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Common Core State Standards – The Shifts and What they May Mean for Summer Learning
Sandra Alberti, Ed.D.Student Achievement Partnerswww.achievethecore.orgTwitter: @achievethecore
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Where we are around the nation?
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Why are we doing this? We have had standards.
Before Common Core State Standards we had standards, but rarely did we have standards-based instruction.
Long lists of broad, vague statements Mysterious assessments Coverage mentality Focused on teacher behaviors – “the inputs”
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Principles of the CCSS
Fewer - Clearer - Higher
• Aligned to requirements for college and career readiness
• Based on evidence
• Honest about time
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Implications
What implications do the CCSS have on what we teach?
What implications do the CCSS have on how we teach?
This effort is about much more than implementing the next version of standards: It is about preparing all students for success in college and careers.
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ELA/Literacy: 3 shifts
1. Building knowledge through content-rich nonfiction
2. Reading, writing, and speaking grounded in evidence from text, both literary and informational
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Non-Examples and Examples
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In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.
In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.
In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?
What makes Casey’s experiences at bat humorous?
What can you infer from King’s letter about the letter that he received?
“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?
Not Text-Dependent Text-Dependent
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Example?
EXAMPLES James Watson used time away from his laboratory and a set of models similar to preschool toys to help him solve the puzzle of DNA. In an essay discuss how play and relaxation help promote clear thinking and problem solving.
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ELA/Literacy: 3 shifts
1. Building knowledge through content-rich nonfiction
2. Reading, writing, and speaking grounded in evidence from text, both literary and informational
3. Regular practice with complex text and its academic language
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Mathematics: 3 shifts
1. Focus: Focus strongly where the standards focus.
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K 12
Number and Operations
Measurement and Geometry
Algebra and Functions
Statistics and Probability
Traditional U.S. Approach
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Mathematics topics intended at each grade by at least
two-thirds of A+ countries
Mathematics topics intended at each grade by at least two-
thirds of 21 U.S. states
The shape of math in A+ countries
1 Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).
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Grade Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2 Addition and subtraction - concepts, skills, and problem solving and place value
3–5Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving
6 Ratios and proportional reasoning; early expressions and equations
7 Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra, linear functions
Priorities in Mathematics
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Mathematics: 3 shifts
1. Focus: Focus strongly where the standards focus.
2. Coherence: Think across grades, and link to major topics
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Mathematics: 3 shifts
1. Focus: Focus strongly where the standards focus.
2. Coherence: Think across grades, and link to major topics
3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application
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Conceptual understanding of place value…?
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Conceptual Understanding of Place Value
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Required Fluencies in K-6
Grade Standard Required Fluency
K K.OA.5 Add/subtract within 5
1 1.OA.6 Add/subtract within 10
22.OA.22.NBT.5
Add/subtract within 20 (know single-digit sums from memory)Add/subtract within 100
33.OA.73.NBT.2
Multiply/divide within 100 (know single-digit products from memory)Add/subtract within 1000
4 4.NBT.4 Add/subtract within 1,000,000
5 5.NBT.5 Multi-digit multiplication
6 6.NS.2,3Multi-digit divisionMulti-digit decimal operations
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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.
Don’t Bureaucratize
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Opportunities for Summer Programs
• Standards, not standardization
• The “Common” in Common Core State Standards
• Transition Requires Acceleration, More than Remediation
• Opportunity for Innovation
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Student Achievement Partners websitewww.achievethecore.org
Parent Teachers Associationwww.pta.org/4446.htm
Council of the Great City Schools (Incl. Parent Roadmaps)http://www.commoncoreworks.org/
Example Math Taskswww.Illustrativemathematics.org
Math Progressionshttp://ime.math.arizona.edu/progressions/#
Consortia Assessment Resourceshttp://parcconline.org/http://smarterbalanced.org
Resources
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What does it mean to be aligned?
Quality is the responsibility of both producers and purchasers
Publishers’ Criteria – • ELA/Literacy
‒ K-2‒ 3-12
• Mathematics‒ K-8‒ High School
• Found at www.achievethecore.org/steal-these-tools
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