Module #2 Common Core State Standards Overview

Outcomes  Understand background, rationale and organization of the Common Core State Standards (CCSS).  Reflect and begin a discussion about how the common core will impact curriculum and instruction at your sites.

Agenda  CCSS Overview  ELA/Literacy  History/Social Studies  Science and Technical Subjects  Mathematics  Site PD Plan and Reflection

States that have adopted the Common Core State Standards

Mission Statement – CCSS The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.

Mission Statement – CCSS The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

Mission Statement – CCSS With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Rationale for CCSS Ensure that our students are:  Meeting college and career expectations  Provided a vision of what it means to be an academically literate person in the 21 st Century  Prepared to succeed in our global economy  Expectations are consistent for all – and not dependent on a student’s zip code

Benefits of the CCSS  Internationally benchmarked  Evidence and research-based  Expectations clear to students, parents, teachers, and the general public  Costs to the state reduced

ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Common Core State Standards

Organization of CCSS

ELA Strands

Literacy in History/Social Studies, Science, and Technical Subjects.

ELA / Literacy Strands together prepare students for literacy demands of the 21 st Century

Strand Organization Subheadings are consistent across grade levels within each set of standards.

Reading Strand  Emphasis on:  Informational Text  Text Complexity

NAEP Alignment in Reading Percentages do not imply that high school ELA teachers must teach 70% informational text; they demand instead that a great deal of reading should occur in other disciplines. GradeLiteratureInformation 450% 845%55% 1230%70%

Lexile Framework ® for Reading Study Summary of Text Lexile Measures Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

Writing Strand  Emphasis is on  Argumentative Writing  Explanatory Writing  3 Text Types  Opinion/Argument  Informative/Explanatory  Narrative

NAEP Alignment in Writing  Three mutually reinforcing writing capacities: To persuade To explain To convey real or imagined experience GradePersuadeExplainConvey Experience 430%35% 8 30% 1240% 20%

Streamlined Writing Applications CCSS: Writing Opinions / Arguments Informative/ Explanatory Texts Narratives CA Standards:  Narratives  Expository Descriptions  Friendly Letters  Personal or Formal Letters  Response to Literature  Information Reports  Summaries  Persuasive Letters/Compositions  Research Reports  Fictional Narratives  Biographical/Autobiographical Narratives  Career Development Documents  Technical Documents  Reflective Compositions  Historical Investigation Reports  Job Application/Resume

The 3 Big Buckets Opinion (K-5) Argument (6-12) Informative/ Explanatory Narrative

Which Bucket(s)?  Stories  Descriptions  Letters  Response to Literature  Information Reports  Summaries  Editorials  News Articles  Research Reports  Biography/Autobiography  Career Development Documents  Technical Documents  Reflective Compositions  Historical Investigation Reports  Job Application/Resume

Speaking and Listening Strand ELA only Emphasis is on:  Collaborative Conversations  Collaborative Group Work  Communicate Effectively (audience aware)

Engage effectively in collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing one’s own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Collaborative Conversations

Language Strand ELA only Emphasis is on:  The use of language increasing as the sophistication of reading, writing, and speaking become more prevalent.

Questions

Summary So Far…  English Language Arts (ELA)  Reading  Writing  Speaking & Listening  Language  Literacy in History/Social Studies & Science and Technical Subjects  K-5: Embedded in ELA  6-12: Separate Section (Reading & Writing only)

College and Career Readiness Anchor Standards Reading (ELA/Literacy) Writing (ELA/Literacy) Speaking and Listening (ELA only) Language (ELA only)

A Word from Sally Hampton

CCR Anchor Standards  Distribute and read the cards in the center of your table.  How are teachers at your site preparing students to be proficient with this anchor standard?  Stand Up/Hand Up/Pair Up  Share with your partner.  Repeat 2 times with another partner.

CCR Anchor Standards Define essential skills and knowledge every student needs for success in 21 st Century college and careers Focus on results rather than means Provide for coherence in instruction & assessment: Grade-level standards align with Anchor standards (“backwards mapping”)

Standards aligned across content areas  English Language Arts  History / Social Studies  Science and Technical Subjects

Standards Viewed in Grade Spans

Integrated Model of Literacy Development across content areas RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RST Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Anchor Reading Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RST Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Anchor Reading Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RST Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Anchor Reading Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RST Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Integrating Media Sources Reading Standards for Literacy in H/SS, Grades Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Writing Standards, Grades Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

What’s new in Science and History/SS?  Current Standards focus on describing what the content should look like in subject matter classes.  Common Core State Standards describe what the reading and writing should look like in subject matter classes.

ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS “The Standards”

Considerations for CCSS Implementation All Teachers  Scaffold comprehension of increasingly complex texts  Integrate media sources into instructional activities  Support/monitor informal talk ELA Teachers  Teach more informational text, and that all text types fall into three overarching modes of writing: Expository, Argument, and Narrative Science, History, CTE/Art/Music/PE/WL Teachers  Teach Reading and Writing skills explicitly in their content areas

Table Talk What is encouraging about “The Standards” for ELA/Literacy across content areas? What are potential implications for student learning?

Mathematics

Standards for Mathematical Practice “The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.” (CCSS, 2010)

Underlying Frameworks National Council of Teachers of Mathematics 5 Process Standards Problem Solving Reasoning and Proof Communication Connections Representations NCTM (2000). Principles and Standards for School Mathematics. Reston, VA: Author.

