Overview of the Common Core State Standards for California Educators

Transcription

1 Professional Learning Module Series Overview of the Common Core State Standards for California Educators CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction The Common Core State Standards Professional Learning Series Mathematics: Kindergarten through Grade Eight Learning Progressions Mathematics: Kindergarten through Grade Twelve Standards for Mathematical Practice English Language Arts: Writing to Inform, Argue, and Analyze English Language Arts: Informational Text Reading Assessment Literacy California Department of Education 1

2 The Common Core State Standards Professional Learning Series, continued Content Literacy for Science Content Literacy for History/Social Studies, Kindergarten through Grade Five Content Literacy for Technical Subjects Discussion-Based Classrooms English Learners, English Language Development Standards, and the Common Core State Standards California Department of Education Module Outcomes In this module, you will develop an understanding of: The history and guiding principles behind the development of the Common Core State Standards (CCSS) Initiative The timeline of California s adoption process and implementation resources Additions to the math and English language arts standards The CCSS for Mathematics The CCSS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects California Department of Education 2

3 Module Outcomes, continued Mathematics Background on the design, coherence, and focus The two types of math standards Similarities and differences relating to the 1997 standards Organization and structure of the standards Areas of emphasis in the CCSS California Department of Education Module Outcomes, continued English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Background on the college and career readiness goal Organization and structure of the College and Career Readiness (CCR) Anchor Standards, three main sections, and the strands The progression of the standards from kindergarten to college and career Similarities and differences relating to the 1997 standards Areas of emphasis in the CCSS, including informational text, text complexity, and analysis California Department of Education 3

4 Setting the Stage As you watch this video about the vital importance of the CCSS to the success for California students, note the emphasis on these 21st century skills: Communication Higher Order Thinking Creativity Innovation Critical Thinking Problem Solving Collaboration California Department of Education Setting the Stage California Department of Education 4

5 Pre-Assessment What Do You Know? How much do you know about the CCSS? Using the Pre-Assessment: What Do You Know? document on the next page, circle the best answer for each question. California Department of Education 5

6 Pre-Assessment: What Do You Know? How much do you know about the Common Core State Standards (CCSS)? Circle the best answer for each question. 1. What is not true about the Common Core State Standards? a. The development of the CCSS was a state-led initiative. b. The development of the CCSS was a federal initiative. c. The best available evidence and the highest state standards from across the country informed the writing of the CCSS. d. The standards have been formed by the best available evidence and the highest state standards from across the country. 2. The Standards for Mathematical Practice do the following: a. Describe varieties of expertise all students should develop. b. Rest on important processes and proficiencies. c. Prescribe instructional curriculum for teachers. d. A and B e. B and C 3. Which of the following is a Conceptual Category in the CCSS for mathematics? a. The Number System b. Number and Quantity c. Counting and Cardinality d. Expressions and Equations 4. The College and Career Readiness Anchor Standards define: a. A cumulative progression of K-12 standards b. End-of-year expectations c. General cross-disciplinary literacy expectations d. All of the above 5. What are the areas of emphasis in the ELA CCSS? a. Foundational Skills, Literary Text, and Narrative Writing b. Text Complexity, Informational Text, and Citing Textual Evidence c. A and B d. None of the above 6

7 The Common Core State Standards The Common Core State Standards History The Common Core State Standards Initiative is a state-led effort to establish a shared set of clear educational standards for English language arts and mathematics that states can voluntarily adopt. The standards have been informed by the best available evidence and the highest state standards across the country and globe and designed by a diverse group of teachers, experts, parents, and school administrators, so they reflect both our aspirations for our children and the realities of the classroom. These standards are designed to ensure that students graduating from high school are prepared to go to college or enter the workforce and that parents, teachers, and students have a clear understanding of what is expected of them. The standards are benchmarked to international standards to guarantee that our students are competitive in the emerging global marketplace. Common Core State Standards Initiative (2010) Retrieved from 7

