EXAMPLES OF CIRLI ALIGNMENT WITH COMMON CORE STATE STANDARD
ENGLISH LANGUAGE ARTS (grades K—12) covers literacy in depth utilizing the key skills of human communication: reading, writing, speaking and listening, and language. Each of these areas is addressed specifically in the CCSS.
LITERACY IN HISTORY / SOCIAL STUDIES (Grades 6 –12) is included in the English Language ArtsStandards section of the CCSS and emphasize reading related to history and social studies content knowledge and disciplinary skills. The CIRLI model engages students in real-life social studies, particularly related to civic engagement in their schools and communities.
LITERACY IN SCIENCE AND TECHNICAL SUBJECTS (Grades 6—12) is included in the English Language Arts Standards section of the CCSS and emphasize reading related to science and technical content knowledge and disciplinary skills. The CIRLI model engages students in real-life application of science and technical subjects to support positive behaviors and making good life choices.
MATHEMATICS (Grades K—12) Students who are engaged in learning via the Curriculum Infusion of Real Life Issues (CIRLI) Model also acquire mathematical skills. The CCSS for Mathematics states: “The first of these [skills] are the NCTM [National Council of Teachers of Mathematics] process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).”
Involving students as active learners engaged in critically analyzing real life issues using mathematical content knowledge and skills can have a powerful effect on student attitudes and behavior. The CIRLI methodology stresses prevention lessons that involve students, which in turn creates internal motivation to know and use math. At the high school level, one of the CCSS is “modeling [that] links classroom mathematics and statistics to everyday life, work and decision-making.” The following are sample lessons that show the CIRLI curriculum model making these links in math classes.
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