Transcript Module 2 CCSS Overview

Module #2
Common Core State Standards
Overview
Outcomes


Understand background, rationale
and organization of the Common
Core State Standards (CCSS).
Reflect and begin a discussion about
how the common core will impact
curriculum and instruction at your
sites.
Agenda

CCSS Overview
 ELA/Literacy
 History/Social
Studies
 Science and Technical Subjects
Mathematics
 Site PD Plan and Reflection

States that have adopted the
Common Core State Standards
http://www.corestandards.org/in-the-states
Mission Statement – CCSS
The Common Core State Standards
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.
Mission Statement – CCSS
The standards are designed 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.
Mission Statement – CCSS
With American students fully
prepared for the future, our
communities will be best positioned
to compete successfully in the global
economy.
Rationale for CCSS
Ensure that our students are:
 Meeting college and career expectations
 Provided a vision of what it means to be an
academically literate person in the 21st
Century
 Prepared to succeed in our global economy
 Expectations are consistent for all – and not
dependent on a student’s zip code
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
Common Core State Standards
ENGLISH LANGUAGE ARTS &
LITERACY IN HISTORY/SOCIAL
STUDIES, SCIENCE, AND
TECHNICAL SUBJECTS
Organization of CCSS
ELA Strands
Literacy in History/Social Studies,
Science, and Technical Subjects
.
ELA / Literacy Strands
together prepare students for
literacy demands of the 21st Century
Strand Organization
Subheadings are
consistent across
grade levels within
each set of
standards.
Reading Strand

Emphasis on:
 Informational
Text
 Text Complexity
NAEP Alignment in Reading
Grade
4
8
12
Literature
50%
45%
30%
Information
50%
55%
70%
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.
Lexile Framework® for Reading Study
Summary of Text Lexile Measures
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High
School
Literature
College
Literature
College
High
School Textbooks
Textbooks
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
* Source of National Test Data: MetaMetrics
Writing Strand

Emphasis is on
 Argumentative
Writing
 Explanatory Writing

3 Text Types
 Opinion/Argument
 Informative/Explanatory
 Narrative
NAEP Alignment in Writing
 Three mutually reinforcing writing capacities:
 To persuade
 To explain
 To convey real or imagined experience
Grade
Persuade
Explain
4
8
12
30%
35%
40%
35%
35%
40%
Convey
Experience
35%
30%
20%
Streamlined Writing Applications
CCSS: Writing
CA Standards:


Opinions /
Arguments






Informative/
Explanatory Texts






Narratives





Narratives
Expository Descriptions
Friendly Letters
Personal or Formal Letters
Response to Literature
Information Reports
Summaries
Persuasive Letters/Compositions
Research Reports
Fictional Narratives
Biographical/Autobiographical
Narratives
Career Development Documents
Technical Documents
Reflective Compositions
Historical Investigation Reports
Job Application/Resume
The 3 Big Buckets
Opinion (K-5)
Argument (6-12)
Narrative
Informative/
Explanatory
Which Bucket(s)?








Stories

Descriptions

Letters

Response to Literature
Information Reports 

Summaries

Editorials
News Articles

Research Reports
Biography/Autobiography
Career Development
Documents
Technical Documents
Reflective Compositions
Historical Investigation
Reports
Job Application/Resume
Speaking and Listening Strand
ELA only
Emphasis is on:



Collaborative Conversations
Collaborative Group Work
Communicate Effectively (audience aware)
Collaborative Conversations
Engage effectively in collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners,
building on others’ ideas and expressing one’s own clearly.
Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and
other information known about the topic to explore ideas
under discussion.
Follow agreed-upon rules for discussions and carry out
assigned roles.
Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate
on the remarks of others.
Language Strand
ELA only
Emphasis is on:
 The
use of language increasing as the sophistication of
reading, writing, and speaking become more prevalent.
Questions
Summary So Far…
 English Language Arts (ELA)
 Reading
 Writing
 Speaking
& Listening
 Language
 Literacy
in History/Social Studies &
Science and Technical Subjects
 K-5:
Embedded in ELA
 6-12: Separate Section (Reading & Writing only)
College and Career
Readiness Anchor Standards
Reading (ELA/Literacy)
Writing (ELA/Literacy)
Speaking and Listening (ELA only)
Language (ELA only)
A Word from Sally Hampton
CCR Anchor Standards
Distribute and read the cards in the center of
your table.
 How are teachers at your site preparing
students to be proficient with this anchor
standard?
 Stand Up/Hand Up/Pair Up
 Share with your partner.
 Repeat 2 times with another partner.

