COMMON CORE STATE STANDARDS

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1 COMMON CORE STATE STANDARDS Cliffside Park School District June 5, 2012 Donna Calabrese Dana Martinotti

2 HISTORY Initiative is a state-led effort coordinated by: National Governors Association Center for Best Practices Council of Chief State School Officers (CCSSO) On June 16, 2010, New Jersey State Board of Education adopted the CCSS. Forty-six states and DC have now adopted the standards

3 THEORY These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards: Are aligned with college and work expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Are evidence-based.

4 KEY ADVANCES OF THE COMMON CORE MATHEMATICS Focus, coherence and clarity; emphasis on key topics at each grade level and coherent progression across grades Procedural fluency and understanding of concepts and skills Promote rigor through mathematical proficiencies that foster reasoning and understanding across discipline High school standards organized by conceptual categories ENGLISH LANGUAGE ARTS/LITERACY Balance of literature and informational texts; focus on text complexity Emphasis on argument, informative/explanatory writing, and research Speaking and listening skills Literacy standards for history, science, and technical subjects ANCHORED IN COLLEGE AND CAREER READINESS

5 THE CCSS DO NOT dictate how teachers should teach describe all that can or should be taught define the nature of advanced work for students who meet the standards prior to the end of high school define the intervention methods or materials necessary to support students who are well below or well above gradelevel expectations define supports for ELLs and special needs define readiness skills

6 OVERARCHING SETS OF STANDARDS COMMON CORE STATE STANDARDS ENGLISH LANGUAGE ARTS (ELA) & Literacy in History/Social Studies, Science, and Technical Studies MATHEMATICS

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8 ELA

9 CCSS FOR ELA/LITERACY provide a wake-up call emphasize much higher-level comprehension skills than previous standards place equal weight on reading and on writing stress the importance of critical citizenship emphasize reading complex texts have a clear design, with central goals and high standards convey that intellectual growth occurs through time, across years, and across disciplines

10 CCSS FOR ELA call for proficiency, complexity, and independence support cross-curricular literacy teaching emphasize that every student needs to be given access to their work aim to put every state on the same measuring stick respect the professional judgment of classroom teachers (Calkins, 2012)

11 K-5 ELA & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, TECHNICAL SUBJECTS Strands Reading Sub-strands Reading Literature (RL) Reading Informational Text (RI) Reading Foundations (RF) o Print Concepts and Phonological Awareness (K-1) o Word Recognition and Fluency (K-5) Writing (W) Speaking/Viewing/Listening/Media Literacy (SL) Language (L)

12 Strands Reading GRADES 6-12 ENGLISH LANGUAGE ARTS Sub-strands Reading Literature (RL) Reading Informational Text (RI) Writing (W) Speaking/Viewing/Listening/Media Literacy (SL) Language (L)

13 Strands GRADES 6-12 LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, TECHNICAL Reading Sub-strands SUBJECTS Literacy in History/Social Studies (RH) Literacy in Science and Technical Subjects Studies (RST) Writing (WHST)

14 COLLEGE AND CAREER READINESS (CCR) ANCHOR STANDARDS Broad expectations consistent across grades and content areas: What students should be able to know and be able to do, from kindergarten to 12 th grade. Based on evidence about college and workforce training expectations Internationally benchmarked

15 ELA ANCHOR STANDARDS: Key Ideas and Details READING (K-12) 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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

16 Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

17 Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. (Only in RI; not in RL) 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

18 ELA ANCHOR STANDARDS: WRITING (K-12) Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.

19 Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

20 Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

21 ELA ANCHOR STANDARDS: SPEAKING & LISTENING (K-12) Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric.

22 Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

23 ELA ANCHOR STANDARDS: LANGUAGE (K-12) Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

24 Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of word relationships and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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27 Appendix A ELA APPENDICES Contains supplementary material on reading, writing, speaking and listening, and language as well as a glossary of key terms Appendix B Consists of text exemplars illustrating complexity, quality, and range of reading appropriate for various grade levels with accompanying sample performance tasks Appendix C Includes annotated samples demonstrating at least adequate performance in student writing at various grade levels

28 COMMON CORE SHIFTS FOR ELA 1. Building knowledge through content-rich nonfiction 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language

29 1. BUILDING KNOWLEDGE THROUGH CONTENT-RICH NONFICTION Much of our knowledge base comes from informational text Informational text makes up vast majority of required reading in college/workplace (80%) Informational text harder for students to comprehend than narrative text Yet students are asked to read very little of it in elementary (7-15%) and middle school CCSS moves percentages to 50:50 at elementary level 75:25 at secondary level (includes ELA, science, social studies)

30 2. READING, WRITING & SPEAKING GROUNDED IN EVIDENCE, BOTH LITERARY AND INFORMATIONAL Most college and workplace writing is evidence-based and expository in nature (not narrative) Ability to cite evidence differentiates student performance on NAEP Standards in writing ask students to respond to evidence-based writing prompts (inform/argue) Standards in speaking and listening require students to prepare for and refer to evidence on ideas under discussion Standards in reading require students to respond to text-dependent questions with evidence-based claims

31 3. REGULAR PRACTICE WITH COMPLEX TEXT AND ITS ACADEMIC LANGUAGE Gap between complexity of college and high school texts is huge What students can read, in terms of complexity is greatest predictor of success in college (ACT study) Too many students reading at too low a level (<50% of graduates can read sufficiently complex texts) Standards include a staircase of increasing text complexity from elementary through high school Standards also focus on building vocabulary that is shared across many types of complex texts and many content areas

