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Module 1December 2011
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California’s Common
Core State Standards
“Commitment to Quality Education for All”
Module 1 Agenda
Overview–ELA–Mathematics
Packet–Participant Materials – Right Side–Training Materials – Left Side
Background
The Common Core Standards (CCSS) were developed by the Council of Chief State School Officers and the National Governor’s Association Center, and were formally released on June 2, 2010 and adopted by California SBE in August 2010.
Created by Collaborative Groups
Developers and reviewers included parents, educators, content experts, researchers, national organizations and community groups from 48 states, two territories and the District of Columbia.
CCSS are internationally benchmarked.
Increased Rigor so Students are College and Career Ready
The new standards are the result of a state-led effort to increase rigor and build consensus on what students should know as they advance from kindergarten through high school, so they will graduate better prepared for college and the modern workplace.
California’s Influence on CCSS
The CCSS are not completely unlike the current California standards. In fact, the state standards of California and Massachusetts greatly aided in the development of the CCSS. Many of the authors of California’s standards also worked on the new standards.
A New Foundation for Student Success
http://www.youtube.com/watch?v=9IGD9oLofks
Attributes of Common Core State Standards
The Standards DO… The Standards DO NOT…set grade-level standards define the intervention methods or
materialsallow for the widest possible range of students to participate fully permitting appropriate accommodations
define the full range of supports appropriate for English learners and students with special needs
provide clear signposts along the way toward the goal of college and career readiness for all students
define the whole of college and career readiness
Mathematics- create Algebra standards and provide conceptual cluster standards in high schoolRLA- define general, cross-disciplinary literacy expectations
dictate curriculum or teaching methods
CCSS Have Two Organizational Frameworks
English/Language Arts
Career and College Readiness Anchor Standards
Content Standards
Mathematics
Mathematical Practices
Content Standards
Substantively enhance Address a perceived gap Be defensible to classroom practitioners Keep the original standard intact Ensure the rigor of California’s existing
standards is maintained
California’sCriteria for the Additional 15%
More about the 15%
Some additions included a completely new standard and others included additional language to make the standard more explicit
Analysis of text features in informational text (Gr. 6-12) Career and consumer documents included in
Writing (Gr. 8) “Both in isolation and in text” added to the application
of phonics and word analysis skills (Gr. K-3) Penmanship added to Language (Gr. 2-4) Formal presentations included in Speaking and
Listening (Gr. 1-12) Minor additions and insertions to enhance and clarify
More about California’s Additional 15% Examples of ELA Additions
California’s Additional 15%Examples of Mathematics Additions Added to Develop Ideas not
included in the CCSS:
Grade 2-Operations and Algebraic Thinking
Grade 5-Operations and Algebraic Thinking
High School Geometry-Geometric Measurement and Dimension
California’s Additional 15%
Examples of Mathematics Additions to the Existing CCSS Standard:
Grade 2-Measurement and Data
Grade 4-Geometry
Rigor and Relevance Framework®
The Quadrants
Quadrant A – focus is on teacher work Quadrant B – emphasis is on the student
doing real-world work Quadrant C – the student is required to
think in complex ways Quadrant D – requires the student to think
and work
Activity Read the description of the Rigor/Relevance
Framework in your packet
Take the quadrant and attached instructional activities located on your table. Work in groups of four to determine which group of instructional activities is aligned with each of the quadrants.
Activity Answers
A Express probabilities as fractions,
percents or decimals Classify triangles according to angle
size and /or length of sides Calculate volume of simple three-
dimensional shapes Given the coordinates of a
quadrilateral, plot the quadrilateral on a grid
D Obtain historical data about local weather to predict
the chance of snow, rain, or sun during the year Test consumer products and illustrate the data
graphically Plan a large school event and calculate resources
(food, decorations, etc.) you need to organize and hold this event
Make a scale drawing of the classroom on grid paper, each group using a different scale
B Calculate percentages of advertising in a
newspaper Tour the school building and identify examples of
parallel and perpendicular lines, planes and angles Determine the median and mode of real data
displayed in a histogram Organize and display collected data, using
appropriate tables, charts or graphs18
C Analyze the graphs of the perimeters
and areas of squares having different-length sides
Determine the largest rectangular area for a fixed perimeter Identify coordinates for ordered pairs that satisfy an algebraic relation or function
Determine and justify the similarity or congruence for two geometric shapes
Students, Teachers and Administrators Can Expect to See More…
project-based learning, fewer multiple-choice tests, more open-ended questions on
schoolwork, and a greater emphasis on informational
texts and non-fiction text.