CCR Anchor Standards



Define essential skills and knowledge every student
needs for success in 21st Century college and
careers
Focus on results rather than means
Provide for coherence in instruction & assessment:
Grade-level standards align with Anchor standards
(“backwards mapping”)
Standards aligned across content areas
English Language Arts
 History / Social Studies
 Science and Technical Subjects

Standards Viewed in Grade Spans
Integrated Model of Literacy
Development across content areas
RI.9-10.1
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text.
RH.9-10.1
Cite specific textual evidence to support analysis
of primary and secondary sources, attending to
such features as the date and origin of the
information.
RST.9-10.1 Cite specific textual evidence to support analysis
of science and technical texts, attending to the
precise details of explanations or descriptions.
Anchor
Reading
Standard 1
RI.9-10.1
RH.9-10.1
Read closely to determine what the text says
explicitly and to make logical inferences from it;
cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text.
Cite specific textual evidence to support analysis
of primary and secondary sources, attending to
such features as the date and origin of the
information.
RST.9-10.1 Cite specific textual evidence to support analysis
of science and technical texts, attending to the
precise details of explanations or descriptions.
Anchor
Reading
Standard 1
RI.9-10.1
RH.9-10.1
Read closely to determine what the text says
explicitly and to make logical inferences from it;
cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text.
Cite specific textual evidence to support analysis
of primary and secondary sources, attending to
such features as the date and origin of the
information.
RST.9-10.1 Cite specific textual evidence to support analysis
of science and technical texts, attending to the
precise details of explanations or descriptions.
Anchor
Reading
Standard 1
RI.9-10.1
RH.9-10.1
Read closely to determine what the text says
explicitly and to make logical inferences from it;
cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text.
Cite specific textual evidence to support analysis
of primary and secondary sources, attending to
such features as the date and origin of the
information.
RST.9-10.1 Cite specific textual evidence to support analysis
of science and technical texts, attending to the
precise details of explanations or descriptions.
Integrating Media Sources
Reading Standards for Literacy in H/SS, Grades 9-10
7. Integrate quantitative or technical analysis (e.g., charts, research
data) with qualitative analysis in print or digital text.
Writing Standards, Grades 9-10
6. Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display
information flexibly and dynamically.
What’s new in Science and History/SS?


Current Standards focus on describing
what the content should look like in subject
matter classes.
Common Core State Standards describe
what the reading and writing should look
like in subject matter classes.
“The Standards”
ENGLISH LANGUAGE ARTS &
LITERACY IN HISTORY/SOCIAL
STUDIES, SCIENCE, AND
TECHNICAL SUBJECTS
Considerations for CCSS Implementation
All Teachers



Scaffold comprehension of increasingly complex texts
Integrate media sources into instructional activities
Support/monitor informal talk
ELA Teachers

Teach more informational text, and that all text types
fall into three overarching modes of writing:
Expository, Argument, and Narrative
Science, History, CTE/Art/Music/PE/WL Teachers

