Common Core Standards

Implementation GuidelinesELA and Mathematics

Archdiocese of Philadelphia - 2011

2011-2014

Welcome

Today’s world calls for a greater leap in the changes

required to keep atthe forefront of quality and

effective education.

Catholic Education

“It is very dangerous to go into eternity with possibilities which one has oneself prevented

from becoming realities. A possibility is a hint from God. One must follow

it.” --Soren

Kierkegaard

Why Adopt the Common Core

Standards?

Dr. Carol Cary

• The Common Core State Standards (CCSS) provide a consistent, clear understanding of what students are expected to learn

• The CCSS are robust and relevant to the real world, reflecting the knowledge and skills that students need for success in college and careers

• We believe that the Common Core State Standards will help us to prepare our students to succeed in their personal and professional lives.

• The CCSS allow for the depth of understanding rather than the breadth of covering material

• The CCSS provide fewer standards- solving the problem of the over-crowded standards and curricula that began with the standards movement in the 1980s

• The CCSS were informed by nearly 10,000 public comments, by standards of other top performing countries, by educators, including teachers and chief school officers from across our country

• The CCSS have been adopted by 47 states

• The CCSS American competitiveness relies on a strong education system; one that adequately prepares students to compete successfully in a global economy

• The CCSS provide benchmarks for all students regardless of where they live; a first-time movement in U.S. history

• The CCSS provide an opportunity for educators to work together, share best practices, and build a 2st century educational system for all students

Overview of Templates for

Implementation

Sister Edward

Background

The International Center (the people who brought you Rigor and Relevance and the 4 Quadrants), The Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA), with participation of the overwhelming majority of states, set a goal to create standards that are “research and evidence-based, aligned with college and work expectations, include rigorous content and skills and are internationally benchmarked.”

What Are the Committees Doing?

• The committees are working on the implementation guides for the standards. They are looking to provide teachers with:– The essential questions– The related standards– Content area and Technology

connections– Ideas for assessments, both

formative and summativeIn a sense these guides will

become the core of what will then become your unit plan

CATEGORY: Expressions and Equations: M.8.B. – Work with radicals and integer exponents.

Essential QuestionsWhat should I be able to answer?What guides my thinking?

How do I work with very large and very small numbers?When am I going to use this?How is this idea going to help me with my thinking?When is scientific notation used and by whom, what careers?

AssessmentWhat will I be expected to know, understand, and be able to do in order to demonstrate my learning?

Students will explain what they heard during the lesson to another student, agree/disagree/discussExit Cards – periodically through the unitHomework check/board workSummative: Quiz of individual skills, test when all are complete/My Math Textbook Page- create a page with explanation and examples and problems on each skill listed above

SkillsWhat skills do I need to have in order to answer the essential questions?

1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. 2. Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. 4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.

ContentWhat content do I need to know in order to answer the essential questions?

Mathematical representation to solve problemsRepresentation of mathematical situations using algebraic symbolsUnderstanding of the interconnection of mathematical ideas Formative: Find Someone Who…Review-

Integration of Learning How does this learning connect to my other areas (subjects) of learning?

Science - examples-weights, distances, measurementEconomics – example – debt*Confer with science teacher

Tools for LearningWhich tools will I use that will assist me in my learning?

Standard Specific tools and websites4 C’s tools and websitesNETS tools and websites

Which 21st Century Skills are woven into this standard? ___Critical Thinking/Problem Solving ___Collaboration ___Communications ___Creativity/InnovationWhat level of rigor will I be using? (A, C)________ What level of relevance will I be using?_________ (B,D)

CATEGORY: Standard M.K.A.1. Whatever it might be

Essential QuestionsWhat should I be able to answer?What guides my thinking?

The ELA is using a two-column format to put literature in one column and related skills in the other.

AssessmentWhat will I be expected to know, understand, and be able to do in order to demonstrate my learning?

SkillsWhat skills do I need to have in order to answer the essential questions?

ContentWhat content do I need to know in order to answer the essential questions?

Integration of Learning How does this learning connect to my other areas (subjects) of learning?

Tools for LearningWhich tools will I use that will assist me in my learning?

