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Common Core Standards (CCS) FocusCommon Core Standards (CCS) FocusThe focus of the CCS is
to guarantee that all students are college
and career ready as they exit from
high school.
Common Core Standards Framework
Common Core
Content Standards
Instructional Shifts
Practices (Math)/
Descriptors (ELA)
Curriculum
Equity
Assessment
Teaching & Learning
• English Language Arts (ELA)–College/Career Ready Descriptors–Anchor Standards– English/Literacy Standards
• Mathematics–Mathematical Practices Standards–Math Content Standards
Two Sets of Common Core Standards
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• College and Career Readiness (CCR) and Grade-Specific Standards
• A Focus on Results Rather than Means• An Integrated Model of Literacy• Research and Media Skills Integrated into the
Standards as a Whole• Shared Responsibility for Students’ Literacy
and Mathematics Development• Focus and Coherence in Instruction and
Assessment
Key Design Considerations
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• 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• Understand other perspectives and cultures
ELA College /Career Ready Descriptors
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Student Expectations ~ ELA
NewWhat is the passage trying to teach the reader? Identify three details from the text that support the main idea. Explain how the author utilizes these details to support the lesson being taught.
OldThis passage teaches readers that it is better to be:a) fast than slowb) big than littlec) a rabbit than a moused) clever than strong
Standards for Mathematical Practice1. Make sense of problems and persevere in solving
them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the
reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated
reasoning.
Number and Operations - Fractions 4.NF
Extend understanding of fraction equivalence and ordering.1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b)
by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Student Expectations ~ Math
Old Insert < or > 1/3
1/4
New Sam said, “1/3 of a pie is less than 1/4 of the same pie.”
Is Sam correct? Justify your answer using words, numbers, and drawings.
Transition Roadmap• Community Awareness & Knowledge Building
– Awareness Sessions (6:00-7:30 pm)• October 22 @ John F. Kennedy High School • October 23 @ Hiram Johnson High School• October 23 @ Rosemont High School
– Knowledge Building Sessions (6:00-7:30 pm)• ELA: November 13, February 13, & April 16• Math: November 27, February 26, & April 30
• Leadership Development• Professional Learning• Alignment of Current Resources & Practices• Supplemental Resources & Strategies• Electronic Library
Transition Roadmap• New ELD Standards Aligned to Common
Core• New English Language Proficiency
Assessment (new CELDT)• ELA/ELD Framework