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Who’s in the room? Who are you, what do you teach? Why did you register for this workshop? General Questions –
number of years in the classroom current experience teaching with the core current familiarity with curriculum year
above/below current teaching assignment How do you hope this workshop informs your
implementation of the CCSS?
Goals of PresentationTo increase (or start) your application of the
common core in your classroom, building and district using your current curriculum.
To provide you with the foundations of CC expertise on Literacy and Mathematics instruction across the curriculum so it can be shared with colleagues in the content area and non-tested subjects.
To provide you with free resources to save you hours…&
To decrease your fear, increase your confidence, ease your worried minds!
Criteria for New StandardsFewer, clearer, and higher (Consistent, rigorous,
and shared aligned with college and work expectations)
Aligned with college and career expectations
Include rigorous content and application of knowledge through high-order skills – Habits of the Mind
Build upon strengths and lessons of current state standards (think DNA of education)
Internationally benchmarked, so that all students are prepared to succeed in our global economy and society
Based on evidence and research
CCSS “Habits of the Mind” Literacy CapacitiesThe introduction of the CCSS include descriptions
of knowledge, skills and dispositions that operate in tandem with the academic content in the standards. These cognitive and psychological aptitudes are described in the literacy standards as “capacities” and in the math standards as “practices”.
As students advance through the grades and master the standards in reading, writing, listening, speaking, viewing and language, they should be able to exhibit with increasing fullness and regularity the following listed capacities of the literate individual;
CCSSO to Advance Student Success, 2011
Literacy and Language Habits of the MindThey demonstrate independence.They build strong content knowledge.The respond to the varying demands of
audience, task, purpose, and discipline.They comprehend as well as critique.They value evidence.They use technology and digital media
strategically and capably.The come to understand other perspectives
and cultures.
MathematicsHabit of the Mind1. Be curious about “why” and “how math works2. Take risks when doing math3. Work hard and be persistent when doing math4. Value exploration and investigation when doing math5. Develop confidence in solving math problems6. Develop math intuition when solving math problems7. Develop logical thinking skills when solving math problems8. Write and discuss math using math terms correctly9. Learn how to estimate effectively
Mathematics Habits of the Mind continued …10. Be able to check answers for reasonableness and accuracy 11. Know when & how to use different problem solving
strategies12. Know how to use technology appropriately & effectively13. Appreciate that math is the language of nature and science14. Use math to simplify and make sense of real life situations15. Recognize that it is possible to learn from mistakes16. Become quantitatively literate
17. Be able to work effectively as a member of a group18. Be able to work effectively alone
English Language Arts and Literacy
Focus and coherence – backwards design, grade 12Coherent progressions develop literacy skills across
grade levels (pg 30,33)Focus on text complexity ( pg 30, 32, 33)
Students required to read texts of increasing complexity
Literacy as a shared responsibilityLiteracy skills in reading and writing included in
history/social studies, science, and technical areasCollege and Career Readiness text /writing
Students required to write using evidence from informational reading. (pg 5)
Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational.
1PK-5, Balancing Informational & Literary Texts
Content area teachers outside of the LA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.
2 6-12, Knowledge in the Disciplines
In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.
3Staircase of Complexity
Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.
4Text-Based Answers
Writing emphasizes use of evidence to inform or make an argument. Personal narrative and other forms of de-contextualized prompts are minimal. While the narrative still has an important role, students develop skills through written perspectives that respond to the ideas, events, facts, and arguments presented in the texts they read.
5Writing from Sources
Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.
6 Academic Vocabulary
College and Career Ready Model
Definition of Good TeachingEffective Teachers focus relentlessly on the
achievements of their learners. Research has shown that teacher knowledge and skills in key areas – the learner and learning, content knowledge, instructional practice, and professional responsibilities – contribute, in varying degrees, to student growth and achievement.
