**COMMON CORE STATE STANDARDS FOR**

English Language Arts &

Literacy in History/Social Studies, Science, and Technical Subjects

**Common Core State Standards**

CCSS Mathematical Instruction

Standards for Mathematical Practices

Comparison of CCSS to CA Math Content Standards

More similarities between CCSS and old standards than differences.

Shift in grade level for some skills, standard organization, 8th grade options.

Applying CCSS to

5th Grade Math

5.MD2; 5.G1; 5.NF6

Outcome for CCSS ELA/Literacy

Designed for College and Career Readiness.

The students who meet the standards will be able to...

A selected comparison of CCSS to CA Standards for ELA

Focus on 5th Grade Reading of Informational Text

Applying CCSS to

5th Grade Science &

Informational Reading

5.SL2; 5.RI1; 5.RI5; 5.RI7

Mathematics

**COMMON CORE STATE STANDARDS FOR**

Read as much non-fiction as fiction.

Read more challenging material closely.

Discuss reading using evidence.

Write non-fiction using evidence.

Increase academic vocabulary.

Hold collaborative discussions.

Include Social Studies, Science, and Technical Subjects such as the Visual and Performing Arts.

CCSS is a clear set of

shared goals and expectations

.

CCSS is

NOT

a curriculum.

CCSS

does not define

what teachers should teach

or

how students should learn.

Teachers

can customize

their instruction based on individual student needs.

Teachers and schools will have

more freedom

of how to reach their goals.

Common Core

CS ELA Standards

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

2.5 Distinguish facts, supported inferences, and opinions in text.

partial alignment with CCS

7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem

2.1 Understand how text features (format, graphics, sequence, diagrams, illustrations, charts, and maps) make information accessible and usable.

Alignment with CCS

...demonstrate independence.

...build strong content knowledge.

...respond to the varying demands of audience, task, purpose, and discipline.

...comprehend as well as critique.

...value evidence.

...use technology and digital media strategically and capably.

...come to understand other perspectives and cultures.

9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

no standard

no alignment with CCS

These outline the

same expectations for all students

,

regardless of where they live

.

For more ELA comparisons go to

http://www.scoe.net/castandards/multimedia/k-12_ela_croswalks.pdf

Students will read about invasive species, discuss how it is a problem and propose solutions. Activities include a storyboard to explain the problem and a poster or PSA on how the public can help. Duration 2-3 weeks.

Previously, multiple choice was the standard assessment.

CCSS tests will test critical thinking and require students to defend their answers.

Test results will be used to compare schools nationwide.

This will be a large investment: Tests only be administered by computers.

Assessing the CCSS

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. representation, connections.

5 Use appropriate tools strategically.

6 Attend to precision.

7 Look for and make use of structure. procedural fluency.

8 Look for and express regularity in repeated reasoning.

Common Core

CA Math Content Standards

Focus is on problem solving strategies, number sense, and algebraic thinking.

Focus was on computation.

2nd grade used to learn times tables

Kinder used to count to 30.

Kinder now count to 100

3rd grade now learns times tables

Emphasis was on repetitive exercises--drill & kill

Emphasis is on application and problem solving.

Students memorized facts/procedures.

Students solve problems that require understanding math concepts and explaining their reasoning.

Many topics covered superficially in a year.

Fewer topics covered--higher and deeper standards.

Which means...

Teachers must now learn new concepts.

Teachers must ask students the right questions--to help them explain their thinking and encourage them to represent their ideas in different ways.

Teachers must build skills within and across grades

Students must be able to use their math in the real world

For a Google Spreadsheet that shows the ELA Reading Informational Text, K - 12, click this link:

https://docs.google.com/spreadsheets/d/1Pmi5jrhth_QredgKSz9FBUiQ39gQy4krXf5raNKrEOs/edit

**by Julie Printz, Robert Mcneil, Regina Frese**

CUI San Bernardino Cohort

Summer 2014

CUI San Bernardino Cohort

Summer 2014

Mathematical practices

for all grade levels were developed from

both

the

NCTM

"

process standards

" of

problem solving

, r

easoning and proof

,

communication

,

representation

, and

connections

, as well as "

strands of mathematical proficiency

" from the

National Research Council

:

adaptive reasoning

,

strategic competence

,

conceptual understanding

(comprehension of mathematical concepts, operations and relations),

procedural fluency

(skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and

productive disposition

(habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

The

Standards for Mathematical Practice

describe

how

students should engage with math as their skills and understanding develop.

