COMMON CORE ALIGNMENT
What is Common Core?
Common Core is a high-quality set of academic standards in both mathematics and English language arts that outlines what students should know and be able to do by the end of each academic year. Common Core standards aim to ensure that no matter where a student lives, they are equipped with the skills they need to graduate from high school and succeed in college and beyond.
The standards are:
- Research-and evidence-based
- Clear, understandable, and consistent
- Aligned with college and career expectations
- Based on rigorous content and application of knowledge through higher-order thinking skills
- Built upon the strengths and lessons of current state standards
- Informed by other top-performing countries in order to prepare all students for success in our global economy and society
** (retrieved August 17, 2014, from corestandards.org)
Why is Common Core Important to the Charles M. Schulz Museum?
According to Common Core’s website, “Forty-three states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA) have voluntarily adopted and are moving forward with the Common Core” (retrieved on August 17, 2014). Beginning in the 2014-2015 year, California schools will be implementing the Common Core Standards in their classrooms. In order to better serve their schools, teachers and students, the Charles M. Schulz Museum has aligned its school programs with the Common Core.
At a Glance: Common Core Alignment
1. Cartooning in Your Classroom
FIRST GRADE:
(1.RL.1) – Ask and answer questions about key details in a text.
(1.RL.2) – Retell stories, including key details, and demonstrate understanding of their central message or lesson.
(1.RL.3) – Describe characters, settings, and major events in a story, using key details.
(1.SL.2) – Ask and answer questions about key details in a text read aloud or information presented orally or through other media
(1.SL.3) – Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
(1.SL.4) – Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
(1.SL.5) – Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
(1.L.1c) – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
SECOND GRADE:
(2.RL.1) – Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
(2.RL.2) – Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
(2.RL.3) – Describe how characters in a story respond to major events and challenges.
(2.RL.5) – Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
(2.W.8) – Recall information from experiences or gather information from provided sources to answer a question.
(2.SL.3) – Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
THIRD GRADE:
(3.RL.7) – Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
(3.RL.9) – Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
(3.SL.1) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
(3.SL.2) – Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
(3.SL.3) – Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
(3.W.3a-d) – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. A. Establish a situation and introduce a narrator and /or characters; organize an event sequence that unfolds naturally. B. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of character to situations. C. Use temporal words and phrases to signal event order. D. Provide a sense of closure.
FOURTH GRADE:
(4.RI.7) – Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
(4.L.3a-b) – Use knowledge of language and its conventions when writing, speaking, reading or listening. A. Choose words and phrases to convey ideas precisely. B. Choose punctuation for effect.
FIFTH GRADE:
(5.RL.5) – Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
(5.L.4a) – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibility from a range of strategies. A. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
SIXTH GRADE:
(6.RL.3) – Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
(6.SL.1b) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts and issues, building on others’ ideas and expressing their own clearly.
(6.RH.2) – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
2. The Art of the Story
THIRD GRADE:
(3.RL.2) – Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
(3.RL.3) – Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
(3.RL.9) – Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
(3.SL.1) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
(3.SL.2) – Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
(3.SL.3) – Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
FOURTH GRADE:
(4.RL.2) – Determine a theme of a story, drama, or poem from details in the text; summarize the text
(4.RL.3) – Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
(4.SL.1) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
FIFTH GRADE:
(5.RL.2) – Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
(5.RL.3) – Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
(5.RL.5) – Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
(5.SL.1b) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SIXTH GRADE:
(6.W.3b,e) – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. e. Provide a conclusion that follows from the narrated experiences or events.
(6.SL.2) – Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
(6.SL.5) – Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
3. Charles M. Schulz: An American Cartoonist
THIRD GRADE:
(3.1.2) – Trace the ways in which people have used the resources of the local region and modified the physical environment.
(3.3.1) – Research…the newcomers who settled here and the people who continue to come to the region, including their cultural and religious traditions and contributions.
(3.3.3) – Trace…how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources.
(3.4.2) – Discuss the importance of public virtue and role of citizens, including how to participate in a classroom, community, and in civic life.
(3.RL.1) – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
(3.RL.2) – Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
(3.RL.3) – Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
(3.SL.2) – Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
(3.SL.3) – Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
(Visual Arts 3.1) Compare and describe various works of art that have a similar theme and were created at different time periods. 3.2 Identify artists from his or her own community and discuss local or regional art traditions. 3.4 Identify and describe objects of art from different parts of the world observed in visits to a museum or gallery. Aesthetic Valuing: 4.3 Select and artist’s work and, using appropriate vocabulary of art, explain its successful compositional and communicative qualities. Connections, Relationships, Applications: 5.3 Look at images in figurative works of art and predict what might happen next, telling what clues in the work support their ideas. 5.4 Describe how artists have affected people’s lives.
FOURTH GRADE:
(4.RL.2) – Determine a theme of a story, drama, or poem from details in the text; (4.4.9) Analyze the impact of twentieth-century Californians on the nation’s artistic and cultural development, including the rise of the entertainment industry.
(4.RL.2) – Determine a theme of a story, drama, or poem from details in the text; summarize the text.
(4.RL.3) – Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
(Visual Arts/Creative Expression 2.2) Use the conventions of facial and figure proportions in a figure study. 2.5 Use accurate proportions to create an expressive portrait or a figure drawing. Historical and Cultural Context: 3.1 Describe how art plays a role in reflecting life. Aesthetic Valuing: 4.3 Discuss how the subject and selection of media relate to the meaning or purpose of a work of art. 4.5 Describe how the individual experiences of an artist may influence the development of specific works of art.
FIFTH GRADE:
(5.RL.3) – Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact)
(5.RL.6) – Describe how a narrator’s or speaker’s point of view influences how events are described.
(5.W.3b,e) – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
e. Provide a conclusion that follows from the narrated experience or events.
SIXTH GRADE:
(6.RL.3) – Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
(6.SL.1b) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts and issues, building on others’ ideas and expressing their own clearly.
SEVENTH GRADE:
(7.RL.3) – Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
EIGHTH GRADE:
(8.RL.3) – Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
