Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Common Core

No description
by

Molly O'Neill

on 4 October 2012

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Common Core

Common Core State Standards
"College and Career Readiness" Ivan Marquez
Brittany Priest
Molly O'Neill
Sara Shadid
Kelcey Soule Teachers
and the Common
Core What are the Math
Common Core Standards? EAF 228 Number and quantity
Algebra
Functions
Modeling
Geometry
Statistics and Probability High School Elements of Math Standards ratios and Proportional relationships
the number System
expressions and equations
Geometry
Statistics and Probability Grade 7 Elements of Math Standards Counting and Cardinality
operations and algebraic thinking
number and operations in Base ten
measurement and data
Geometry Grade K Elements of Math Standards What do the Math standards look like?
Math Standards for grades K-12
Standards for Mathematical practice:
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Model with mathematics
Use appropriate tools strategically.
Construct viable arguments and critique the reasoning of others.
Attend to precision
Look for and make use of structure.
Look for and express regularity in repeated reasoning Common Core Standards for Mathematics -Draft an implementation plan

-Communicate how the common core state standards address equity

-Plan long-range, articulated professional development

-Foster communication across and within content areas

Review current instructional materials

-Create a transition plan for curricular content What Administrators Need to do to Transform Their School -Difficult transition

-Need to adjust teaching styles

-Test-based

-Narrows the curriculum

-Too many standards Disadvantages for Teachers -Everyone is collectively working towards shared goals

-Learning expectations are the same across the country

-Enhance teacher collaboration

-Monitoring student progress Benefits for Teachers -Common core narrows the curriculum
~Narrowing is more prevalent in elementary schools
~State tests drive curriculum narrowing
-Teaching to the test
-Less autonomy
-Electives are necessary
~Motivates students
~Builds self-esteem
~Taps in to different learning styles Teacher’s Views of the Common Core The Effects of
Common Core
Standards on
English Language
Learners (ELL) ELL Students should not be in classrooms that are segregated by Language Proficiency
*However, during English Literacy Development (ELD) is more beneficial to ELL students if the lesson is altered to their skills level, yet still challenges them Grouping ELL Students Make the CCSS accessible to ELL students
*They need to understand the rigorous academic content as well as learning the language the content is in
ELL Students need a lot of chances to practice their functional use of English
*Learning the elements is important, but in order to acquire higher levels of proficiency they need to master English
Responsibility of the Teacher *Instruction in Content Areas

*Receiving Effective Teaching

*Sheltered Instruction

*Academic Language
Challenges of an ELL Student: According to the National Association Secondary School Principals:
Appropriate instructional supports to make grade-level course work comprehensible
Modified assessments that allow ELLs to demonstrate their content knowledge
Additional time for ELLs to complete tasks and assessments
Opportunities for classroom interactions (both listening and speaking) that develop concepts and academic language in the disciplines
Opportunities for ELLs to interact with proficient English speakers
Opportunities for ELLs to build on their strengths, prior experiences, and qualified backgrounds Accommodations/Recommendations Schools Should Provide How Will the
Common Core Affect Students Before: Assessment was given in multiple choice test booklets
Now: Will be moving towards completing assessments on a computer

Before: Not Higher-Level Thinking Questions
Now: Students will have to reflect and write answers in more essay form rather than multiple choice. This will encourage Higher--Level Thinking Testing *Students will be better prepared for college due to the higher thinking and learning

*Standards are clear and consistent which will help students, teachers, and parents be on the same level of understanding

*Students will be fully prepared for the future

*Students will be prepared to compete globally and be successful in today's economy History Continued… The Common Core Math Standards are broken down by grade level.

