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CCR Adult Education Content Standards Level 5 Adult Secondary PDF

214 Pages·2014·3.19 MB·English
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North  Carolina  Community  College  System    College  and  Career  Readiness       Adult  Secondary  Education     Content  Standards     Level  5,  Grade  Levels  9.0  –  12.9       Prepared  by:   Dianne  B.  Barber  &  Steven  J.  Schmidt   Adult  Basic  Skills  Professional  Development   Appalachian  State  University   Boone,  NC       Prepared  for:   North  Carolina  Community  College  System   Department  of  College  and  Career  Readiness   September  2014 Introduction     This  notebook  contains  standards  to  help  instructors  understand  what  adult  secondary  students  should   know  and  be  able  to  do  in  the  four  content  areas  of  language  arts,  math,  science,  and  social  studies.     Adult  secondary  students  function  in  grade  level  equivalents  9.0  to  12.9  and  study  in  adult  high  school   diploma  and  high  school  equivalency  programs.    These  standards  should  guide  programs  as  they  create   and  align  their  curricula.       Language  Arts  and  Math  Standards   The  language  arts  and  math  standards  come  from  the  College  and  Career  Readiness  Standards  for  Adult   Education  (CCR)  which  were  released  by  The  Office  of  Career,  Technical,  and  Adult  Education  (OCTAE)  in   April  2013.    The  CCR  Standards  were  distilled  from  the  Common  Core  State  Standards  and  reflect  the   essential  skills  and  knowledge  that  adult  students  should  have  to  be  prepared  for  postsecondary   education  and  training,  work,  and  citizenship.    The  CCR  standards  recognize  that  adult  learners  need  a   manageable  set  of  standards  since  adult  learners  usually  attend  class  less  than  100  hours  over  the   course  of  a  program  year,  have  some  prior  schooling,  and  benefit  from  previous  life  experiences.       Language  arts  encompass  standards  from  speaking  and  listening,  reading,  writing,  and  language.     Students  are  expected  to  read  increasingly  complex  texts  and  gain  the  ability  to  evaluate  arguments   while  understanding  challenging  works.    Writing  standards  guide  students  as  they  learn  to  create   arguments  and  write  informative,  explanatory,  and  narrative  texts.    Language  standards  provide  rules   for  written  and  spoken  English  as  well  as  for  acquiring  new  vocabulary.       The  language  arts  and  math  standards  have  both  been  divided  into  four  parts  based  on  the  North   Carolina  Community  College  System  Career  and  College  Readiness  Adult  Secondary  Education  Credential   courses  facilitated  by  Adult  Basic  Skills  Professional  Development  at  Appalachian  State  University.    These   divisions  are  as  follows,  and  each  course  covers  these  topics:   Language  Arts   ASE  LA  1-­‐Production  and  Distribution  of  Writing:  How  to  write  informative  and  narrative  texts   ASE  LA  2-­‐Using  Research  in  Writing  Endeavors:  How  to  conduct  research,  evaluate  sources  and   create  argument  based  writing   ASE  LA  3-­‐Understanding  and  Analyzing  Literature:  How  to  analyze  and  understand  literature   including  poetry  and  prose   ASE  LA  4-­‐Understanding  and  Analyzing  Informational  Texts:  How  to  analyze  and  understand   informative  texts   Math   ASE  MA  1-­‐Algebraic  Concepts  and  Expressions:  How  to  understand  and  solve  radical  expressions   along  with  performing  operations  on  polynomial  and  rational  expressions   ASE  MA  2-­‐Algebraic  Equations  and  Inequalities:  How  to  create,  represent,  explain,  and  solve   algebraic  equations  and  inequalities   ASE  MA  3-­‐Algebraic  Functions  and  Models:  How  to  interpret  and  evaluate  functions  and  model   mathematical  expressions  in  various  forms   ASE  MA  4-­‐Geometry,  Probability,  and  Statistics:  How  to  interpret  and  solve  problems  in   geometry,  probability,  and  statistics Science  and  Social  Studies  Standards   As  the  College  and  Career  Readiness  Standards  for  Adult  Education  only  cover  math  and  language  arts,   the  science  and  social  studies  standards  are  based  on  the  North  Carolina  Essential  Standards  and  the   Next  Generation  Science  Standards.    