NC Common Core Standards. January 2014
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1 NC Common Core Standards January 2014
2 Authority of State Board Of Education Power to develop content standards and exit standards (G.S. 115C-12 (9c) ). standards and objectives
3 Authority of Local Board Of Education to select and procure supplementary instructional materials (G.S. 115C-47 (33) )...to select, procure and use textbooks not adopted by the State Board of Education (G.S. 115C-47 (33a) ). Set sequence and pacing of standards Sets the instructional program or methodology
4 Teachers Teachers align their instruction to the NC Standard Course of Study (NC State Board Policy TCP-C-006)
5 NC Historical Perspective 1868 First law in state constitution that established general and uniform public educational system with defined teacher expectations Written State Content Standards since at least the 1950s
6 NC Historical Perspective Basic Education Plan 1986 (G.S. 115C-81) Curriculum standards in 10 content areas Communication Skills Arts Math Guidance Science Second Languages Social Studies Vocational Education Information and Computer Skills
7 NC Historical Perspective 1995 State Assessment and Accountability EOGs grades 3-8 reading and math High School EOCs -10 courses 2001 (NCLB): Public Reporting; including to the federal level
8 NC Timeline for Curriculum & Assessment Reform 2007 SBE Established Blue Ribbon Committee to make recommendations on curriculum reform effort and new accountability model 2008 SBE adopted 4 year implementation plan for Accountability and Curriculum Reform Effort (ACRE) New content standards for all K-12 content areas New Accountability Model Full implementation in National Governors Association and Council of Chief State School Officers endorsed development of common national standards in ELA & Math 2009 Race to the Top State Grants announced June 2010 Common Core State Standards completed in ELA & Math 45 States adopt 2010 Race to the Top State Grant awarded to NC
9 Standards? or Curriculum and Instruction? The Common Core State Standards describe what students should know and be able to do from grade to grade in math and English language arts. Common Core establishes goals and objectives, not methodology or materials. Curriculum is the content of units and lessons. Instruction refers to the strategies or methods teachers use on a daily basis.
10 English Language Arts (ELA) Standards Overview Literacy is divided into four major strands: 1. Reading Literature Informational Text Foundational Skills (K-5) 2. Writing 3. Speaking and Listening 4. Language
11 Anchor Standards for Reading Key Ideas and Details: 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, and ideas develop and interact over the course of a text. 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. Integration of Knowledge and Ideas: 7. Integrate and evaluate content presented in diverse media and formats, 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. 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.
12 Anchor Standards for Reading Key Ideas and Details: 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, and ideas develop and interact over the course of a text.
13 Progression of Standard RL.2 Central Ideas and Themes Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 1 st Grade: Retell stories, including key details, and demonstrate understanding of their central message or lesson. 4 th Grade: Determine a theme of a story, drama, or poem from details in the text; summarize the text. 7 th Grade: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 11 th -12 th Grade: Determine two or more themes or 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 produce a complex account; provide an objective summary of the text.
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15 Anchor Standards for Writing 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 well-structured event sequences. 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. Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding 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.
16 Anchor Standards for Speaking and Listening 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. 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.
17 Anchor Standards for Language 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. Vocabulary Acquisition and Use: 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, 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.
18 Standards in Mathematics
19 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. 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.
20 Domains of Mathematics K-8 Counting and Cardinality Operations and Algebraic Thinking Expressions and Equations Number and Operations in Base Ten The Number System Number and Operations Fractions Ratios and Proportional Relationships Measurement and Data Statistics and Probability Geometry K
21 Understanding Multiplication There were 46 buses, and each bus had 37 riders. How many riders were there? 46 x 37 =
22 Preparation and Professional Development In July and August 2011 teacher leaders were trained for each content area and each elementary school. All teachers were trained in the school year on the new North Carolina Standard Courses of Study ELA and Math NC Common Core Science, Social Studies and Other Disciplines NC Essential Standards Implementation began in with ongoing professional development in the content areas.
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24 What Has Changed? At A Glance New to 7th Grade: Constant of proportionality (7.RP.2b) Percent of error (7.RP.3) Factoring to create equivalent expressions (7.EE.1) Triangle side lengths (7.G.2) Area and circumference of circles (7.G.4) Angles (supplementary, complementary, vertical) (7. G.5) Surface area and volume of pyramids (7.G.6) Probability (7.SP.5 7.SP.8) Moved from 7th Grade: Similar and congruent polygons (moved to 8th grade) Surface area and volume of cylinders (moved to 8th grade volume only) Creation of box plots and histograms (moved to 6th grade 7th grade continues to compare) Linear relations and functions (y-intercept moved to 8th grade) Views from 3-Dimensional figures (removed from CCSS) Statistical measures (moved to 6th grade)
25 Standardized Assessments Our state EOCs and EOGs are aligned to North Carolina Common Core Standards Assessments are designed in North Carolina with input from NC teachers Our locally developed quarterly benchmarks guide instruction and prepare students for their other assessments
26 Henderson County Educators and Students Discuss the Common Core Video
27 Some Concerns About Common Core The standards take away local authority and control Standards dictate how each teacher in the nation must teach Common Core assessments will be analyzed and reported at the student level and put students privacy at risk Too expensive Not tested for effectiveness Standards are not rigorous Standards are too rigorous Not enough emphasis on skill building ( the basics ) Not enough emphasis on literature and the classics Boards and teachers have been told not to comment on the Common Core
28 NC Common Core Standards Board Questions
Student Name: OSIS#: DOB: / / School: Grade:
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