EME5053: C1 Reading Quiz

Kim Hoffman

[Poster 4C]
1. [Multiple Choice] ___________ is when you look at problems in a new way, linking learning
across subjects and disciplines. [pg 1 (4C Poster Green text)]
a. Collaboration
b. Communication
c.

Creative Thinking

d. Creativity
Creative Thinking {Knowledge}
[Common Core: Fact vs. Fiction]
2. [Written Response] What is informational text? [pg 24]
Common Core uses "informational text" as another term for "nonfiction text."
This category includes historical, scientific, and technical texts that provide students with factual
information about the world. Typically, they employ structures such as cause and effect, compare
and contrast, and the problem and solution. They also contain text features like headlines and
boldface vocabulary words. Another category of informational texts includes directions, forms,
and information contained in charts, graphs, maps, and digital resources. {Knowledge}
3. [Written Response] What's the difference between academic and domain-specific
vocabulary? [pg 26]
Across all grades, informational text standard 4 calls for students to determine the meaning of
unfamiliar vocabulary. The phase academic and domain-specific vocabulary, which appears
several times, refers to words readers often encounter in textbooks across all subject areas.
Among such words are analyze, which might be unfamiliar to a second-grade students, and
discourse, which could be a new vocabulary word for a seventh grader. Domain-specific
vocabulary words on the other hand, are likely to be encountered only in a particular content
area. For example, a word such as photosynthesis falls within the realm of biology. {Analysis}
4. [Written Response] What do the Common Core Standards call for? [pg 26]
Common Core calls for close readings of meaty, high-quality texts. The focus is placed squarely
on the textnot on making connections to outside experiences or dwelling on prior knowledge.
Students should get their hands dirty by digging into the text to uncover the evidence that
supports their answers. {Analysis}

[Three-Minute Video Explaining the Common Core State Standards]

5. [Written Response] Explain what each landing on the staircase represents. [1:48]

EME5053: C1 Reading Quiz

Kim Hoffman

Each landing on the staircase represents a stop along the way to high school graduation. Each
stop is a chance for every parent and teacher to focus on the skills their students are supposed to
know at that step no matter the zip code, language or race. Each standard makes sure that all
students are learning what they need to know to get to graduation and
beyond. {Comprehension}

[Common Core and P21 Toolkit]

6. [Create a Table] Create a table that displays examples of the strongest areas of alignment
between the P21 Framework and the CCSS ELA College and Career Ready Definition. [pg 6]
P21 Framework Element

CCSS ELA College and Career Ready Definition

Core Subjects

Build strong content knowledge

Critical Thinking and

Respond to the varying demands of audience, task,

Problem Solving

purpose, and discipline

Communication

Comprehend as well as critique

Information Literacy

Value evidence

Self Direction

Demonstrate independence

Global Awareness

Come to understand other perspectives and cultures

Information, Media and

Use technology and digital media strategically and capably

Technology Skills
{Synthesis}
7. [Create a Table] Create a table that displays examples of the most explicit intersection of
Common Core with P21 in regards to mathematics practices. [pg 8]
P21 Skill

Mathematics Practices

Critical Thinking and

Problem Solving

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively
Model with mathematics
Look for and make use of structure

Communication
Information Literacy

Construct viable arguments and critique the reasoning of others

EME5053: C1 Reading Quiz

Kim Hoffman

Attend to precision
Look for and express regularity in repeated reasoning
ICT Literacy

Use appropriate tools strategically

{Synthesis}

8. [Multiple Choice] Unlike the CCSS for ELA, the __________ document does not use the
mathematical practices as anchor standards or as an organizing structure for the document.
[pg 9]

a.
b.
c.
d.

Mathematics
Science
Social Studies
Physical Education

Mathematics {Knowledge}

9. [Written Response] List 3 of the 5 suggested practices for aligning CCSS, the P21 Framework and
core academic subjects in curricula and assessments. [pg 11]

Create curricula-embedded assessments to enable assessment as and for learning.