32 CCSS FOR ELA Where every teacher is a reading teacher.

33 MATHEMATICS

34 IN THE CCSS FOR MATHEMATICS, EACH GRADE LEVEL HAS

35 FOCAL POINTS

36 AND GRADE LEVEL OVERVIEWS

37 ORGANIZATION OF MATHEMATICS STANDARDS Standards: define what students should understand and be able to do Clusters: groups of related standards (standards from different clusters may be closely related because mathematics is a connected subject) Domains: larger groups of related standards; standards from different domains may be closely related

38 HOW TO READ CCSS FOR MATHEMATICS

39 EXAMPLE 3.NBT.2 GRADE 3 STANDARD DOMAIN: Number & Operations Base 10

40 KEY TO CCSS FOR MATHEMATICS DOMAIN K Counting & Cardinality CC X Operations & Algebraic Thinking OA X X X X X X Number & Operations in Base 10 NBT X X X X X X Number & Operations - Fractions NF X X X Measurement & Data MD X X X X X X Geometry G X X X X X X X X X Ratios & Proportional Relationships RP X X The Number System NS X X X Expressions & Equations EE X X X Statistics & Probability SP X X X Functions F X

41 PRIORITIES in CCSS MATHEMATICS Grade K Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding Addition and subtraction, measurement using whole number quantities Multiplication and division of whole numbers and fractions Ratios and proportional reasoning; early expressions and equations Ratios and proportional reasoning; arithmetic of rational numbers 8 Linear algebra

42 Required Fluencies in K-6 Grade Standard Required Fluency K K.OA.5 Add/subtract within OA.6 Add/subtract within OA.2 2.NBT.5 3.OA.7 3.NBT.2 Add/subtract within 20 (know single-digit sums from memory) Add/subtract within 100 Multiply/divide within 100 (know single-digit products from memory) Add/subtract within NBT.4 Add/subtract within 1,000, NBT.5 Multi-digit multiplication 6 6.NS.2,3 Multi-digit division Multi-digit decimal operations

43 COMMON CORE SHIFTS FOR MATHEMATICS 1. Focus: Focus strongly where the Standards focus 2. Coherence: Think across grades, and link to major topics within grades 3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

44 1. FOCUS STRONGLY WHERE THE STANDARDS FOCUS Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom Focus deeply only on what is emphasized in the standards, so that students gain strong foundations

45 2. COHERENCE: THINK ACROSS GRADES, AND LINK TO MAJOR TOPICS WITHIN GRADES Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

46 3. RIGOR IN MAJOR TOPICS, PURSUE CONCEPTUAL UNDERSTANDING, PROCEDURAL SKILL AND FLUENCY, AND APPLICATION The CCSSM require a balance of: Solid conceptual understanding Procedural skill and fluency Application of skills in problem solving situations This requires equal intensity in time, activities, and resources in pursuit of all three

47 Learn more about where the Standards focus at achievethecore.org.

48 Q: WHAT ABOUT ASSESSMENT? A: PARCC

49 PARCC TIMELINE

50 PARCC S VISION PARCC states have committed to building a K-12 assessment system that: Builds a pathway to college and career readiness for all students, Creates high-quality assessments that measure the full range of the Common Core State Standards, Supports educators in the classroom, Makes better use of technology in assessments, and Advances accountability at all levels.

51 HIGH QUALITY ASSESSMENTS PARCC will develop an assessment system comprised of four components. Each component will computerdelivered and will leverage technology to incorporate innovations: Two summative, required assessment components designed to Make college- and career-readiness and on-track determinations Measure the full range of standards and full performance continuum Provide data for accountability uses, including measures of growth Two non-summative, optional assessment components designed to Generate timely information for informing instruction, interventions, and professional development during the school year An additional third non-summative component will assess students speaking and listening skills

52 HIGH QUALITY ASSESSMENTS Summative Assessment Components: Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items Non-Summative Assessment Components: Diagnostic Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component

53 WHAT THE NEW ASSESSMENTS WILL SHOW US In English Language Arts/Literacy, whether students: Can Read and Comprehend Complex Literary and Informational Text Can Write Effectively When Analyzing Text Have attained overall proficiency in ELA/literacy In Mathematics, whether students: Have mastered knowledge and skills in highlighted domains (e.g. domain of highest importance for a particular grade level number/ fractions in grade 4; proportional reasoning and ratios in grade 6) Have attained overall proficiency in mathematics

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56 RESOURCES ELA Standards: Math: PARCC: N.J. Standards: Common Core: Tools:

57 BOOKS Kendall, J.S Understanding Common Core State Standards. Alexandria, VA:ASCD. Calkins, Lucy et al Pathways to the Common Core. Portsmouth, NH: Heinemann.

58 Hull, Ted et al The Common Core Mathematics Standards: Transforming Practice Through Team Leadership. Thousand Oaks, CA: Corwin.

59 USEFUL TOOLS: MENTORING MINDS

60 There s an APP for That!

61 ACTIVITY Break into grade levels Take out the standards from the envelope and read them Look for key words and phrases Try to put in progressive grade order from K-12 In 15 minutes we will come back to wrap up!

62 THANK YOU AND HAVE A WONDERFUL SUMMER!!

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