The  Essential  Standards  guide  secondary  instruction  for  North   Carolina  high  school  students  and  were  developed  by  the  North  Carolina  Department  of  Public   Instruction.    These  Essential  Standards  were  adopted  to  ensure  the  most  rigorous  and  relevant   standards  to  guide  instruction  for  21st  Century  students.    The  Next  Generation  Science  Standards  were   developed  by  teams  of  writers  from  26  states.    The  standards  include  the  core  ideas  science  students   should  know,  the  practices  scientists  engage  in  as  they  work,  and  the  crosscutting  concepts  that  link  the   different  domains  of  science.       The  science  and  social  studies  standards  have  both  been  divided  into  four  parts  based  on  the  North   Carolina  Community  College  System  Career  and  College  Readiness  Adult  Secondary  Education  Credential   courses  facilitated  by  Adult  Basic  Skills  Professional  Development  at  Appalachian  State  University.    These   divisions  are  as  follows:   Science   ASE  SC  1-­‐Living  Organisms  and  Ecosystems:  How  to  understand  various  life  forms  as  they   interact  with  each  other  across  the  Earth     ASE  SC  2-­‐Genetics,  Molecular  Biology,  and  Evolution:  How  genetic  material  and  molecules   function  on  Earth     ASE  SC  3-­‐Physical  Science:  How  to  conduct  scientific  inquiry  while  understanding  the  physical   principles  and  chemistry  of  the  natural  world   ASE  SC  4-­‐Environmental,  Earth  and  Space  Science:  How  the  atmosphere,  hydrosphere,  oceans,   and  biosphere  work  together  on  Earth  and  other  planets   Social  Studies   ASE  SS  1-­‐US  History  (Colonial  Period  to  1877):  How  to  understand,  see  the  relevance  of,  and   think  about  the  major  events  in  United  States  history  from  early  exploration  through   Reconstruction   ASE  SS  2-­‐Modern  US  History  (1877  to  the  Present):  How  to  understand,  see  the  relevance  of,   and  think  about  the  major  events  in  United  States  history  from  Reconstruction   through  recent  events   ASE  SS  3-­‐Civics  and  Economics:  How  to  understand  and  apply  fundamental  concepts  in  civics  and   economics  including  personal  finance  applications   ASE  SS  4-­‐World  History:  How  to  understand,  see  the  relevance  of,  and  think  about  the  major   events  in  world  history  from  the  mid-­‐1500s  through  recent  events   All  areas  of  the  Adult  Secondary  Education  Standards  have  checklists  that  both  instructors  and  students   can  use  to  track  their  progress  of  standard  mastery.    These  checklists  appear  at  the  end  of  each  of  the   four  major  sections. North  Carolina  Community  College  System    College  and  Career  Readiness     Adult  Secondary  Education  Content  Standards   Level  5,  Grade  Levels  9.0  –  12.9   Language  Arts     Speaking  and  Listening    -­‐  1.3       ASE  LA  1:  Production  and  Distribution  of  Writing                                                                                          Standards  –  1.5       Instructor  Checklist  –  1.23       Student  Checklist  –  1.30     ASE  LA  2:  Using  Research  in  Writing  Endeavors                                                                                                                                  Standards  –  1.9       Instructor  Checklist  –  1.26       Student  Checklist  –  1.33     ASE  LA  3:  Understanding  and  Analyzing  Literature                                                      Standards  –  1.11       Instructor  Checklist  –  1.27       Student  Checklist  –  1.34     ASE  LA  4:  Understanding  and  Analyzing  Informational  Text   Standards  –  1.15       Instructor  Checklist  –  1.28               Student  Checklist  –  1.35   Updated:  September  2014                                                                                 Language  Arts-­‐1.1 Updated:  September  2014                                                                                 Language  Arts-­‐1.2 Adult  Secondary  Education  Speaking  and  Listening  Standards   Including,  but  not  limited  to,  skills  necessary  for  formal  presentations,  the  Speaking  and  Listening  Standards   require  students  to  develop  a  range  of  broadly  useful  oral  communication  and  interpersonal  skills.  