Text Complexity
Gary L. Williamson (2006) found a 350L (Lexile) Gap between
the difficulty of end-of-high school and college texts – a gap
equivalent to 1.5 standard deviations or the difference
between grade 4 and grade 8 texts on NAEP
Source: Gary Williamon 2006)(from Appendix A of the CCSS)
Text Complexity Increases
Considerations for Reader and TaskCognitive CapabilitiesReading SkillsMotivation and Engagement with Task and
TextPrior Knowledge and ExperienceContent and/or theme concernsComplexity of Associated Tasks
• Competency = Knowledge + skill(Assess + Instruct)
• Apply to current curriculum and the core• Feedback – Student Evidence of learning
applied to novel situations• Response to Instruction – Differentiated
Instruction• Multi-tiered system of Support
Framework of
Literacy Assessment
English Language Arts and Literacy
• College and career readiness in writing– Students required to write using
evidence from informational reading.
• Literacy as a shared responsibility– Literacy skills in reading and writing
included in history/social studies, science, and technical areas
• Technology
Let’s Dig a Little Deeper in Math…The new standards support improved
curriculum and instruction due to increased:FOCUS, via critical areas at each grade levelCOHERENCE, through carefully developed
connections within and across gradesCLARITY, with precisely worded standards
that cannot be treated as a checklistRIGOR, including a focus on College and
Career Readiness and Standards for Mathematical Practice throughout Pre-K-12
Why: Item One - Focus Focus strongly where the Standards focusSignificantly narrow the scope of content and
deepen how time and energy is spent in the math classroom
Focus deeply only on what is emphasized in the standards, so that students gain strong foundations
K – Counting, Sequencing, Value, Measurement1st & 2nd – Adding, Subtracting-Whole numbers &
Quantity3rd – Multiplication, Division, Fractions4th, 5th – Fractions…moving to ratios at the very
end
K 12
Number and Operations
Measurement and Geometry
Algebra and Functions
Statistics and Probability
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 School
Why: Item Two Coherence Coherence across grades, link to major topics within grades
Carefully connect the learning within and across grades so that students can build new understanding onto 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.
Fraction example:“The coherence and sequential nature of mathematics
dictate the foundational skills that are necessary for the learning of algebra. The most important foundational skill not presently developed appears to be proficiency with fractions (including decimals, percents, and negative fractions). The teaching of fractions must be acknowledged as critically important and improved before an increase in student achievement in algebra can be expected.”
Final Report of the National Mathematics Advisory Panel (2008, p. 18)
Why: Item Three: Rigor Rigor pursue conceptual understanding, procedural skill and fluency, and applicationThe CCSSM require a balance of:
Solid conceptual understandingProcedural skill and fluencyApplication of skills in problem solving
situations
This requires equal intensity in:Time activities resources in pursuit of all three
A Word about Fluent in Math…Fluent in the particular Standards cited here
means “fast and accurate.” It might also help to think of fluency as meaning the same thing as when we say that somebody is fluent in a foreign language: when you’re fluent, you flow. Fluent isn’t halting, stumbling, or reversing oneself. Confidence?
The word fluency was used judiciously in the Standards to mark the endpoints of progressions of learning that begin with solid underpinnings and then pass upward through stages of growing maturity. K-5 Foundation to 6-12…
Required Math Fluencies in K-6Grade Standard Required Fluency
K K.OA.5 Add/subtract within 5
1 1.OA.6 Add/subtract within 10
22.OA.2
2.NBT.5
Add/subtract within 20 (know single-digit sums from memory)
Add/subtract within 100
33.OA.7
3.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 division
Multi-digit decimal operations
Major Mathematical Instructional 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
Student Readiness21st Century Skills – “soft skills”
“Habits of Mind”
“Capacities of a Literate
Individual”
Technology Skills
How do critical areas promote focus?What is the number of
critical areas per grade level/course?
How will/could it improve teaching and learning in our school/district when each grade focuses on a few Critical Areas?
