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Common Core State Standards

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Valerie Patterson

on 22 January 2014

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Transcript of Common Core State Standards

Common Core State Standards
Background Information

Partnership for Assessment of Readiness for College anD Careers [PARRCC]
What are School Districts doing to prepare?
David T. Conley, PhD
Grade Level & Subject Areas
English Language Arts
Bottom Line

Inconsistent State Standards
NCLB exposed the disparities
1/3 of college students in remedial courses
Low U.S. performance on international assessments
Common Core
Modeled after American Diploma Project (Achieve)
30 states agreed on ELA & Math standards
Bill & Melinda Gates Foundation
Wide Representation
Solicited input, received feedback, made revisions
45 states adopted
Federal support
Race To The Top
Incentive to expedite quickly
Teacher choice
Access to nation-wide materials and resources
Common Core is designed to allow for deep probing of content, involving assessments that demonstrate application of knowledge as opposed to merely factual recall.
Aligned with expectations for college and career success
Clear, so that educators and parents know what they need to do to help students learn
Consistent across all states, so that students are not taught to a lower standard just because of where they live
Include both content and the application of knolwedge through higher-order skills
Built upon strengths and lessons of current state standards and standards of top-performing nations
Realistic, for effective use in the classroom
Informed by other top performing countries, so that all students are prepared to succeed in our global economy and society
Evidence and research-based
How to read the grade level standards
8 Standards of Practice
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.

SMART Goal: By the end of the lesson, students will be able to show equivalent fractions in multiple methods:
- drawing,
- equations,
- explanation,
- and apply to real life scenario of sharing with friends.

American Common Core 4.NF.1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

Included in Lesson:
- PowerPoint
- Videos and video list
- Assessments
- Activity Pages
- Extra Practice
- Teacher Pages
Use this lesson in a flipped classroom or a regular setting. For a flipped classroom, assign the initial video or one of the videos from the list to be watched the night before. This can occur by giving out the website of the YouTube video or by burning it onto a DVD or flash drive, (you must have software to download videos). Otherwise, watch the videos in class. Have students complete Video Assignment Page individually.
If you have fraction strips, pass them out to the students. Either each student can have a set of strips or partners can work together. If you do not have fractions strips, a printable page is included.
Students will be able to recognize and generate equivalent fractions using multiplication and division.
Equivalent Fractions in Common Core Math Standards 4.NF.1 (Part 2)
Grade Four
A Complete Definition of College and Career Readiness
Student interest, and future aspirations influence the precise knowledge and skills necessary for "readiness."
Not every student requires the same proficiency in all areas
Measure of success requires specialized and adapted assessment strategy.
Why both College and Career?
It is not useful to separate students as college bound or work bound
All students aspire to enter workforce eventually, and will need similar foundational skills to do so.
Notable differences in College vs Career readiness:
College: ability to complete wide range of general education courses
Career: courses are specific to occupational area or certificate
Reading Literature
Cite Theme and Plot
Understand meanof words
Author's point of view
Compare & Contrast genres
Demonstrate command of grammar
Demonstrate command of punctuation
Spell correctly; Vary Sentence patterns
Maintain consistence in style and tone
Clarify meaning of words
Use Greek & Latin affixes as clues to
meaning of words
Consult reference materials
Understand figurative language
Interpret figures of speech
Speaking & Listening
Engage in collaborative discussions
Pose & respond to questions
Interpret information presented
Present claims logically
Include multimedia
Adapt speech to a variety of contexts
Reading Informational
Determine central idea
Analyze events
Evaluate specific claims
Compare & Contrast events
Write arguments to support claims
Use words to clarify claims
Establish formal style
Write informative texts
Organize ideas, concepts, & information
Provide a conclusion
Plan. revise. edit & rewrite
Publish using technology
Adventure stories
Historical fiction
Mysteries, Myths
Sci-fi, Allegory
Parody, Satire
Graphic novels
One-act plays
Multi-act plays
Both in written
and on film

Narrative, Lyrical
Free verse, Sonnets
Odes, Ballads, Epics
Informational Text
Exposition, Argument,
Functional text, Personal essays
Speeches, Opinion pieces, Essays
about art or literture, Biographies,
Memoirs, Journalism, & Historical,
Scientific, Technical or Economic
6th Grade Lesson Plan
There are three different appeals to persuade
people to do something, either through ads, speech or writing. They are ethos, Pathos & Logos

Need 3 strips of paper for each one; class divided into 3 groups. Each group to read definition. Students to use graphic organizer; give 1 sentence summary of the appeal. Give 1 example from an ad; define which English words come from these 3 Greek words.
ad uses an athlete to sell their goods, how does this employ ethos (based on reputation, values, credibility & Moral character)?
ad uses images of abused animals in shelters, how does this employ Pathos (this is based on emotions & feelings)?
ad uses words of reason & Sense to sell their goods, how does this employ Logos (this is based on reason, logic)?
Once students understand the full definition of their word; either ethos, Pathos or Logos, give them sample advertisements that use these appeals & they are to determine which appeal is being used for each ad.

-Non Summative
Differentiated Assessments
- Disabilities
-English Language Leaners

-Mid-Year Assessment
-Performance Based Assessment
-End-of-Year Assessment

Performance-Based Assessment
March 24- April 11
End-of Year Assessment
May 5- June 6
Full transcript