Collect and share exemplary student work that demonstrates mastery of college and
career ready knowledge and skills. Use these examples to improve professional
understanding among educators of how to identify 21st century knowledge and skills in
student work.
Provide meaningful opportunities for educators to collaboratively review curricula, student
work and student performance data, in order to refine the curricula and assessments over
time. {Analysis}

10. [Fill in the Blank] ________ and innovation are considered by P21 to be some of the most
important areas on which to focus CCSS work. [pg 12]
Creativity {Knowledge}

11. [Written Response] Describe how Life and Career Skills for ELA and Mathematics are
incorporated into the CCSS. [pg 12]
ELA: The CCSS for ELA emphasize reading lengthy and complex texts (at age-appropriate
levels), rigorous research and writing longer texts, all of which can support Self-direction and
Productivity skills among students.
Mathematics: The mathematical practices standards call for perseverance in solving problems,
which supports the development of self-direction and productivity. In modeling, statistics and
probability, for example, students can work in collaborative, project-based units in ways that
emphasize Life and Career Skills. {Analysis}
12. [Written Response] Create an English language arts lesson starter that is aligned with the P21
Framework along with the common core. [pg 14]
4th Grade Sample ELA Lesson Starter

EME5053: C1 Reading Quiz

Kim Hoffman

Student Outcome: Students demonstrate understanding of a text or texts by working

together to identify and ask significant questions to clarify various points of view.
EXAMPLE: Students participate in literature circle discussions of a short story they read and for
which they prepare open-ended discussion questions. They use a voice recorder to record their
discussion. They then listen to the recording, evaluating the effectiveness of points raised in
response to the questions, insights shared, and balance of participation. The recording may be
published as a podcast with accompanying reflections on the quality of the discussion.
COMMON CORE STANDARD
RL.4.1. Refer to details and
examples in a text when explaining
what the text says explicitly and
when drawing inferences from the
text.

P21 SKILLS REPRESENTED

Critical Thinking
Collaboration
Communication
Information literacy
ICT literacy

SL.4.1. 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.
RL.4.10. By the end of the year, read
and comprehend literature, including
stories, dramas, and poetry, in the
grades 45 text complexity band
proficiently, with scaffolding as
needed at the high end of the range.
{Synthesis}

13. [Written Response] Create a Mathematics lesson starter that is aligned with the P21 Framework
along with the common core. [pg 22]
4th Grade Math Lesson Starter
Student Outcome: Students work collaboratively to map a box city using number sense,
measurement, scale and geometry.
EXAMPLE: As preparation, students are introduced to the concepts of mapping, the utility of
gridding and compass directions. Students then create an original box city and work together to
overlay it with a string grid. Each student draws the elements of his/her grid (e.g. a building or
park) on a paper square, representing each item at the appropriate scale. Students then
reassemble all the grid squares into a citywide grid for display. Location games can then be
played as a culminating activity, where students move each other through the city using
coordinate directions. Students may also discuss and analyze potential effects on citizens of their
urban planning decisions.
MATH CONTENT STANDARD
4.MD.1. Know relative sizes of
measurement units within one
system of units including: km, m, cm;

MATHEMATIC PRACTICE
Make sense of problems and
persevere in solving them
Model with mathematics

EME5053: C1 Reading Quiz

kg, g; lb, oz.; l, ml; hr, min, sec.
Within a single system of
measurement, express
measurements in a larger unit in
terms of a smaller unit.
Geometric measurement:
4.G.1. Draw points, lines, line
segments, rays, angles (right, acute,
obtuse), and perpendicular and
parallel lines. Identify these in twodimensional figures.
{Synthesis}

Kim Hoffman

Attend to precision
Look for and make use of
structure
P21 SKILLS
Civic Literacy
Collaboration
Communication
Critical Thinking
Creativity

