Common Core - PowerPoint PPT Presentation

1 / 60
About This Presentation

Common Core


COMMON CORE LEARNING STANDARDS AWARENESS TRAINING ... Creating a common lesson design ... A course devoted to a practical study, such as engineering ... – PowerPoint PPT presentation

Number of Views:370
Avg rating:3.0/5.0
Slides: 61
Provided by: JohnTa155


Transcript and Presenter's Notes

Title: Common Core

  • Common Core 21st Century Learning Committee
  • Dr. Steven M. Garcia Mrs. Angela Aguilar,
  • Faculty Members
  • Virginia Road School - Geraldine DiGuglielmo,
    Ginger Thompson
  • Kensico School Kelly Estrella, Pat Trehy
  • Valhalla Middle School - Cayne Letizia, Lynne
  • Valhalla High School - Eileen Clark, Geraldina
  • The Arts - Holly Flannery
  • Special Education - Margo Doran
  • November 2011

Our Goals for this Session
  • Become better acquainted with the structure and
    terminology of the CCLS
  • Navigate the CCLS Resource Documents
  • Recognize the major instructional shifts
  • Access to various CCLS resources

Which play/musical title reflects your current
understanding of the CCLS and why?
45 States DC Have Adopted theCommon Core State
Minnesota adopted the CCSS in ELA only
Alphabet Soup
  • NYSED New York State Education Department
  • CCLS Common Core Learning Standards
  • CCR College and Career Ready
  • APPR Annual Professional Performance Review
  • APM Aspirational Performance Measure
  • NAEP National Assessment of Education Progress
  • PARCC Partnership for the Assessment of
    Readiness for College and Careers

Three NYSED Initiatives
What is Aspiration Performance Measure (APM)?
  • The percent of students in a cohort who earned a
    Regents diploma with Advanced Designation (i.e.,
    earned 22 units of course credit passed 7-9
    Regents exams at a score of 65 or above and took
    advanced course sequences in Career and Technical
    Education, the arts, or a language other than
    English) and
  • The percent of students in the cohort who
    graduated with a local, Regents, or Regents with
    Advanced Designation diploma and earned a score
    of 75 or greater on their English Regents
    examination and an 80 or better on a math Regents
  • Note this Aspirational Performance Measure (APM)
    is what had been referred to as the college and
    career ready graduation rate in February 2011
    it is now referred to as the ELA/Math APM.

Graduation Rates in New York State
2006 cohort, four-year outcomes through June -
Source NYSED Office of Information and Reporting
Standards Development Process
  • College and career readiness standards developed
    in summer 2009
  • Based on the college and career readiness
    standards, K-12 learning progressions developed
  • Multiple rounds of feedback from states,
    teachers, researchers, higher education, and the
    general public
  • Final Common Core State Standards released on
    June 2, 2010
  • Adopted by the NYS Board of Regents on July 19,
    2010, with the understanding that it could add
    additional expectations (approved in January
    2011) renamed the Common Core Learning Standards

Why Common Core State Standards?
  • Preparation The standards are college- and
    career-ready. They will help prepare students
    with the knowledge and skills they need to
    succeed in education and training after high
  • Competition The standards are internationally
    benchmarked. Common standards will help ensure
    our students are globally competitive.
  • Equity Expectations are consistent for all and
    not dependent on a students zip code.
  • Clarity The standards are focused, coherent, and
    clear. Clearer standards help students (and
    parents and teachers) understand what is expected
    of them.
  • Collaboration The standards create a foundation
    to work collaboratively across states and
    districts, pooling resources and expertise, to
    create curricular tools, professional
    development, common assessments and other

Two Sets of CCLS
  • English Language Arts Literacy, including 6-12
    Literacy in History/Social Studies, Science, and
    Technical Subjects
  • Mathematics
  • Both ELA Math CCLS include a new set of
    Prekindergarten Standards
  • technical subjects A course devoted to a
    practical study, such as engineering, technology,
    design, business, or other workforce-related
    subject a technical aspect of a wider field of
    study, such as art or music

Common Core State Standards for English Language
Arts Literacy in History/ Social Studies,
Science, and Technical Subjects
Design and Organization
  • Key Design Considerations
  • CCR and grade-specific standards - The K12
    grade-specific standards define end-of-year
    expectations and a cumulative progression
    designed to enable students to meet college and
    career readiness expectations no later than the
    end of high school.
  • Divided into grade levels bands for K8, 910 and
  • A focus on results rather than means the
    Standards leave room for teachers, curriculum
    developers, and states to determine how those
    goals should be reached and what additional
    topics should be addressed.