8 The Common Core State Standards Development and Adoption Developed by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. Released on June 2, 2010 Four expert groups involved: Advisory group Standards development workgroup Expert feedback group Validation committee The Common Core State Standards Application for English Language Learners Read the Application of Common Core State Standards for English Language Learners published by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. After reading, share two important points with a colleague. 8

9 Application of Common Core State Standards for English Language Learners The National Governors Association Center for Best Practices and the Council of Chief State School Officers strongly believe that all students should be held to the same high expectations outlined in the Common Core State Standards. This includes students who are English language learners (ELLs). However, these students may require additional time, appropriate instructional support, and aligned assessments as they acquire both English language proficiency and content area knowledge. ELLs are a heterogeneous group with differences in ethnic background, first language, socioeconomic status, quality of prior schooling, and levels of English language proficiency. Effectively educating these students requires diagnosing each student instructionally, adjusting instruction accordingly, and closely monitoring student progress. For example, ELLs who are literate in a first language that shares cognates with English can apply firstlanguage vocabulary knowledge when reading in English; likewise ELLs with high levels of schooling can often bring to bear conceptual knowledge developed in their first language when reading in English. However, ELLs with limited or interrupted schooling will need to acquire background knowledge prerequisite to educational tasks at hand. Additionally, the development of native like proficiency in English takes many years and will not be achieved by all ELLs especially if they start schooling in the US in the later grades. Teachers should recognize that it is possible to achieve the standards for reading and literature, writing & research, language development and speaking & listening without manifesting native-like control of conventions and vocabulary. English Language Arts The Common Core State Standards for English language arts (ELA) articulate rigorous grade-level expectations in the areas of speaking, listening, reading, and writing to prepare all students to be college and career ready, including English language learners. Second-language learners also will benefit from instruction about how to negotiate situations outside of those settings so they are able to participate on equal footing with native speakers in all aspects of social, economic, and civic endeavors. ELLs bring with them many resources that enhance their education and can serve as resources for schools and society. Many ELLs have first language and literacy knowledge and skills that boost their acquisition of language and literacy in a second language; additionally, they bring an array of talents and cultural practices and perspectives that enrich our schools and society. Teachers must build on this enormous reservoir of talent and provide those students who need it with additional time and appropriate instructional support. This includes language proficiency standards that teachers can use in conjunction with the ELA standards to assist ELLs in becoming proficient and literate in English. To help ELLs meet high academic standards in language arts it is essential that they have access to: Teachers and personnel at the school and district levels who are well prepared and qualified to support ELLs while taking advantage of the many strengths and skills they bring to the classroom; Literacy-rich school environments where students are immersed in a variety of language experiences; Instruction that develops foundational skills in English and enables ELLs to participate fully in grade-level coursework; Coursework that prepares ELLs for postsecondary education or the workplace, yet is made comprehensible for students learning content in a second language (through specific pedagogical techniques and additional resources); Opportunities for classroom discourse and interaction that are well-designed to enable ELLs to develop communicative strengths in language arts; Ongoing assessment and feedback to guide learning; and Speakers of English who know the language well enough to provide ELLs with models and support. 9

