Transcript Slide 1

California’s
Common
Core State
Standards
Module 1
December 2011
“Commitment to Quality Education for All”
Module 1 Agenda
 Overview
–ELA
–Mathematics
 Packet
–Participant Materials – Right Side
–Training Materials – Left Side
Background
The Common Core Standards (CCSS) were
developed by the Council of Chief State
School Officers and the National Governor’s
Association Center, and were formally
released on June 2, 2010 and adopted by
California SBE in August 2010.
Created by Collaborative Groups
 Developers and reviewers included parents,
educators, content experts, researchers,
national organizations and community
groups from 48 states, two territories and
the District of Columbia.
 CCSS are internationally benchmarked.
Increased Rigor so Students are
College and Career Ready
The new standards are the result of a state-led
effort to increase rigor and build consensus on
what students should know as they advance
from kindergarten through high school, so they
will graduate better prepared for college and
the modern workplace.
California’s Influence on CCSS
The CCSS are not completely unlike the current
California standards. In fact, the state
standards of California and Massachusetts
greatly aided in the development of the CCSS.
Many of the authors of California’s standards
also worked on the new standards.
A New Foundation for Student Success
http://www.youtube.com/watch?v=9IGD9oLofks
The Standards DO…
The Standards DO NOT…
set grade-level standards
define the intervention methods or
materials
allow for the widest possible range of
students to participate fully permitting
appropriate accommodations
define the full range of supports
appropriate for English learners and
students with special needs
provide clear signposts along the way
toward the goal of college and career
readiness for all students
define the whole of college and
career readiness
Mathematics- create Algebra standards
and provide conceptual cluster
standards in high school
RLA- define general, cross-disciplinary
literacy expectations
dictate curriculum or teaching methods
CCSS Have Two Organizational
Frameworks
English/Language Arts
Mathematics
 Career and College
Readiness Anchor
Standards
 Mathematical
Practices
 Content Standards
 Content Standards
California’s
Criteria for the Additional 15%
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Substantively enhance
Address a perceived gap
Be defensible to classroom practitioners
Keep the original standard intact
Ensure the rigor of California’s existing
standards is maintained
More about the 15%
Some additions included a completely
new standard and others included
additional language to make the standard
more explicit
More about California’s Additional 15%
Examples of ELA Additions
 Analysis of text features in informational text (Gr. 6-12)
 Career and consumer documents included in
Writing (Gr. 8)
 “Both in isolation and in text” added to the application
of phonics and word analysis skills (Gr. K-3)
 Penmanship added to Language (Gr. 2-4)
 Formal presentations included in Speaking and
Listening (Gr. 1-12)
 Minor additions and insertions to enhance and clarify
California’s Additional 15%
Examples of Mathematics Additions Added to Develop
Ideas not included in the CCSS:
 Grade 2-Operations and Algebraic Thinking
 Grade 5-Operations and Algebraic Thinking
 High School Geometry-Geometric Measurement and
Dimension
California’s Additional 15%
Examples of Mathematics Additions
to the Existing CCSS Standard:
 Grade 2-Measurement and Data
 Grade 4-Geometry
Rigor and Relevance Framework®
The Quadrants
 Quadrant A – focus is on teacher work
 Quadrant B – emphasis is on the student
doing real-world work
 Quadrant C – the student is required to
think in complex ways
 Quadrant D – requires the student to
think and work
Activity
 Read the description of the Rigor/Relevance
Framework in your packet
 Take the quadrant and attached instructional
activities located on your table. Work in groups
of four to determine which group of
instructional activities is aligned with each of
the quadrants.