Design and Organization
  • An integrated model of literacy - Although the
    Standards are divided into Reading, Writing,
    Speaking and Listening, and Language strands for
    conceptual clarity, the processes of
    communication are closely connected
  • Research and media skills blended into the
    Standards as a whole - To be ready for 21st
    century college careers, students need the
    ability to gather, comprehend, evaluate,
    synthesize, and report on information and ideas,
    to conduct original research in order to answer
    questions or solve problems, and to analyze and
    create a high volume and extensive range of print
    and non-print texts in media forms old and new.

Design and Organization
  • Shared responsibility for students literacy
    development - The Standards insist that
    instruction in reading, writing, speaking,
    listening, and language be a shared
    responsibility within the school.

Design and Organization
  • Three main sections
  • K-5 cross-disciplinary (K-2, 3-5)
  • 6-12 English Language Arts (6-8, 9-10, 11-12)
  • 6-12 Literacy in History/Social Studies, Science,
    and Technical Subjects (6-8, 9-10, 11-12)
  • Shared responsibility for students literacy
  • Three appendices
  • A Research and evidence glossary of key terms
  • B Reading text exemplars sample performance
  • C Annotated student writing samples

Design and Organization
  • Four Strands
  • Reading (including Reading Foundational Skills)
    Text complexity and the growth of comprehension
  • Writing Text types, responding to reading, and
  • Speaking and Listening Flexible communication
    and collaboration
  • Language Conventions, effective use, and

Design and Organization Reading
Intentional Design Limitations
  • What the Standards do NOT define
  • How teachers should teach
  • All that can or should be taught
  • The nature of advanced work beyond the core
  • The interventions needed for students well below
    grade level
  • The full range of support for English language
    learners and students with special needs
  • Everything needed to be college and career ready

Students Who are College and Career Ready in
Reading, Writing, Speaking, Listening, and
Language will be able to . . .
  • demonstrate independence.
  • build strong content knowledge.
  • respond to the varying demands of audience, task,
    purpose, and discipline.
  • comprehend as well as critique.
  • value evidence.
  • use technology and digital media strategically
    and capably.
  • come to understand other perspectives and

Design and Organization
  • College and Career Readiness (CCR)
  • anchor standards
  • Broad expectations consistent across grades
    and content areas
  • NYS additions highlighted in yellow

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 CCR standards

Design and Organization
  • Each CCR anchor standard has an accompanying
    grade-specific standard translating the broader
    CCR statement into grade-appropriate
    end-of-the-year expectations
  • Individual CCR anchor standards can be identified
    by their Strand, CCR status, and Number
  • Individual grade-specific standards can be
    identified by their Strand, Grade, and Number (or
    number and letter, where applicable)
  • RI.4.3 stands for Reading, Informational, grade
    4, standard 3.
  • W.5.1a stands for Writing, grade 5, standard 1a.

ELA Digital Scavenger Hunt
  • Remember
  • strand.grade.gradespecific standard number
  • What is the CCR Language anchor standard 5?
  • What is the CCSS grade specific standard RI.4.2
  • What is the CCSS grade specific standard W.K.1?
  • What is the CCSS grade specific standard
  • What is the CCSS grade specific standard

  • Comprehension (standards 1-9)
  • Standards for reading literature and
    informational texts
  • Strong and growing across-the-curriculum
    emphasis on
  • students ability to read and comprehend
    informational texts
  • Aligned with NAEP Reading framework
  • Range of reading and level of text
    complexity(standard 10, Appendices A and B)
  • Staircase of growing text complexity across
  • High-quality literature and informational texts
    in a range
  • of genres and subgenres

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

Reading Design and Organization
  • The National Assessment of Educational Progress
    (NAEP) - Standards follow NAEPs lead in
    balancing the reading of literature with the
    reading of informational texts, including texts
    in history/social studies, science, and technical
  • Distribution of Literary and Informational
    Passages by Grade in the 2009 NAEP Reading

