CCSS:SOMEKEYPOINTS

The ELA StructureThe standards are comprised of a set of Anchor Standards that are the same across K-12 and organized around four strands:

- Reading- Writing- Listening & Speaking- Language

Literacy Standards in Content Areas

• The same Anchor Standards for Reading and Writing apply to the content areas – History/Social Studies, Science and Technical Subjects.

• It is important to note that the 6-12 literacy standards are not meant to replace the content standards in those areas, but rather to supplement them.

Anchor Standards

ELA:Reading: 10 StandardsWriting: 10 StandardsSpkg. & Lstg.: 6 StandardsLanguage: 6 Standards

Content Literacy:Reading: 10 StandardsWriting: 10 Standards

Common Core State Standards for ELA/Literacy: Key Shifts

5

Shift #1: Building Knowledge Through Content-Rich Nonfiction

• Much of our knowledge base comes from informational text

• Informational text makes up the vast majority of required reading in college/workplace (80%)

• Informational text harder for students to comprehend than narrative text

• Yet, students are asked to read very little of it in elementary (7 - 15%) and middle school

• CCSS moves percentages to

• 50:50 at elementary level

• 60:40 at middle school*

• 75:25 at high school* (*includes ELA, science, social studies)6

Shift #2: Reading, Writing & Speaking Grounded in Evidence, Both Literary and Informational

• Most college and workplace writing requires evidence.

• Ability to cite evidence differentiates strong from weak student performance on NAEP

• Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3 and 4, all focus on the gathering, evaluating and presenting of evidence from text.

• Being able to locate and deploy evidence are hallmarks of strong readers and writers

7

Shift #3: Regular Practice with Complex Text and its Academic Language

• Gap between complexity of college and high school texts is huge.

• What students can read, in terms of complexity is greatest predictor of success in college (ACT study).

• Too many students reading at too low a level (Less than 50% of graduates can read sufficiently complex texts).

• Standards include a staircase of increasing text complexity from elementary through high school.

• Standards also focus on building vocabulary that is shared across many types of complex texts and many content areas.

8

Mathematics StandardsThe Structure: 8 Standards for Mathematical Practice which span K-12 Grades K-8 have grade-level specific standards High School Standards are listed in conceptual categories (e.g., Functions, Number & Quantity)

K 12

Number and Operations

Measurement and Geometry

Algebra and Functions

Statistics and Probability

Traditional U.S. Approach

10

Focusing Attention Within Number and Operations

Operations and Algebraic Thinking

Expressions and Equations

Algebra

→ →

Number and Operations—Base Ten →

The Number System

→

Number and Operations—Fractions

→

K 1 2 3 4 5 6 7 8 High School11

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

3–5 Multiplication 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

Key Areas of Focus in Mathematics

12

Required Fluencies in K-6

14

Grade Standard Required FluencyK K.OA.5 Add/subtract within 5

1 1.OA.6 Add/subtract within 10

2 2.OA.22.NBT.5

Add/subtract within 20 (know single-digit sums from memory)Add/subtract within 100

3 3.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.2,3 Multi-digit divisionMulti-digit decimal operations

Standards for Mathematical Practice

15

Common Core State Standards for Mathematics: Key Shifts

16

Shift #1: Focus Strongly where the Standards Shift #1: Focus

• Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom.

• Focus deeply on what is emphasized in the standards, so that students gain strong foundations.

17

Shift #2: Coherence: Think Across Grades, and Link to Major Topics Within Grades

• Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years.

• Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

18

Shift #3: Rigor: In Major Topics, Pursue Conceptual Understanding, Procedural Skill and

Fluency, and Application

• The CCSSM require a balance of: Solid conceptual understanding Procedural skill and fluency Application of skills in problem solving situations

• Pursuit of all three requires equal intensity in time, activities, and resources

19

•You have just purchased an expensive Grecian urn and asked the dealer to ship it to your house. He picks up a hammer, shatters it into pieces, and explains that he will send one piece a day in an envelope for the next year. You object; he says “don’t worry, I’ll make sure that you get every single piece, and the markings are clear, so you’ll be able to glue them all back together. I’ve got it covered.” Absurd, no? But this is the way many school systems require teachers to deliver mathematics to their students; one piece (i.e. one standard) at a time. They promise their customers (the taxpayers) that by the end of the year they will have “covered” the standards.• ~Excerpt from The Structure is the Standards• Phil Daro, Bill McCallum, Jason Zimba

20