Activity Answers
C
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Analyze the graphs of the perimeters
and areas of squares having differentlength sides
Determine the largest rectangular
area for a fixed perimeter Identify
coordinates for ordered pairs that
satisfy an algebraic relation or
function
Determine and justify the similarity
or congruence for two geometric
shapes
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A
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Express probabilities as fractions,
percents or decimals
Classify triangles according to angle
size and /or length of sides
Calculate volume of simple threedimensional shapes
Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid
D
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Obtain historical data about local weather to
predict the chance of snow, rain, or sun during
the year
Test consumer products and illustrate the data
graphically
Plan a large school event and calculate
resources (food, decorations, etc.) you need
to organize and hold this event
Make a scale drawing of the classroom on grid
paper, each group using a different scale
B
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Calculate percentages of advertising in a
newspaper
Tour the school building and identify examples
of parallel and perpendicular lines, planes and
angles
Determine the median and mode of real data
displayed in a histogram
Organize and display collected data, using
appropriate tables, charts or graphs
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Students, Teachers and Administrators Can
Expect to See More…
 project-based learning,
 fewer multiple-choice tests,
 more open-ended questions on
schoolwork, and
 a greater emphasis on informational
texts and non-fiction text.
California’s
Common Core
Content
Standards
English Language Arts and Literacy in History/Social
Studies & Science and Technical Subjects
 Organization
 Similarities/Shifts
 Shared Responsibility
 Core Learnings
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Three main sections
 A comprehensive
K-5 section
 Two content-area specific sections for grades 6-12
 English Language Arts
 History/Social Studies & Science and Technical Subjects
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Four strands
 Reading
 Writing
 Speaking and
Listening (K-12 ELA only)
 Language (K-12 ELA only)
Strand Organization- ELA
 Subheadings are
consistent across
grade levels within
each set of
standards
 Locate the
handout
24
Structure of CCSS
Strands
Strand
Sets
K-5
English Language Arts
College
and
Career
Readiness
Anchor
Standards
6-12
ELA
Reading - 10
Writing - 10
Speaking and Listening - 6
Language - 6
Foundation Skills - 4
Literacy in
History/Social Studies,
Science & Technical
Subjects
Turn and Talk
 The standards on this page are from which strand?
 Which set of standards is in the Reading strand?
 How many standards are in the Reading Standards
for Informational Text across ALL grade levels?
 What are the consistent subheadings?
 What does the bold and underlined text in standard
4 and 10 indicate?
Check Your Responses
 The standards on this page are from which strand? Reading
 Which set of standards is in the Reading strand?
Informational Text
 How many standards are in the Reading Standards for
Informational Text across ALL grade levels? Ten
 What are the consistent subheadings? Key Ideas and Details,
Craft and Structure, Integration of Knowledge and Idea,
Range of Reading and Level of Text Complexity
 What does the bold and underlined text in standard 4 and 10
indicate? Additional 15%
Note the progression across grade levels:
Key Ideas and Details Standard 2
 Kindergarten: With prompting and support, identify the main
topic and retell key details of a text.
 Grade 2: Identify the main topic of a multi-paragraph text as
well as the focus of specific paragraphs within the text.
 Grade 4: Determine the main idea of a text and explain how it
is supported by key details; summarize the text.
Note the progression across grade levels:
 Grade 6: Determine a central idea of a text and how it is
conveyed through particular details; provide a summary of
the text distinct from personal opinions or judgments.
 Grade 8: Determine a central idea of a text and analyze its
development over the course of the text, including its
relationship to supporting ideas; provide an objective
summary of the text.
 Grades 11-12: Determine two or more 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
provide a complex analysis; provide an objective summary of
the text.
Horizontal Perspective
1. Choose one of the Reading Standards for
Informational Text.
2. Trace that standard grades K-12.
3. Share your observations with a partner.
Navigating the Standards:
Vertical Perspective
Reading: Text Complexity and the Growth of
Comprehension
The Reading standards place equal emphasis on the
sophistication of what students read and the skill
with which they read.
Standard 10 defines a grade-by-grade “staircase” of
increasing text complexity that rises from beginning
reading to the college and career readiness level.
The Standards Cascade of Complexity
Vertical Perspective
 Select a grade level span and read
standard 10 on the handout
K, 1, 2-3, 4-5,6-8, 9-10,11-12
Discuss with an elbow partner:
 What are the similarities that you notice
within your grade level span?
 How is rigor increased within the span?
Similarities/Shifts of CA Standards
and CCSS Strands
4 Domains
4 Strands
1997 CA Standards
2010 Common Core
Reading
Reading
(includes vocabulary)
Writing
Writing
Written and Oral
Language
Language Conventions
(includes vocabulary)
Listening and Speaking Speaking and Listening
California Standard
Common Core Standard for California
1st Grade
Writing
2.1 Write brief narratives (e.g., fictional,
autobiographical) describing
an experience.