[P21 Framework Definitions]

st

14. [Essay] Explain the purpose for the development of the P21 Framework for 21 Century Learning
and what it is. [pg 1]
To help practitioners integrate skills into the teaching of core academic subjects, the
Partnership has developed a unified, collective vision for learning known as the Framework for
21st Century Learning. This Framework describes the skills, knowledge and expertise students
must master to succeed in work and life; it is a blend of content knowledge, specific skills,
expertise and literacies.
Every 21st century skills implementation requires the development of core academic
subject knowledge and understanding among all students. Those who can think critically and
communicate effectively must build on a base of core academic subject knowledge.
Within the context of core knowledge instruction, students must also learn the essential
skills for success in todays world, such as critical thinking, problem solving, communication and
collaboration.
When a school or district builds on this foundation, combining the entire Framework with
the necessary support systemsstandards, assessments, curriculum and instruction,
professional development and learning environmentsstudents are more engaged in the
learning process and graduate better prepared to thrive in todays global economy.
{Analysis}
st

15. [Written Response] Identify and examine the elements of the 21 Century Support Systems. [pg
7]
The elements described below are the critical systems necessary to ensure student mastery of
21st century skills. 21st century standards, assessments, curriculum, instruction, professional
development and learning environments must be aligned to produce a support system that
produces 21st century outcomes for todays students.
21st Century Standards
Focus on 21st century skills, content knowledge and expertise
Build understanding across and among core subjects as well as 21st century
interdisciplinary themes
Emphasize deep understanding rather than shallow knowledge

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Kim Hoffman

Engage students with the real world data, tools and experts they will encounter in
college, on the job, and in life; students learn best when actively engaged in
solving meaningful problems
Allow for multiple measures of mastery

Assessment of 21st Century Skills

Supports a balance of assessments, including high-quality standardized testing
along with effective formative and summative classroom assessments
Emphasizes useful feedback on student performance that is embedded into
everyday learning
Requires a balance of technology-enhanced, formative and summative
assessments that measure student mastery of 21st century skills
Enables development of portfolios of student work that demonstrate mastery of
21st century skills to educators and prospective employers
Enables a balanced portfolio of measures to assess the educational systems
effectiveness in reaching high levels of student competency in 21st century skills
21st Century Curriculum and Instruction
st
Teaches 21st century skills discretely in the context of core subjects and 21
century interdisciplinary themes
Focuses on providing opportunities for applying 21st century skills across content
areas and for a competency-based approach to learning
Enables innovative learning methods that integrate the use of supportive
technologies, inquiry- and problem-based approaches and higher order thinking
skills
Encourages the integration of community resources beyond school walls
21st Century Professional Development
Highlights ways teachers can seize opportunities for integrating 21st century
skills, tools and teaching strategies into their classroom practice and help
them identify what activities they can replace/de-emphasize
Balances direct instruction with project-oriented teaching methods
Illustrates how a deeper understanding of subject matter can actually enhance
problem-solving, critical thinking, and other 21st century skills
Enables 21st century professional learning communities for teachers that model
the kinds of classroom learning that best promotes 21st century skills for
students
Cultivates teachers ability to identify students particular learning styles,
intelligences, strengths and weaknesses
Helps teachers develop their abilities to use various strategies (such as formative
assessments) to reach diverse students and create environments that support
differentiated teaching and learning
Supports the continuous evaluation of students 21st century skills development
Encourages knowledge sharing among communities of practitioners, using
face-to-face, virtual and blended communications
Uses a scalable and sustainable model of professional development
21st Century Learning Environments

Create learning practices, human support and physical environments that will
support the teaching and learning of 21st century skill outcomes
Support professional learning communities that enable educators to collaborate,
share best practices and integrate 21st century skills into classroom practice

EME5053: C1 Reading Quiz

Kim Hoffman

Enable students to learn in relevant, real world 21st century contexts (e.g.,
through project-based or other applied work)
Allow equitable access to quality learning tools, technologies and resources
Provide 21st century architectural and interior designs for group, team and
individual learning
Support expanded community and international involvement in learning, both
face-to-face and online {Analysis}

