, Mr. Haddon, Ms. Wood 7th grade- Ms Wright, Ms. Felix, Ms. Kotkin 8th grade- Mr. Mattox, Ms. Dixon, Ms. Noel Mathematics Kindergarten- Ms. Beniquez, Ms. Perez, Ms. Gertler 1st grade-, Ms Roberson, Ms. Perez, Ms. Parraga 2nd grade- Ms Thomas, Ms. Armstrong, Mr. Santiago 3rd grade- Ms. Suchy, Ms. Tirado, Ms. Romain 4th grade- Ms. Campbell, Ms Leblanc, Ms. Kontos 5th grade- Ms. Benson, Ms. Lasker, Ms Estep 6th grade- Mr. Ferguson, Ms Graber, Lockwood 7th grade- Mr. Ferch, Ms. Goodfrey 8th grade- Mr. Borowski, Ms. Culverhouse, Ms. Gray

CROSS WALK 4th Grade Reading

NGSSS Does it Transfer Common Core

LA.4.1.6.3 The student will use context clues to determine meanings of unfamiliar words.

Yes

ELA.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or

phrase.

LA.4.1.6.7 The student will use meaning of familiar base words and affixes (prefixes and suffixes) to determine meanings of unfamiliar complex words.

Yes

ELA.L.4.4b - Use common, gradeappropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

LA.4.1.6.8 The student will use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words.

Yes

ELA.L.4.5c -Demonstrate understanding of words by relating them to their

opposites (antonyms) and to words with similar but not identical meanings (synonyms).

NGSSS
LA.4.1.6.9 The student will determine the correct meaning of words with multiple meanings in context. Also assesses LA.4.1.6.6 The student will identify shades of meaning in related words (e.g., blaring, loud).

Does it Transfer Vague- These standards are covered by

ELA.L.4.4a; ELA.L.4.4b;

Common Core
ELA.L.4.4c - Consult

ELA.L.4.4c

reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

LA.4.1.7.2 The student will identify the authors purpose

(e.g., to inform, entertain, explain) in text and how an authors perspective influences text.

Yes, but vague

ELA.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

LA.4.1.7.3 The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasing.

CC Standard is explicit rather than general. Chronological order is removed; another standard ELA.RL.4.1 is needed for inference

ELA.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

NGSSS

Does it Transfer

Common Core
ELA.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

LA.4.1.7.4 The student will identify cause-and-effect relationships in text.

Yes, involves higher level of thinking/reasoning.

LA.4.1.7.5 The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts meaning in text.

Yes

ELA.RI.4.5 Overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

LA.4.1.7.6 The student will identify themes or topics across a variety of fiction and nonfiction selections

Yes, but Common Core gives specific examples of skills to be taught.

ELA.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. ELA.RL.4.9 - Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

NGSSS

Does it Transfer
CC increases rigor and aims to develop a deeper level of understanding.

Common Core
ELA.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between firstand third-person narrations. ELA.RI.4.6 - Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided

LA.4.1.7.7 The student will compare and contrast elements in multiple texts (e.g., setting, characters, problems).

LA.4.2.1.2 The student will identify and explain the elements of plot structure, including exposition, setting, character development, problem/ resolution, and theme in a variety of fiction.

Yes, in addition CC requires students to support answers with evidence from the text.

ELA.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions).

LA.4.2.1.7 The student will identify and explain an authors use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects.

ELA.L.4.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. ELA.L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs.

NGSSS
LA.4.2.2.1 The student will locate, explain, and use information from text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations).

Does it Transfer

Common Core
ELA.RI.4.7

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

LA.4.6.1.1 The student will read informational text and text features (e.g., format, graphics, legends, illustrations, diagrams) to organize information for different purposes (e.g., being informed, following multi-step directions, creating a report, conducting interviews, preparing to take a test, performing a task).

Yes, but CC includes opportunities for students to develop their verbal communication.

ELA.RI.4.7

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

NGSSS

Does it Transfer

Common Core

NGSSS

Does it Transfer

Common Core