Context Challenge #2 : The citation addresses the cognitive rigor of the standard but not in the correct context.
Standard : Composition: listening, speaking, reading, writing, and thinking using multiple texts- -writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: Expectation: (D) edit drafts using standard English conventions, including: i. complete complex sentences with subject-verb agreement and avoidance of splices, run- ons, and fragments; ii. consistent, appropriate use of verb tenses and active and passive voice; iii. prepositions and prepositional phrases and their influence on subject-verb agreement; iv. pronoun-antecedent agreement; v. correct capitalization; vi. punctuation, including commas in nonrestrictive phrases and clauses, semicolons, colons, and parentheses; and vii. correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too
The context of this standard is composition and the writing process .
Alignment strategy : Citations that require students to identify or even practice subject-verb agreement, verb tense and/or voice, capitalization, prepositions, etc., outside of the writing process would not be aligned to this standard. For a citation to align to the context of this standard, the skill practice must be provided while students are required to compose texts.
Cognitive Rigor Challenges
Here are two challenges our reviewers often encounter when reviewing a citation for alignment to the cognitive rigor of a standard. Cognitive Rigor Challenge #1 : Instead of requiring students to do what the standard requires, the citation does the work of the standard for students. Topic: Forces and interactions Performance Expectation : 3-PS2-1 Motion and Stability: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
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