Which 21st Century Skills are woven into this standard? ___Critical Thinking/Problem Solving ___Collaboration ___Communications ___Creativity/InnovationWhat level of rigor will I be using? (A, C)________ What level of relevance will I be using?_________ (B,D)

Essential Questions

• What should I be able to answer?

• What guides my thinking?What is an information paragraph? What is the topic of my paragraph?How do I use facts and definitions to develop an information paragraph?How do I write a closing statement?

Assessment

• What will I be expected to know, understand, and be able to do in order to demonstrate my learning?

Gather information. Write list. Organize the list. Write an information paragraph.Share information with classmates.Complete report and illustrate

Skills

• What skills do I need to have in order to answer the essential questions?1. Know and apply the properties of integer exponents to generate

equivalent numerical expressions.

2. Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.

3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.

4. Perform operations with numbers expressed in scientific notation.

Content

• What content do I need to know in order to answer the essential questions?Mathematical representation to solve problems

Representation of mathematical situations using algebraic symbols

Understanding of the interconnection of mathematical ideas

Integration of Learning

• How does this learning connect to my other areas (subjects) of learning?

Science examples -weights, distances, measurement *Confer with science teacher

Economics: example – debt*Confer with social studies teacher

Tools for Learning

• Which tools will I use that will assist me in my learning?

Standard Specific tools and websites

4 C’s tools and websites

NETS tools and websites

Further Considerations

• Which 21st Century Skills are woven into this standard?

• ___Critical Thinking/Problem Solving

___Collaboration ___Communications

___Creativity/Innovation

• What level of rigor will I be using? (A, C) ___

• What level of relevance will I be using? (B,D)__

English Language Arts Standards

John CramutoloMary Tremper

ELA Common Core

• The ELA Common Core is a set of standards adopted by 47 states, including Pennsylvania.

• The standards are divided into 5 areas of learning:– Reading Standards for Literature– Reading Standards for Informational

Texts– Writing Standards– Listening and Speaking Standards– Language Standards

Major Differences to our Present Standards

• A separate standard for informational texts. Students will be expected to analyze the key details, ideas, structure and language of non-fictional texts (essays, biographies, autobiographies)

• Separate sub-standards in both literature and informational texts ask for the integration of skills.

ELA• READING

• WRITING

• SPEAKING and LISTENING

• LANGUAGE

READING STRAND

• READING LITERATURE

• READING INFORMATIONAL TEXT

• READING FOUNDATIONS (K-5)

ELA = LITERACY

Students will:• Demonstrate independence• Build strong content knowledge• Adapt to varying demands of

audience, task, purpose, and discipline

(continued)

• Comprehend as well as critique

• Value evidence• Use technology and digital

media strategically and capably

• Come to understand other perspectives and cultures

ILA GUIDELINES

PRIORITY TOPICS• WRITING PIECES• READING/LITERATURE SERIES• LANGUAGE/GRAMMAR/USAGE

GUIDELINES VS COMMON CORE

STANDARDS

LESS IS MORE!

READING and WRITING

•View skills side-by-side•Incorporate reading and writing skills

•Integrate content

Grade 2Reading Standards for LiteratureA.Key Ideas and DetailsB.Craft and StructureC.Integration of Knowledge and IdeasD.Range of Reading and Level of Text

Complexity

Reading Standards for Informational Text E. Key Ideas and DetailsF. Craft and StructureG. Integration of Knowledge and IdeasH. Range of Reading and Level of Text

Complexity

Reading Standards: Foundational SkillsI.Phonics and Word RecognitionJ. Fluency

Writing StandardsK. Text Types and PurposesL. Production and Distribution of

WritingM. Research to Build and Present

Knowledge

Speaking and Listening StandardsN. Comprehension and CollaborationO. Presentation of Knowledge and

Ideas

Language StandardsP. Conventions of Standard EnglishQ. Knowledge of LanguageR. Vocabulary Acquisition and Use

Math Standards

Jerry MeynKate Reardon

Standards for Mathematical Practice

1.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.

Courses in higher level mathematics: Precalculus, Calculus, Advanced Statistics, Discrete Mathematics,

Advanced Quantitative Reasoning.