1st Grade
Writing
3. Write narratives in which they recount two or more
appropriately sequenced events, include some
details regarding what happened, use temporal
words to signal event order, and provide some sense
of closure.
3rd Grade
Reading
2.3 Demonstrate comprehension by
identifying answers in the text.
3rd Grade
Reading Standards for Informational Text
1. Ask and answer questions to demonstrate
understanding of a text, referring explicitly to text as
the basis for the answers.
California Standard
Common Core Standard for California
6th Grade
6th Grade
Reading
2.7 Make reasonable assertions about a
text through accurate, supporting
citations.
Reading Standards for Informational Text (ELA)
1. Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
Reading Standards for Literacy in
History/Social Studies
1. Cite specific textual evidence to support
analysis of primary and secondary sources.
Reading Standards for Literacy in Science and
Technical Subjects
1. Cite specific textual evidence to support
analysis of science and technical texts.
Sample Standards Comparison
Grade 9-10
California Standard
Common Core Standard for California
Reading Comprehension
Focus on Informational Materials
Reading Standards –
Informational Text/Integration of
Knowledge and Ideas
3.12 Analyze the way a work of literature is
related to the themes and issues of its
historical period. (Historical approach)
9. Analyze seminal US documents of
historical and literary significance including
how they address related themes and
concepts
What Is Informational Text?
Informational Text
 Exposition (e.g., texts, news, tradebooks)
 Argumentation and persuasive text (e.g.,
political speeches, editorials, ads)
 Procedural text and documents (e.g.,
manuals, directions)
What types of informational text are included in
your curriculum or subject area?
38
Range of Text Types K-5
Literature
Informational Text
Stories
Dramas
Poetry
Literary Nonfiction and
Historical, Scientific, and
Technical Texts
Includes
children’s
adventure
stories,
folktales,
legends, fables,
fantasy, realistic
fiction and
myth
Includes staged
dialogue and
brief familiar
scenes
Includes nursery
rhymes and the
subgenres of
the narrative
poem, limerick,
an free verse
poem
Includes biographies and
autobiographies; books about
history, social studies, science
and the arts; technical texts,
including directions, forms and
information displayed on
graphs, charts, or maps; and
digital sources on a range of
topics
Source: Sue Gendron, Policy Coordinator for the SMARTER Balance Assessment Consortium
Range of Text Types 6-12
Literature
Informational Text
Stories
Dramas
Poetry
Literary Nonfiction and
Historical, Scientific, and
Technical Texts
Includes the
subgenres of
adventure
stories,
historical
fiction,
mysteries,
myths, science
fiction,
allegories,
parodies, satire,
and graphic
novels
Includes oneact and multiact plays, both
in written form
and on film
Includes the
subgenres of
narrative
poems, lyrical
poems, free
verse poems,
sonnets, odes,
ballads and
epics
Includes the subgenres of
exposition, argument, and
functional text in the form of
personal essays, speeches,
opinion pieces, essays, about
art or literature, biographies,
memoirs, journalism, and
historical, scientific, technical,
or economic accounts
(including digital sources)
written for a broad audience
Emphasis on Informational Text
 The Standards aim to align instruction with the
National Assessment of Educational Progress
(NAEP) framework.
Distribution of Literary and Informational Passages by
Grade in the 2009 NAEP Reading Framework
Grade
Literary
Information
4
50%
50%
8
45%
55%
12
30%
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.
The Balance of Informational and
Literary Texts
As you watch this clip, think about the
implications for students and teachers.
http://www.youtube.com/user/TheHuntInstitute#g/u
Writing Applications
CA Standards
Common Core State Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
1.
12.
13.
14.
15.
16.
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
2.
3.