10 Mathematics ELLs are capable of participating in mathematical discussions as they learn English. Mathematics instruction for ELL students should draw on multiple resources and modes available in classrooms such as objects, drawings, inscriptions, and gestures as well as home languages and mathematical experiences outside of school. Mathematics instruction for ELLs should address mathematical discourse and academic language. This instruction involves much more than vocabulary lessons. Language is a resource for learning mathematics; it is not only a tool for communicating, but also a tool for thinking and reasoning mathematically. All languages and language varieties (e.g., different dialects, home or everyday ways of talking, vernacular, slang) provide resources for mathematical thinking, reasoning, and communicating. Regular and active participation in the classroom not only reading and listening but also discussing, explaining, writing, representing, and presenting is critical to the success of ELLs in mathematics. Research has shown that ELLs can produce explanations, presentations, etc. and participate in classroom discussions as they are learning English. ELLs, like English-speaking students, require regular access to teaching practices that are most effective for improving student achievement. Mathematical tasks should be kept at high cognitive demand; teachers and students should attend explicitly to concepts; and students should wrestle with important mathematics. Overall, research suggests that: Language switching can be swift, highly automatic, and facilitate rather than inhibit solving word problems in the second language, as long as the student s language proficiency is sufficient for understanding the text of the word problem; Instruction should ensure that students understand the text of word problems before they attempt to solve them; Instruction should include a focus on mathematical discourse and academic language because these are important for ELLs. Although it is critical that students who are learning English have opportunities to communicate mathematically, this is not primarily a matter of learning vocabulary. Students learn to participate in mathematical reasoning, not by learning vocabulary, but by making conjectures, presenting explanations, and/or constructing arguments; and While vocabulary instruction is important, it is not sufficient for supporting mathematical communication. Furthermore, vocabulary drill and practice are not the most effective instructional practices for learning vocabulary. Research has demonstrated that vocabulary learning occurs most successfully through instructional environments that are language-rich, actively involve students in using language, require that students both understand spoken or written words and also express that understanding orally and in writing, and require students to use words in multiple ways over extended periods of time. To develop written and oral communication skills, students need to participate in negotiating meaning for mathematical situations and in mathematical practices that require output from students. Common Core State Standards Initiative (2010) Retrieved from 10

11 OPTIONAL ACTIVITY Closing the Gap: ELLs and the Common Core Standards Professor Kenji Hakuta The Common Core State Standards Application to Students with Disabilities In order for students with disabilities to meet high academic standards and to fully demonstrate their conceptual and procedural knowledge and skills in mathematics, reading, writing, speaking and listening in (English language arts), their instruction must incorporate supports and accommodations Common Core State Standards Initiative (2010) Retrieved from 11

12 The Common Core State Standards Application to Students with Disabilities Promoting a culture of high expectations for all students is a fundamental goal of the Common Core State Standards. In order to participate with success in the general curriculum, students with disabilities, as appropriate, may be provided additional supports and services... Common Core State Standards Initiative (2010) Retrieved from The Common Core State Standards Guiding Principles As you watch the video, note important points about each of the guiding principles for English language arts and mathematics: College-and-career ready Use the best of the state standards Solid evidence Local flexibility, teacher judgment 12

13 CCSS: Principles of Development David Coleman 13

14 California s Adoption California s Adoption Timeline Retrieved from 14

15 California s Adoption The Additions Additional 15% Substantively enhance the standard Address a perceived gap Be defensible to classroom practitioners Keep the original standard intact Maintain the rigor of California s existing standards California s Adoption The Additions 15

16 California s Adoption Your Grade Level Additions Select one of the following handouts: California s CCSS for English Language Arts & Literacy/ History/Social Studies, Science, and Technical Subjects California s CCSS for Mathematics Browse your grade-level standards to locate the additions. Share a finding with a colleague. 16

17 California s Common Core State Standards for Mathematics Background CCSS for Mathematics These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. National Governors Association Center for Best Practices and Council of Chief State School Officers (2010) Common Core State Standards for Mathematics 17

18 Background Focus in Mathematics Read the CCSS for Mathematics Excerpts document on the next page. Highlight key points. Be ready to share The Importance of Focus in Mathematics Jason Zimba, Ph.D. 18

