Tell Me More About The Common Core

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Tell Me More About The Common Core Leesville
Elementary Parent Education
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NC Standard Course of Study
The Components

• North Carolina Essential Standards

• Common Core State Standards

• Arts Education
• Career and Technical Education
• English as a Second Language
• Exceptional Children
• Healthful Living Education
• Instructional Technology
• Science
• Social Studies
• World Languages

• English Language Arts
• Mathematics

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Common Core The Big Picture

1. Aligned with college and work expectations
2. Focused and coherent
3. Includes rigorous content and application of
   knowledge through higher-order skills
4. Internationally benchmarked prepares students
   for global economy society
5. Based on evidence and research

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Common Core
Rationale for Implementation

• EQUITY Expectations the same regardless of
  where students live
• College/Career Readiness Students need to be
  more than proficient
• Comparability State results will be comparable
  through common assessments

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Common Core
Rationale for Implementation Cont

• Shared Resources Ability to share and team
  across district and state lines
• Economies of Scale Possible savings due to
  sharing of resources and assessments
• Student Mobility Students encounter same
  standards wherever they go

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FOUR STRANDS All Grades K-5

• 1. Reading
• Literature
• Informational
• Foundational Skills
• 2. Writing
• Text Types and Purposes (Argumentative,
  Informative/Explanatory, Narrative)
• Research to build and present
• Range of Writing
• 3. Speaking and Listening
• Comprehension and collaboration
• Presentation of knowledge and ideas
• 4. Language
• Conventions of Standard English
• Knowledge of Language
• Vocabulary acquisition and use

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THE BIG IDEAS Kindergarten

• Prompting and support are provided by the teacher
  as students learn to read, write, and discuss
  their learning
• Identifying topics and details in text read or
  heard
• Asking questions to deepen their understanding of
  text read or heard
• Participating in classroom discussions following
  agreed upon rules

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THE BIG IDEAS 1st Grade

• Writing narratives, opinion pieces, and
  informational text including some details with a
  beginning and end
• Participating in conversations and discussions to
  clarify understanding
• Exploring the nuances of meanings in developing
  their vocabulary

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THE BIG IDEAS 2nd Grade

• Using images, illustrations and text features
  found in texts to deepen understanding
• Determining message, lesson, or moral in fables
  and folktales
• Retelling key information or ideas from media or
  books read aloud

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THE BIG IDEAS 3rd Grade

• Comparing the most important points and key
  details presented in two books on the same topic
• Describing the logical connection between
  particular sentences and paragraphs in a text
  (e.g., comparison, cause-effect,
  first/second/third in a sequence)
• Writing opinions or explanations that group
  related information and develop topics with facts

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THE BIG IDEAS 4th Grade

• Describing basic elements of stories by drawing
  on specific details in the text.
• Comparing ideas, characters, events, and settings
  in stories and myths from different cultures.
• Writing summaries or opinions about topics
  supported with facts, details, and examples.
• Writing complete sentences with correct
  capitalization and spelling.

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THE BIG IDEAS 5th Grade

• Summarizing the key details of stories, dramas,
  poems, and nonfiction
• Identifying and judging evidence that authors use
  to change the readers point of view
• Integrating information from print and digital
  sources to answer questions and solve problems

