Module #2Common Core State

Standards Overview

Outcomes

Understand background, rationale and organization of the Common Core State Standards (CCSS).

Reflect and begin a discussion about how the common core will impact curriculum and instruction at your sites.

Agenda

CCSS Overview ELA/Literacy

History/Social Studies Science and Technical Subjects

Mathematics Site PD Plan and Reflection

States that have adopted the Common Core State Standards

http://www.corestandards.org/in-the-states

Mission Statement – CCSS

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.

Mission Statement – CCSS

The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

Mission Statement – CCSS

With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Rationale for CCSS

Ensure that our students are: Meeting college and career expectations Provided a vision of what it means to be

an academically literate person in the 21st Century

Prepared to succeed in our global economy

Expectations are consistent for all – and not dependent on a student’s zip code

Benefits of the CCSS

Internationally benchmarked Evidence and research-based Expectations clear to students,

parents, teachers, and the general public

Costs to the state reduced

ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

Common Core State Standards

Organization of CCSS

ELA Strands

Literacy in History/Social Studies, Science, and Technical Subjects

.

ELA / Literacy Strands

together prepare students for literacy demands of the 21st Century

Strand Organization

Subheadings are consistent across grade levels within each set of standards.

Reading Strand

Emphasis on: Informational Text Text Complexity

NAEP Alignment in Reading

Percentages do not imply that high school ELA teachers must teach 70% informational text; they demand instead that a great deal of reading should occur in other disciplines.

Grade Literature Information

4 50% 50%8 45% 55%12 30% 70%

Lexile Framework® for Reading Study Summary of Text Lexile

Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

Writing Strand

Emphasis is on Argumentative Writing Explanatory Writing

3 Text Types Opinion/Argument Informative/Explanatory Narrative

NAEP Alignment in Writing

Three mutually reinforcing writing capacities:

To persuadeTo explainTo convey real or imagined

experienceGrade Persuade Explain Convey Experience

4 30% 35% 35%8 35% 35% 30%12 40% 40% 20%

Streamlined Writing ApplicationsCCSS: Writing

Opinions / Arguments

Informative/ Explanatory Texts

Narratives

CA Standards: Narratives Expository Descriptions Friendly Letters Personal or Formal Letters Response to Literature Information Reports Summaries Persuasive Letters/Compositions Research Reports Fictional Narratives Biographical/Autobiographical

Narratives Career Development Documents Technical Documents Reflective Compositions Historical Investigation Reports Job Application/Resume

The 3 Big Buckets

Opinion (K-5)Argument (6-12) Informative/

Explanatory

Narrative

Which Bucket(s)? Stories Descriptions Letters Response to

Literature Information

Reports Summaries Editorials News Articles

Research Reports Biography/

Autobiography Career Development

Documents Technical Documents Reflective Compositions Historical Investigation

Reports Job Application/Resume

Speaking and Listening Strand

ELA onlyEmphasis is on:

Collaborative ConversationsCollaborative Group WorkCommunicate Effectively (audience aware)

Engage effectively in collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing one’s own clearly.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for discussions and carry out assigned roles.

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Collaborative Conversations

Language Strand

ELA onlyEmphasis is on:

The use of language increasing as the sophistication of reading, writing, and speaking become more prevalent.

Questions

Summary So Far…

English Language Arts (ELA) Reading Writing Speaking & Listening Language

Literacy in History/Social Studies & Science and Technical Subjects

K-5: Embedded in ELA 6-12: Separate Section (Reading & Writing

only)

College and Career Readiness Anchor Standards

Reading (ELA/Literacy)Writing (ELA/Literacy)

Speaking and Listening (ELA only)Language (ELA only)

A Word from Sally Hampton

CCR Anchor Standards

Distribute and read the cards in the center of your table.

How are teachers at your site preparing students to be proficient with this anchor standard?

Stand Up/Hand Up/Pair Up Share with your partner. Repeat 2 times with another partner.

