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CONNECTICUT%20STATE%20DEPARTMENT%20OF%20EDUCATION

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Title: CONNECTICUT STATE DEPARTMENT OF EDUCATION Author: Emily Byrne Last modified by: O'Neill, Michele [CT] Created Date: 9/29/2012 6:41:37 PM Document presentation ... – PowerPoint PPT presentation

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Title: CONNECTICUT%20STATE%20DEPARTMENT%20OF%20EDUCATION


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CT State Department of Education Core Beliefs
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CT State Department of Education Core Beliefs
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Common Core State Standards Smarter Balanced
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What are the Common Core State Standards?
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Common Core Content Areas and Instructional
Shifts
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Common Core English language arts and Literacy
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Common Core Instructional Shifts ELA
  • Building knowledge through content-rich
    nonfiction and informational texts
  • Why are the instructional shifts in English
    language arts (ELA) important?
  • Much of our knowledge base comes from
    informational text.
  • Informational text makes up a vast majority of
    required reading in college/workplace (80).
  • Informational text is harder for students to
    comprehend than narrative text.
  • In K-5, fulfilling the Standards requires a 50-50
    balance between informational and literary
    reading, informational reading primarily includes
    content rich non-fiction in history/social
    studies, science and the arts the K-5 standards
    strongly recommend that students build coherent
    general knowledge both within each year and
    across years.
  • In 6-12, ELA classes place much greater attention
    to a specific category of informational
    textliterary nonfictionthan has been
    traditional. In grades 6-12, the Standards for
    literacy in history/social studies, science and
    technical subjects ensure that students can
    independently build knowledge in these
    disciplines through reading and writing.

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Common Core Instructional Shifts ELA
  • Reading, writing and speaking grounded in
    evidence from text, both literary and
    informational
  • The Standards place a premium on students writing
    to sources (i.e., using evidence from texts to
    present careful analyses, well-defended claims,
    and clear information). Rather than asking
    students questions they can answer solely from
    their prior knowledge or experience, the
    Standards expect students to answer questions
    that depend on their having read the text or
    texts with care. The Standards also require the
    cultivation of narrative writing throughout the
    grades, and in later grades a command of sequence
    and detail will be essential for effective
    argumentative and informational writing.
  • Likewise the reading standards focus on students
    ability to read carefully and grasp information,
    arguments, ideals and details based on text
    evidence. Students should be able to answer a
    range of text-dependent questions, questions in
    which the answers require inferences based on
    careful attention to the text.

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Common Core Instructional Shifts ELA
  • Regular practice with complex text and its
    academic language
  • The Standards build a staircase of text
    complexity so that all students are ready for the
    demands of college- and career-level reading no
    later than the end of high school. Students will
    read complex texts on their own and gather
    evidence, knowledge, and insight from those
    texts. read and reread passages, and respond to a
    series of text dependent questions, vocabulary
    and/or syntax tasks.
  • Closely related to text complexity
  • and inextricably connected to
  • reading comprehensionis a
  • focus on academic vocabulary
  • words that appear in a variety of
  • content areas.

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Common Core Instructional Shifts Math
  • Focus Strongly where the Standards focus
  • Significantly narrow the scope of content and
    deepen how time and energy is spent in the math
    classroommove away from "mile wide, inch deep"
    curricula.
  • Focus deeply only on what is emphasized in the
    standards, so that students gain strong
    foundationsteach less, learn more.
  • K Counting, Sequencing, Value, Measurement
  • 1st 2nd Adding, Subtracting-Whole numbers
    Quantity
  • 3rd Multiplication, Division, Fractions
  • 4th, 5th Fractionsmoving to ratios at the very
    end

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Mathematics Traditional U.S. Approach to Math
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Mathematics Common Core Approach to Math
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Common Core Instructional Shifts Math
  • Coherence Think across grades, and link to major
    topics within grades
  • Carefully connect the learning within and across
    grades so that students can build new
    understanding onto foundations built in previous
    years.
  • Begin to count on solid conceptual understanding
    of core content and build on it. Each standard is
    not a new event, but an extension of previous
    learning.
  • Fraction example
  • The coherence and sequential
  • nature of mathematics dictate the
  • foundational skills that are necessary
  • for the learning of algebra. The most
  • important foundational skill not presently
  • developed appears to be proficiency with
    fractions
  • (including decimals, percents, and negative
  • fractions). The teaching of fractions must be
  • acknowledged as critically important and
  • improved before an increase in student
  • achievement in algebra can be expected.
  • Final Report of the National Mathematics Advisory
    Panel (2008, p. 18)
  • Grade 3 Example The standards make explicit
    connections at a single grade

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Common Core Instructional Shifts Math
  • Rigor In major topics, pursue conceptual
    understanding, procedural skill and fluency, and
    application
  • The CCSSM require a balance of
  • Solid conceptual understandingTeachers support
    students ability to access concepts from a
    number of perspectives so that students are able
    to see math as more than a set of mnemonics or
    discrete procedures.
  • Procedural skill and fluencyTeachers structure
    class time and/or homework time for students to
    practice core functions such as single-digit
    multiplication so that students have access to
    more complex concepts and procedures.
  • Application of skills in problem solving
    situationsTeachers provide opportunities for
    students to apply math in context. Teachers in
    context areas outside of math, particularly in
    science, ensure that students are using math to
    make meaning of and access content.
  • This requires equal intensity in time,
    activities, and resources in pursuit of all three.

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Required Mathematics Fluencies in K-6
Grade Standard Required Fluency
K K.OA.5 Add/subtract within 5
1 1.OA.6 Add/subtract within 10
2 2.OA.2 2.NBT.5 Add/subtract within 20 (know single-digit sums from memory) Add/subtract within 100
3 3.OA.7 3.NBT.2 Multiply/divide within 100 (know single-digit products from memory) Add/subtract within 1000
4 4.NBT.4 Add/subtract within 1,000,000
5 5.NBT.5 Multi-digit multiplication
6 6.NS.2,3 Multi-digit division Multi-digit decimal operations
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What is Smarter Balanced?
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What is Smarter Balanced?
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Smarter Balanced ELA Content Specifications
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Smarter Balanced Math Content Specifications
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College- and Career-Ready
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A New Way of Doing Business
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Implementation Timeline
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Tools for Common Core Implementation
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Tools for District and School Leaders
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Tools for District and School Leaders
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Tools for Teachers
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Tools for Teachers
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Tools for Teachers
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