Teach Reading and Writing skills explicitly in their
content areas
Table Talk
What is encouraging about “The
Standards” for ELA/Literacy across
content areas?
What are potential
implications for
student learning?
Mathematics
Standards for Mathematical Practice
“The Standards for
Mathematical Practice describe
varieties of expertise that
mathematics educators at all
levels should seek to develop in
their students. These practices
rest on important “processes and proficiencies”
with longstanding importance in mathematics
education.” (CCSS, 2010)
Underlying Frameworks
National Council of Teachers of Mathematics
5 Process Standards
• Problem Solving
• Reasoning and Proof
• Communication
• Connections
• Representations
NCTM (2000). Principles and
Standards for School Mathematics.
Reston, VA: Author.
Underlying Frameworks
Strands of Mathematical Proficiency
Conceptual
Understanding
Strategic
Competence
Adaptive
Reasoning
Productive
Disposition
Procedural
Fluency
NRC (2001). Adding It Up.
Washington, D.C.: National
Academies Press.
Standards for Mathematical Practices
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 Practices
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of
4.
5.
6.
7.
8.
others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
The Standards for Mathematical Practice
Take a moment to examine the first three
words of each of the 8 mathematical
practices…what do you notice?
Mathematically Proficient Students…
The Standards for [Student]
Mathematical Practice
What are the verbs that illustrate the
student actions for your assigned
mathematical practice?
Circle, highlight or underline them for your
assigned practice…
The Standards for [Student]
Mathematical 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…
Standards for Mathematical Practice
 Work with a partner on your assigned Standards for Mathematical
Practice.
 Create a Frayer Model Poster /Handout connecting student actions
and teacher actions.
Standards for Mathematical Practice
 Display your poster or completed Frayer handout
 Share your key learnings or findings with a pair or poster
group from another school site.
 If time permits visit another group.
 Look for evidence of the “processes and proficiencies”.
 Be ready to share out any questions or epiphanies.
Table Talk
To what extent are your schools promoting
students’ proficiency in the Standards for
Mathematical Practice you just examined?
62
Common 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
• Number Sense
6-8
•Ratio and Proportional Relationships
(Grades 6-7)
•The Number System
•Expressions and Equations
•Functions (Grade 8)
•Geometry
•Statistics and Probability
• Algebra and Functions
• Measurement and
Geometry
• Statistics, Data Analysis
and Probability
• Mathematical
Reasoning
McCallum, William. “Common Core State Standards.”
Power Point Presentation. Algebra Forum. San Jose, CA 2011.
Focusing Attention within Number and
Operations
K-5
Operations and
Algebraic Thinking
Number and
Operations-Base Ten
6-8
High
School
Expressions
and
Equations
Algebra
The
Number
System
Number and
OperationsFractions
64
California Grade 8 Options
Two Sets of Standards for Grade 8
1. Standards for Algebra 1 (California addition)
2. Grade 8 Common Core
CCSS High School Standards
Organized into 6 conceptual categories:
 Number and Quantity
 Algebra
 Functions
 Modeling (*)
 Geometry
 Statistics and Probability
California additions:
 Advanced Placement Probability and Statistics
 Calculus
Domains and Conceptual Categories
K
1
2
3
4
5
6
7
8
HS
Counting &
Cardinality
Number and Operations in Base Ten
Number and Operations –
Fractions
Ratios and Proportional
Relationships
The Number System
Expressions and Equations
Number &
Quantity
Algebra
Operations and Algebraic Thinking
Functions
Geometry
Measurement and Data
Functions
Geometry
Statistics and Probability
Statistics &
Probability
Two Mathematics Pathways
Traditional Pathway
2 Algebra courses,1
Geometry course, with
Probability and Statistics
interwoven
Integrated Pathway
3 courses that attend to
Algebra, Geometry, and
Probability and Statistics
each year
Courses in higher level mathematics: Precalculus,
Calculus*, Advanced Statistics, Discrete Mathematics,
Advanced Quantitative Reasoning, or courses designed
for career technical programs of study.
Algebra II
Mathematics III
Geometry
Mathematics II
High School
Algebra I
Mathematics I
Traditional Pathway
Typical in U.S.
Integrated Pathway
Typical outside of U.S.
Two Compacted Pathways to Calculus
The traditional compacted pathway has students completing the
content of 7th grade, 8th grade, and High School Algebra I in grades 7
(Compacted 7th Grade) and 8 (8th Grade Algebra I), enabling
students to finish Algebra II by the end of the sophomore year.
The integrated compacted pathway has students completing the
content of 7th grade, 8th grade, and Mathematics I in grades 7
(Compacted 7th Grade) and 8 (8th Grade Mathematics I), enabling
them to complete Mathematics III by the end of the sophomore year.
Both prepare students for Pre-Calculus in their
junior year and Calculus in their senior year
Literacy and Math Practice
Standards
Making Connections
Between Content Areas
College and Career Ready
ANCHOR STANDARDS
Reading
Writing
Speaking and Listening
Language
(ELA/Literacy)
(ELA/Literacy)
(ELA)
(ELA)
College and Career Ready
ANCHOR STANDARDS
Writing
(ELA/Literacy)
ELA/Literacy Standards in Writing
and CCSSMP
 How might a debate on Social Security
reform also include ELA/Literacy
Standards and Mathematical Practice
Standards?
Using Debate to Develop Critical
Thinking and Speaking Skills
ELA/Literacy Standards in Writing
and CCSSMP
 W.9-10.1 (ELA) Write arguments to support claims in an analysis
substantive topics or texts using […] evidence.
 WHST.9-10.1. Write arguments focused on discipline-specific
content.
 SMP 3. Construct viable arguments and critique the reasoning of
others.
 SMP 5. Use appropriate tools strategically.
Considerations for CCSS Implementation
All Teachers
 Scaffold comprehension of increasingly complex texts
 Integrate media sources into instructional activities
 Support/monitor informal talk
ELA Teachers
 Teach more informational text
 Teach how a wide variety of forms fall into the three text types: Opinion/
Argument , Informative/Expository, and Narrative
Science and History Teachers
 Teach Reading and Writing skills in their content areas explicitly
Mathematics Teachers
 Teach the habits of mind that students need to develop a deep, flexible, and
enduring understanding of mathematics