[21st Century Skills Map Project Management for Learning]

16. [Written Response] Summarize the focus of the Skills Map? [pg 3]
This Skills Map focuses on project management and leadership as a set of proven methods and
activities that can turn classroom and community learning projects into powerful and memorable
experiences that build competence in nearly all the skills in the 21st Century Skills Framework.
{Comprehension}
17. [Match Response] Match the PMI Professional-Career Project Cycle Terms to their corresponding
Aligned Education-Learning Project Cycle Terms. (Hint: Executing and Monitoring/Controlling
have the same corresponding Aligned Education-Learning Project Cycle Term.) [pg 3]
PMI Professional-Career Project Cycle Terms:
__ 1. Initiating
__ 2. Planning
__ 3. Executing
__ 4. Monitoring/Controlling
__ 5. Closing
Aligned Education-Learning Project Cycle Terms:
a. Do
b. Plan
c. Review
d. Define
1. Initiating Define (d)
2. Planning Plan (b)
3. Executing Do (a)
4. Monitoring/Controlling Do (a)
5. Closing Review (c)
{Knowledge}
18. [Written Response] What are the two key qualities of projects? [pg 31]
1. Projects are temporary efforts with a clear start and finish they are not ongoing.
2. Projects have an end result something created or completed, that is often unique.
{Knowledge}
19. [Multiple Response] Select the four most common learning project types. [pg 36]
__ Exploration
__ Inquiry
__ Design
__ Debate
__ Expression

EME5053: C1 Reading Quiz

Kim Hoffman

Inquiry, Design, Debate, and Expression

{Knowledge}
20. [Written Response] Outline some of the ways that projects centered on a debate over a set of
complex or controversial issue help students. [pg 37]
Projects centered on a debate over a set of complex or controversial issues help students:
Exercise their critical listening and thinking skills
Hone their note-taking, writing, speaking and persuasion skills
Work productively in teams to research facts and collaboratively develop
convincing arguments
Advance their information and media literacy skills
Identify common flaws in logic and techniques that may distort the truth
Strengthen rational argumentation, refutation, and reasoning skills
Build confidence in public speaking and thinking-on-your-feet in answering
questions and arguing for ones position on the issue
{Comprehension}

21. [Create a Rubric] Create an evaluation rubric for a ThinkQuest where student teams submit a
website that presents all the aspects of their problem-solving project. The rubric should include
rating criteria for the value of the problem, the strength and creativity of the solution, the
effectiveness of the communication in the website, and the use of technology to convey the
design and the details of the project, organized under the heading of Critical Thinking. [pg 45]
Critical Thinking
Criteria
1 Emerging
2 Developing
3 Accomplished 4 Exceptional
Scope & Nature The problem
The problem is
The
The
of the Problem
and its solution
clear but the
problem/solution
problem/solution
are unclear and problem/solution
is reasonable in
is
confusing.
is not reasonable scope and
reasonable in
in scope.
seems
scope,
achievable.
achievable,
and are
particularly
interesting,
innovative, or
provocative.
Target
Difficult to
Target audience
Target audience
Target audience
Audience
understand who defined too
is clear and well
clear, well
the target
broadly or not
matched to the
matched to the
audience is.
well matched to
problem.
problem, and
the problem.
theres evidence
that the team
interacted with
the audience.
The Case for
Not clear how
A clear,
The case for the
The case for the
the Solution
the solution
compelling case
solution is
solution is
benefits the
for how the
compelling and
compelling, cites
target audience. solution benefits
cites the teams
the teams own
the audience, but own research, or original research,
lacks supporting
uses credible
and uses
evidence or
data from others
credible data
research to back
to support the
from other
the solution.
case for the
sources to

EME5053: C1 Reading Quiz

Kim Hoffman
solution.