19 CCSS for Mathematics Excerpts Common Core State Standards for Mathematics, pg. 4 Understanding mathematics These Standards define what students should understand and be able to do in their study of mathematics. Asking a student to understand something means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task such as expanding (a + b + c)(x + y). Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness. The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-school lives. The Standards should be read as allowing for the widest possible range of students to participate fully from the outset, along with appropriate accommodations to ensure maximum participation of students with special education needs. For example, for students with disabilities reading should allow for use of Braille, screen reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language. No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students. Common Core State Standards for Mathematics, pg. 5 These Standards do not dictate curriculum or teaching methods. For example, just because topic A appears before topic B in the standards for a given grade, it does not necessarily mean that topic A must be taught before topic B. A teacher might prefer to teach topic B before topic A, or might choose to highlight connections by teaching topic A and topic B at the same time. Or, a teacher might prefer to teach a topic of his or her own choosing that leads, as a byproduct, to students reaching the standards for topics A and B. What students can learn at any particular grade level depends upon what they have learned before. Ideally then, each standard in this document might have been phrased in the form, Students who already know... should next come to learn... But at present this approach is unrealistic not least because existing education research cannot specify all such learning pathways. Of necessity therefore, grade 19

20 placements for specific topics have been made on the basis of state and international comparisons and the collective experience and collective professional judgment of educators, researchers and mathematicians. One promise of common state standards is that over time they will allow research on learning progressions to inform and improve the design of standards to a much greater extent than is possible today. Learning opportunities will continue to vary across schools and school systems, and educators should make every effort to meet the needs of individual students based on their current understanding. Common Core State Standards for Mathematics, pg. 6 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. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one s own efficacy). Common Core State Standards for Mathematics, pg. 8 Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematics instruction. The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations that begin with the word understand are often especially good opportunities to connect the practices to the content. Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices. In this respect, those content standards which set an expectation of understanding are potential points of intersection between the Standards for Mathematical Content and the Standards for Mathematical Practice. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative energies, 20

21 and focus necessary to qualitatively improve the curriculum, instruction, assessment, professional development, and student achievement in mathematics. Common Core State Standards for Mathematics, pg. 57 Mathematics Standards for High School The high school standards specify the mathematics that all students should study in order to be college and career ready. Additional mathematics that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics is indicated by (+), as in this example: (+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers). All standards without a (+) symbol should be in the common mathematics curriculum for all college and career ready students. Standards with a (+) symbol may also appear in courses intended for all students. The high school standards are listed in conceptual categories: Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability Conceptual categories portray a coherent view of high school mathematics; a student s work with functions, for example, crosses a number of traditional course boundaries, potentially up through and including calculus. Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol ( ). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group. National Governors Association for Best Practices and Council of Chief State School Officers (2010) Common Core State Standards for Mathematics 21

22 Background Focus in Mathematics Reflect on the reading and video. With your table group, compare and/or contrast the principles of the CCSS for Mathematics with what you know about the 1997 California Mathematics Content Standards. Organization and Structure Two Types of Standards for Mathematics 22

23 Organization and Structure Standards for Mathematical Practice The Importance of Mathematical Practice Professor William McCallum and Jason Zimba, Ph.D. 23

24 Organization and Structure Standards for Mathematical Practice Read the section, Standards for Mathematical Practice, in the California s CCSS for Mathematics handout. Kindergarten through grade 8 (K 8), pages 1 and 2 Grades 9 through 12 (9 12), pages 47 and 48 Focus on how students will demonstrate proficiency. Organization and Structure Standards for Mathematical Practice Choose one of the Standards for Mathematical Practice. With your table group, describe how a student at your grade level or subject area would demonstrate proficiency in this standard. 24

25 Organization and Structure Standards for Mathematical Content K 8 Standards Grade specific Domains High School Standards Conceptual Categories Domains The Modeling Conceptual Category is embedded in the other Conceptual Categories. The Domains represent areas of focus. Organization and Structure A Comparison Quiz Using the A Comparison Quiz document on the next page, compare: California s Common Core State Standards 1997 California Mathematics Content Standards 25