Traditional Pathway Accelerated

Pathway

The Mathematics standards are listed in conceptual categories:

• Number and Quantity

• Algebra

• Functions

• Modeling

• Geometry

• Statistics and Probability

Course

Units

Clusters

Standards

Algebra I

Unit 1Relationships Between Quantities and Reasoning

with Equations

Unit 2Linear and Exponential Relationships

Unit 3Descriptive Statistics

Unit 4Expressions and Equations

Unit 5Quadratic Functions and Modeling

Unit 4Expressions and

Equations

Cluster 1 Interpret the structure of expressions.

Cluster 2 Write expressions in equivalent forms to solve problems

Cluster 3 Perform arithmetic operations on polynomials.

Cluster 4 Create equations that describe numbers or relationships.

Cluster 5 Solve equations and inequalities in one variable.

Cluster 6 Solve systems of equations.

Unit 4Expressions and

Equations

Cluster 1 Interpret the structure of expressions.

Cluster 2 Write expressions in equivalent forms to solve problems

Cluster 3 Perform arithmetic operations on polynomials.

Cluster 4 Create equations that describe numbers or relationships.

Cluster 5 Solve equations and inequalities in one variable.

Cluster 6 Solve systems of equations.

Cluster 4Create equations that describe numbers or relationships.

(Standard A.CED.1) Create equations and inequalities in one variable and use themto solve problems. Include equations arising from linear and quadraticfunctions, and simple rational and exponential functions.

(Standard A.CED.2) Create equations in two or more variables to representrelationships between quantities; graph equations on coordinate axes with labels and scales.

(Standard A.CED.4 )Rearrange formulas to highlight a quantity of interest, using thesame reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

How the document is organized and what to

look for as you review it…

•Domain – Larger groups of related standards

•Standard – define what students should understand and be able to do

•Clusters –groups of related standards

Examples of Each Part• Number and Operations in Base Ten DOMAIN 3.NBT***• Use place value understanding and properties of operations to

perform multi-digit arithmetic. STANDARD• 1. Use place value understanding to round whole numbers to the

nearest 10 or 100.• 2. Fluently add and subtract within 1000 using strategies and

algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

• 3. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

CLUSTERNB ***we renumbered the document M.3.A

Now what?

• Read and compare the 2 documents–Note what is the same as you have been teaching

–Note what is taught before your grade and what will be covered in the subsequent grade

Let’s look at fractionsk-8

Number and Operations—Fractions

Grade 3[Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.]

• M.3.F. Develop understanding of fractions as numbers.

Grade 4• [Grade 4 expectations in this

domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.]

• M.4.F. Extend understanding of fraction equivalence and ordering.

• M.4.G. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

• M.4.H. Understand decimal notation for fractions, and compare decimal fractions.

Grade 5• M.5.E. Use equivalent

fractions as a strategy to add and subtract fractions.

• M.5.F. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

ContinuedGrade 6The Number System• ***Note title change at this

level that continues through grade 8

(Rational Numbers)• M.6.B. Apply and extend

previous understandings of multiplication and division

• M.6.C. Compute fluently with multi-digit numbers and find common factors and multiples.

• M.6.D. Apply and extend previous understandings of numbers to the system of rational numbers.

Grade 7The Number System• M.7.B. Apply and

extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Grade 8The Number System• M.8.A. Know that there

are numbers that are not rational, and approximate them by rational numbers.

Transition to high school

•As stated in prior communications, most 8th graders will complete Algebra 1 in order to be able to take high levels of math and science in high school.

Our goal is for this whole experience to

Be this… And not this…

As we work for this

A final thought. . .

The standards are what we share with our fellow educators, but the content and manner in which we present the material is what will demonstrate our Catholicity.

Transformation

It is time to put our hands to the plow and lead our schools through a visible and noteworthy change

preparing our students for postsecondary success.

We must set the stage for real educational transformation with

innovative approaches to leading, learning and teaching with the

support of the common core standards, effective assessment

practices, accountability on the part of all as well as data systems that

will guide our decision-making.

Questions

INDEX CARD