CCSS OVERVIEW. States that have Adopted the Common Core State Standards .

CCSS OVERVIEW

States that have Adopted the Common Core State Standards

http://www.corestandards.org/in-the-states

Why the Common Core State Standards?

Ensure that our students are:

Meeting college and work expectations;

Provided a vision of what it means to be an academically literate person in the twenty-first century;

Prepared to succeed in our global economy and society; and

Provided with rigorous content and applications of higher knowledge through higher order thinking skills.

Benefits of the CCSS

Internationally benchmarked

Evidence and research-based

Expectations clear to students, parents, teachers, and the general public

Costs to the state reduced

Consistent expectations for all—not dependent on a zip code

COMMON CORE STATE STANDARDS- ENGLISH LANGUAGE ARTS &

LITERACY

English Language Arts

College and Career Readiness Anchor Standards

Reading Writing Speaking & Listening Language

Informational Text

Literature

Foundational Skills (K-5

only)

Opinion/ Argument

ExplanationNarrative

Command of English and its conventions

Discussions and

Presentations

English Language Arts


Reading Writing Speaking & Listening Language

10 (Info Text) 10 6 610 (Literature)4 (Foundational Skills)

English Language Arts and Literacy in History, Social Studies, Science, and Technical

Subjects


Reading Writing

10 10

Standards Viewed in Grade Spans

How to Read the New CCSS

California Additions

• Formal presentations (grades 1-12) • Penmanship (grades 2-4)• Analysis of text features informational

text (grades 6-12)• Career development documents, such

as simple business letters and job applications (grade 8)

How to Read the Grade Level Standards

• RI = Reading for Informational Text• RL = Reading for Literature• RF = Reading Foundational Skills• W = Writing• SL = Speaking & Listening• L = Language• RH = Reading for History/ Social Studies• RST = Reading for Science & Technical Subjects• WHST = Writing for History/ Social Studies,

Science, & Technical Subjects


Strand.Grade-level.Standard

Example: • RI.6.4 = Reading for Informational Text, grade 6,

standard 4.You try:• L.K.2• RH.6-8.3• WHST.9-10.2

Progression of Complexity

A standard begins in kindergarten and progressively gets more difficult as the students move up through the grade levels

Reading Standards for Informational Text 1

K

With prompting and support, ask and answer questions about key details in a text.

1 Ask and answer questions about key details in a text.

2 Ask and answer such questions as who, what, where, when, why, and

how to demonstrate understanding of key details in a text.

3 Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers.

4 Refer to details and examples in a text when explaining what the text

says explicitly and when drawing inferences from the text.

5 Quote accurately from a text when explaining what the text says

explicitly and when drawing inferences from the text.

6 Cite textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text.

7 Cite several pieces of textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text.

8

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

9-10

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

11-12

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

What’s considered a “text” in the 21st Century?

“New Literacies”Stories, memoirs, poetry, directions for cooking, research papers, lab reports, more lab reports, problem sets, equations, expressions, maps, email, text-messaging, video games, financial reports, manuals, tests/exams, opera, rap, advertisements, visual and motion media, charts, graphs, artwork, PowerPoints, speech.

New Literacies for the 21st Century

21st Century Readers and Writers will need to…

National Council of Teachers of English

…develop proficiency with the

tools of technology

…manage, analyze and synthesize multiple streams of simultaneous information

build relationships with others to pose and solve problems collaboratively and

cross-culturally

create, critique, analyze, and evaluate multi-media texts


E=MC2


84/7 x 12.5 = 3y

H1 H20

…design and share information for global communities to meet a variety of purposes

21st Century Literacy • New Literacies• Technology• Multimedia• Collaboration and

Interdependence• Communication• Creative Thinking• Critical Problem Solving• Entrepreneurial Spirit

“The 4 Cs”

3 R’s

Above and Beyond with the 4Cs

21st Century LiteracyThink• When do people use these skills in real life?• What opportunities are there to support students’

development of these skills in your afterschool program?

Pair/Share: Share your answers with a partner

Each pair: Pick 1 real life application and 1 idea for building these in your program (Be prepared to share out with the whole group)

sitting & getting

We are Shifting from

to creating professional learners

CCSS ELA Instructional Shifts

Reading like detectives…

…and writing like investigative reporters.