26 A Comparison Quiz Please select the best answer for each of the following. 1. These standards are organized in strands. a California Mathematics Content Standards b. California s Common Core State Standards for Mathematics c. Both a and b d. None of the above 2. These standards are organized in domains. a California Mathematics Content Standards b. California s Common Core State Standards for Mathematics c. Both a and b d. None of the above 3. These standards have a significant focus on Counting and Cardinality in Kindergarten. a California Mathematics Content Standards b. California s Common Core State Standards for Mathematics c. Both a and b d. None of the above 4. The domain Ratio and Proportional Reasoning is a significant focus in 6 th and 7 th a. Grades. b California Mathematics Content Standards c. California s Common Core State Standards for Mathematics d. Both a and b e. None of the above 5. The strand Statistics, Data Analysis, and Probability is found in grades K-5. a California Mathematics Content Standards b. California s Common Core State Standards for Mathematics c. Both a and b d. None of the above 6. Connections can be made across grade levels within strands or domains. a California Mathematics Content Standards b. California s Common Core State Standards for Mathematics c. Both a and b d. None of the above 27

27 Organization and Structure Check Your Answers Answers: 1. A 2. B 3. B 4. B 5. A 6. C Organization and Structure Review the CCSS Domain Chart What are some implications for instruction based on this new structure? The Modeling Conceptual Category is embedded in the other Conceptual Categories. 28

28 Note: The Modeling Conceptual Category is a collection of standards that are indicated by a ( ) symbol throughout the other Conceptual Categories. The Modeling Conceptual Category is not represented on the chart. CCSS Domain Chart The Common Core State Standards contains the following Domains for K-8 and Conceptual Categories for High School (HS) as displayed below. 26

29 Organization and Structure Grade 8 Options Grade 8 Options Algebra I OR 8 th Grade Common Core The kindergarten through grade 7 standards of California s CCSS for Mathematics will prepare students for: Algebra I Grade 8 Common Core College and Career Organization and Structure High School Pathways 29

30 Organization and Structure Reading the Standards Elementary Example (K 8 organized by grade level) Grade 3 Organization and Structure Reading the Standards High School Example (9 12 organized by conceptual category) 30

31 Organization and Structure Naming Convention K 8 High School Naming Convention Example (see Key below for another view) 3.NBT.2 N-RN.3 Grade 3 N/A Conceptual Category N/A Number and Quantity Domain Number and Operations in Base Ten The Real Number System Standard 2 3 Key: K 8: 3 (Grade Level).NBT (Domain: Number and Operations in Base Ten).2 (Standard) HS: N (Conceptual Category: Number and Quantity) -RN (The Real Number System).3 (Standard) Organization and Structure Reading the Standards Using the California s CCSS for Mathematics handout, work with a colleague to identify the domains clusters standards in your grade level or a conceptual category. 31

32 Areas of Emphasis Grade Level Changes Survey Using the Grade Level Changes Survey document on the next page, respond to the prompt at your instructor s signal: Where do you think it has moved to in the Common Core? K HS Areas of Emphasis Changes in Emphasis Number and Number Sense Ratio and Proportional Reasoning Transformational Geometry Mathematical Modeling Multiple Representations Review the Changes in Emphasis document on the next page. Share a finding with a colleague. 32

33 Grade Level Changes Survey Complete the survey. 1. Compose simple shapes to form larger shapes (e.g., 2 triangles to form a rectangle) was in Grade 2. Where do you think it has moved to in the Common Core? K HS 2. Probability was introduced in grade 3. Where do you think it has moved to in the Common Core? K HS 3. Introduction to fractions as numbers was in grade 2. Where do you think it has moved to in the Common Core? K HS 4. Addition and subtraction of simple fractions was in grade 3. Where do you think it has moved to in the Common Core? K HS 5. Introduction to integers was in grade 4. Where do you think it has moved to in the Common Core? K HS 33

34 California s Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Background CCSS for English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. It is important to note that the 6 12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them. States may incorporate these standards into their standards for those subjects or adopt them as content area literacy standards. National Governors Association Center for Best Practices and Council of Chief State School Officers (2010) Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects 34

35 Organization and Structure Three Main Sections A comprehensive K 5 section Two content-area specific sections for grades 6 12 English Language Arts History/Social Studies, Science, and Technical Subjects Find and tab each of the three main sections. Organization and Structure The Four Strands Refer to the Structure of California s Common Core State Standards for ELA document on the next page as your instructor explains the organization of the strands, sections, and subheadings. 35