Each grade level has a set of standards that must be met. Language
Grow vocabularies
help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language. Writing
Write logical arguments
research 6-12 K-5 *Media & Technology
Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards. Speaking and Listening
students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.
academic discussion in one-on-one, small-group, and whole-class setting, and formal presentations Reading
“staircase”
Progressive development
build knowledge, gain insights, explore possibilities, and broaden their perspective
Mandate certain critical types of content Key Points in English Lang. Arts 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 considering a word or phrase important to comprehension or expression. Anchor Standards for Language 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. Anchor Standards for Speaking and Listening 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 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. Anchor Standards for Writing 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 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.
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. Anchor Standards for Reading 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. Anchor Standards for Language 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. Anchor Standards for Speaking and Listening 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 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. Anchor Standards for Writing 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. K-5 Anchor Standards for Reading Waterford Early Learning™ (PreK-2)
Opening the World of Learning (PreK)
Scott Foresman Reading Street™ Common Core (K-6)
Good Habits Great Readers (K-5)
Words Their Way (K-5)
SuccessMaker® (K-8)
Zeos (3-10)
WriteToLearn™ Common Core (4-12)
GradPoint™ (6-12)
Prentice Hall Literature™ Common Core (6-12)
Writing Coach (6-12)
QuickReads (6-12)
The Reader’s Journey (6-8)
NovaNET® Courseware Common Core (6-12 & Adult Learners) Solutions for Literacy *Media & Technology
Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards. Language
Grow vocabularies
help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language. Writing
Write logical arguments
research 6-12 K-5 Speaking and Listening
students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.
academic discussion in one-on-one, small-group, and whole-class setting, and formal presentations Reading
“staircase”
Progressive development
build knowledge, gain insights, explore possibilities, and broaden their perspective
Mandate certain critical types of content Key Points in English Lang. Arts 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 considering a word or phrase important to comprehension or expression. Anchor Standards for Language 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 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. Anchor Standards for Writing 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 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.
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. Anchor Standards for Reading 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. Anchor Standards for Language 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. Anchor Standards for Speaking and Listening 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. K-5 Anchor Standards for Reading Waterford Early Learning™ (PreK-2)
Opening the World of Learning (PreK)
Scott Foresman Reading Street™ Common Core (K-6)
Good Habits Great Readers (K-5)
Words Their Way (K-5)
SuccessMaker® (K-8)
Zeos (3-10)
WriteToLearn™ Common Core (4-12)
GradPoint™ (6-12)
Prentice Hall Literature™ Common Core (6-12)
Writing Coach (6-12)
QuickReads (6-12)
The Reader’s Journey (6-8)
NovaNET® Courseware Common Core (6-12 & Adult Learners) Solutions for Literacy 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. Anchor Standards for Speaking and Listening 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 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. Anchor Standards for Writing Language
Grow vocabularies

Help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language. Writing
Write logical arguments
research *Media & Technology
Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards. Speaking and Listening
students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.

academic discussion in one-on-one, small-group, and whole-class setting, and formal presentations Reading
“staircase”
Progressive development
build knowledge, gain insights, explore possibilities, and broaden their perspective
Mandate certain critical types of content Key Points in English Lang. Arts 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. Anchor Standards for Speaking and Listening 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 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. Anchor Standards for Writing 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 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.
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. Anchor Standards for Reading 6-12 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.
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. Anchor Standards for Language 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. Anchor Standards for Speaking and Listening 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 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. Anchor Standards for Writing Waterford Early Learning™ (PreK-2)
Opening the World of Learning (PreK)
Scott Foresman Reading Street™ Common Core (K-6)
Good Habits Great Readers (K-5)
Words Their Way (K-5)
SuccessMaker® (K-8)
Zeos (3-10)
WriteToLearn™ Common Core (4-12)
GradPoint™ (6-12)
Prentice Hall Literature™ Common Core (6-12)
Writing Coach (6-12)
QuickReads (6-12)
The Reader’s Journey (6-8)
NovaNET® Courseware Common Core (6-12 & Adult Learners) Solutions for Literacy 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 considering a word or phrase important to comprehension or expression. Anchor Standards for Language 45 states and three U.S. territories have adopted the standards
Texas, Virginia, Alaska, Nebraska, and Minnesota are the only states that have not adopted the Common Core Standards. STATES THAT HAVE ADOPTED THE COMMON CORE “The CCSS define the knowledge and skills students should develop during K–12 grades so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.”
“The CCSS demand a more complex level of reading, thinking, speaking, and writing for all students. The standards set the criteria to ensure that every student is college and career ready. To achieve these levels will require consistent high expectations and focused, engaging instruction with frequent feedback opportunities for students.” ALSOOOOOOO….. It is a state led effort to establish a set of clear educational standards for English language arts and Mathematics that states can voluntarily adopt.
“These standards are designed to ensure that students graduating from high school are prepared to go to college or enter the workforce and that parents, teachers, and students have a clear understanding of what is expected of them.”
Standards are also benchmarked to international standards to guarantee that our students are competitive in the global marketplace. WHAT IS THE COMMON CORE STATE STANDARD INNITIATIVE? ON COMMON CORE STANDARDS GENERAL INFORMATION Parents
Teachers
School Administrators
Council of Chief State School Officers
National Governors Association Center for Best Practices WHO IS LEADING THE INNITIATIVE Ensure that students, no matter where they live, are prepared for post secondary education and the work force.
Ensure that students are consistently receiving high quality education through out the state.
Also, set realistic goals for success by providing an accessible roadmap for teachers, students, and parents Why Educational 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. ABOUT THE STANDARDS “Unlike past standards setting efforts, the Common Core State Standards are based on best practices in national and international education, as well as research and input from numerous sources … The Common Core State Standards represent what American students need to know and do to be successful in college and careers. Once the standards are adopted and implemented, states will determine how best to measure and hold students accountable for meeting these standards.” Validation Committee Final Report Unformatted drafts of the ELA and Mathematics standards were released on May 14th and may 26th. States received the final release on June 1st.
On June 2nd, the final draft of the Common Core Standards was released. The Validation Committee published in its final report… History Continued… A validation committee was announced in September of 2009. This 25 person committee was in charge of providing “independent, expert validation of the process.”
The first draft of the Common Core Standards was released to the States in November of 2009.
On March 2010, the first public draft of the CCS was released. States were given two more opportunites for feedback before the standards were made permanent. History Continued The Common Core Standards were spearheaded by The Council of Chief State School Officers and the National Governors association.
In 2009 , work groups and feedback groups composed of representatives from higher education, K-12 education and the research community began work on standards in Math and English Language arts History of the Common Core Standards “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. 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. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy” MISSION STATEMENT http://educationnorthwest.org/resource/1280