• If we want students to read like detectives, then we need to ___________?

• If we want students to write like investigative reporters, then we need to _________?

Language Demands of the Common Core State Standards

The Common Core State Standards set high expectations for all students to participate in

academic discourse across the disciplines.

Student Expectations

• Sustain dialogue on a range of topics and in a variety of content areas

• Interpret the meaning of informational and literary texts

• Explain their thinking and build on others’ ideas• Construct arguments and justify their position

persuasively with sound evidence• Effectively produce written and oral texts in a

variety of disciplines for a variety of audiences and purposes

Reading and writing float on a

sea of talk.(Britton, 1983 p. 11)

Speaking and Listening StrandEmphasis is on:• Collaborative Conversations• Collaborative Group Work• Communicate Effectively (audience

aware)• The use of language increases as

students’ sophistication in reading and writing becomes more prevalent.

Key Advances

• Inclusion of formal and informal communication

• Emphasis on:– Collaborative Conversations– Collaborative Group Work– Communicate Effectively

• Integration of media sources across the standards

2011 © CA County Superintendents Educational Services Association

Vocabulary knowledge is the single greatest contributor to reading comprehension and thus a strong predictor of overall academic achievement.

--Kate Kinsella, Isabel Beck, Robert Marzano,Doug Fisher, et. al.

21st Century Implications In the 21st Century, students

must be able to communicate effectively in a wide range of print and digital texts, each of which may require different grammatical and usage choices to be effective.

CCSS Appendix A, p. 28

Register

“The type of language we use in particular situations when

communicating with a particular set of people to meet the

expectations of a particular context”

Spycher, 2012

Playing with Register

1.Partner A: explain to Partner B as if you are telling your supervisor the reason you were late to work

2.Partner B: explain to Partner A as if you are telling your co-worker the reason you were late to work

3.Partner A: explain to Partner B as if you are telling your close friend the reason you were late to work

4.Partner B: explain to Partner A as if you are telling your students the reason you were late to work

Spycher, 2012

ELD Standards: Appendix B, Differences between Everyday and Academic English Register, Page 10

From the work of Kate Kinsella

Think and Share

• How can you increase opportunities for more academic discourse with the students you serve?

ASSESSMENTS FOR THE CCSS-ELA

SBAC’s Four Major Claims

Claim #1 – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Claim #2 – Students can produce effective and well-grounded writing for a range of purposes and audiences.

Claim #3 – Students can employ effective speaking and listening skills for a range of purposes and audiences.

Claim #4 – Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

ELA / Literacy StrandsAssessment

Claim #1 Claim #2 Claim #3 All Claim #4 Claim #4 Claim #4

Measurement Instruments related to

Print, Digital, & Audio/Visual Stimuli

SR—Selected Response (traditional and non-traditional)one Claim (think, reason, integrate knowledge/skill)

CR—Constructed Responseone Claim (occasionally two), rubric-scored

PT—Performance Taskmultiple Claims (analysis, evaluation, evidence), rubric-scored

TE—Technology Enhanced

Traditional Selected Response Grade 3

Read the sentence from the passage and the question that follows.

You might think such a large bug would be hard to miss.

What does the phrase hard to miss mean as it is used in the sentence?A. fun to watchB. difficult to catchC. noticed once in a whileD. clearly able to be seen

Non-Traditional Selected Response Grade 3

Read the statement from the passage and the directions that follow.

Dragonflies are built to hunt.Select two sentences from the passage that best support this statement.A. The can hover.B. They can even fly backward.C. Dragonflies come in many sizes.D. All those eyes help a dragonfly see everything.E. It can soar through the sky at 30 miles an hour, looking for prey.

Non-Traditional Selected Response Grade 4

Select three details from the presentation that tell what all three polar bears have in common.A. They are orphaned.B. They were born in the wild.C. They play in dirt.D. They live at the San Diego Zoo.E. They have a book written about them.F. They sleep with a toy.G. They enjoy morning naps.

Purpose of Constructed Response Items

• Constructed Response Items – Require more analytical thinking and

reasoning

• Administered during the computer-adaptive component

Constructed Response – Grade 3

Explain why it is hard to be an astronaut. Give three reasons, using information from both sources. Be sure to tell which source you used for each reason.

