so, whats new in the common core state standards? susan a gendron senior fellow international center...
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So, What’s New in the Common Core State Standards?
Susan A GendronSenior Fellow
International Center for Leadership in EducationJune 2011
Standards Charge
Common Core State Standards
Fewer Clearer Higher
Common Core Standards Criteria
• Rigorous• Clear and specific• Teachable and learnable• Measurable• Coherent• Grade by grade standards• Internationally benchmarked
44 States + DC Have Adopted the Common Core State Standards
*Minnesota adopted the CCSS in ELA only
STANDARDS FORENGLISH LANGUAGE ARTS
&LITERACY IN HISTORY/SOCIAL
STUDIES,SCIENCE, AND TECHNICAL
SUBJECTS
JUNE 2010
www.corestandards.org
Design and Organization
Three main sections
K-5 (cross-disciplinary)
6-12 English Language Arts
6-12 Literacy in History/Social Studies, Science, and Technical Subjects
Design and Organization
Three appendices
A: Research and evidence; glossary of key terms
B: Reading text exemplars; sample performance tasks
C: Annotated student writing samples
Design and Organization
Shared responsibilities for students’ literacy development
Design and Organization
Focus on results rather than means
Design and Organization
An integrated model of literacy
Design and Organization
Media skills blended throughout
Design and Organization
K−12 standards•Grade-specific end-of-year expectations
•Developmentally appropriate, cumulative progression of skills and understandings
•One-to-one correspondence with College Career Anchor standards
Design and Organization
Four strands:– Reading (including Reading
Foundational Skills)– Writing– Speaking and Listening– Language
Reading Design and Organization
Three sections:1. Literature2. Informational Text3. Foundational Skills (K-5)
Literary/Informational TextLiterature Literature Literature Informational
Text
Stories Drama Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth
Includes staged dialogue and brief familiar scenes
Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem
Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics
Reading Framework for NAEP 2009
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
College and Career Readiness Standards for Reading
Key Ideas and Details
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.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
College and Career Readiness Standards for Reading
Craft and Structure
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.
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.
6. Assess how point of view or purpose shapes the content and style of a text.
College and Career Readiness Standards for Reading
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
*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.
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.
College and Career Readiness Standards for Reading
Range of Reading and Level of Text Complexity
10 .Read and comprehend complex literary and informational texts independently and proficiently.
23
Overview of Text Complexity
Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade
Text complexity is defined by:
Qual
itat
ive
1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands
Quan
titati
ve
2. Quantitative measures – readability and other scores of text complexity
Reader and Task
3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
Qualitative Measure
• Levels of Meaning (literary texts) or Purpose (informational texts)
• Structure• Language Conventionality and Clarity• Knowledge Demands: Life Experiences (literary
texts)• Knowledge Demands: Cultural/Literary
Knowledge (chiefly literary texts)• Knowledge Demands: Content/Discipline
Knowledge (chiefly informational texts)
Quantitative Measures
• Readability tools: (Flesch-Kincaid Grade Level test, Lexile Framework for Reading, Dale-Chall)
• Use multiple tools
Text Complexity Grade Bands and Associated Lexile Ranges
Text Complexity Grade Band in the
Standards
Old Lexile Ranges Lexile Ranges Aligned to CCR expectations
K-1 N/A N/A
2-3 450-725 450-790
4-5 645-845 770-980
6-8 860-1010 955-1155
9-10 960-1115 1080-1305
11-CCR 1070-1220 1215-1355
Lexile Analyzerhttp://www.lexile.com/analyzer/
Grade 4 Informational
Integration of Knowledge and Ideas 8 Explain how an author uses reasons and evidence to support particular points in a text.
Performance Task
Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular points regarding the topology of the planet. [RI.4.8]
Grade 7 Informational
Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Performance Task
• Students determine the figurative and connotative meanings of words such as wayfaring, laconic, and taciturnity as well as of phrases such as hold his peace in John Steinbeck’s Travels with Charley: In Search of America. They analyze how Steinbeck’s specific word choices and diction impact the meaning and tone of his writing and the characterization of the individuals and places he describes. [RI.7.4]
College and Career Readiness Writing Standards
Text Types and Purposes1.Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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.
3.Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
NAEP 2011 Writing Framework
Grade To Persuade To Explain To Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
College and Career Readiness Writing Standards
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
College and Career Readiness Writing Standards
Research to Build and Present Knowledge
7. Conduct short, as well as more sustained research projects based on questions, demonstrating understanding of the subject under investigation.
