View
213
Download
0
Category
Preview:
Citation preview
PARENT MEETING
WHICH ARE MYTHS?
CCSS
Requires lock step instruction
Requires time, understanding and
support to implement
Does not allow for instruction on
literature
Does not account for differentiation required
Does not allow for creative activities
ESSENTIAL QUESTIONS
• Where did the CCSS come from and why are they important?
• What are the CCSS really about? How are they different from your child’s previous experiences?
• What can we expect from the Smarter Balanced Assessment?
• What are the myths that surround the CCSS?
NEWINGTON CURRICULA
Newington Grade Level Curriculum Expectations1990-2002
State Curriculum Framework Standards2002-2012
Common Core Standards2012-present
WHY IS NEWINGTON MAKING THE CHANGE TO CCSS?
WHY DO WE NEED COMMON STANDARDS? WHY NOW?
http://www.schoolimprovement.com/common-core-360/common-core-video/
Turn and Talk: What do you think? What questions do you have?
COMMON
GOALS
ELA/LITERACY: 6 SHIFTS
1. Balance of literature and informational text (K-5)
SHIFT IN READING
9
Literary Informational
Grade 4 50% 50%
Grade 8 45% 55%
Grade 11 30% 70%
ELA/LITERACY: 6 SHIFTS
1. Balance of literature and informational text (K-5)
2. Literacy as part of science and social studies/history; informational text as part of ELA (6-12)
ELA COMMON CORE STANDARDS
Strands
Reading Standards for Literature
Reading Standard for Informational Text
Reading Standards: Foundational Skills
Reading Standards for Literacy in History/Social Studies
Reading Standards for Literacy in Science & Technical Subjects
ELA/LITERACY: 6 SHIFTS
1. Balance of literature and informational text (K-5)
2. Literacy as part of science and social studies/history; informational text as part of ELA (6-12)
3. Appropriately complex text4. Questions regarding text are text-dependent5. Academic Vocabulary - precise language and
domain-specific vocabulary
DECLINING COMPLEXITY OF TEXT; TOO MANY SUPPORTS.
Why Text Complexity Matters
Text Lexile Score
CD‐DVD Instructions 1080USA Today 1100AV/Communications/Tech. Manual 1190College Textbooks 1215Baltimore Sun 1250W4 Forms 1260Applications for Student Loans 1270The Chicago Tribune 1310Wall Street Journal 1320Architecture/Construction Manuals 1340Washington Post 1350The New York Times 1380Agriculture/Natural Resources text 1510Law/Public Safety 1740
*Scores listed are averages (MetaMetrics,2001)
The Majority of High School SeniorsOnly reach levels within the 940-1200 range
EXAMPLE OF GRADE 2-3 CURRENT TEXT COMPLEXITY
Williams, Vera. A Chair for My MotherNew York: Greenwillow Books, 1982.
My mother works as a waitress in the Blue Tile Diner. After school sometimes I go to meet her there. Then her boss, Josephine, gives me a job too.
I wash the salts and peppers and fill the ketchups. One time I peeled all the onions for the onion soup. When I finish, Josephine says, “Good work, honey,” and pays me. And every time, I put half of my money into the jar.
EXAMPLE OF GRADE 3 COMMON CORE GRADE LEVEL COMPLEXITY
MacLachlan, Patricia. Sarah, Plain and TallNew York: HarperCollins, 1985
From Chapter I
I wiped my hands on my apron and went to the window. Outside, the prairie reached out and touched the places where the sky came down. Though the winter was nearly over, there were patches of snow everywhere. I looked at the long dirt road that crawled across the plains, remembering the morning that Mama had died, cruel and sunny. They had come for her in a wagon and taken her away to be buried. And then the cousins and aunts and uncles had come and tried to fill up the house. But they couldn’t.
Slowly, one by one, they left. And then the days seemed long and dark like winter days, even though it wasn’t winter. And Papa didn’t sing.
ELA/LITERACY: 6 SHIFTS
1. Balance of literature and informational text (K-5)
2. Literacy as part of science and social studies/history; informational text as part of ELA (6-12)
3. Appropriately complex text4. Questions regarding text are text-dependent5. Academic Vocabulary - precise language and
domain-specific vocabulary 6. Writing to inform or argue using evidence
• Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts
• Focus on the use of reason and evidence to substantiate an argument or claim
• Emphasize ability to conduct research – short projects and sustained inquiry
• Require students to incorporate technology as they create, refine, and collaborate on writing
OVERVIEW OF WRITING STRAND
SHIFT IN WRITING
Grade To Persuade To Explain To Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
Fall 2010, C.Felix 20
OVERVIEW OF SPEAKING AND LISTENING AND LANGUAGE STRANDS
Speaking and Listening • Focus on speaking and listening in a range of settings, both
formal and informal – academic, small-group, whole-class discussions
• Emphasize effective communication practices
• Require interpretation and analysis of message as presented through oral, visual, or multimodal formats
Language• Include conventions for writing and speaking
• Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading
• To be addressed in context of reading, writing, speaking and listening
MATHEMATICS
oFocus strongly where the Standards focus
oCoherence: Think across grades, and link to major topics within grades
oRigor: Require fluency, application, and deep understanding
STANDARDS FOR MATHEMATICAL 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
Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2 Addition and subtraction, measurement using whole number quantities
3–5 Multiplication and division of whole numbers and fractions
6 Ratios and proportional reasoning; early expressions and equations
7 Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra
Priorities in Mathematics
SMARTER BALANCED ASSESSMENT CONSORTIUM (SBAC) TIMELINE
25
SY 2011-12
Development begins
SY 2012-13
First year limited pilot testing and
related research and
data collection
SY 2013-14
Second year field testing and
related research and
data collection
SY 2014-15
Full administration
of SBAC assessments
SY 2010-11
Design phase
Summer 2015
Set achievement
levels, including
college-ready performance
levels
MYTH BUSTERS
CCSS
Requires lock step instructi
onRequires
time, understandin
g and support to implement
Does not
allow for
instruction on
literature
Does not account
for differenti
ation required
Does not allow for creative
activities
QUESTIONS & COMMENTS
Recommended