CCR Anchor Standards

Define essential skills and knowledge every student needs for success in 21st Century college and careers

Focus on results rather than means Provide for coherence in instruction &

assessment: Grade-level standards align with Anchor standards (“backwards mapping”)

Standards aligned across content areas

English Language Arts History / Social Studies Science and Technical

Subjects

Standards Viewed in Grade Spans

Integrated Model of Literacy Development across content areasRI.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RH.9-10.1

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RST.9-10.1

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Anchor Reading Standard 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.

RI.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RH.9-10.1

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RST.9-10.1

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Anchor Reading Standard 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.

RI.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RH.9-10.1

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RST.9-10.1

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Anchor Reading Standard 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.

RI.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RH.9-10.1

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RST.9-10.1

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Integrating Media Sources

Reading Standards for Literacy in H/SS, Grades 9-10

7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Writing Standards, Grades 9-106. Use technology, including the Internet, to produce,

publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

What’s new in Science and History/SS?

Current Standards focus on describing what the content should look like in subject matter classes.

Common Core State Standards describe what the reading and writing should look like in subject matter classes.

ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

“The Standards”

Considerations for CCSS ImplementationAll Teachers

Scaffold comprehension of increasingly complex texts

Integrate media sources into instructional activities Support/monitor informal talk

ELA Teachers Teach more informational text, and that all text

types fall into three overarching modes of writing: Expository, Argument, and Narrative

Science, History, CTE/Art/Music/PE/WL Teachers

Teach Reading and Writing skills explicitly in their content areas

Table Talk

What is encouraging about “The Standards” for ELA/Literacy across content areas?

What are potential implications for student learning?

Mathematics

Standards for Mathematical Practice “The Standards for

Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practicesrest on important “processes and proficiencies” with longstanding importance in mathematics education.” (CCSS, 2010)

Underlying Frameworks

National Council of Teachers of Mathematics

5 Process Standards• Problem Solving• Reasoning and Proof• Communication• Connections• Representations

NCTM (2000). Principles and Standards for School Mathematics. Reston, VA: Author.

Underlying Frameworks

Strands of Mathematical Proficiency

Strategic Competence

Adaptive Reasoning

Conceptual Understanding Productive

Disposition

NRC (2001). Adding It Up. Washington, D.C.: National Academies Press.

Procedural Fluency

Standards for Mathematical Practices

1.Make sense of problems and persevere in solving them

2.Reason abstractly and quantitatively

3.Construct viable arguments and critique the reasoning of others

4.Model with mathematics

Standards for Mathematical Practices

1.Make sense of problems and persevere in solving them

2.Reason abstractly and quantitatively

3.Construct viable arguments and critique the reasoning of others

4.Model with mathematics5.Use appropriate tools strategically6.Attend to precision7.Look for and make use of structure8.Look for and express regularity in repeated

reasoning

The Standards for Mathematical Practice

Take a moment to examine the first three words of each of the 8 mathematical practices…what do you notice?

Mathematically Proficient Students…

The Standards for [Student] Mathematical PracticeWhat are the verbs that illustrate the student actions for your assigned mathematical practice?

Circle, highlight or underline them for your assigned practice…

The Standards for [Student] Mathematical Practice

SMP1: Explain and make conjectures…SMP2: Make sense of…SMP3: Understand and use…SMP4: Apply and interpret…SMP5: Consider and detect…SMP6: Communicate precisely to others…SMP7: Discern and recognize…SMP8: Notice and pay attention to…

Standards for Mathematical Practice

Work with a partner on your assigned Standards for Mathematical Practice.

Create a Frayer Model Poster /Handout connecting student actions and teacher actions.

Standards for Mathematical PracticeDisplay your poster or completed Frayer

handoutShare your key learnings or findings with

a pair or poster group from another school site.

If time permits visit another group.Look for evidence of the “processes and

proficiencies”.Be ready to share out any questions or

epiphanies.

Table Talk

To what extent are your schools promoting students’ proficiency in the Standards for Mathematical Practice you just examined?