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K 1 2 3 4 5
With assistance, students will understand what key details are and be able to ask and answer questions about them. They need to put key details in sequential order to retell a story they know. They also have to be able to recognize and name elements in a story. Can you tell me what happened at the beginning of the story? What happened after that? What happened at the end of the story?? Can you find the part that tells where the story takes place (picture or words)?? Who was in the story? Can you find (picture or words) this character? Students continue to build on the skill of asking and answering questions about key details in a text. At this level, students use key details to retell stories in their own words, reveal an understanding about the central message of the text, and tell about the story elements. Can you tell me what happened in the story at the beginning? What happened after that? What happened at the end of the story?? Can you tell me where the story took place?? Can you tell me the important things that happened in the story? Who are the characters in the story? What do you know about them? Students are required to use textual evidence to support their thinking as they ask and answer general questions. These questions (who, what, when, where, why, and how) focus on what the text says explicitly and include key details. Students are required to retell stories and determine the central message using literature from diverse cultures, including folktales and fables. Students begin to understand that characters are people who are involved in a story. Character development is discussed in terms of the characters reaction to what is taking place in the story. Who are the characters in the story? What are the most important events that happened in the story? How do you know? What lesson is this story teaching you? How did the characters solve the problem in this story? Students continue asking and answering questions to show they understand a text, and they are required to refer to the text to support their answers. The genre of myths is added at this level and students are asked to both retell and explain how key details communicate the message. They must be more specific in telling about characters concentrating on their traits, motivations, or feelings. The focus is on how characters influence plot development. Who are the characters in this story? What are the most important events that happened in the story? How do you know? What lesson is this story teaching you? Where did the story take place? How do you know? Can you tell me how the character is feeling is this part of the story?? Can you find the reasons why the character acted this way? How does this character affect what happens in the beginning or at the end of the story? Students should refer to the text when drawing conclusions as well as when answering directly stated questions. The central message or lesson is now referred to as theme (a unifying idea that is a recurrent element in literary or artistic work). Students are continuing to determine a theme and expanding this work to other genres. They are required to refer to the text to describe various story elements. Can you tell me the reasons why the character said ...in the story? Show me where you linked your thinking to the text.? What are the most important events that happened in the story? How do you know?? What is the theme of this text? Summarize the story from beginning to end in a few sentences. Can you tell me how the character is feeling is this part of the story? Explain why the character is feeling this way. Students are required to quote accurately from the text to support their answers. Quote accurately may include using their own words. Determining a theme continues to be a focus and students should be giving more thought to characters actions in a text. They are required to refer to specific details in the text when finding the similarities and differences between two or more characters, settings, or events. Can you tell me the reasons why you think...? Show where you linked your thinking to the text.? What are the most important events that happened in the story? How do you know? What is the theme of this text? Summarize the story from beginning to end in a few sentences. Can you tell me how the character solved the problem in this story? Describe how these two characters are the same. How are they different?
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WHAT
HOW
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Michael cuts grass for 15.00 per lawn. He cuts 2
lawns each day for 6 days a week. How much
will Michael earn in 2 weeks? A 390 B 360 C
180 D 90
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Standards for Mathematical Practice HOW
Students Learn

• Standards for Mathematical Practice
• Make sense of problems and persevere in solving
  them
• Reason abstractly and quantitatively
• Construct viable arguments and critique the
  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

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Content Standards WHAT Students
Learn KINDERGARTEN

• Instructional time will focus on two critical
  areas
• Representing, relating, and operating on whole
  numbers, initially with sets of objects.
• Describing shapes and space

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Content Standards WHAT Students Learn 1ST GRADE

• Instructional time will focus on four critical
  areas
• Developing understanding of addition,
  subtraction, and strategies for addition and
  subtraction within 20
• Developing understanding of whole number
  relationships and place value, including grouping
  in tens and ones
• Developing understanding of linear measurement
  and measuring lengths as iterating length units
• Reasoning about attributes of, and composing and
  decomposing geometric shapes

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Content Standards WHAT Students Learn 2ND GRADE

• Instructional time will focus on four critical
  areas
• Extending understanding of base-ten notation
• Building fluency with addition and subtraction
• Using standard units of measure
• Describing and analyzing shapes

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Content Standards WHAT Students Learn 3RD GRADE

• Instructional time will focus on four critical
  areas
• Developing understanding of multiplication and
  division and strategies for multiplication and
  division within 100
• Developing understanding of fractions, especially
  unit fractions (fractions with numerator 1)
• Developing understanding of the structure of
  rectangular arrays and of area
• Describing and analyzing two-dimensional shapes

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Content Standards WHAT Students Learn 4TH GRADE

• Instructional time will focus on three critical
  areas
• Developing understanding and fluency with
  multi-digit multiplication, and developing
  understanding of dividing to find quotients
  involving multi-digit dividends.
• Developing an understanding of fraction
  equivalence, addition and subtraction of
  fractions with like denominators, and
  multiplication of fractions by whole numbers.
• Understanding that geometric figures can be
  analyzed and classified based on their
  properties, such as having parallel sides,
  perpendicular sides, particular angle measures,
  and symmetry.

