common core state standards
TRANSCRIPT
What is the Common Core?
• The Common Core State Standards (CCSS) is a near-universal set of academic standards agreed to by 46 states and the District of Columbia. Created for students in kindergarten through 12th grade, CCSS was designed by educators and academic experts, and inspired by standards from the world’s highest-performing countries. It represents a seismic shift in the teaching of English Language Arts (writing, reading, listening and speaking) and math.
What Were the Standards Before?
• Before the adoption of CCSS in June 2010, each state developed its own set of standards, creating a wide range of uneven learning experiences and achievements. Students were not receiving a consistent high-quality education from school to school and state to state.
Why Change?
• A high school diploma in the U.S. was and continues to be a broken-promise, which is supposed to reflect adequate preparation for the intellectual demands of adult life, but in reality it falls far short of this common sense goal.
• The world is changing and the American education system hasn’t kept pace. In a 2012 report, for example, the United States ranked 14th among 37 countries in the percentage of 25-34-year-olds with higher education. And too many of today’s high school graduates-25% according to a recent study-must take remedial classes to enroll in college courses.
• The SOLUTION to combat this problem is a COMMON SET of RIGOROUS STANDARDS.
• Experts agree that we must retool education to better prepare our students to confront the challenges of an unpredictable and ever-changing future. We must help them retain (and, in some cases, regain) their competitive edge in the new global marketplace.
How are These Standards Different from Current State Standards?
• The primary goal of CCSS is to teach critical thinking and problem solving. Students will become active learners-rather than passive-in a dynamic environment.
• They will become independent thinkers who can create informed opinions, critique the opinions of their peers and their world, defend their argument with evidence, and communicate their points of view effectively.
• On tests, they will be required to reason out the best answer, rather than memorizing the “correct” answer.
How will this change the curriculum?• The initiative's stated purpose:
Provide a consistent, clear understanding of whatstudents are expected to learn.
Also, the standards are designed to be rigorous and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers, which will place American students in a position in which they can compete in a global economy.
Characteristics
Fewer and more rigorous Aligned with college and career
expectations Internationally benchmarked Rigorous content and application of
higher-order skills Builds on strengths and lessons
of current state standards Research-based
•Preparing All Students for Tomorrow.
Today.
SHIFTS in Common Core
What’s Changed?
Language Arts
• Balancing informative and literary texts (K-5)• Knowledge in all disciplines• Staircase of complexity• Text-based answers• Writing from sources• Academic vocabulary
K through grade 5
• 10 reading standards for informative text• 10 reading standards for literary text• Writing standards explicitly call for opinion
pieces, narratives, and informational or explanatory text
Grades 6 through 12
• 10 reading standards for literature• 10 reading standards for informational text• Writing standards that explicitly call for
arguments, narratives, and informational or explanatory text
• An additional set of standards for reading and writing in history/social studies, science, and technical studies.
Math Shifts
• Greater focus on fewer topics K – 2 Concepts, skills, problem solving related to addition/subtraction 3 – 5 Concepts, skill, problem solving related to multiplication and and division of whole numbers and fractions 6 Concepts, skills, ratios, relationships of early algebraic expressions and equations
• Linking topics/thinking across grade levels• Rigorous pursuit of conceptual
understandings, procedural skills, application
“Doing” Math
ConceptualUnderstanding
Computation and Procedural
Skills
ProblemSolving
Common Core Lesson
• https://www.teachingchannel.org/videos/teaching-about-textual-evidence
CCSS Binders
Summer Work 2013
Binder overview– Year divided into 10 Units– Units have 3 cycles
• 1 cycle can be 1 week
– Same standard taught in each cycle; however, depth of standard deepens throughout the unit
– Units focus changes between Reading for Literature and Reading for Information• Units 1, 3, 5, 7, 9 are RL• Units 2, 4, 6, 8, 10 are RI
– Writing Prompts for each Cycle• Rotate between Informative, Narrative, and Argument/Persuasive
– Summative Assessment after each Unit
Scope and sequence
• Determined standards taught within a specific Unit and Cycle
• Created measurable objectives for each standard
• Determined which measurable objectives will be taught in a specific Unit and Cycle
• Developed a guideline for choosing resources within each unit that will address the standards
Overview of Scope and Sequence
• Standard Identification: 6.RL.1– 6 = Grade Level– RL = Reading for Literature– 1 = the standard number under Reading for Literature
• Objective Identification: 6.RL.1.2– 6 = Grade Level– RL = Reading for Literature– 1 = the standard number under Reading for Literature– 2 = the objective number assigned to the standard
Scope and sequence
PBVUSD Binder Team Work
• Standard Objectives– Assigned objectives to specific days within a cycle– Created student outcomes for specific objectives
• Resource Development– Identified text and other resources that could be used
to teach the objective– Developed a series of weekly text based writing
prompts• Rotate between Informative, Argumentative, and Narrative
Unit text requirementsExample from unit 1
Unit one/cycle one/lesson one
Lesson 1 continued
Unit one writing prompts
Binder team work
• End Result– Scope and Sequence– Standards with Measure Objectives– 10 Unit Plan with 3 Cycles– Weekly Text Based Writing Prompts– Daily Lesson Guides• Objectives• Student Outcomes• Daily Resource Guide
If we teach today’s students
as we taught yesterday’s,
we rob them of tomorrow.John Dewey
Rigorous questions, tasks, and assessments are
essential to driving higher-order thinking.
http://youtu.be/WMqKN7edRcU
DOK Levels and Examples
• Level 1: Recall and ReproductionUse a dictionary to find the meaning of wordsProvide a routine procedure such as measuring lengthDescribe physical features of a place
• Level 2: Skills and Concepts (greater depth of understanding is required to be able to explain how or why a concepts works)
Compare desert and tropical environmentsIdentify and summarize the major events, solutions,
conflicts in literary textOrganize, represent and interpret data
Level 1 and 2 questions generally have a wrong or right answer.
• Level 3: Conceptual and Strategic ThinkingAnalyze and describe the characteristics of various types
of literatureCreate an open sort and define the rule and explainSolve non-routine problems
• Level 4:Extended ThinkingAnalyzing author’s craft (e.g. style, bias, literary techniques)Conduct an investigation, from specifying a problem to
designing and carrying out an experiment, to analyzing data and forming conclusions
Write and produce an original play
Levels 3 and 4 can have multiple steps, more than one possible answer and can be done more than one way.
Depth Of Knowledge Activity• Read passage
• Label questions with the DOK level
• Discuss with a partner why you selected the particular level (key words, type of task…)
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