The   standards  ask  students  to  learn  to  work  together,  express  and  listen  carefully  to  ideas,  integrate  information   from  oral,  visual,  quantitative,  and  media  sources,  evaluate  what  they  hear,  use  media  and  visual  displays   strategically  to  help  achieve  communicative  purposes,  and  adapt  speech  to  context  and  task.  These  standards   should  be  integrated  though  out  Language  Arts  instruction.     CCR  Anchor  1:  Prepare  for  and  participate  effectively  in  a  range  of  conversations  and  collaborations  with   diverse  partners,  building  on  others’  ideas  and  expressing  their  own  clearly  and  persuasively.     Initiate  and  participate  effectively  in  a  range  of  collaborative  discussions  (one-­‐on-­‐one,  in  groups,  and  teacher-­‐ led)  with  diverse  partners,  building  on  others’  ideas  and  expressing  their  own  clearly  and  persuasively.     a. Come  to  discussions  prepared,  having  read  and  researched  material  under  study;  explicitly  draw  on   that  preparation  by  referring  to  evidence  from  texts  and  other  research  on  the  topic  or  issue  to   stimulate  a  thoughtful,  well-­‐reasoned  exchange  of  ideas.     b. Work  with  peers  to  set  rules  for  collegial  discussions  and  decision-­‐making  (e.g.,  informal  consensus,   taking  votes  on  key  issues,  presentation  of  alternate  views),  clear  goals  and  deadlines,  and  individual   roles  as  needed.     c. Propel  conversations  by  posing  and  responding  to  questions  that  relate  the  current  discussion  to   broader  themes  or  larger  ideas;  actively  incorporate  others  into  the  discussion;  and  clarify,  verify,  or   challenge  ideas  and  conclusions.     d. Respond  thoughtfully  to  diverse  perspectives,  summarize  points  of  agreement  and  disagreement,   and,  when  warranted,  qualify  or  justify  their  own  views  and  understanding  and  make  new   connections  in  light  of  the  evidence  and  reasoning  presented.  (SL.9-­‐10.1)       CCR  Anchor  2:  Integrate  and  evaluate  information  presented  in  diverse  media  and  formats,  including   visually,  quantitatively,  and  orally.   Integrate  multiple  sources  of  information  presented  in  diverse  formats  and  media  (e.g.,  visually,   quantitatively,  orally)  in  order  to  make  informed  decisions  and  solve  problems,  evaluating  the  credibility  and   accuracy  of  each  source  and  noting  any  discrepancies  among  the  data.  (SL.11-­‐12.2)       CCR  Anchor  3:  Evaluate  a  speaker’s  point  of  view,  reasoning,  and  use  of  evidence  and  rhetoric.   Evaluate  a  speaker’s  point  of  view,  reasoning,  and  use  of  evidence  and  rhetoric,  assessing  the  stance,   premises,  links  among  ideas,  word  choice,  points  of  emphasis,  and  tone  used.  (SL.11-­‐12.3)       CCR  Anchor  4:  Present  information,  findings,  and  supporting  evidence  such  that  listeners  can  follow  the  line   of  reasoning  and  the  organization,  development,  and  style  are  appropriate  to  task,  purpose,  and  audience.     Present  information,  findings,  and  supporting  evidence  clearly,  concisely,  and  logically  such  that  listeners  can   follow  the  line  of  reasoning  and  the  organization,  development,  substance,  and  style  are  appropriate  to   purpose,  audience,  and  task.  (SL.9-­‐10.4)       CCR  Anchor  5:  Make  strategic  use  of  digital  media  and  visual  displays  of  data  to  express  information  and   enhance  understanding  of  presentations.     Make  strategic  use  of  digital  media  (e.g.,  textual,  graphical,  audio,  visual,  and  interactive  elements)  in   presentations  to  enhance  understanding  of  findings,  reasoning,  and  evidence  and  to  add  interest.  (SL.11-­‐12.5)       CCR  Anchor  6:  Adapt  speech  to  a  variety  of  contexts  and  communicative  tasks,  demonstrating  command  of   formal  English  when  indicated  or  appropriate.     Adapt  speech  to  a  variety  of  contexts  and  tasks,  demonstrating  a  command  of  formal  English  when  indicated   or  appropriate.  (SL.11-­‐12.6)         Updated:  September  2014                                                                                 Language  Arts-­‐1.3 Updated:  September  2014                                                                                 Language  Arts-­‐1.4 ASE  LA  1:  Production  and  Distribution  of  Writing   LA.1.1:  Write  informative/explanatory  texts  to  examine  and  convey  complex  ideas  and  information  clearly  and  accurately  through   the  effective  selection,  organization,  and  analysis  of  content.  