Common Core State Standards for CA DOMAINS

California Standards • Grades K-7 STRANDS

K-5•Counting and Cardinality (K only)•Operations and Algebraic Thinking•Number and Operations in Base 10•Number and Operations-Fractions•Measurement and Data•Geometry

6-8•Ratio and Proportional Relationships (Grades 6-7)•The Number System•Expressions and Equations•Functions (Grade 8)•Geometry•Statistics and Probability

• Number Sense

• Algebra and Functions

• Measurement and Geometry

• Statistics, Data Analysis and Probability

• Mathematical Reasoning

62

McCallum, William. “Common Core State Standards.” Power Point Presentation. Algebra Forum. San Jose, CA 2011.

Focusing Attention within Number and Operations

Operations and Algebraic Thinking

Number and Operations-Base Ten

Number andOperations-Fractions

Expressions and

Equations

The Number System

Algebra

K-5 6-8High

School

64

California Grade 8 Options

Two Sets of Standards for Grade 81.Standards for Algebra 1 (California addition)

2.Grade 8 Common Core

CCSS High School Standards

Organized into 6 conceptual categories:Number and QuantityAlgebraFunctionsModeling (*)GeometryStatistics and Probability

California additions:Advanced Placement Probability and StatisticsCalculus

Domains and Conceptual Categories

K 1 2 3 4 5 6 7 8 HS

Counting & Cardinality

Number and Operations in Base TenRatios and Proportional

Relationships Number & QuantityNumber and Operations –

FractionsThe Number System

Operations and Algebraic Thinking

Expressions and Equations Algebra

Functions Functions

Geometry Geometry

Measurement and Data Statistics and ProbabilityStatistics & Probability

Traditional Pathway

2 Algebra courses,1 Geometry course, with Probability and Statistics interwoven

Integrated Pathway

3 courses that attend to Algebra, Geometry, and Probability and Statistics each year

Courses in higher level mathematics: Precalculus, Calculus*, Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or courses designed for career technical programs of study.

Algebra II

Geometry

High School Algebra I

Mathematics III

Mathematics I

Mathematics II

Traditional Pathway Typical in

U.S.

Integrated PathwayTypical outside of U.S.

Two Mathematics Pathways

Two Compacted Pathways to Calculus

The traditional compacted pathway has students completing the content of 7th grade, 8th grade, and High School Algebra I in grades 7 (Compacted 7th Grade) and 8 (8th Grade Algebra I), enabling students to finish Algebra II by the end of the sophomore year.

The integrated compacted pathway has students completing the content of 7th grade, 8th grade, and Mathematics I in grades 7 (Compacted 7th Grade) and 8 (8th Grade Mathematics I), enabling them to complete Mathematics III by the end of the sophomore year.

Both prepare students for Pre-Calculus in their junior year and Calculus in their

senior year

Literacy and Math Practice Standards

Making Connections Between Content Areas

College and Career Ready ANCHOR STANDARDS

Reading (ELA/Literacy)

Writing (ELA/Literacy)

Speaking and Listening (ELA)

Language (ELA)

College and Career Ready ANCHOR STANDARDS

Writing (ELA/Literacy)

ELA/Literacy Standards in Writing and CCSSMPHow might a debate on Social Security reform also include ELA/Literacy Standards and Mathematical Practice Standards?

Using Debate to Develop Critical Thinking and Speaking Skills

ELA/Literacy Standards in Writing and CCSSMPW.9-10.1 (ELA) Write arguments to support

claims in an analysis substantive topics or texts using […] evidence.

WHST.9-10.1. Write arguments focused on discipline-specific content.

SMP 3. Construct viable arguments and critique the reasoning of others.

SMP 5. Use appropriate tools strategically.

Considerations for CCSS ImplementationAll Teachers

Scaffold comprehension of increasingly complex texts Integrate media sources into instructional activities Support/monitor informal talk

ELA Teachers Teach more informational text Teach how a wide variety of forms fall into the three text

types: Opinion/ Argument , Informative/Expository, and Narrative

Science and History Teachers Teach Reading and Writing skills in their content areas

explicitlyMathematics Teachers

Teach the habits of mind that students need to develop a deep, flexible, and enduring understanding of mathematics