36 Structure of California s Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Reading Strand Reading Standards for Literature Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Text Complexity Reading Standards for Informational Text Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Text Complexity Reading Standards for Literacy in History/Social Studies (6-12 only) Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Text Complexity Reading Standards for Literacy in Science and Technical Subjects (6-12 only) Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Text Complexity Reading Standards: Foundational Skills (K-5 ELA only) Print Concepts Phonological Awareness Phonics and Word Recognition Fluency Writing Strand Writing Standards Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Writing Standards for Literacy in History/ Social Studies, Science, and Technical Subjects (6-12 only) Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Speaking & Listening Strand (K-12 ELA only) Speaking and Listening Standards Comprehension and Collaboration Presentation of Knowledge and Ideas Language Strand (K-12 ELA only) Language Standards Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use 36

37 Organization and Structure Consistent Format Refer to the California s Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, as your instructor explains the consistent format of the standards. Organization and Structure College and Career Readiness (CCR) Anchor Standards The CCR standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce-training programs ready to succeed. The K 12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. The CCR and high school (grades 9 12) standards work in tandem to define the college and career readiness line the former providing broad standards, the latter providing additional specificity. Hence, both should be considered when developing college and career readiness assessments. National Governors Association Center for Best Practices and Council of Chief State School Officers (2010) Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects 37

38 Organization and Structure CCR Anchor Standards The CCR Anchor Standards: Define what a college and career ready person can do in the 21st century Frame the organization of the standards of the K 12 ELA Standards Allow us to understand the progression of the K 12 ELA standards Have a consistent numbering system with the K 12 ELA standards Organization and Structure College and Career Readiness Anchor Standards Choose one of the CCR Anchor Standards in either the Reading or Writing strand from the CCR Anchor Standards document on the next page. Next, find the same standard in the CCSS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects handout. Then, beginning with kindergarten, read the standard progression from kindergarten to grade 12. Share one key finding with a colleague. 38

39 College and Career Readiness Anchor Standards The K-12 Common Core standards define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. LANGUAGE Conventions of Standard English 1. Demonstrate command of the conventions of SPEAKING AND LISTENING Comprehension and Collaboration 1. Prepare for and participate effectively in a range WRITING Text Types and Purposes** 1. Write arguments to support claims in an analysis READING Key Ideas and Details 1. Read closely to determine what the text says standard English grammar and usage when writing or speaking. of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively of substantive topics or texts, using valid reasoning and relevantand sufficient evidence. explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate 5. Demonstrate understanding of figurative 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience language, word relationships, and nuances in word meanings. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the 6. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. *Please see Research to Build and Present Knowledge in Writing and Comprehension and Collaboration in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. ** These broad types of writing include many subgenres. See Appendix A for definitions of key writing types (found at corestandards.org) Sacramento County Office of Education adapted from National Governors Association Center for Best Practices and Council of Chief State School Officers. Copyright All rights reserved.

40 Organization and Structure Standards by Strand Using the Standards by Strand document on the next page, record the number of standards in each strand. Refer to the CCR Anchor Standards (from the previous page) and the California s CCSS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects handout.

41 Standards by Strand Locate the College and Career Readiness (CCR) Anchor Standards document and the California s Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects document. There are a consistent number of ELA standards in each strand, including the CCR Anchor Standards. Record the number of standards in each strand. Strand Number of Anchor Standards Number of K 5 Standards Number of 6 12 Standards Reading Standards for Literature Reading Standards for Informational Text Reading Standards: Foundational Skills (K-5) N/A Writing Standards Speaking and Listening Standards Language Standards Strand Number of History/Social Studies, Science, and Technical Subjects Standards Reading Standards for Literacy in History/Social Studies 6-12 Reading Standards for Literacy in Science and Technical Subjects 6-12 Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

