English Language Arts (ELA) – College/Career Ready Descriptors – Anchor Standards – English/Literacy Standards Mathematics – Mathematical Practices Standards – Math Content Standards 6
Aligned to ELA Common Core Will drive the new English Language Proficiency Assessment (formerly CELDT) 7
College and Career Readiness (CCR) and Grade-Specific Standards A Focus on Results Rather than Means An Integrated Model of Literacy Research and Media Skills Integrated into the Standards as a Whole Shared Responsibility for Students’ Literacy and Mathematics Development Focus and Coherence in Instruction and Assessment 8
Demonstrate independence Build strong content knowledge Respond to the varying demands of audience, task, purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and capably Understand other perspectives and cultures 10
Student Expectations ~ ELA New What is the passage trying to teach the reader? Identify three details from the text that support the main idea. Explain how the author utilizes these details to support the lesson being taught. Old This passage teaches readers that it is better to be: a) fast than slow b) big than little c) a rabbit than a mouse d) clever than strong
Standards for Mathematical Practice 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.
Number and Operations - Fractions 4.NF Extend understanding of fraction equivalence and ordering. 1.Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 2.Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Student Expectations ~ Math Old Insert 1/3 1/4 New Sam said, “1/3 of a pie is less than 1/4 of the same pie.” Is Sam correct? Justify your answer using words, numbers, and drawings.
Transition Roadmap Community Awareness & Knowledge Building – Awareness Sessions (6:00-7:30 pm) October 22 @ John F. Kennedy High School October 23 @ Hiram Johnson High School October 23 @ Rosemont High School – Knowledge Building Sessions (6:00-7:30 pm) ELA: November 13, February 13, & April 16 Math: November 27, February 26, & April 30 Leadership Development Professional Learning Alignment of Current Resources & Practices Supplemental Resources & Strategies Electronic Library
Transition Roadmap New ELD Standards Aligned to Common Core New English Language Proficiency Assessment (new CELDT) ELA/ELD Framework