CCR  Anchor  2   What  Learner  Should  Know,  Understand,   Objectives   Teaching  Notes  and  Examples   and  Be  Able  to  Do   Write  informative/explanatory  texts  to   Students  are  expected  to  write   Writing  Expository  (Informative)  Texts   examine  and  convey  complex  ideas,   informative  texts  that  examine  and   https://owl.english.purdue.edu/owl/resou concepts,  and  information  clearly  and   communicate  complex  ideas,  concepts,  or   rce/685/02/     accurately  through  the  effective  selection,   information  clearly  and  accurately.  They     organization,  and  analysis  of  content.     should  effectively  select,  organize,  and   Examples  of  Informative/Explanatory   a. Introduce  a  topic;  organize  complex   analyze  their  content.     Essay   ideas,  concepts,  and  information  to   Selecting  includes:   http://achievethecore.org/page/504/com make  important  connections  and   • Using  relevant  and  sufficient  facts,   mon-­‐core-­‐informative-­‐explanatory-­‐writing   distinctions;  include  formatting  (e.g.,   definitions,  details,  and  quotes   See  the  grade  9-­‐10  example  Gains  of  the   headings),  graphics  (e.g.,  figures,   • Using  sources  that  are  appropriate  to   Great  Depression  that  shows  examples  of   tables),  and  multimedia  when  useful  to   task,  audience,  and  purpose   each  objective     aiding  comprehension.   • Choosing  precise  words  and  domain-­‐   b. Develop  the  topic  with  well-­‐chosen,   specific  vocabulary   Expository  Essay   relevant,  and  sufficient  facts,  extended   definitions,  concrete  details,   Organizing  includes:     https://www.youtube.com/watch?v=i_tZL quotations,  or  other  information  and   • Introducing  a  topic   tmwesU     examples  appropriate  to  the  audience’s   • Arranging  ideas,  concepts,  and     knowledge  of  the  topic.   information  to  show  interrelationships   Note:  To  be  college-­‐  and  career-­‐ready   c. Use  appropriate  and  varied  transitions   • Formatting  effectively   writers,  students  must  take  task,  purpose,   to  link  the  major  sections  of  the  text,   and  audience  into  careful  consideration,   • Developing  a  topic   create  cohesion,  and  clarify  the   choosing  words,  information,  structures,   relationships  among  complex  ideas  and   • Organizing  graphics     and  formats  deliberately.  These  skills  work   concepts.   • Providing  multimedia  when  useful   in  tandem  with  reading  expectations-­‐-­‐as   d. Use  precise  language  and  domain-­‐ • Using  transitions  to  link  together  the   expressed  in  the  reading  standards  for   specific  vocabulary  to  manage  the   major  sections  of  the  text   informational  texts-­‐-­‐so  that  students  are   complexity  of  the  topic.   • Writing  a  concluding  statement  that   examining  authors’  craft  and  style  and   applying  what  they  have  observed  to  their   e. Establish  and  maintain  a  formal  style   supports  the  information  presented   own  writing.  In  the  ninth  grade  as  students   and  objective  tone  while  attending  to   • Choosing  a  formal  style  and  objective   explore  writing  informational  text  they   the  norms  and  conventions  of  the   tone   need  to  learn  how  to  make  deliberate   discipline  in  which  they  are  writing.   Analyzing  includes:   choices  as  writers.  They  need  to   f. Provide  a  concluding  statement  or   • Deciding  what  organization  is  most   understand  that  establishing  task,   section  that  follows  from  and  supports   effective  for  purpose,  audience,  and   audience,  and  purpose  prior  to  writing  will   the  information  or  explanation   task   then  influence  their  word  choice,  the   presented  (e.g.,  articulating   • Determining  how  many  facts,   supporting  details  they  choose,  the  tone   implications  or  the  significance  of  the   definitions,  details,  quotations  and   they  use,  and  the  organizational  features   topic).   other  information  are  needed   they  will  need  to  effectively  communicate.   Ninth  graders  should  learn  how  to   organize  their  writing.  