common core standards

1. Common Core Standards Barb Kapinus National Education Association Education Policy and Practice Department

2. 10 CCRA standards in reading for each grade. End points, not all the steps in between. Allows for flexibility in pacing and instruction Require critical thinking, analysis, synthesis, judgment Looked at standards from countries such as new Zealand. Learning progressions, evidence-base for sequence of standards.10 CCRA standards in reading for each grade. End points, not all the steps in between. Allows for flexibility in pacing and instruction Require critical thinking, analysis, synthesis, judgment Looked at standards from countries such as new Zealand. Learning progressions, evidence-base for sequence of standards.

3. College and Career Readiness Anchor Standards for Reading Reading Standards for Literature K-5 Reading Standards for Informational Text K-5 Reading Standards: Foundational Skills College and Career Readiness Anchor Standards for Writing Writing Standards K-5 CCR Anchor Standards for Speaking and Listening Speaking and Listening Standards K-12 English Language Arts K-5 Separate standards for literature and informational text Foundation skills: Print awareness, phonemic awareness, Phonics and word recognition , fluency Gr k-2 Gr 3-5 only last twoSeparate standards for literature and informational text Foundation skills: Print awareness, phonemic awareness, Phonics and word recognition , fluency Gr k-2 Gr 3-5 only last two

4. College and Career Readiness Anchor Standards for Language Language Standards K-5 Progressive Skills Progressive skills require additional attention in higher gradesProgressive skills require additional attention in higher grades

5. Reading Standards for Literature 6-12 Reading Standards For Informational Text 6-12 Writing Standards 6-12 Speaking and Listening Standards 6-12 Language Standards 6-12 Language Progressive Skills Standards for Literacy in History/Social Studies, Science, and Technical Subjects English Language Arts 6-12 Separate standards for application of reading and writing in these content areas. Separate standards for application of reading and writing in these content areas.

6. Descriptive continuums of how students develop and demonstrate more sophisticated skills and understanding over time. (Karin Hess, 2010) Developed based on research. Built around core or essential concepts and processes. Move toward increased understanding, skill and capacity Learning Progressions

7. CCR 6: Assess how point of view or purpose shapes the content and style of a text Gr. 4 Compare the point of view from which different stories are narrated, including the difference between first and third person narration. Gr. 5 Identify how a narrator�s perspective or point of view influences how events are described. CCR 6: Literature What do the standards look like? What do the standards look like?

8. CCR 6: Assess how point of view or purpose shapes the content and style of a text Gr. 3 Compare what is presented in the text with relevant prior knowledge and beliefs, making explicit what is new and surprising. Gr. 4 Compare an eyewitness account to a secondhand account of the same event or topic. CCR 6: Informational Text

9. Similar skills across grades. Complexity of texts and tasks are what change. Appendix A: Background on text complexity and other topics. Readability is a factor and an issue. Need to use numbers wisely. Background knowledge and interest are factors that are hard to measure. Text Complexity Is Important

10. Aim is for students to enter grade 8 able to take algebra. Knowledge about fractions is essential to success with algebra. K-2 focus is on concept of number, whole numbers, operations, shapes, and quantity. Mathematics Standards

11. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Standards for Mathematical Practice

12. Counting and Cardinality (K only) Operations and Algebraic Thinking (K � 5) Number and Number operations in base 10 (K- 5) Number and Operations - Fractions (3-5) Measurement and Data (K � 5) Geometry (K- 12) Rations and Proportional Relationships (6- Expressions and Equations (6- 8) Statistics and Probability (6 � 8) The Number System (6 -8) Domains K - 8

13. Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability Conceptual Categories 9-12

14. Grade 5, Informational Text: Integrate information from several texts on the same subject in order to write or speak about the subject knowledgeably. Grade 8, Literature: Explain the comparisons the author makes through metaphors, allusions, or analogies in a text and analyze how those comparisons contribute to the meaning. Potential to Push Assessment Beyond Multiple Choice

15. Grade 5, Reading Informational Text (9) Integrate information from several texts on the same subject in order to write or speak about the subject knowledgeably. Writing (2) Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Writing(4) produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Tasks to Assess Multiple Standards

16. Generate two numerical patterns using two given rules. Graph pairs of corresponding terms on a coordinate plane, and identify apparent relationships between corresponding terms. Grade 5 Mathematics For example, given the rule �add3� and the starting number 0, and given the rule add 6 and the starting number 0, generate terms in the resulting sequence, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. For example, given the rule �add3� and the starting number 0, and given the rule add 6 and the starting number 0, generate terms in the resulting sequence, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

17. Attention to access and multiple ways to demonstrate learning throughout document. Universal Design for Learning

18. Projects Longer Texts Multiple Texts Group Work More Composing and Communication Integration of Language Arts Attention to Learning Progressions and Individual Progress Instructional Changes ELA

19. New assessment systems Performance tasks Formative assessment Substantive teacher involvement Efficient, useful data systems Technological platforms Funding incentives and limitations ESEA reauthorization Role of Technology Knowledge of education in other countries The Rest of the Context

20. Developing lessons and activities that fit the needs, strengths and weakness of students. Designing units that integrate work on standards. Engaging students in problem solving, analysis and decision making. Guiding and challenging students in collaborative learning activities. Guiding substantive, authentic discussions. Required Teacher Skills and Knowledge

21. Keeping track of student progress with formative assessment The formative assessment process involves teachers� and or students� use of assessment evidence to make adjustments in what they are doing. Using summative assessment appropriately. Making decisions about instructional activities and materials. Examining student work with colleagues and sharing insights and questions. More Teacher Requirements

22. Orchestrate the blending on technology based instruction and activities with a variety of media and contexts. Continue to develop deeper understandings of content. Be problem solvers and analytical, creative thinkers. Other Teacher Capacities

23. Common goals, collaboration across states, shared resources. Better assessment systems. Better instruction. States less susceptible to ideological idiosyncrasies What Are the Potential Positive Effects of The Common Standards?

24. "When teachers come together as a community of colleagues -- reminding each other that their ultimate accountability is not to the system, but to their students' best interests -- they find the courage to devote themselves to change. As teachers learn to listen to themselves and to others, they find new ways of relating to the educational institutions in which they work. ...The kind of organization we now need in our society has been called a 'learning organization.' This is an organization that is designed to grow from experience, to adjust quickly to rapid change, and to involve all of its stakeholders in the process.�-Sam M. Intrator (educator/author), Stories of the Courage to Teach: Honoring the Teacher�s Heart

25. �Learning� means changing the mind, building new understandings and insights �not taking in bits of information.

26. What I learned most of all, was that if you�re teaching and not learning then you�re not teaching, and if you don�t enjoy yourself in the classroom, you might as well be driving a Taxi.� Frank McCourt, The Teacher