Testing &
Revisions

Little indication
that the team
tested the
solution, and no
info on how the
testing informed
decisions.

Unclear or
incomplete
explanation of
how the team
tested the
solution and how
the testing
informed
revisions.

Clearly and
completely states
how the team
tested the
solution and how
the testing
informed
revisions.

Effectiveness of
the Solution

Two or more
are true:
Not clear how
the problem is
solved.
No evidence
of the solutions
effectiveness.
Parts of the
solution are
incomplete or
missing
Not clear how
the solution
benefits the
audience

Only one is true:

Not clear how
the problem is
solved.
No evidence of
the solutions
effectiveness.
Parts of the
solution are
incomplete or
missing
Not clear how
the solution
benefits the
audience

How the solution

solves the
problem is clear
and complete,
there is evidence
of the solutions
effectiveness
with the target
audience, and
the effectiveness
of the solution is
clearly and
completely
demonstrated.

Impact on the
Team

It is difficult to
understand
what the team
learned from
their
description.

What the team

learned is
described, but is
vague or
incomplete.

What the team

learned is
completely and
coherently
described and
includes how
their learning
applies to future
endeavors.

{Synthesis}

strongly support
the case for the
solution.
Clearly and
completely states
how the team
tested the
solution,
how the testing
informed
revisions,
presents
unresolved
issues and offers
reasons why
theyre
unresolved or
how to resolve
them.
How the solution
solves the
problem is clear
and complete,
there is evidence
of the solutions
effectiveness
with the target
audience, the
effectiveness of
the solution is
clearly and
completely
demonstrated,
and the teams
solution provides
a powerful and
innovative
approach to the
problem, perhaps
making previous
solutions
obsolete.
What the team
learned is
completely and
coherently
described,
includes how
their learning
applies to future
endeavors, and
is particularly
compelling,
genuine or
insightful.

EME5053: C1 Reading Quiz

Kim Hoffman

22. [Create a Rubric] Create an evaluation rubric for a ThinkQuest where student teams submit a
website that presents all the aspects of their problem-solving project. The rubric should include
rating criteria for the content organization & writing style, writing conventions, plagiarism, and
citations & reference list organized under the headings of Communication Skills. [pg 46]
Communication Skills
Criteria
1 Emerging 2 Developing
3 Accomplished
4 Exceptional
Content
The content Only one is true:
The content is well
The content is well
Organizatio
is not well
The content is well
organized and the
organized,
n & Writing
organized
organized
writing style is
the writing style is
Style
and the
The writing style is
consistent
consistent
writing style
consistent
throughout.
throughout, and the
is
throughout.
content is
inconsistent
structured in a way
throughout.
that allows users to
explore each topic
or issue more
deeply if desired.
Writing
Content is
Much of the content
Practically all of the All content is very
Conventions not clearly
is clearly written, but content is clearly
polished, is clearly
written and
has a number of
written, with only a
written,
contains
grammar,
few grammar,
grammatically
many
punctuation and
punctuation and
correct, with no
grammar,
spelling errors.
spelling errors.
spelling or
punctuation
punctuation errors.
and spelling
errors.
Plagiarism
Most text is
All text is written in
All text is written in
All text is written in
written in
students own words students own
students own
students
or is quoted properly words or is quoted
words with clear
own words
from cited sources.
properly from cited
attributions to
or is quoted
sources, with links
which students
properly
to the sources.
wrote each part,
from cited
and all other nonsources,
student written
with only a
materials are
few
quoted properly
questionabl
from cited sources.
e areas.
Citations &
There are
Citations/references
Citations/reference
Citations/reference
Reference
no citations
are comprehensive,
s are
s are
List
or the
but some citations
comprehensive,
comprehensive,
reference
are missing or
consistently
consistently
list is
formatted
formatted, and
formatted, citations
incomplete
inconsistently.
citations are close
are close to the
or poorly
to the content cited. content cited, and
organized.
the reference list
indicates that
sufficient research
was done to
support the design
of the solution.
{Synthesis}

