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Let’s Get to the Core Presented by: Benjamin Joseph Media Specialist

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1 Let’s Get to the Core Presented by: Benjamin Joseph Media Specialist

2 Why Common Core?  Beginning in the Spring of 2009, governors and commissioners from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards.  Final Standards were released in June 2, 2010  New Jersey adopted the Common Core in June 2010.

3 Why Common Core?  Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school.  Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.  Equity: Expectations are consistent for all – and not dependent on a student’s zip code.  Clarity: The 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 students meet them.  Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.

4 Why Common Core? College and Career Readiness (CCR) Anchor Standards  Overarching standards for each strand that are further defined by grade-specific standards independently in a variety of content areas Grade-Level Standards in English Language Arts  K-8, grade-by-grade  9-10 and 11-12 grade bands for high school  Four strands: Reading, Writing, Speaking and Listening, and Language Standards for Literacy in History/Social Studies, Science, and Technical Subjects  Standards are embedded at grades K-5  Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12 - Visit this Website for More Information

5 Comparing Apples to Oranges Previous Sets of StandardsCommon Core State Standards Almost exclusive emphasis on literature Balance of literature and informational texts; focus on text complexity Almost exclusive emphasis on narrative writing Emphasis on argument, informative/explanatory writing, and research Literacy belongs to the English teacher only Literacy is a shared responsibility across the school for history, science, and technical subjects

6 Six Major Shifts  *1. Balancing Informational and Literary Text (PK–5): Students read a true balance of informational and literary texts.. At least 50 percent of what students read is informational.  2. Building Knowledge in the Disciplines (6–12): Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students are expected to learn from what they read.  3. Staircase of Complexity: To prepare students for the complexity of college- and career-ready texts, each grade level requires a “step” of growth on the “staircase.” Teachers provide appropriate and necessary scaffolding and supports.  *4. Text-Based Answers: Students have rich and rigorous conversations that depend on a common text. Students develop habits for making evidentiary arguments both in conversation and in writing to assess comprehension of a text.  5. Writing from Sources: Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. Writing topics are grounded in evidence from text.  *6. Academic Vocabulary: Students constantly build the vocabulary they need to access grade-level complex texts. Teachers constantly build students’ ability to access more complex texts across the content areas.

7 Take it One Slice at a Time CCSS Strands  K-12 English Language Arts Reading For Literature For Informational Text For Foundational Skills (grades K-5) Writing Speaking and Listening Language Family Corner - Parent Road Map

8 What it looks like? In School  Habits of A Good Reader  Learn and Practice Skills/Strategies  Readers Use Tools  Students practice useful strategies  Strategies range in complexity depending on each student  Read for a Purpose  Self-regulated learning  Support opinions/connections with facts and information from a text At Home  Observe strengths  Identify useful skills  Build a “Toolkit”  Collection of Books  Post-its  Strategies  Ask Questions  “How do you know that?  “Where did you find that information?

9 What Parents Can Do  Books! Books! Books!  Celebrate Reading – Walnut Ridge Scavenger Hunt – October 22 or 23  Book Fair – November 11-13 and November 24 and 25  Visit the Public Library - Get a Public Library Card  Schedule “Family Reading Time”  Support children with text  Model “Good Reading Habits”  Support Children Reading Informational Text  Challenge children to look at information from various perspectives  “Real World” application  Use Technology - Promote Research and Inquiry  AV2 –  Apps / Websites – Reading A-Z

10 Resources  ACHIEVE NJ    Common Core State Standards Initiative   NJ Department of Education (NJDOE Broadcasts)  Road Map -  NJ Education Research Exchange   Family Corner

11 Let’s Get to the Core Presented by: Benjamin Joseph Media Specialist

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