Common Core English Language Arts Standards *

A Finch project can be designed to meet this standard by directly demonstrating a concept.
This standard may be difficult to meet with Finch projects.

Language | Reading | Speaking & Listening | Writing

Anchor Standard: Language
PE code Standard Finch Application
CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Students can meet this standard by using standard English grammar when writing stories for the Finch, writing a summary of their project, and/or presenting their project orally.

CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Students can demonstrate grade-appropriate capitalization, punctuation, and spelling when writing stories for the Finch or writing a summary of their Finch project.

CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Students will choose language to create effective written and/or oral summaries of their project. If the students complete a project in which they have their Finch acting out a story, they will have to differentiate between narrative and informative language.

CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Students will need to interpret the technical words, such as “input,” that are used in documentation for the Finch. Students should be encouraged to find the definition for unknown words.

CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

This standard focuses on interpreting the meaning of complex language. Students are not likely to encounter figurative or unclear language when completing the lessons and activities associated with the Finch.

CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Students will learn domain-specific words related to programming and robotics. Examples include “input,” “output,” “light-emitting diode (LED),” and “sensor.” Students should be encouraged to use correct terminology and to find the definitions for unknown words.

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Anchor Standard: Reading
PE code Standard Finch Application
CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Students will need to read closely when working through the Finch lessons and activities in order to complete them successfully; however, students will not be interpreting the text in such a way that they will be drawing conclusions and using citations from the text. Supplementing Finch activities with books from the Suggested Reading list may be helpful in meeting this standard.

CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Students can program the Finch to “act out” a well-known story. The students would have to determine the main points of the story in order to choose what selections from the passage are most important for their Finch to represent.

CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

This standard focuses on analyzing the development of characters and events over the course of a text. Projects with the Finch typically do not allow for this type of analysis. Supplementing Finch activities with books from the Suggested Reading list may be helpful in meeting this standard.

CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Students will analyze informational text to complete various Finch lessons and activities. In addition, students will need to interpret the technical words, such as “input,” that are used in documentation for the Finch; however, this documentation does not allow for interpretation of word choice in order to identify meaning or tone.

CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

The texts which are associated with the Finch are short and informational. For this reason, reading the texts and completing tasks for the Finch may not be enough to meet this standard. Supplementing Finch activities with books from the Suggested Reading list may be helpful in meeting this standard.

CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

As students complete the lessons and activities that are associated with the Finch, they will see how the purpose of the text being informative affects the style. However, because the students will only be exposed to informational text, it may not be enough to meet this standard. Supplementing Finch activities with books from the Suggested Reading list may be helpful in meeting this standard.

CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Once students are comfortable with the Finch, they will be able to complete more individualized projects. Upon completion of these projects, students should evaluate the work of other groups and offer constructive feedback.

CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

This standard is for informational texts which present specific claims. Though the documentation for the Finch is informative, it does not present an argument.

CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

This standard focuses on analyzing the themes of different texts. While different projects with the Finch can allow students to create a visual representation of a certain story, the interpretation of theme is not directly related to the use of the Finch. Supplementing Finch activities with books from the Suggested Reading list may be helpful in meeting this standard.

CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

This standard focuses on reading and comprehending complex literary and informational texts. While students will have to read closely in order to comprehend and complete the Finch lessons and activities, it is likely not enough to meet this standard. Supplementing Finch activities with books from the Suggested Reading list may be helpful in meeting this standard.

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Anchor Standard: Speaking & Listening
PE code Standard Finch Application
CCRA.SL.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.

Students can work in groups to complete the Finch activities. They will have to collaborate, expressing their own ideas and building on those of other group members.

CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Students can present their individualized Finch projects orally. They should evaluate the presentations and projects of other groups and offer constructive feedback.

CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Within their project group, students will evaluate one another naturally in the context of collaboration. They should also evaluate the oral presentations and projects of other groups and offer constructive feedback.

CCRA.SL.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.

Students can prepare oral presentations for their Finch projects. These presentations can include an overview of the process and a logical argument relevant to the stated goals of the project. For example, if the students have created a game in which players use the Finch itself as a controller, group members can explain why they programmed each movement to complete a specific task.

CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

The Finch is able to record data about its surroundings and create graphs based on that data. An example is shown in Monitoring with the Finch. Students can use this information in a presentation, interpreting the graphs and explaining the data within them.

CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Within their project group, students will naturally use informal English. Their group presentation is an excellent opportunity to focus their attention on communication in different contexts and the importance of formal English in a presentation for school or work. 

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Anchor Standard: Writing
PE code Standard Finch Application
CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Students can create a written summary to support the design and programming choices they have made. However, they will not have a text to reference in order to provide textual evidence.

CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Students can approach this standard by creating an informational text which details their project. In addition, working with the Finch challenges students to be very precise in how they use and organize commands. This provides an excellent analogy for the importance of clarity and precision when writing.

CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Students can approach this standard by creating an informational text which details their project. One alternative for elementary students is to have them write a story and program their Finch to “act out” the story.

CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

A written summary of a project and/or a documentation journal can be used to meet this standard. More generally, working with the Finch challenges students to be very precise in how they use and organize commands. This provides an excellent analogy for the importance of clarity and precision when writing.

CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Students can edit and revise their written summaries of the project, as well as their stories. In addition, the process of modifying the program will emphasize to students that revising is important in many contexts.

CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Students can work in groups on various Finch projects. Technology can be used to enable students to collaborate on the written summary of the project or on their documentation journal. Publishing these documents via the internet can be an excellent way for students to share their experience with their families and members of the community.

CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

This standard focuses on completing both short and sustained research projects. The Finch and the software used to operate it do not lend themselves to these types of research projects.

CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

This standard focuses on completing research from multiple accurate and credible sources. The Finch and the software used to operate it do not lend themselves to this type of research project.

CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

This standard focuses on using information from a text in order to support one’s own thoughts and ideas. Opportunities to use evidence from outside sources with the Finch are limited. Supplementing Finch activities with books from the Suggested Reading list may be helpful in meeting this standard.

CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Students can use a daily journal to describe their experiences in completing lessons, activities, and creating their own individualized projects with the Finch. However, that may not be enough to meet this standard.

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