EME5053: C1 Reading Quiz

Kim Hoffman

23. [Create a Rubric] Create an evaluation rubric for a ThinkQuest where student teams submit a
website that presents all the aspects of their problem-solving project. The rubric should include
rating criteria for the choice of tools, page titles, appearance, and technical performance
organized under the headings of Technology Skills. [pg 46]
Technology Skills
Criteria
1 Emerging
2 Developing
3 Accomplished
4 Exceptional
Choice of
The chosen
Some tools
All tools chosen
All tools chosen
Tools
tools are not
effectively convey
effectively convey
effectively convey
the most
content and are
content and are
content and are
appropriate
well suited to the
well suited to the
well suited to the
for the
overall user
overall user
overall user
content or the experience.
experience.
experience, and
overall user
are used in unique
experience.
and creative ways
to promote user
interest and
engagement.
Page Titles
Most of the
Some of the page
All page titles
All page titles
page titles
titles are confusing
provide users with
provide users with
are
or vague, requiring
a clear sense of the a clear sense of the
confusing,
users to click for
pages content and pages content,
vague, and
more info.
allow users to
allow users to
create user
quickly get to the
quickly get to the
frustration.
content they want.
content they want,
and the navigation
structure helps
users stay engaged
and explore more
content.
Appearance Two or more
Only one is true:
All of the pages are All of the pages are
are true:
Colors interfere
visually appealing,
visually appealing,
Colors
with viewing
enhance access to
enhance access to
interfere with
content
the content, and
the content, help
viewing
Fonts are difficult
help create a
create a coherent
content
to read
coherent look-andlook-and-feel that is
Fonts are
Page layout is
feel.
particularly artistic,
difficult to
cluttered
creative or visually
read
Visual elements
appealing.
Page layout are not suited to
is cluttered
understanding the
Visual
content
elements
are not suited
to
understandin
g the content
Technical
Two or more
Only one is true:
All elements in the
All elements in the
Performanc
are true:
There are
website run
website run
e
There are
downloading
smoothly and
smoothly and
downloading
and viewing issues
promote a
promote a
and viewing
with files, images,
seamless user
seamless user
issues with
audio or video
experience, and the experience, the
files, images, elements
number of pages
number of pages
audio or
At least one page
used to deliver
used to deliver
video
does not load
content is
content is

EME5053: C1 Reading Quiz

elements
At least one
page does
not load
properly
There is too
much
uploaded
content or
too many
external
links that
make
accessing
content
difficult
There are
too many
pages used

Kim Hoffman
properly
There is too much
uploaded content
or
too many external
links that make
accessing content
difficult
There are too
many pages used
to deliver content

appropriate.

appropriate, and
the creative use of
the tools to present
the problem and
solution
demonstrates
strong technical
ability.

{Synthesis}
24. [Written Response] Compile a list of some current formative evaluation methods, which may use
scoring rubrics like the examples above, and are often done online. [pg 47]
Student reports and essays submitted online and scored with online rubrics
Observation of skills performance, with scoring rubrics on a handheld device
Online instant polls, quizzes, voting, and blog commentaries
Evaluations of current project work and mid-project reviews using online rubrics
Progress tracked in solving online simulations, games and design challenges
Employer evaluations of ongoing internship and service work in the community
{Synthesis}
25. [Multiple Choice] Learning and innovation skills increasingly are being recognized as those that
separate students who are prepared for a more and more complex life and work environments in
the 21st century, and those who are not. A focus on ___________, __________ ___________,
___________ and ____________ is essential to prepare students for the future. [pg 51]
a. Creativity, critical thinking, communication and collaboration
b. Complexity, critical thinking, communication and collaboration
c. Creativity, critical thinking, communication and calibration
d. Evaluation, critical thinking, creativity and collaboration
Creativity, critical thinking, communication and collaboration {Knowledge}