42 Organization and Structure Standards by Strand ~ Answers Strand Number of Anchor Standards Number of K 5 Standards Number of 6 12 Standards Reading Standards for Literature Reading Standards for Informational Text Reading Standards: Foundational Skills (K 5) 4 N/A Writing Standards Speaking and Listening Standards Language Standards Organization and Structure Standards by Strand ~ Answers Strand Number of History/Social Studies, Science, and Technical Subjects Standards Reading Standards for Literacy in History/Social Studies, Reading Standards for Literacy in Science and Technical Subjects, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects,

43 Organization and Structure A Comparison Organization and Structure A Comparison Browse your grade level standards in one strand. Note additional similarities and differences with the 1997 ELA Content Standards. Share your findings.

44 Areas of Emphasis Key Changes Informational Text Citing Textual Evidence Text Complexity Areas of Emphasis Informational Text Interpret the chart. What s the trend? Percentage Distribution of Literary and Informational Passages Grade Literary Informational 4 50% 50% 8 45% 55% 12 30% 70% National Assessment Governing Board (2008) Reading Framework for the 2009 National Assessment of Educational Progress

45 Areas of Emphasis Citing Textual Evidence Study the Reading standards for your grade level or content area. Highlight standards that require close reading of text and or/citing evidence from text. Calculate the percentage of the Reading standards that require students to refer specifically to text. Share your findings with a partner and support your claim. Areas of Emphasis Text Complexity

46 OPTIONAL ACTIVITY Text Complexity NYC Department of Education OPTIONAL ACTIVITY English Language Arts Standards: Key Changes and Their Evidence David Coleman and Susan Pimentel

47 Post-Assessment What Do You Know Now? After completing the module, how much do you know now about the CCSS? Using the Post-Assessment: What Do You Know Now? document on the next page, circle the best answer for each question. Take Action! Reflect on your new knowledge from this module and respond to the prompts below. Key ideas about the CCSS I will integrate into my instruction: Areas of emphasis I will engage in this school year: How I will incorporate 21st Century Skills as I begin to implement the CCSS:

48 Post-Assessment: What Do You Know Now? Circle the best answer for each question, based on what you learned in this module. 1. What is not true about the Common Core State Standards? a. The development of the CCSS was a state-led initiative. b. The development of the CCSS was a federal initiative. c. The best available evidence and the highest state standards from across the country informed the writing of the CCSS. d. The standards have been formed by the best available evidence and the highest state standards from across the country. 2. The Standards for Mathematical Practice do the following: a. Describe varieties of expertise all students should develop. b. Rest on important processes and proficiencies. c. Prescribe instructional curriculum for teachers. d. A and B e. B and C 3. Which of the following is a Conceptual Category in the CCSS for mathematics? a. The Number System b. Number and Quantity c. Counting and Cardinality d. Expressions and Equations 4. The College and Career Readiness Anchor Standards define: a. A cumulative progression of K-12 standards b. End-of-year expectations c. General cross-disciplinary literacy expectations d. All of the above 5. What are the areas of emphasis in the ELA CCSS? a. Foundational Skills, Literary Text, and Narrative Writing b. Text Complexity, Informational Text, and Citing Textual Evidence c. A and B d. None of the above 47

49 Additional Resources California Department of Education: Common Core State Standards -- California Common Core State Standards Initiative Council of Chief State School Officers Smarter Balanced Assessment Consortium Achieve the Core Evaluation Take a moment to complete the evaluation.

50 Additional Resources These websites may be useful to you as you continue to explore and implement California s Common Core State Standards. California Department of Education: Common Core State Standards o o California Department of Education: Special Education: Services and Resources o California Department of Education: English Learners o o Common Core State Standards Initiative o Council of Chief State School Officers o o Smarter Balanced Assessment Consortium o Achieve the Core o estandards o Center on Instruction o Partnership for 21 st Century Skills o Resources for Parents o Council of Great City Schools o PTA Parent Guides o Smarter Balanced Assessment Consortium 49