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.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Example/ Science Technical• Sample Task A: Evaluating Evidence• Compare what the latest science tells us about
Genetically Modified food against the arguments for and against Genetically Modified food. Evaluate the hypotheses, data, analysis, conclusions of each side, and including determining the extent to which each side in the debate relied on the available science, argues from an economical perspective, or appeals to the political and emotional concerns. Verify the data and either support or challenge the conclusions with other sources of information.
• CCSS 11-12 RST.8• Source: Achieve
Example/ Science Technical• Sample B – Making a claim• Read and view different examples of case-making
materials related to GM food. Take a position and cite specific textual evidence from your sources, attending to important distinctions each authors makes and to any gaps or inconsistencies in the account. Defend your conclusion from counter-claims Create a presentation of your analysis that highlights key evidence and your strongest claims.
• CCSS 11-12 RST 1. and RST 9.• Source: Achieve
College and Career Readiness Writing Standards
Range of Writing10.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.
College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration1. Range of conversations and collaborations, diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
College and Career Readiness Anchor Standards for Speaking and Listening
Presentation of Knowledge and Ideas4. 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.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
College and Career Readiness Anchor Standards for Language
Conventions of Standard English1. When writing or speaking.2. Use capitalization, punctuation, and spelling when writing.
Knowledge of Language3. To comprehend more fully when reading or listening.
Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word parts,
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
6. Acquire and use accurately a range of general academic and domain-specific words
Building Analytic Thinking Skills
Analytic Thinking Process
• What is the purpose of this material?• What is a key question that is addressed
or needs to be addressed?• What is the most important information?• What are the main inferences that can be
made?• What are the key ideas or concepts?
Analytic Thinking Process
Literacy in Science and Technical Subjects
Common Core Reading Standard for Informational
Text Anchor Standard
Reading Standards for Literacy in Science and
Technical Subjects Grades 9-10
Reading Standards for Literacy in Science and
Technical Subjects Grades 11-12
Integration of Knowledge & Ideas
Integration of Knowledge & Ideas
Integration of Knowledge & Ideas
7.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*
7.Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
7.Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
STANDARDS FORMATHEMATICS
JUNE 2010
Characteristics• Fewer and more rigorous. • Aligned with college and career expectations – prepare
all students for success upon graduating from high school.
• Internationally benchmarked, so that all students are prepared for succeeding in our global economy and society.
• Includes rigorous content and application of higher-order skills.
• Builds upon strengths and lessons of current state standards.
• Research based
Coherence
• Articulated progressions of topics and performances that are developmental and connected to other progressions
• Conceptual understanding and procedural skills emphasized equally
• NCTM states coherence also means that instruction, assessment, and curriculum are aligned
Focus
• Key ideas, understandings, and skills are identified
• Deep learning of concepts is stressed– That is, time is spent on a topic and on
learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.
Clarity and Specificity
• Skills and concepts are clearly defined
• Being able to apply concepts and skills to new situations is expected
Standards for Mathematical PracticeDescribe mathematical “habits of mind”
Standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement
Connect with content standards in each grade
Mathematics/Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively3. Construct viable arguments and
critique the reasoning of others4. 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
Grade Level Overview
Critical Areas Critical Areas – similar to – similar to
NCTM’s NCTM’s Curriculum Curriculum Focal PointsFocal Points
Format of K-8 StandardsGrade Grade LevelLevel
DomainDomain
Format of K-8 Standards
StandardStandard
ClusterCluster
ClusterCluster
StandardStandard
Domain Domain StatementStatement
Domain Domain StatementStatement
Cognitively-Guided Instruction Process
The K-5 standards: Counting and Cardinality (K)Operations & Algebraic Thinking Number & Operations in Base Ten Number & Operations – Fractions (3-5)Measurement & Data Geometry
Kindergarten
Common Addition and Subtraction Situations
Results Unknown
Change Unknown
Start Unknown
Add to Sally has 4 rocks. John gave her 6 more rocks. How many rocks does S
Sally had 4 rocks. How many rocks does she need to have 10 rocks altogether?
Sally had some rocks. John gave her 6 more rocks. Now she has 10 rocks. How many rocks did Sally have to start with?
Take from Sally had 10 rocks. She gave 4 to John. How many rocks does Sally have left?
Sally had 10 rocks. She gave some to John. Now she has 6 rocks left. How many rocks did Sally give to John?
Sally had some rocks. She gave 4 to John. Now she has 6 rocks left. How many rocks did Sally have to start with?
Common addition and subtraction situations
Total Unknown
Added Unknown
Both Addends Unknown
Put Together/Take apart
Sally has 4 red rocks and 6 blue rocks. How many rocks does she have?4 + 6 = ?