Reading Foundational Skills
  • Four categories (standards 1-4)
  • Print concepts (K-1)
  • Phonological awareness (K-1)
  • Phonics and word recognition (K-5)
  • Fluency (K-5)
  • Not an end in and of themselves
  • Differentiated instruction

  • Writing types/purposes (Standards 1-3)
  • Writing arguments
  • Writing informative/explanatory texts
  • Writing narratives
  • Strong and growing across-the-curriculum emphasis
    on students writing arguments and
    informative/explanatory texts
  • Aligned with NAEP Writing framework

Writing Design and Organization
  • The 2011 NAEP framework, like the Standards,
    cultivates the development of three mutually
    reinforcing writing capacities writing to
    persuade, to explain, and to convey real or
    imagined experience.
  • The overwhelming focus of writing throughout high
    school should be on arguments and
    informative/explanatory texts.
  • Distribution of Communicative Purposes by Grade
    in the 2011 NAEP Writing Framework

  • Production and distribution of writing (Standards
  • Developing and strengthening writing
  • Using technology to produce and enhance writing
  • Research (Standards 7-9)
  • Engaging in research and writing about sources
  • Range of writing (Standard 10)
  • Writing routinely over various time frames

Speaking and Listening
  • Comprehension and collaboration (Standards 1-3)
  • Day-to-day, purposeful academic talk in
  • small-group, and large-group settings
  • Presentation of knowledge and ideas (Standards
  • Formal sharing of information and concepts,
  • including through the use of technology

  • Conventions of standard English
  • Knowledge of language (Standards 1-3)
  • Using standard English in formal writing and
  • Using language effectively and recognizing
    language varieties
  • Vocabulary (Standards 4-6)
  • Determining word meanings and word nuances
  • Acquiring general academic and domain-specific
    words and phrases

Skilled Reading
Standards for Literacy in 6-12History/Social
Studies, Science, and Technical Subjects
  • Divided into College and Career Readiness Anchor
    Standards for Reading Writing
  • Reading Standards for Literacy in History/Social
    Studies 612
  • Reading Standards for Literacy in Science and
    Technical Subjects 612
  • Writing Standards for Literacy in History/Social
    Studies, Science, and Technical Subjects 612
  • FYI NYS Science Social Studies content
    standards remain unchanged (for the moment).

Overview of Standards for History/Social
Studies, Science, and Technical Subjects
  • Reading Standards for History/Social Studies,
    Science, and Technical Subjects
  • Knowledge of domain-specific vocabulary
  • Analyze, evaluate, and differentiate primary and
    secondary sources
  • Synthesize quantitative and technical
    information, including facts presented in maps,
    timelines, flowcharts, or diagrams
  • Writing Standards for History/Social Studies,
    Science, and Technical Subjects
  • Write arguments on discipline-specific content
    and informative/explanatory texts
  • Use of data, evidence, and reason to support
    arguments and claims
  • Use of domain-specific vocabulary

CCLS ELA Key Advances
  • Reading
  • Balance of literature and informational texts
  • Text complexity
  • Writing
  • Emphasis on argument and informative/explanatory
  • Writing about sources
  • Speaking and Listening
  • Inclusion of formal and informal talk
  • Language
  • Stress on general academic and domain-specific

CCLS ELA Key Advances
  • Standards for reading and writing in history/
  • social studies, science, and technical subjects
  • Complement rather than replace content standards
  • in those subjects
  • Responsibility of teachers in those subjects
  • Alignment with college and career readiness
  • expectations

Sohow do you feel now?
Common Core State Standards for Mathematics
Design and Organization
  • Standards for Mathematical Content
  • K-8 grade-by-grade standards organized by Domain
  • Grade introductions give 24 focal points at each
    grade level
  • 9-12 (high school) standards presented by
    conceptual theme (Number Quantity, Algebra,
    Functions, Modeling, Geometry, Statistics

Design and Organization
  • Standards for Mathematical Practice
  • Carry across all grade levels
  • Describe habits of mind of a mathematically
    expert student
  • Make sense of problems and persevere in solving
  • 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

Overview of K-8 Mathematics Standards
  • The K- 8 standards
  • The K-5 standards provide students with a solid
    foundation in whole numbers, addition,
    subtraction, multiplication, division, fractions
    and decimals
  • The 6-8 standards describe robust learning in
    geometry, algebra, and probability and statistics
  • Modeled after the focus of standards from
    high-performing nations, the standards for grades
    7 and 8 include significant algebra and geometry
  • Students who have completed 7th grade and
    mastered the content and skills will be prepared
    for algebra, in 8th grade or after