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Content Standards WHAT Students Learn 5TH GRADE

• Instructional time will focus on three critical
  areas
• Developing fluency with addition and subtraction
  of fractions, and developing understanding of the
  multiplication of fractions and division of
  fractions in limited cases.
• Extending division to 2-digit divisors,
  integrating decimal fractions into the place
  value system and developing understanding of
  operations with decimals to hundredths, and
  developing fluency with whole number and decimal
  operations.
• Developing understanding of volume.

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NC Essential Standards Big Picture

• Narrower and deeper
• Clear articulation of skills, understandings, and
  learning experiences critical at each grade level
• Infusion of writing 21st century content
  thinking and learning skills and life skills
  throughout the content standards
• Reflection of rigor, relevance, and relationships
  (integration) between and among subject areas.

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NC Essential Standards Big Picture

• Developed for readiness elementary, middle,
  high school, college, workforce, and beyond.
• Mindful of 21st Century skill requirements
• Measurable and concise
• Integrated with other content areas
• Driven by Revised Blooms Taxonomy (RBT)

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5 Strands All Grades K-12

• Five strands include
• History
• Geography and Environmental Literacy
• Civics and Government
• Culture
• Economics and Personal Financial Literacy

This shift to a more concept-based curriculum
will help students to recognize patterns and make
connections in their learning. These strands
will be woven together in an integrated system of
study. K-12 College and Career Anchor Standards
for Reading and Writing will be taught in
conjunction with the SS Essential Standards.
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THE BIG IDEAS K, 1ST, 2ND, 3RD

• Explore Aspects of
• Self
• Others
• Families across the world
• Communities across the world
• Develop
• Geographic Awareness
• The ability to think like a historian
• Skills based on basic economic concepts

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THE BIG IDEAS 4th Grade

• North Carolina
• Government
• Geography
• Culture
• Economics
• Students will study
• NC American Indian groups indigenous to NC before
  European contact
• The impact of NC colonization, and key historical
  events leading up to the Civil War and
  Reconstruction

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THE BIG IDEAS 5th Grade

• United States History
• From pre-colonial times to Reconstruction

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C-MAPPA teachers resource for aligning the CCSS
with NC Essential Standards

• https//wcpsselementarysocialstudies.pbworks.com/w
  /page/51013356/FrontPage?emailmmillan40wcpss.net

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3 Strands All Grades K-8
Strands Life Science Physical Science Earth Science
Grade level expectations K-4 Students should develop an understanding of the characteristics of organisms, life cycles of organisms, organisms and environments. Students should develop an understanding of properties of objects and materials, position and motion of objects, light, heat, electricity, and magnetism. Students should develop an understanding of properties of earth materials, objects in the sky, and changes in earth and sky.
Grade level expectations 5-8 Students should develop an understanding of structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, the diversity and adaptations of organisms. Students should develop an understanding of properties and changes of properties of matter, motions and forces, and transfer of energy. Students should develop an understanding of structure of the earth system, Earths history and Earth in the solar system.
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Science instruction continues to be inquiry-based

• Areas of Focus for Grade K
• Animals Two by Two
• Investigating Properties
• Weather

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Science instruction continues to be inquiry-based

• Areas of Focus for Grade 1
• Organisms
• Pebbles, Sand, Silt
• Balance Motion
• Comparing Measuring

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Science instruction continues to be inquiry-based

• Areas of Focus for Grade 2
• Air and Weather
• Solids and Liquids
• Sound
• The Life Cycle of Butterflies

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Science instruction continues to be inquiry-based

• Areas of Focus for Grade 3
• Changes
• Human Body
• Objects in the Sky
• Plant Growth Development/Soils

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Science instruction continues to be inquiry-based

• Areas of Focus for Grade 4
• Animal Studies
• Earth Materials
• Magnetism Electricity
• Landforms

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Science instruction continues to be inquiry-based

• Areas of Focus for Grade 5
• Ecosystems
• Human Body Systems
• Motion Design
• Weather

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Common Core? Get ready to shake it up like
Tropicana!

• Click here to view the video.

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Parents What can you do??

• Play an active role in your childs education.
• Become educated about what your child is learning
  each year.
• Ask Questions.
• Participate in parent events at your childs
  school.
• Pay attention to your childs homework and
  assessments that come home.

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