Purpose of Performance Tasks (SBAC)

• Challenge students to apply their knowledge and skills to respond to real-world problems

• Collections of questions and activities meant to measure capacities such as depth of understanding, research skills, and complex analysis

Performance Tasks Written and/or Oral

• Opinion (K-5); Argumentative (6-12)• Informative/Explanatory • Narrative

Authentic, and measure complex thinking: analysis, synthesis, critical thinking

Require student use of research, multimedia & informational text across content areas

105 minutes – 2 hours in length

Parts of Performance Task

• Part 1: Student reads research sources and responds to prompts (Claim 1 or 4)

• Part 2: Student plans, writes, and revises his or her full essay (Claim 2) or plans and delivers a speech (Claim 3)

Performance Task – Grade 3• Your class is creating a magazine about

interesting jobs people do. Each person has been assigned to learn about a different job. Your assignment is to learn about what it is like to be an astronaut. You have found two sources about being an astronaut.

• In Part 2, you will write an informational article using information you have read.

Performance Task – Grade 4

Your science club is learning about animals and how they survive. You have been chosen to write an article in a newsletter about how animals live in different types of environments. Before you decide what animals you will write about, you do some research and find two articles that provide information about animals that live in different environments.

SBAC Grade 4 PT

After you have looked at these sources, you will answer some questions about them. Briefly scan the sources and the three questions that follow. Then, go back and read the sources carefully to gain the information you will need to answer the questions and write an informational article for the newsletter.

COMMON CORE STATE STANDARDS- MATHEMATICS

Standards for Mathematical Practices

1. Make sense of problems and persevere in solving them…start by explaining to themselves the meaning of a problem and looking for entry points to its solution

2. Reason abstractly and quantitatively…make sense of quantities and their relationships to problem situations

3. Construct viable arguments and critique the reasoning of others…understand and use stated assumptions, definitions, and previously established results in constructing arguments

4. Model with mathematics…can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace

Standards for Mathematical Practice

5. Use appropriate tools strategically…consider the available tools when solving a mathematical problem

6. Attend to precision…communicate precisely using clear definitions and calculate accurately and efficiently

7. Look for and make use of structure…look closely to discern a pattern or structure

8. Look for and express regularity in repeated reasoning…notice if calculations are repeated, and look for both general methods and for shortcuts


Take a moment to examine the first three words of each of the 8 mathematical practices…what do you notice?

Mathematically Proficient Students…


What are the verbs that illustrate the student actions for your assigned mathematical practice?

Circle, highlight or underline them for your assigned practice…


SMP1: Explain and make conjectures…

SMP2: Make sense of…

SMP3: Understand and use…

SMP4: Apply and interpret…

SMP5: Consider and detect…

SMP6: Communicate precisely to others…

SMP7: Discern and recognize…

SMP8: Notice and pay attention to…

California ComparisonCommon Core State Standards for CA DOMAINS

California Standards • Grades K-7 STRANDS

K-5•Counting and Cardinality (K only)•Operations and Algebraic Thinking•Number and Operations in Base 10•Number and Operations-Fractions•Measurement and Data•Geometry

6-8•Ratio and Proportional Relationships (grade 6-7)•The Number System•Expressions and Equations•Functions (Grade 8)•Geometry•Statistics and probability

• Number Sense

• Algebra and Functions

• Measurement and Geometry

• Statistics, Data Analysis and Probability

• Mathematical Reasoning

CCSS Domains and Conceptual CategoriesK 1 2 3 4 5 6 7 8 HS

Counting & Cardinality

Number and Operations in Base TenRatios and Proportional

RelationshipsNumber & Quantity

Number and Operations – Fractions

The Number System

Operations and Algebraic Thinking

Expressions and Equations Algebra

Functions Functions

Geometry Geometry

Measurement and Data Statistics and ProbabilityStatistics & Probability

Findwell, Bradford & Foughty, Zachary. “”Preparing to Implement the Common Core State Standards for Mathematics. Indiana Department of Education and Ohio Department of Education. March 30, 2011

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CCSS OVERVIEW. States that have Adopted the Common Core State Standards .

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