Grade level
K 1 2 3 4 5 6 7 8
# of Critical Areas
2 4 4 4 3 3 4 4 3
Course
Alg I Geo Alg II Math I
Math II
Math III
# of Critical Areas
5 6 4 6 6 4
SMARTER BalancedComputer Adaptive
Multiple Choice, Constructed Response, Technology Enhanced
Performance TasksWriting, listening and speakingEmphasis of mathematical practices
Components of SBAC SystemSummative Assessments
Grades 3-8 and 11 in ELA and MathematicsComputer Adaptive TestingPerformance Tasks
Interim AssessmentsOptionalProgress of StudentsLinked to content clusters in CCSS
Formative Tools and ProcessesEvidence of progress toward learning goals
English Language Arts Content SpecsClaim #1 – Students can read closely and critically
to comprehend a range of increasingly complex literary and informational texts.
Claim #2 – Students can produce effective writing for a range of purposes and audiences.
Claim #3 – Students can employ effective speaking and listening skills for a range of purposes and audiences.
Claim #4 – Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.
Claim #5 – Students can skillfully use and interpret written language across a range of literacy tasks.
Mathematics Content SpecsClaim #1 – Concepts and procedures – Students can
explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
Claim #2: Problem Solving – Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.
Claim #3 – Communicating Reasoning – Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
Claim #4 – Modeling and Data Analysis – Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.
Steal These Tools . . . They’re free!New Hampshire Department of Education http://www.education.nh.gov/
The Common Core State Standards http://www.corestandards.org/
Outsource Educational Resources http://engageny.org/common-core/ - New York – SLO’s, videos & more http://www.achievethecore.org/ - assembled by Student Achievement
Partners http://www.dpi.state.nc.us/acre/standards/common-core-tools/
#gomath NC
Parent Information http://www.pta.org/common_core_state_standards.asp
Mathematics www.nctm.org – National Council of Teachers of Mathematics http://illustrativemathematics.org/ - K – 8, high school – lessons &
videos
Text Complexity http://ksde.org/Default.aspx?tabid=4778 – Kansas Common Core
Standards
Videos http://www.youtube.com/user/TheHuntInstitute/featured
Assessment www.smarterbalanced.org
College and Career Ready Standards https://www.epiconline.org/
Center on Instruction – K-5 Reading Foundational Skills in the CCSS BUILDING THE FOUNDATION - A Suggested Progression of Sub-skills
to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards Developed by Center on Instruction - Orange Cover Published: 6/14/2012 10:06 AM
This document is based on an analysis that determined the sub-skills students need to achieve in each of the Foundational Skills (K–5) in the Common Core State Standards (CCSS).
Student Center Activities Aligned to the Common Core State Standards
Developed by Center on Instruction - Blue Cover Published: 3/6/2012 3:28 PM
This publication helps educators create differentiated reading instruction experiences for their students by showing the relationship between two distinct resources: Student Center Activities (SCAs), created by the Florida Center for Reading Research for K–5 classroom teachers as differentiated reading activities for use in small student groups, and the Common Core State Standards (CCSS).
http://www.centeroninstruction.org/topic.cfm?s=1&k=L&c=45
Center on Instruction – K-3Instructional Routines for Differentiated Instruction Using Instructional Routines to Differentiate Instruction: A Guide
for Teachers Developed by Center on Instruction Turquoise Cover Published: 3/7/2012 3:21 PM
This publication helps educators plan differentiated instruction using 72 formatted activities called Instructional Routines, which provide a structure for teaching specific foundational reading skills. Included is a table which displays the alignment between the Instructional Routines and the Common Core State Standards organized by the five reading components (phonemic awareness, phonics, fluency, vocabulary, and comprehension).
As a trio – Orange, Blue and Turquoise can support a K-5 Literacy block for the full Reading Foundations strand of the CCSS
APPS & Miscellaneous Tools…APPS to support Common Core
InstructionMath lesson evaluation - $1.99Study IslandCommon Core App - look like a green
atom/moving
NECAP SERVICE CENTER – 1-877-632-7774