For teachers,

mathematical instruction = mathematical practice + mathematical content

.

The

Standards for Mathematical Content,

through a balance procedure and understanding, describe

what

students should learn. When a student l

acks understanding of a topic

, he may

too heavily depend on procedures

, but miss out on other mathematical practices and solutions..

Always connect

practice

to

content

.

mathematical practice + mathematical content

Standards for Mathematical Content

K - 8 Math

Counting and Cardinality

Operations and Algebraic Thinking

Number and Operations in Base Ten

Number and Operations—Fractions

Measurement and Data

Geometry

Ratios and Proportional Relationships

The Number System

Expressions and Equations

Statistics and Probability

Functions

High School Math

Introduction

Number and Quantity

Algebra

Functions

Modeling

Geometry

Statistics and Probability

http://elearninginfographics.com/how-to-help-students-meet-the-ccss-for-math-infographic/

Measurement and Data

5.MD2

2. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

Students will read the "Number of Invasions in Selected Ecosystems" or similar information. Activities include Creating a Bar graph or pictograph of number of invasive species for the selected ecosystems; find the fraction or percentage of the selected invasive species over the total number introduced

to the U.S.

source:

http://www.habitat.noaa.gov/pdf/best_management_practices/fact_sheets/Aquatic%20Invasive%20Species%20Facts.pdf

Geography

5.G1

1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

￼

Number and Operations—Fractions 5.NF6

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Speaking and Listening 5.SL2

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Reading Informational Text 5.RI1

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Reading Informational Text 5.RI7

Draw on information from multiple print or digital sources, demonstrating the ability to locate

an answer to a question quickly or to solve a problem efficiently.

Reading Informational Text 5.RI5

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

1. You will be creating two lesson plans, one using CCSS and one using CA Standards.

2. Choose between ELA Standards or Math Standards.

3. What will your lesson plans look like for both sets of comparable standards?

4. Include objective(s), materials, types of activities, and type(s) of assessment(s).

5. This does not have to be very detailed, just a general overview.

Use the following sets of comparisons to create your lesson plans.

Planning for Both Standards

CA ELA STANDARDS

Distinguish facts, supported inference, and opinions in text.

Understand how text features (format, graphics, sequence, diagrams, illustrations, charts, and maps) make information accessible and usable.

Evaluate author’s use of various techniques to influence reader.

Common Core ELA

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which points.

Comparison ELA

Comparison Math

Common Core Math

Emphasis is on application and problem solving.

Focus is on problem solving strategies, number sense, and algebraic thinking.

Students solve problems that require understanding math concepts and explaining their reasoning

CA MATH STANDARDS

Emphasis was on repetitive exercises –drill & kill

Focus was on computation

Students memorized facts/ procedures

Reading Informational Text 5.RI1

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

From a content area such as Science, History, Social Studies or the Arts, select a standard-based topic.

What would students be able to demonstrate, if they had mastery of this standard

? Allow students to find an aspect that interests them and find more information (from reliable sources).

To demonstrate understandings, students choose how, whether by an essay, a blog, a You-tube clip, a visual product, which will be shared with their peers in the room, at the school, and around the world.

CCSS is not a set of scripted lessons, but guidelines to prepare students for the 21st century.

Be adventurous, be daring, be rigorous.

Teach & inspire.

For further ideas & inspiration

Common Core Standards

http://www.corestandards.org/

In the state of California

http://www.cde.ca.gov/re/cc/

CCSS templates

https://www.teachingchannel.org/questions/common-core-lesson-plan-template

http://www.commoncurriculum.com/

50 Common Core resources

http://www.teachthought.com/teaching/50-common-core-resources-for-teachers/

This is NOT an exhaustive list.

Search terms: CCSS

In dyads or triads, select a standard from this link

Applying CCSS to

something you already teach...

For a Google Spreadsheet that shows the ELA Reading Informational Text, K - 12, click this link:

https://docs.google.com/spreadsheets/d/1Pmi5jrhth_QredgKSz9FBUiQ39gQy4krXf5raNKrEOs/edit

Brainstorm in how students can use current course material or online resources to demonstrate increasing proficiency in a standard. What will you have to provide so that students can be successful? What will student success look like?

"In the process of implementing CCSS,

we teachers are learning

along with our students."