Sally has 10 rocks. 4 are red and the rest are blue. How many blue rocks does Sally have?4 + ? = 10
Sally has 10 rocks. How many can she put in the blue box and how many in her red box?10 = 0 +10, 10=10 + 010 = 5 + 510 = 6 + 4
Compare Addition and Subtraction situations
Differences Unknown
Bigger Unknown
Smaller Unknown
Compare Sally has 10 rocks. John has 6 rocks. How many more rocks does Sally have than John?
10 – 6 = ?
6 + ? = 10
John has 6 rocks. Sally has 4 more than John. How many rocks does Sally have?
6 + 4 = ?
4 + 6 = ?
Sally has 10 rocks. She has 6 more rocks than John. How many rocks does John have?
? + 6 = 10
10 – 6 = ?
Common multiplication and division situations
Problem Types
Multiplication Partition Division
Measurement Division
Equal Group (Whole unknown)Mark has 4 bags of apples. There are 5 apples in each bag. How many apples does Mark have altogether
(Size of groups unknown) Mark has 20 apples. He wants to share them equally among his 4 friends. How many apples will each friend receive?
(Number of groups unknown) Mark has 20 apples. He puts them in bags with 5 apples in each. How many bags did he use?
Equal Group Problems (rate
(Whole unknown) If apples cost 4 cents each, how much would 5 apples cost?
(Size of groups unknown) Jill paid 20 cents for 5 apples. What is the cost of 1 apple?
(Number of groups unknown) Jill bought apples for 4 cents each. She spent 20 cents. How many apples did she buy?
Common multiplication and division situations
Equal Group Problems (rate)
(Whole unknown) Peter walked for 5 hours at 4 miles per hour. How far did he walk?
(Size of groups unknown) Peter walked 20 miles in 5 hours. How fast was he walking (in miles per hour)?
(Number of groups unknown) Peter walked 20 miles at a rate of 4 miles per hour. How long did he walk for?
Compare Problems
(Product unknown) Jill picked 4 apples. Bill picked 5 times as many. How many apples did Bill pick?
(Set size unknown) Mark picked 20 apples. He picked 4 times as many as Jill. How many apples did Jill pick?
(Multiplier Unknown) Mark Picked 20 apples and Jill picked only 4. How many times as many apples did Mark pick as Jill did?
Grade 6-8Ratios and Proportional Relationships
(6-7)Number SystemsExpressions & EquationsGeometryStatistics & ProbabilityFunctions (8)
K-8 Learning Progressions
http://commoncoretools.wordpress.
com/
HS Pathways1.) Traditional (US) – 2 Algebra,
Geometry and Data, probability and statistics included in each course
2.) International (integrated) three courses including number , algebra, geometry, probability and statistics each year
3.) Compacted version of traditional – grade 7/8 and algebra completed by end of 8th grade
4.) Compacted integrated model, allowing students to reach Calculus or other college level courses
Number and Quantity Overview
• Real Number System• Quantities• Complex Number System• Vector and Matrix Quantities
Algebra Overview
• Seeing Structure in Expressions• Arithmetic with Polynomials and
Rational Expressions• Creating Equations• Reasoning with Equations and
Inequalities
Functions
• Interpreting Functions• Building Functions• Linear, Quadratic and Exponential
Models• Trigonometric Functions
Modeling
• Identify the problem• Formulate a model• Analyze and perform operations• Interpret results• Validate the conclusion• Report on the conclusion
Geometry• Congruence• Similarity, Right Triangles, and
Trigonometry• Circles• Expressing Geometric Properties with
Equations• Geometric Measurement and Dimension• Modeling and Geometry
Statistics and Probability
• Interpreting Categorical and Quantitative Data
• Making Inferences and Justifying Conclusions
• Conditional Probability and the Rules of Probability
• Using Probability to Make Decisions
Key AdvancesFocus and coherence• Focus on key topics at each grade level.• Coherent progressions across grade
levels.
Balance of concepts and skills• Content standards require both
conceptual understanding and procedural fluency.
Mathematical practices• Foster reasoning and sense-making in
mathematics.
College and career readiness• Level is ambitious but achievable.
Recommended Professional Development
• Grades K–2, Counting and Cardinality and Number and Operations in Base
• Grades K–5 Operations and Algebraic Thinking• Grades 3–5 Number and Operations—Fractions• Grades 6–7 Ratios and Proportional Reasoning• Grade 8 Geometry
Prepare for this important transition
By Sue GendronPolicy Coordinator, SMARTER Balance
Assessment Consortium
This informative and practical new resource kit provides insight into: •How the new in-depth performance events differ from current assessments•How the Rigor / Relevance Framework® can help facilitate college and career readiness•What fewer, clearer, higher standards mean for states and schools
•What must be done now to prepare for implementation in 2014
Sue GendronSenior Fellow International [email protected]