Common Core Learning Standards

1. We’ve Only Just Begun… Common CoreLearning Standards September 29, 2011

2. TheCommon Core State Standards (CCSS) initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. The Standards were developed in collaboration with teachers, school administrators, and experts, to provide clear and consistent frameworks to prepare our children to be career and college ready. www.corestandards.org and www.engageny.org In The Beginning

3. Why college and career ready? Graduating seniors need to be prepared for success More students entering college Able to respond to the varying demands of audience, task, purpose and discipline Jobs – interstate rather than intrastate Demonstrate independence to comprehend and evaluate complex texts Exhibit a base of knowledge across a wide range of subject matter Able to enter higher level math classes confidently Comprehend as well as critique Understand other perspectives and cultures Value evidence when speaking and writing Use technology and digital media strategically and capably

4. By 2012, NYS will have 50% of a years worth of curriculum in ELA/Literacy, math and the arts available at online. By 2013, there will be 100% of a years worth of curriculum for K-12. Following this will be science and social studies. 2012 grades 3-8 assessments will follow the 2005 State Standards. 2013 grades 3-8 assessments will be aligned with the CCSS. 2014 assessments will aligned with the CCSS and be the PARRC assessments (http://parcconline.org.) Objectives for the 2011-2012 school year: Develop or use on module in ELA/Literacy and Math each semester that is aligned with the CCSS. Timeline for NYS

5. Focused on results rather than means An integrated model of literacy Research and media skills blended into the Standards as a whole Shared responsibility within the school for students’ literacy development Focused and coherent in instruction and assessment the standards Are …

6. Telling teachers how they should teach • Describing all that can or should be taught • Defining the nature of advanced work for students who meet the Standards prior to the end of high school • Defining the intervention methods or materials necessary to support students who are well below or well above grade level expectations • Defining the full range of supports appropriate for English language learners and students with special needs • Defining the whole of college and career readiness The Standards are not...

7. A comparison of education before standards-Based Education, During the Standards Movement, and Under the common Core

8. Video of John King and David Coleman • Talk to your neighbor about the following questions - • What did you learn? • What questions do you now have? • What will your next step be? Where do we start?

9. Using your copies of the Common Core Learning Standards – complete the worksheets (10 min) Share with table mates your answers to the questions (5 min) Scavenger Hunt

10. Common Core vocabulary

11. Materials • Shift in what students are reading within existing materials. • Reading lists include a balance of literature and informational text (50-50). • Grades 6-12 new emphasis on informational text, general essays. • Social Studies and science should plan to use more primary and secondary sources for depth study. What will change?

12. 2. Teachers • Shift in how students are questioned. • 80% of questions will be asked as text-dependent. 3. Students • Evidence of close reading • Close encounters with sufficiently complex text demonstrated through writing to inform or argue using evidence from the text. Changes Continued

13. Common Core Implementation 6 Shifts Assessments The ELA/Literacy Shifts • Balancing Informational and Literary Text • Building Knowledge in the • disciplines • Staircase of Complexity • Text-based Answers • Writing from Sources • Academic Vocabulary

14. Shift 1 Shift 2 Shift 3

15. Shift 4 Shift 5 Shift 6

16. Three main sections • K-5 – cross disciplinary • 6-12 ELA/Literacy • 6-12 Literacy in Social Studies, Science, and Technical Subjects, shared responsibility for students’ literacy development. Three Appendices A: Research and evidence; glossary of key terms B: Reading text exemplars: sample performance tasks C: Annotated student writing samples 4 Strands Reading Integrated model of literacy Writing Speaking and listening Technology blended throughout Language Design and Organization ELA/Literacy

17. Reading (10 standards) • Balance of literature and informational texts • Text complexity Writing (10 Standards) • Emphasis on argument and informative/explanatory writing • Writing about sources Speaking and Listening (10 Standards) • Inclusion of formal and informal talk Language (6 Standards) • Stress on general academic and domain-specific vocabulary Standards for reading and writing in history/social studies, science, and technical subjects compliment rather than replace content standards. Aligned with college and career readiness expectations. Key Advances

18. Move from a focus on fiction to cross-curricular content based text. Writing shifts from 50% Narrative-50% Opinion TO 40% Argument – text based evidence 40% Informative, and 20% Narrative Experience the change – ELA/Literacy

19. Conventions of Standard English 1.  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 2.  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3.  Apply knowledge of language to understand how language functions in different contexts, to make effective choice for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acqusition and Use 4.  Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5.  Demonstrate understanding of word relationships and nuances in word meanings. 6.  Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. The Language Strand