http://www.successforall.org/CommonCore/?gclid=CI6t39et3rICFStgMgodx2QAog

http://www.corestandards.org/

http://www.metrofamilymagazine.com/November-2011/The-Impact-of-Common-Core-State-Standards-on-Your-Student/

http://www.nassp.org/tabid/3788/default.aspx?topic=The_Common_Core_Challenge_for_ELLs

http://www.corestandards.org/assets/application-for-english-learners.pdf

http://www.ride.ri.gov/Instruction/DOCS/CommonCore/DL/August_CCSS.pdf

http://educationnorthwest.org/resource/1756

http://www.commoncore.org/ourreports.php

http://teaching.about.com/od/assess/f/What-Are-Some-Pros-And-Cons-Of-The-Common-Core-Standards.htm

http://commoncore.pearsoned.com/index.cfm?locator=PS11So Resources State mathematics experts, teachers, mathematics faculty from two and four year institutions and workforce representatives have developed Model Course Pathways in Mathematics based on the Common Core State Standards.
The four model course pathways include: Traditional, Integrated, and two “compacted” versions of the Traditional pathway that incorporate different material Designing High School Mathematics Courses Pathways and courses are models, not mandates

They illustrate possible approaches to organizing the content of the CCSS into coherent and rigorous courses that lead to college and career readiness

States and districts are not expected to adopt these courses as is; rather, they are encouraged to use these pathways and courses as a starting point for developing their own More about the Pathways Media & Technology
Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards. Language
Grow vocabularies
help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language. Speaking and Listening
students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.
academic discussion in one-on-one, small-group, and whole-class setting, and formal presentations Reading:
-Literacy in History/Social Studies
-Science and Technical Subjects Anchor Standards
K-12 grade specific standards Writing
Write logical arguments
research Reading
“staircase”
Progressive development
build knowledge, gain insights, explore possibilities, and broaden their perspective
Mandate certain critical types of content Key Points in English Lang. Arts Literacy in History/Social Studies,
Science, and Technical Subjects
(6-12) Reading:
-Literature
-Informational text
-Foundational Skills (K-5 only) 4 sections for K-5 & 6-12:
-Reading
-Writing
-Speaking & Listening
-Language English Language Arts Standards Waterford Early Learning™ (PreK-2)
Opening the World of Learning (PreK)
Scott Foresman Reading Street™ Common Core (K-6)
Good Habits Great Readers (K-5)
Words Their Way (K-5)
SuccessMaker® (K-8)
Zeos (3-10)
WriteToLearn™ Common Core (4-12)
GradPoint™ (6-12)
Prentice Hall Literature™ Common Core (6-12)
Writing Coach (6-12)
QuickReads (6-12)
The Reader’s Journey (6-8)
NovaNET® Courseware Common Core (6-12 & Adult Learners) Solutions for Literacy Common Core English Language Arts Standards
Full transcript