Write Opinions (K-5); Write
Arguments (6-12)
Write Narratives
Write Informative; Explanatory
Texts
The Standards cultivate three mutually reinforcing
writing capacities:
 To persuade
 To explain
 To convey real or imagined experience
Distribution of Communicative Purposes by Grade
in the 2011 NAEP Writing Framework
Grade
To Persuade
To Explain
To Convey
Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
Speaking and Listening
 Comprehension and Collaboration
Day to day, purposeful academic talk one to one,
small group and large group setting
 Presentation of Knowledge and Ideas
Formal sharing of information and concepts,
including through the use of technology
Language
 Conventions of Standard English
 Knowledge of Language
 Vocabulary
There are literacy standards in history/social
studies, science, and technical subjects that are
meant to complement rather than supplant
content standards in those disciplines
Timeline – ELA
Adopt new frameworks and assessment
 English-Language Arts – 2014
 Common Core Assessment – 2014-15
Adopt new instructional materials
 English-Language Arts – 2016
New instructional materials available for schools
 English-Language Arts – 2016
New Standards
 English Language Proficiency Standards – August 2012
Heart of the CCSS
“The standards focus intently on students
reading closely to draw evidence from the text
and are emphatic about students reading
texts of adequate range and complexity.”
Source: Publish Criteria for the Common Core State Standards in English Language
Arts and Literacy Grades 3-12
Heart of the CCSS
“The goal for readers of all ages is to be able to
understand and learn from what they read
and to express such knowledge clearly
through speaking and writing about text”
Source: Publish Criteria for the Common Core State Standards in English Language
Arts and Literacy Grades 3-12
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Focus on text complexity
Address reading and writing across the curriculum
Emphasize analysis of informational text
Focus on writing arguments and drawing evidence
from sources
 Emphasize participating in collaborative
conversation
 Integrate media sources across standards
Think About It!
 Take from your packet the “Post It” Note
document
 Take a moment to think about the RLA
Common Core State Standards
 One thought
 One application/idea
 One question
 Record your thoughts on the “Post It” Note
document
BREAK
California’s
Common Core
Content
Standards
for
Mathematics
 Organization
 Similarities
 Shifts
 Shared Responsibility
 Core Learnings
 Define what students should understand and
be able to do in their study of mathematics
 Is the ability to justify appropriate to student’s
math maturity
 Understanding and procedural skill are equally
important and can be assessed using tasks of
sufficient richness
 Standards for Mathematical Practice
 Carry across all grade levels
 Describe habits of mind of a mathematical expert student
 Standards for Mathematical Content
 K-8 standards presented by grade level
 Organized into domains that progress over several grades
 Grade introductions give 2-4 focal points at each grade level
 High school standards presented by conceptual category
(Number & Quantity, Algebra, Functions, Modeling, Geometry,
Statistics & Probability)
Organization and Design
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Content standards define what students should understand and be able
to do
Clusters are groups of related standards
Domains are larger groups that progress across grades
Domain
Number and Operations in Base Ten
3.NBT
Use place value understanding and properties of operations to perform multi-digit
arithmetic.4
1. Use place value understanding to round whole numbers to the nearest 10 or 100.
2. Fluently add and subtract within 1000 using strategies and algorithms based on place value,
properties of operations, and/or the relationship between addition and subtraction.
3. Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 60)
using strategies based on place value and properties of operations.
Cluster
1.1 Understand that the four digits of a four-digit number represent amounts of thousands,
hundreds, tens, and ones; e.g. 3,706 = 3000 + 700 + 6 = 3 thousands, 7 hundreds, 0 tens,
Standards
and 6 ones.
High School Example-Geometry Content Cluster
Common Core State Standards
Strands
CA Standards
K-7
Domains
Common Core State Standards
K-5
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Number Sense
Algebra and Functions
Measurement and
Geometry
Statistics, Data Analysis and
Probability
 Mathematical Reasoning
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
(Grades 6-7)
 The Number System
 Expressions and Equations
 Functions (Grade 8)
 Geometry
 Statistics and Probability
Grade Shifts: Examples
Concept
1997 Standards
CCCS
Compose simple shapes to
form larger shapes (e.g., 2
triangles to form a
rectangle)
Grade
2
K
Introduction to Probability
Grade
3
Grade
7
Introduction of fractions as
numbers
Grade
2
Grade
3
Add and subtract simple
fractions
Grade
3
Grade
4
Introduction of integers
Grade
4
Grade
6
Two sets of standards for grade 8. Each set
will prepare students for college and
career.