Design and Organization
  • Domains (former Strands) are larger groups that
    progress across grades
  • Clusters (former Bands) are groups of related
  • Content standards define what students should
    understand and be able to do
  • Standards are the former Performance Indicators

Content Standard
Design and Organization
Focal points at each grade level
Design and Organization
Grade Level Overviews
Design and Organization High School
Focal Points and Practices
Starts with Conceptual Categories
The identifies the Domains, Clusters, Standards
Math Digital Scavenger Hunt
  • From the home page of the Valhalla UFSD CCLS math
    document select Grade 4 to answer these
  • Select Critical Areas. What is the 2nd Critical
    Area for Grade 4?
  • Select Domains. What does 4.G in the upper right
    hand corner represent?
  • How many clusters and how many standards are
    under the domain 4.G?

Number and Operations, Grade 1
  • Number and Operations in Base Ten
  • Extend the counting sequence.
  • Understand place value.
  • Use place value understanding and properties of
    operations to add and subtract.
  • Operations and Algebraic Thinking
  • Represent and solve problems involving addition
    and subtraction.
  • Understand and apply properties of operations
    and the relationship between addition and
  • Add and subtract within 20.
  • Work with addition and subtraction equations.

Fractions, Grades 36
  • Grade 3. Develop an understanding of fractions as
  • Grade 4. Extend understanding of fraction
    equivalence and ordering.
  • Grade 4. Build fractions from unit fractions by
    applying and extending previous understandings of
    operations on whole numbers.
  • Grade 4. Understand decimal notation for
    fractions, and compare decimal fractions.
  • Grade 5. Use equivalent fractions as a strategy
    to add and subtract fractions.
  • Grade 5. Apply and extend previous understandings
    of multiplication and division to multiply and
    divide fractions.
  • Grade 6. Apply and extend previous understandings
    of multiplication and division to divide
    fractions by fractions.

Math Domains in the CCLS
  • Grade K-5
  • Counting and Cardinality (K)
  • Operations and Algebraic Thinking
  • Number and Operations in Base Ten
  • Measurement in Data
  • Geometry

Required Fluencies in CCLS
  • Grade 3 Multiply/Divide within 100
  • Add/Subtract within 1,000
  • Grade 4 Add/Subtract within 1,000,000
  • Grade 5 Multi-digit multiplication

Key Advances in Mathematics
  • Focus 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

Instructional Shifts ELA
  • Materials Shift in what students are reading
    within existing materials
  • Reading lists include a balance of literature and
    informational text
  • Teachers Shift in student questions
  • Shift to 80 of questions asked as text-dependent
  • Students Evidence of close reading
  • Close encounters with sufficiently complex text
    demonstrated through writing to inform or argue
    using evidence from text

Instructional Shifts MATH
  • Materials Focus
  • Clear indication of fewer concepts at each grade
    level represented by curriculum documents,
    district formative assessments
  • Teachers Identify focus areas and fluencies of
    grade level
  • Shift in time spent on areas of in-depth
  • Students Demonstrated fluency and understanding
  • Display fluencies for the grade level and
    understand focus areas

CCLS Goals at Valhalla UFSD
  • Long Term Goals
  • Mapping a Common Core-aligned curriculum K-12.
  • Integrating researched-based instructional
  • Using assessment to inform instruction.
  • Short Term Goals
  • Developing an awareness of the Common Core.
  • Exploring literacy across the content areas/math
    gap analysis.
  • Creating a common lesson design structure.
  • Realigning curricular sequence/adapting core

  • Please see the Valhalla UFSD District Homepage
    for additional resources
  • Look under the Staff Tab, scroll down to
    Professional Development

  • Please see the Valhalla UFSD District Homepage
    for additional resources
  • Look under the Staff Tab, scroll down to
    Professional Development

The District Common Core 21st Century Learning
Committee Thanks You!
  • Portions of this presentation incorporated slides
    and information from the the Common Core States
    Standards June 2010 webinar by the Council of
    Chief State School Officers the National
    Governors Association Center for Best Practices,, and the NYSED CCLS.
Write a Comment
User Comments (0)