Getting to the core of Common Core• College and Career Readiness (CCR)

Standards• Literacy in History/Social Studies• Literacy in Science• Literacy in Technical Subjects• English Language Arts Standards

(CCGPS)

College and Career Standards (CCR)What does a student need to

be able to do in order to be successful in college and/or career?

Take a closer look – Underline the key words of the standards – talk with a partner to answer this question.

Literacy Standards (Social Studies, Science and Technical Subjects)What does a student need to

be able to do to be successful in each content area?

Take a closer look – Underline the key words of the standards, consider how they compare, discuss with a partner to answer the question.

English Language Arts (CCGPS)Spiral effect

◦A progression◦Repeated exposure◦Increased levels of complexity

Strands◦Reading◦Writing◦Speaking and Listening◦Language

Spiral StaircaseHow do the standards

progress across the middle grades?

Take a closer look – With a partner -choose an ELA Reading standard for reading informational text, underline key words, discuss answers to the question.

ELA StrandsHow does each ELA Strand

work together to meet the Common Core Anchor Standards?

Let’s take a closer look!

ELA - Reading StrandComponent Learning Target

Rigor Reading complex, grade-level texts independently*quantitative, qualitative ,reader/task

Range Reading a range of texts. Literary vs. Informational*range of reading experiences.

Reasoning Logical/Critical thinking, draw conclusions ,make judgments*close reading of text

Relationship

Connections between reading, writing, speaking and listening as well as grammar.

ELA – Writing StrandOpportunities to write:

Argumentative; Informational/Explanatory; Narrative

Sharing the responsibilitySustaining Student writing Model of student writing

ELA – Speaking and Listening StrandStudent led conversationsIntegration of multiple

sources of information Proficient speakersUse of Multimedia

ELA – Language Strand Six standards – conventions,

knowledge of language, vocabulary acquisition and use.

Standards are fleshed out across grade levels

Base instruction on writing and needs of students

Thematic Unit

Unit Plan Overview

INSTRUCTIONAL FRAMEWORK

Opening ◦Explicit teaching◦Modeling◦Guided Practice

Work Session◦Role of teacher/Role of student

Closing

Getting to the CoreConsider the relationship between the following: Learning Targets Depth of Knowledge Assessment

Take a closer look - With a partner, discuss the relationship between each. Choose a graphic organizer that would best demonstrate that relationship.

Getting to the Core ActivityAs a group share out your

thinking and label the organizer to illustrate the relationship.

Now apply your thinking with a standard in mind ◦What is the learning target?◦What is the depth of knowledge?◦How should it be assessed?

Next StepsConsider student needs – What

scaffolds/supports will need to be put in place?

Explore Common Core resourcesWork closely with ELA and

Content Area teachers

Closing 3-2-13 ideas learned about the

common core2 next steps needed to prepare

for implementation1 question or concern still have

Your feedback please!