Often  students  do   not  see  the  correlation  between   developing  a  topic  and  organizing  a  paper.   As  students  become  more  skilled  with   writing  informational  texts,  they  should   pay  more  attention  to  the  words  they  use   to  communicate  ideas.  They  should   develop  a  strong  formal  style  appropriate   for  their  task.  They  should  be  able  to   maintain  a  tone  that  is  free  of  bias.  They   should  learn  how  to  integrate  multimedia   when  appropriate  and  effective.         Updated:  September  2014                                                                                 Language  Arts-­‐1.5 LA.1.2:  Write  narratives  to  develop  real  or  imagined  experiences  or  events  using  effective  technique,  well-­‐chosen  details,  and  well-­‐ structured  event  sequences.  CCR  Anchor  3   What  Learner  Should  Know,  Understand,   Objectives   Teaching  Notes  and  Examples   and  Be  Able  to  Do   Write  narratives  to  develop  real  or   Students  are  expected  to  write  narratives   Narrative  Essays   imagined  experiences  or  events  using   –  conveying  an  experience  that  is  real  or   https://owl.english.purdue.edu/owl/resou effective  technique,  well-­‐chosen  details,   imagined  –  and  using  time  as  its  deep   rce/685/04/     and  well-­‐structured  event  sequences.     structure.  The  writing  should  have  form  or     a. Engage  and  orient  the  reader  by  setting   structure  based  on  a  progression  of  events   Narrative  Essay  Example   out  a  problem,  situation,  or   that  build  upon  each  other.  As  with  all   http://achievethecore.org/page/505/com observation,  establishing  one  or   good  writing,  students  should  select   multiple  point(s)  of  view,  and   effective  details  using  precise  language.   mon-­‐core-­‐narrative-­‐writing-­‐list-­‐pg     introducing  a  narrator  and/or   They  should  establish  point  of  view(s),   Scroll  down  to  find  “The  Day  the  Tractor   characters;  create  a  smooth   introduce  a  narrator,  provide  characters,   Came”  example   progression  of  experiences  or  events.     and  present  a  situation.  Students  should     be  aware  of  and  apply  narrative   b. Use  narrative  techniques,  such  as   Narrative  Writing   techniques  including  dialogue,  description,   dialogue,  pacing,  description,   https://www.youtube.com/watch?v=DTft-­‐ and  plot  in  order  to  develop  experiences,   reflection,  and  multiple  plot  lines,  to   l5LTG4     events,  and/or  characters  choosing  words   develop  experiences,  events,  and/or   that  create  vivid  pictures.  Students  should   characters.     provide  a  conclusion  to  the  events  they  set   c. Use  a  variety  of  techniques  to  sequence   out  at  the  beginning  of  their  narrative.   events  so  that  they  build  on  one   another  to  create  a  coherent  whole.     d. Use  precise  words  and  phrases,  telling   details,  and  sensory  language  to  convey   vivid  picture  of  the  experiences,  events,   setting,  and/or  characters.     e. Provide  a  conclusion  that  follows  from   and  reflects  on  what  is  experienced,   observed,  or  resolved  over  the  course   of  the  narrative.     LA.1.3:  Produce  clear  and  coherent  writing  in  which  the  development,  organization,  and  style  are  appropriate  to  task,  purpose,  and   audience.  CCR  Anchor  4   What  Learner  Should  Know,  Understand,   Objectives   Teaching  Notes  and  Examples   and  Be  Able  to  Do   Produce  clear  and  coherent  writing  in   Students  are  expected  to  produce  writing   Analyzing  a  Writing  Prompt  to  Determine   which  the  development,  organization,  and   that  is  clear  and  understandable  to  the   Task,  Audience,  and  Purpose   style  are  appropriate  to  task,  purpose,  and   reader.  Task  (type  of  writing  assignment),   https://learnzillion.com/lessons/2244-­‐ audience.   audience  (the  intended  reader),  and   analyze-­‐a-­‐writing-­‐prompt-­‐to-­‐determine-­‐   purpose  (the  writer’s  designated  reason   the-­‐task-­‐purpose-­‐and-­‐audience   for  writing)  should  be  reflected  in  the       student’s  style,  organization,  and   development  of  a  topic.                           Updated:  September  2014                                                                                 Language  Arts-­‐1.6

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