20. Standard 5 - Grade 3  5. Demonstrate understanding of word relationships and nuances in      word  meaning.          a. Distinguish the literal and nonliteral meanings of words and               phrases in context (e.g., take steps)           b. Identify real-life connections between words and their use              (e.g. describe people who are friendly or helpful.)           c. Distinguish shades of meaning among related words that               describe states of mind or degrees of certainty (e.g. knew,               believed, suspected, heard, wondered). Same standard - Grade 8 5. Demonstrate understanding of word relationships and nuances in      word meaning.          a. Interpret figures of speech (e.g. verbal irony, puns) in                context.            b. Use the relationship between particular words to better                understand each of the words.            c. Distinguish among the connotations (associations) of words with similar                denotations (definitions) (e.g., bullheaded, willful, firm, persistent,                resolute). example

21. Common Core Implementation 6 ShiftsAssessments Mathematics • 1. Focus • 2. Coherence • Fluency • Deep Understanding • Applications • Dual Intensity

22. Shift 1 Shift 2 Shift 3

23. Shift 4 Shift 5 Shift 6

24. Required Fluencies - Math Grade Required Fluency K Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 201 2 Add/subtract within 100 (pencil and paper) 3 Multiply/divide within 1002 3 Add/subtract within 1000 4 Add/subtract within 1,000,000 5 Multi‐digit multiplication 6 Multi‐digit division 6 Multi‐digit decimal operations 7 Solve px+ q = r, p(x + q) = r 8 Solve simple 2x2 systems by inspection

25. Fewer topics; more generalizing and linking of concepts. • Well aligned with how high achieving countries teach math. • Emphasis on both conceptual understanding and procedural fluency starting in the early grades. • Focus on mastery of complex concepts in higher math using more hands on learning (geometry and algebra); • Emphasis on mathematical modeling in the upper grades. Mathematics Advances

26. Design and Organization - Math Standards for mathematical practice • Carry across all grade levels • Describe habits of mind of a mathematical expert student. Standards for mathematical content • K-8 standards presented by grade level • Organized into domains that progress over several grades • Grade introductions give 2-4 focal points at each grade level

27. Continued Content Standards define what students should understand and be able to do; Clusters are groups of related standards; Domains are larger groups that progress across grades.

28. A mile wide and an inch deep Curriculum 2010 and before

29. An inch wide and a mile deep Curriculum 2011 and on

30. Teacher-Centered Learning Student-Centered Learning • Low level of student choice • Students passive • Power is primarily with teacher. • High level of student choice • Students active • Power primarily with the student. Instructional shift

31. 1. Make student more active in acquiring knowledge and skills. 2. Make the student more aware of what they are doing and why they are doing it. 3. Focus on interaction during the learning process. 4. Focus on transferable skills. 5. Focus on problem solving (problem based learning. 6. Create opportunities for collaborative learning. Instructional shifts

32. Understand the Change Be the Change How to Change How do we do this?

33. There are gaps at all levels – not just at the low levels. Allow the low performing students progress Allow the high performing students to achieve higher. We need to stretch ALL students! Understand the Change

34. The Making of a Scientist – Richard Feynman • Read the exemplar. • Write two or three questions based on the text that you would ask students. Authentic performance tasks used to enrich instruction and facilitate assessment EXEMPLARS

35. Developing a year long implementation plan. Assessment integration Looking ahead to future years Where to we go from here?

36. Getting Started with the Common Core ELA/Literacy ELA/Literacy an Overview Getting Started with CCSS Mathematics More Videos www.engageny.org Videos

37. Resources www.p.12.nysed.gov/ciai/common_core_standards - NY State Ed Department site for Common Core standards Engageny.org – new NY State website for Common Core, Data Driven Instruction and Teacher evaluation www2.caboces.org/moodlesummer/course/category.php?id=38 – Cattaraugus-Alleghany BOCES website schools.nyc.org – New York City School District Website PARCC – may be our Assessment system. This information relates to the CCLS as well. www.parcconline.org/sites/parcc/files/PARCC_Draft_ModelContentFrameworksfor Mathematics_0.pdf www.parcconline.org/sites/parcc/files/PARCC_Draft_ModelContentFrameworksforELA-Literacy_0.pdf Common Core crosswalks https://commoncorecrosswalk.wikispaces.com/NYS2CommonCore Lesson plans/units of study http://www.commoncore.org/free/ And many, many more…

38. DIVE IN, EXPLORE… YOU WILL NEVER KNOW WHAT YOU CAN DO!