California’s Common Core
Content Standards
English Language Arts and Literacy in History/Social Studies & Science and Technical Subjects
English Language Arts
Organization
Similarities/Shifts Shared Responsibility
Core Learnings
Organization and Design of English Language Arts Standards
Three main sectionsA comprehensive K-5 sectionTwo content-area specific sections for grades 6-12
English Language Arts History/Social Studies & Science and Technical Subjects
Four strandsReading WritingSpeaking and Listening (K-12 ELA only)Language (K-12 ELA only)
Strand Organization- ELA
Subheadings are consistent across grade levels within each set of standards
Locate the handout
Structure of CCSS
24
Strands K-5 6-12English Language Arts ELA Literacy in
History/Social Studies, Science & Technical Subjects
StrandSets
College and Career Readiness Anchor Standards
Reading - 10Writing - 10
Speaking and Listening - 6
Language - 6
Foundation Skills - 4
Turn and Talk The standards on this page are from which strand? Which set of standards is in the Reading strand? How many standards are in the Reading Standards
for Informational Text across ALL grade levels? What are the consistent subheadings? What does the bold and underlined text in standard
4 and 10 indicate?
The standards on this page are from which strand? Reading Which set of standards is in the Reading strand?
Informational Text How many standards are in the Reading Standards for
Informational Text across ALL grade levels? Ten What are the consistent subheadings? Key Ideas and Details,
Craft and Structure, Integration of Knowledge and Idea, Range of Reading and Level of Text Complexity
What does the bold and underlined text in standard 4 and 10 indicate? Additional 15%
Check Your Responses
Navigating the Standards:Horizontal Perspective
Note the progression across grade levels: Key Ideas and Details Standard 2
Kindergarten: With prompting and support, identify the main topic and retell key details of a text.
Grade 2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
Grade 4: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Navigating the StandardsNote the progression across grade levels: Grade 6: Determine a central idea of a text and how it is
conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Grade 8: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Grades 11-12: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Horizontal Perspective
1. Choose one of the Reading Standards for Informational Text.
2. Trace that standard grades K-12.
3. Share your observations with a partner.
Navigating the Standards: Vertical Perspective
Reading: Text Complexity and the Growth of Comprehension
The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read.
Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level.
The Standards Cascade of Complexity
Vertical Perspective
Select a grade level span and read standard 10 on the handout K, 1, 2-3, 4-5,6-8, 9-10,11-12
Discuss with an elbow partner: What are the similarities that you
notice within your grade level span? How is rigor increased within the span?
Similarities/Shifts of CA Standards and CCSS Strands
4 Domains1997 CA Standards
4 Strands2010 Common Core
Reading(includes vocabulary)
Reading
Writing Writing
Written and Oral Language Conventions
Language(includes vocabulary)
Listening and Speaking Speaking and Listening
Sample Standards ComparisonGrades 1 and 3
California Standard Common Core Standard for California
1st GradeWriting2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience.
1st GradeWriting3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
3rd GradeReading2.3 Demonstrate comprehension by identifying answers in the text.
3rd GradeReading Standards for Informational Text1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to text as the basis for the answers.
Sample Standards ComparisonGrade 6
California Standard Common Core Standard for California
6th GradeReading 2.7 Make reasonable assertions about a text through accurate, supporting citations.
6th GradeReading Standards for Informational Text (ELA)1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading Standards for Literacy in History/Social Studies1. Cite specific textual evidence to support analysis of primary and secondary sources.
Reading Standards for Literacy in Science and Technical Subjects1. Cite specific textual evidence to support analysis of science and technical texts.
Sample Standards ComparisonGrade 9-10
California Standard Common Core Standard for California
Reading ComprehensionFocus on Informational Materials
3.12 Analyze the way a work of literature is related to the themes and issues of its historical period. (Historical approach)
Reading Standards – Informational Text/Integration of Knowledge and Ideas
9. Analyze seminal US documents of historical and literary significance including how they address related themes and concepts
What Is Informational Text?Informational Text Exposition (e.g., texts, news, tradebooks) Argumentation and persuasive text (e.g.,
political speeches, editorials, ads) Procedural text and documents (e.g.,
manuals, directions)
What types of informational text are included in your curriculum or subject area?
38
Range of Text Types K-5Literature Informational Text
Stories Dramas Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction and myth
Includes staged dialogue and brief familiar scenes
Includes nursery rhymes and the subgenres of the narrative poem, limerick, an free verse poem
Includes biographies and autobiographies; books about history, social studies, science and the arts; technical texts, including directions, forms and information displayed on graphs, charts, or maps; and digital sources on a range of topics
Source: Sue Gendron, Policy Coordinator for the SMARTER Balance Assessment Consortium
Range of Text Types 6-12Literature Informational Text
Stories Dramas Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, allegories, parodies, satire, and graphic novels
Includes one-act and multi-act plays, both in written form and on film
Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads and epics
Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays, about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience
Emphasis on Informational Text
The Standards aim to align instruction with the National Assessment of Educational Progress (NAEP) framework.
