COMMON CORE OVERVIEWMonica Curiel

CLAS

2013-2014

FOUR ASPECTS OF COMMON CORE THAT SETS IT APART FROM CURRENT STANDARDS

1. Close and Critical Reading2. Integration of Language Processes and

Disciplinary Content3. Media/Research Literacy4. Text Complexity

OVERARCHING GOALS OF THE CCSS

Ensure that our students are:• Meeting college and work expectations.• Prepared to succeed in our global economy and

society.• Provided with rigorous content and applications

of higher knowledge through higher order thinking skills.

Every teacher, regardless of subject area, including science, social studies, electives, PE, VAPA, etc. is working toward achieving these goals.

•Building knowledge through content-rich nonfiction

•Reading, writing and speaking grounded in evidence from text, both literary and informational

•Regular practice with complex text and its academic language

ELA/Literacy Instructional Shifts*

*Achieve the Core

CONTENT LITERACY STANDARDS(HISTORY/SOCIAL STUDIES, SCIENCE, TECHNICAL

SUBJECTS)

Complement rather than replace content standards

Are the responsibility of teachers in those subjects

Align with college and career readiness expectations

Reading Anchor Standards

Page 10 CCSS

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading andLevel of Text Complexity

• Grade-specific end-of-year expectations• Developmentally appropriate, cumulative

progression of skills and understandings

Organization of ELA/Literacy Standards

CCSS p. 33

ACCORDING TO DAVID COLEMAN…

“Common Core asks us to simplify and let go of non-essential things we do with kids…”

“Content area teachers will become equal partners in cultivating literacy skills…”

“Reading and writing is the center of knowledge.”

BEGIN IMPLEMENTING CCSS4 QUESTIONS TO ASK YOURSELF NOW

Are students engaged in discussing a piece of text?

Is it demanding? Are there text-dependent questions to go

with the text? Do students cite the text when answering

questions?

DEEPER UNDERSTANDING

WHAT’S THE CONNECTION TO BIG IDEAS AND ESSENTIAL QUESTIONS? Big ideas and essential questions:

assist students in gaining that deeper understanding of content and skills.

assist teachers in focusing their teaching to help the students gain that deeper understanding.

set a purpose for learning that ties in with the real world-Why does it matter?

GENERAL BIG IDEAS FOR MULTIPLE CONTENT AREAS:

Relationships come in many forms.

Structure is dependent on rules.

Systems are made of parts that work

together.

Change can be evolutionary or revolutionary.

UNWRAPPING THE STANDARDS AS A STRATEGY FOR IDENTIFYING BIG IDEAS AND CORE TASKS.

Looking at key nouns and verbs helps to identify key learning which can then be taught in the context of big ideas and essential questions.

POSSIBLE EXAMPLES Students interpret, analyze, and evaluate

informational text in order to extend understanding and appreciation .

Big ideas: We interpret information and draw conclusions both from what we read and experience in life.

Standard: Comprehend and interpret information from a variety of graphic displays including diagrams,

charts, and graphs.

Big Idea: Graphic displays of information enhances

comprehension and interpretation of information.

ESSENTIAL QUESTIONS

ESSENTIAL QUESTIONSExamples

What traits and characteristics determine a classification?

Where do artists get their ideas?

What determines “value”?

What distinguishes a fluent foreigner from a native speaker?

How does habitat influence how we live?

Non Examples

How many legs does a spider have?

Did nature influence Monet?

How many dimes in a dollar?

What is the meaning of the Greek term technology from its Greek root “techne”?

Why were settlements developed around lakes and rivers?

CLOSE READING“IT’S A CAREFUL AND PURPOSEFUL

REREADING OF A TEXT. IT’S AN ENCOUNTER WITH THE TEXT WHERE STUDENTS REALLY

FOCUS ON WHAT THE AUTHOR HAD TO SAY, WHAT THE AUTHOR’S PURPOSE WAS, WHAT

THE WORDS MEAN, AND WHAT THE STRUCTURE OF THE TEXT TELLS US. CLOSE

READING REQUIRES THAT STUDENTS ACTUALLY THINK AND UNDERSTAND WHAT THEY ARE

READING.” –DOUG FISHER

Creating a Close Reading

Use a short passage

“Read with a pencil”

Note what’s confusing

Pay attention to patterns

Give students the chance to struggle a bit

HOW TO READ CLOSELY…

Read this passage silently:

There are known knowns. There are things we know that we know. There are known unknowns. That is to say there are things that we know we don’t know. But there are also unknown unknowns. There are things we don’t know we don’t know.

~ Donald Rumsfeld

EFFECTIVE FIRST READINGS

What did you just read? Why is it necessary to

reread this text? What will you do to

address your “confusions” as you reread?

STRATEGIES FOR CLOSE READING

Standards based questions answered through reading the text

Should be higher level Give attention to different levels

of discourse --text structure --voice --main idea or message --vocabulary --sentence structure --academic vocabulary Require teacher preparation and

student thought

TEXT-DEPENDENT QUESTIONS

OBJECTIVES, OBJECTIVES….

Content objectives are based on a….. Standard – State/Common Core

They should include what concepts students will learn

Language objectives should include

how students will demonstrate their learning of the concepts Four areas of language…reading, writing,

listening and speaking

LESSON PREPARATIONCONTENT OBJECTIVES

Sample verbs for writing Content Objectives:

IdentifySolve InvestigateDistinguishHypothesizeUnderstandSelectDraw conclusions about

LESSON PREPARATIONLANGUAGE OBJECTIVES

Sample verbs for writing Language Objectives:

RetellDefineFind the main ideaCompareSummarizeWritePersuadeRehearse IllustrateLabel

OBJECTIVESHISTORY

Content Objective:Student will create a graphic organizer to identify colonial grievances in the Declaration of Independence.

Language Objective:Identify and describe colonial grievances using the sentence stems:

A grievance can be defined as ___________.

Three examples of colonial grievances listed in the Declaration of Independence are _______, ________, and ________.

OBJECTIVESELA

CONTENT

SWBAT to infer at least two character traits based on the author’s description.

LANGUAGE Use complete sentences and quotes from

the story to describe the character’s traits based on the descriptions of the author.

OBJECTIVESMATH

CONTENT

The students will be able to use constructions to explore attributes of geometric figures.

LANGUAGE

The student will be able to use mathematical vocabulary to explain orally or in writing the attributes of geometric figures.

OBJECTIVESSCIENCE

Content

•Students will understand how energy, such as sound energy, can travel through matter.

Language

• Students will write a summary with transitions and academic vocabulary explaining how energy can travel through matter.

CONTACT INFORMATION

Monica Curielmonica.curiel@sausd.us

Room 300714-313-6671