 Standards for Algebra 1
Taken from 8th grade Common Core,
high school Algebra content cluster and
CA Algebra standards
 8th grade Common Core
Arranged by conceptual categories (NOT by course):
 Number and Quantity(N)
 Algebra (A)
 Functions (F)
 Modeling ( )
 Geometry (G)
 Statistics and Probability(S)
 Specify the math that all students should study to be college
and career ready
 Identify additional math standards that students should
learn in order to take advanced courses such as calculus,
advanced statistics, or discrete mathematics. These are
indicated by (+).
 Include the addition of two courses from California:
 Calculus
 Advanced Placement Statistics and Probability
 Development of suggested course descriptions will be done
by CDE as part of their long-range implementation plan
 Traditional vs. Integrated
Think About It!
 Take a moment to think about the
Mathematics Common Core State
Standards
One thought
 One application/idea
 One question

 Record your thoughts on the “Post It”
Note document
Fractions as an example of the
CCSS expanded thinking
Number and Operations - Fractions 3.NF
 Develop understand of fractions as
numbers.
– Third grade standard: Understand a
fraction as a number on the number
line; represent fractions on a number
line diagram
Activity - Find the “Fraction
Number Line” in your packet
You may work independently or with a partner to
complete the following tasks.
Directions: Assume the marks are equally spaced on each
number line.
 What number corresponds to the point marked with the “?”
 In groups of four, discuss the strategies you used to solve the
problem and which problems you found “difficult” and
“easy.”
Jaden
Turn and Talk
 What strategies did Jaden use?
 How did Jaden demonstrate he understood the
standard?
 How did it compare to the strategies you used?
 What can teachers do now to support the
transition to teaching the CCSS for fractions
using a number line?
Mathematical Practices
 Describe habits of mind of a
mathematically expert student
 Relate to mathematical proficiency as
defined by the California Framework
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
 CCSS are focused on key topics at each grade level.
 There is a coherent progression from one grade level
to the next.
 Emphasis is on the conceptual understanding of the
mathematics - more than one correct answer.
 Mathematical practices foster reasoning in
mathematics - “think like a mathematician.”
 Emphasize participating in collaborative
conversation.
The Promise of Standards
These Standards are not intended to be new names
for old ways of doing business. They are a call to
take the next step. It is time for states to work
together to build on lessons learned from two
decades of standards based reforms. It is time to
recognize that standards are not just promises to
our children, but promises we intend to keep.
Council of Chief State School Officers and the National Governors Association
Center for Best Practices
Ideas for districts and schools to consider
 Develop a multi-year transition plan for common core
standards implementation
 Implement a balanced math program that will support
the mathematical practices
 Implement literacy that integrates informational text and
expository writing
 Consider how to infuse elements of CCSS into daily
instruction
 Continue to use:
 Adopted instructional materials
 High-quality formative assessments to inform
instruction
 Collaborative meetings for instructional planning
Remember that there are infinitely more similarities than differences with
these standards.
Support for Administrators
 December 14 - CCSS Overview (Module 1)
 December 15 - CCSS Overview (repeat of 12/14)
 January 17- Digging Deeper into the CCSS
(Module 2) Wait List
 February 7- SMARTER Balanced
Assessment
 February 16 - Supervision Support and
Implementation Plans (Module 3) Wait List
Support for Teachers
Two-day Training of Trainers- CISC
 February 6, 2012- Day OneOverview, Content and Curriculum

 February 15, 2012- Day TwoInstruction, Assessment,
Instructional Materials and
Appendices
Thank You!
 For your commitment to Ventura County
students
 For completing the Evaluation. We will design
Module 2 to include your questions/
suggestions.
• http://www.youtube.com/watch?v=BwND8J2
SvGE
Contact Information
• Dr. Valerie Chrisman, Assistant Superintendent
Educational Services, 383-1903, [email protected]
• Lynn Friedman, Director Curriculum and Instruction
Support, 473-1336, [email protected]
• Martha Hernandez, Director Curriculum and Instruction
Support, 473-1333, [email protected]
• Dr. Jane Wagmeister, Director Curriculum and Instruction
Support, 473-1335, [email protected]