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Common Core Standards Introduction

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Bonnie Krupa

on 21 March 2013

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Transcript of Common Core Standards Introduction

HOW? Who? The Common Core State Standards Initiative is a state-led effort, launched by state leaders, including governors and state commissioners of education from 48 states, 2 territories and the District of Columbia, through their membership in the National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO). Why? What? We've been teaching the wrong things for a long time! College and work expectations Global competition Student mobility Rigorous, research-based English Language Arts and Math ELA Shifts: 1, 2: Balancing literature and informational text 1. Pre K – 5th Grade: Balancing informational and literary text
“Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world—science, social studies, the arts and literature—through text. At least 50% of what students read is informational.” “Every teacher a reading teacher.” School-wide Reading Percentages 2. 6 – 12 Grade: Knowledge in the disciplines
“Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain-specific texts in science and social studies classrooms—in referring to the text, they are expected to learn from what they read.” ELA Shifts: 3: Staircase of Complexity “In order to prepare students for the complexity of college and career-ready texts, each grade level requires a ‘step’ of growth on the ‘staircase.’ Students read the central, grade-appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.” As of January 15, 2013: Texas and Alaska are the only states that are not members of the initiative. Nebraska and Virginia are members but have decided not to adopt the standards. Minnesota rejected the Common Core Standards for mathematics, but accepted the English/Language Arts standards. Where? Copyright © 2012 Right Reason Technologies, LLC Reading Study Summary Interquartile Ranges Shown (25% - 75%) * Source of National Test Data: MetaMetrics SAT 1,
AP* Entry-Level
Occupations Personal
Use Military College
Textbooks High
Textbooks College
Literature High
Literature Text Lexile Measure (L) 1200 1600 1400 1000 800 600 ELA Shifts: 4: Text-Based Questions and Answers “Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.” Lexile: Word frequency and length of sentences Approaches to Reading Prior scaffolding includes
Defining all difficult vocabulary
Providing background knowledge
Time period
Comprehension questions have a single correct answer.
The teacher reviews the main idea and key details with students to prepare them to recall information for assessment.
Students are asked to relate the text to themselves or the world they know in order to “connect” with the text. Old Way Goal: All students can understand what the text says. New Way Prior scaffolding includes
Reading the text aloud
Defining essential words that can’t be understood with contextual clues
Questions require students to re-engage the text multiple times.
Students are required to use evidence from the text in their answers.
Only after deep analysis are students asked to link the text to their life experiences. Goal: All students can read the text and gain understanding from it. Discussion Text: Gettysburg Address Not text-dependent questions Have you ever been to a funeral or gravesite?
Why did the North fight the civil war?
Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote? Text-dependent questions How did Lincoln explain what he meant when he said, “We can not dedicate, we can not consecrate, we can not hallow this ground”?
What did Lincoln say was the duty of the living people to do now? Nevada Standards vs. CCSS Nevada: 6th grade Reading Expository Text 4.6.5 and 4.6.6 Make connections to self, other text, and/or the world.
Use information to answer specific questions.
Evaluate hypotheses based on information.
Summarize information.
Make inferences and draw conclusions based on evidence. CCSS: 6th grade Reading Informational Text 1, 2, 3 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. ELA Shifts: 5: Writing from Sources “Writing needs to emphasize the use of evidence to inform or make an argument. The narrative still has an important role. Students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.” 8th Grade: Writing about Literature Old writing prompts What lesson did you learn from the poem that you could apply to your own life?
If you were the protagonist, how would you address the conflict?
What motivated the character’s actions? Would you have reacted the same way? Explain. New writing tasks Explain how Sandra Cisneros’s choice of words develops the point of view of the young speaker in her story “Eleven.”
Summarize the development of the morality of Tom in Tom Sawyer and analyze its connection to themes of accountability and authenticity by noting how it is conveyed through characters, setting, and plot. ELA Shifts: 6: Academic Vocabulary “Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as ‘discourse,’ ‘generation,’ ‘theory,’ and ‘principled’) and less on esoteric literary terms (such an ‘onomatopoeia’ or ‘homonym’), teachers constantly build students’ ability to access more complex texts across the content areas.” 4th Grade Language Standards Nevada 1.4.4 Comprehend, build, and extend vocabulary using
• syntax
• parts of speech
• homographs

Comprehend, build, and extend vocabulary using
• homophones
• synonyms
• antonyms
• context clues
• structural analysis

Apply alphabetic order to locate words in resources.

Use resources to find and/or confirm meaning of unknown words encountered in text.

With assistance, use resources to confirm word origins.
Identify connotative and denotative meaning in text.
Build vocabulary using pictures and symbols. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical
meanings (synonyms).
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed,
whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). CCSS L4.4-6 Copyright © 2012 Right Reason Technologies, LLC English Language Arts 4 Sets of Anchor Standards Literature
K-5 Informational Text
(K-5 Foundational Skills)
6-12 ELA Informational Text
6-12 Literacy History/SS
6-12 Literacy Science/Tech WRITING Opinion/
Argument Narrative SPEAKING
AND LISTENING Evaluating what
others present LANGUAGE Conventions when
writing and
speaking Vocabulary READING 3 Key Ideas and Details
3 Craft and Structure
3 Integration of Knowledge and Ideas
1 Range of Reading and Level of Text Complexity 10 Anchor Standards 10 Anchor Standards 3 Text Types and Purposes
3 Production and Distribution of Writing
3 Research to Build and Present Knowledge
1 Range of Writing Informative/
Explanatory ELA
SS, Science, Tech ELA
SS, Science, Tech ELA only 6 Anchor Standards 3 Comprehension and Collaboration
3 Presentation of Knowledge and Ideas Presenting
information 6 Anchor Standards 2 Conventions of Standard English
1 Knowledge of Language
3 Vocabulary Acquisition and Use All subjects All subjects All subjects ELA only ELA only? What does the A mean? Sample Report Card? Current Grade: 2.2 = C+ Information Reading
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