Underlying Frameworks Strands of Mathematical Proficiency Strategic Competence Adaptive Reasoning Conceptual Understanding Productive Disposition NRC (2001). Adding It Up. Washington, D.C.: National Academies Press. Procedural Fluency

Standards for 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

Standards for 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

The Standards for Mathematical Practice Take a moment to examine the first three words of each of the 8 mathematical practices…what do you notice? Mathematically Proficient Students…

The Standards for [Student] Mathematical Practice What are the verbs that illustrate the student actions for your assigned mathematical practice? Circle, highlight or underline them for your assigned practice…

The Standards for [Student] Mathematical Practice SMP1: Explain and make conjectures… SMP2: Make sense of… SMP3: Understand and use… SMP4: Apply and interpret… SMP5: Consider and detect… SMP6: Communicate precisely to others… SMP7: Discern and recognize… SMP8: Notice and pay attention to…

Standards for Mathematical Practice Work with a partner on your assigned Standards for Mathematical Practice. Create a Frayer Model Poster /Handout connecting student actions and teacher actions.

Standards for Mathematical Practice Display your poster or completed Frayer handout Share your key learnings or findings with a pair or poster group from another school site. If time permits visit another group. Look for evidence of the “processes and proficiencies”. Be ready to share out any questions or epiphanies.

Table Talk To what extent are your schools promoting students’ proficiency in the Standards for Mathematical Practice you just examined?

Common Core State Standards for CA DOMAINS California Standards Grades K-7 STRANDS K-5 Counting and Cardinality (K only) Operations and Algebraic Thinking Number and Operations in Base 10 Number and Operations-Fractions Measurement and Data Geometry 6-8 Ratio and Proportional Relationships (Grades 6-7) The Number System Expressions and Equations Functions (Grade 8) Geometry Statistics and Probability Number Sense Algebra and Functions Measurement and Geometry Statistics, Data Analysis and Probability Mathematical Reasoning 62

McCallum, William. “Common Core State Standards.” Power Point Presentation. Algebra Forum. San Jose, CA 2011.

Focusing Attention within Number and Operations Operations and Algebraic Thinking Number and Operations-Base Ten Number and Operations- Fractions Expressions and Equations The Number System Algebra K-56-8 High School 64

California Grade 8 Options Two Sets of Standards for Grade 8 1. Standards for Algebra 1 (California addition) 2. Grade 8 Common Core

CCSS High School Standards Organized into 6 conceptual categories: Number and Quantity Algebra Functions Modeling (*) Geometry Statistics and Probability California additions: Advanced Placement Probability and Statistics Calculus

Domains and Conceptual Categories K HS Counting & Cardinality Number and Operations in Base Ten Ratios and Proportional Relationships Number & Quantity Number and Operations – Fractions The Number System Operations and Algebraic Thinking Expressions and EquationsAlgebra Functions Geometry Measurement and DataStatistics and Probability Statistics & Probability

Traditional Pathway 2 Algebra courses,1 Geometry course, with Probability and Statistics interwoven Integrated Pathway 3 courses that attend to Algebra, Geometry, and Probability and Statistics each year Courses in higher level mathematics: Precalculus, Calculus*, Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or courses designed for career technical programs of study. Algebra II Geometry High School Algebra I Mathematics III Mathematics I Mathematics II Traditional Pathway Typical in U.S. Integrated Pathway Typical outside of U.S. Two Mathematics Pathways

Two Compacted Pathways to Calculus The traditional compacted pathway has students completing the content of 7 th grade, 8 th grade, and High School Algebra I in grades 7 (Compacted 7 th Grade) and 8 (8 th Grade Algebra I), enabling students to finish Algebra II by the end of the sophomore year. The integrated compacted pathway has students completing the content of 7 th grade, 8 th grade, and Mathematics I in grades 7 (Compacted 7 th Grade) and 8 (8 th Grade Mathematics I), enabling them to complete Mathematics III by the end of the sophomore year. Both prepare students for Pre-Calculus in their junior year and Calculus in their senior year

Literacy and Math Practice Standards Making Connections Between Content Areas

College and Career Ready ANCHOR STANDARDS Reading(ELA/Literacy) Writing(ELA/Literacy) Speaking and Listening(ELA) Language(ELA)

College and Career Ready ANCHOR STANDARDS Writing(ELA/Literacy)

ELA/Literacy Standards in Writing and CCSSMP How might a debate on Social Security reform also include ELA/Literacy Standards and Mathematical Practice Standards?

Using Debate to Develop Critical Thinking and Speaking Skills

ELA/Literacy Standards in Writing and CCSSMP W (ELA) Write arguments to support claims in an analysis substantive topics or texts using […] evidence. WHST Write arguments focused on discipline-specific content. SMP 3. Construct viable arguments and critique the reasoning of others. SMP 5. Use appropriate tools strategically.

Considerations for CCSS Implementation All Teachers  Scaffold comprehension of increasingly complex texts  Integrate media sources into instructional activities  Support/monitor informal talk ELA Teachers  Teach more informational text  Teach how a wide variety of forms fall into the three text types: Opinion/ Argument, Informative/Expository, and Narrative Science and History Teachers  Teach Reading and Writing skills in their content areas explicitly Mathematics Teachers  Teach the habits of mind that students need to develop a deep, flexible, and enduring understanding of mathematics