Percentages do not imply that high school ELA teachers must teach 70% informational text; they demand instead that a great deal of reading should occur in other disciplines.
Distribution of Literary and Informational Passages byGrade in the 2009 NAEP Reading Framework
Grade Literary Information
4 50% 50%
8 45% 55%
12 30% 70%
The Balance of Informational and Literary Texts
As you watch this clip, think about the implications for students and teachers.
http://www.youtube.com/user/TheHuntInstitute#g/u
Writing ApplicationsCA Standards1. Narratives2. Expository Descriptions3. Friendly Letters4. Personal or Formal Letters5. Response to Literature6. Information Reports7. Summaries8. Persuasive Letters/Compositions9. Research Reports10. Fictional Narratives11. Biographical/Autobiographical
Narratives12. Career Development Documents13. Technical Documents14. Reflective Compositions15. Historical Investigation Reports16. Job Application/Resume
Common Core State Standards 1. Write Opinions (K-5); Write
Arguments (6-12)2. Write Narratives3. Write Informative; Explanatory
Texts
A Progression of WritingThe Standards cultivate three mutually reinforcing
writing capacities: To persuade To explain To convey real or imagined experience
Distribution of Communicative Purposes by Gradein the 2011 NAEP Writing Framework
Grade To Persuade To Explain To ConveyExperience
4 30% 35% 35%8 35% 35% 30%
12 40% 40% 20%
Speaking and Listening
Comprehension and CollaborationDay to day, purposeful academic talk one to one, small group and large group setting
Presentation of Knowledge and IdeasFormal sharing of information and concepts, including through the use of technology
Language
Conventions of Standard English Knowledge of Language Vocabulary
Shared Responsibility for Teaching the Standards
There are literacy standards in history/social studies, science, and technical subjects that are meant to complement rather than supplant content standards in those disciplines
Timeline – ELA
Adopt new frameworks and assessment English-Language Arts – 2014 Common Core Assessment – 2014-15
Adopt new instructional materials English-Language Arts – 2016
New instructional materials available for schools English-Language Arts – 2016
New Standards English Language Proficiency Standards – August 2012
Heart of the CCSS
“The standards focus intently on students reading closely to draw evidence from the text and are emphatic about students reading texts of adequate range and complexity.”
Source: Publish Criteria for the Common Core State Standards in English Language Arts and Literacy Grades 3-12
Heart of the CCSS
“The goal for readers of all ages is to be able to understand and learn from what they read and to express such knowledge clearly through speaking and writing about text”
Source: Publish Criteria for the Common Core State Standards in English Language Arts and Literacy Grades 3-12
CCSS - Core Learnings
Focus on text complexity Address reading and writing across the curriculum Emphasize analysis of informational text Focus on writing arguments and drawing evidence
from sources Emphasize participating in collaborative
conversation Integrate media sources across standards
Think About It!
Take from your packet the “Post It” Note document
Take a moment to think about the RLA Common Core State Standards
One thought One application/idea One question
Record your thoughts on the “Post It” Note document
BREAK
California’s Common Core
Content Standards
for
Mathematics
Mathematics Organization
Similarities
Shifts
Shared Responsibility
Core Learnings
Common Core State Standards
Define what students should understand and be able to do in their study of mathematics
Is the ability to justify appropriate to student’s math maturity
Understanding and procedural skill are equally important and can be assessed using tasks of sufficient richness
Organization and Design of Mathematics Standards
Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematical expert student
Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 2-4 focal points at each grade level High school standards presented by conceptual category
(Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)
Number and Operations in Base Ten 3.NBT
Use place value understanding and properties of operations to perform multi-digit arithmetic.4
1. Use place value understanding to round whole numbers to the nearest 10 or 100.
1.1 Understand that the four digits of a four-digit number represent amounts of thousands, hundreds, tens, and ones; e.g. 3,706 = 3000 + 700 + 6 = 3 thousands, 7 hundreds, 0 tens, and 6 ones.
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.
Organization and Design Content standards define what students should understand and be able
to do Clusters are groups of related standards Domains are larger groups that progress across grades
Domain
Standards
Cluster
High School Example-Geometry Content Cluster
Common Core State StandardsDomainsCommon Core State StandardsK-5Counting and Cardinality (K only)Operations and Algebraic ThinkingNumber and Operations in Base 10Number and Operations-FractionsMeasurement and DataGeometry
6-8 Ratio and Proportional Relationships
(Grades 6-7)The Number SystemExpressions and EquationsFunctions (Grade 8)GeometryStatistics and Probability
StrandsCA Standards K-7 Number Sense Algebra and Functions Measurement and Geometry Statistics, Data Analysis and
Probability Mathematical Reasoning
Grade Shifts: Examples
Concept 1997 Standards CCCS
Compose simple shapes to form larger shapes (e.g., 2 triangles to form a rectangle)
Grade2
K
Introduction to ProbabilityGrade
3Grade
7
Introduction of fractions as numbers
Grade2
Grade3
Add and subtract simple fractions
Grade3
Grade4
Introduction of integers Grade 4
Grade6
California Grade 8 OptionsTwo sets of standards for grade 8. Each set will prepare students for college and career. Standards for Algebra 1
Taken from 8th grade Common Core, high school Algebra content cluster and CA Algebra standards
8th grade Common Core
Mathematics Standards for High School
Arranged by conceptual categories (NOT by course): Number and Quantity(N) Algebra (A) Functions (F) Modeling ( ) Geometry (G) Statistics and Probability(S)
Mathematics Standards for High School
Specify the math that all students should study to be college and career ready
Identify additional math standards that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics. These are indicated by (+).
Include the addition of two courses from California: Calculus
Advanced Placement Statistics and Probability
Development of suggested course descriptions will be done by CDE as part of their long-range implementation plan
Traditional vs. Integrated
Think About It! Take a moment to think about the
Mathematics Common Core State Standards
One thought One application/idea One question
Record your thoughts on the “Post It” Note document
Fractions as an example of the CCSS expanded thinking
Number and Operations - Fractions 3.NF Develop understand of fractions as
numbers.–Third grade standard: Understand a
fraction as a number on the number line; represent fractions on a number line diagram
Activity - Find the “Fraction Number Line” in your packet
You may work independently or with a partner to complete the following tasks.
Directions: Assume the marks are equally spaced on each number line. What number corresponds to the point marked with the “?” In groups of four, discuss the strategies you used to solve the
problem and which problems you found “difficult” and “easy.”
Jaden
Turn and Talk What strategies did Jaden use? How did Jaden demonstrate he understood the
standard? How did it compare to the strategies you used? What can teachers do now to support the
transition to teaching the CCSS for fractions using a number line?
Mathematical Practices
Describe habits of mind of a mathematically expert student
Relate to mathematical proficiency as defined by the California Framework
Mathematical Practices1. 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
CCSS- Core Learnings
CCSS are focused on key topics at each grade level. There is a coherent progression from one grade level
to the next. Emphasis is on the conceptual understanding of the
mathematics - more than one correct answer. Mathematical practices foster reasoning in
mathematics - “think like a mathematician.” Emphasize participating in collaborative
conversation.
The Promise of StandardsThese Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.
Council of Chief State School Officers and the National Governors Association Center for Best Practices
Ideas for districts and schools to consider
Develop a multi-year transition plan for common core standards implementation
Implement a balanced math program that will support the mathematical practices
Implement literacy that integrates informational text and expository writing
Consider how to infuse elements of CCSS into daily instruction
Continue to use: Adopted instructional materials High-quality formative assessments to inform instruction Collaborative meetings for instructional planning
Remember that there are infinitely more similarities than differences with these standards.
Support for Administrators
December 14 - CCSS Overview (Module 1) December 15 - CCSS Overview (repeat of 12/14)
January 17- Digging Deeper into the CCSS (Module 2) Wait List
February 7- SMARTER Balanced Assessment
February 16 - Supervision Support and Implementation Plans (Module 3) Wait List
Support for TeachersTwo-day Training of Trainers- CISC February 6, 2012- Day One-
Overview, Content and Curriculum
February 15, 2012- Day Two- Instruction, Assessment, Instructional Materials and Appendices
SOLD OUT
Thank You! For your commitment to Ventura County
students For completing the Evaluation. We will design
Module 2 to include your questions/ suggestions.
• http://www.youtube.com/watch?v=BwND8J2SvGE
Contact Information
• Dr. Valerie Chrisman, Assistant Superintendent Educational Services, 383-1903, [email protected]
• Lynn Friedman, Director Curriculum and Instruction Support, 473-1336, [email protected]
• Martha Hernandez, Director Curriculum and Instruction Support, 473-1333, [email protected]
• Dr. Jane Wagmeister, Director Curriculum and Instruction Support, 473-1335, [email protected]