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GETTING TO THE “CORE”
OF COMMON CORE
Chandler Park Academy School District
Professional Development
January 8, 2013
Agenda
WelcomeOpening RemarksOverview of the Common CorePresentation of Literacy (ELA) StandardsPresentation of Mathematics StandardsHow Does Instruction LookExploring ResourcesNext Steps
Norms
Listen attentivelyRespect all opinions and ideasChallenge ideas not peopleBe aware of airtimeHand Signal for attentionSilence your cell phonesStart and end on time
Outcomes
Participants will◦examine the components of the Common
Core Standard◦examine the correlation between the
Common Core Standards and grade levels◦examine various website resources that
will increase understanding of the standards and assist with student achievement
Recap from May 8, 2012
Introduced to Common Core Standards
Examined how the GLCE, HSCE and Common Core relate
Explored the shared vocabulary
Discussed instructional resources that are needed
State-led and developed common core standards for K-12 in literacy and mathematics
Focus on learning expectations for students
Overview
To provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them
To designed standards to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.
Common Core Mission
To fully prepared students for the future, our communities will be best positioned to compete successfully in the global economy. (www.commoncore.org)
Common Core Mission con’t
The Why•Disparate standards across states
• Student mobility
•Global competition
•Today’s jobs require different skills
Why is This Important
• Prepares students with the knowledge and skills they need to succeed in college and work
• Ensures consistent expectations regardless of a student’s zip code
• Provides educators, parents, and students with clear, focused guideposts
for Students, Teachers, and Parents?
Shift in Focus of the CCSS
Increasing text complexityClose reading and analysis of texts; citing
supporting evidenceMore emphasis on reading informational
texts (50% grades k-5; 70% by high school)3 types of writing at each grade level—
argument, informational/explanatory, narrative
Short ResearchAcademic and domain-specific vocabulary
Literacy (ELA) StrandsReading◦Literature (K-12)◦Informational Text (K-12)◦Foundational Skills (K-5)
Writing (K-12)Speaking & Listening (K-12)Language Use (K-12)Literacy in History/Social Studies, Science,
andTechnical Subjects – Grades 6‐12 (integrated
in K‐5)
Sample Question
43007Which of the following best identifies what the discovery of diamond icebergs teaches us about the nature and properties of diamonds?
1. Diamonds have a changeable state of matter.
2. Diamonds can reach sizes larger and heavier than the Earth.
3. Diamonds found on Earth can originate from distant parts of space.
4. Diamonds help scientists better understand the formation of galaxies.
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.
Standards for Mathematical Practice
Standards for Mathematical Practice
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.
Organization of Standards
Clusters are groups of related standards.Domains are larger groups of related
standards.Each grade level begins with a brief narrative
describing the focus on critical areas of instruction.
MathExample
http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm