common core presentation

Common Core Standards

K-12

Why Common Core State Standards?

Preparation 

The standards are college-and career-ready. They help prepare students with knowledge and skills needed to succeed in education and training after high school. 

(42% of US students are currently required to attend college remediation courses. Most living wage jobs now require at least 2 yrs. of post secondary training-- fast food franchises for a management position often require 4 yrs. of post secondary work.)

Source: www.achieve.org

Competition

The standards are internationally benchmarked. Common standards will help ensure our students are globally

competitive.

Source: www.achieve.org 

Equity

Expectations are standardized and consistent for all students and not dependent on a student’s zip code.

Source: www.achieve.org  

Clarity

Standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them. 

Source: www.achieve.org

Collaboration

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.             

Source: www.achieve.org

Implementation Time-Line

2011-2012    

Use BOTH old NY and new NYCCSS for Assessments

2012-2013

Use ONLY NYCCSS for Assessments

Model ELA & Math Curricula Available

NYS Common Core K-12 Literacy Standards

Literacy Standards Summary

Student directed collaboration in classroom discussion groups, reading groups, inquiry groups and project presentation teams

Analysis, synthesis, and comparative evaluation woven throughout domains

Focus on reason and evidence to substantiate an argument or claim throughout reading, writing, and speaking & listening domains 

Emphasis on conducting research,  individually & collaboratively both short projects and sustained inquiry 

Students incorporate technology as they create, refine, and collaborate on reading & writing tasks

 Emphasis on informational texts and the use of multiple types of texts from the very beginning

Inclusion and emphasis on the great authors, myth, fable, tall tale, legend, popular heroes, and Biblical narrative 

Movement away from a single whole class novel length text to the use of multiple short texts on a topic or theme

Knowledge of domain-specific vocabulary

Analyze, evaluate, and differentiate primary and secondary sources.

Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams

Reading

K-12

Language Arts, Social Studies, Science & Technical Subjects

K-12 Reading: Strands 

• Key Ideas and Details

• Craft and Structure

• Integration of Knowledge and Ideas • Range of Reading and Level of Complexity

• Responding to Literature

Key Ideas & Details 

•  Essential Question:  What did the author say?         

• SWBAT:o Determine what texts say explicitly  o Summarize texts (including central ideas/themes, how

ideas and characters develop and interact) o Make logical inferences from textso Cite textual evidence to support conclusions  

Craft & Structure    

•  Essential Question:  How did the author say it?

•  SWBAT:o Interpret the meanings of words, phrases and the

structure of texts o Determine how the words phrases and structures of a text

affect the meaning or tone of the texto Identify and explain how points of view and purpose

shape content and style

  Integration of Knowledge 

• Essential Questions: o How do I evaluate what the author has told me?  o How can I go beyond what the author has told me?

• SWBAT:o Synthesize and compare information from print and digital

sources o Critically evaluate both the reasoning and the rhetoric of

the text

Range and Level of Text Complexity   

•  Essential Question:  How challenging and varied is the text?

      •   SWBAT:  

o Read independently and proficiently complex texts for a variety of purposes

Responding to Literature 

• Essential Question:  How do I best respond to what I have read?

• SWBAT:o Self select texts based on personal preferenceso Use the texts they have read to make personal

connections to their own lives, to other texts, and to other ideas, events, and situations in their worlds

o Evaluate the usefulness of a text

Qualitative

• Qualitative:  levels of meaning, structural complexity, language conventionality and clarity, and knowledge demands

Quantitative

• Quantitative:  readability and other scores of text complexity (word frequency, sentence length, lexile framework, etc.)

Reader and Task

• Reader and Task: background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

3 Measures of Textual Complexity

 Overview of ELA Reading & Writing Requirements 4-12

Writing

K-12

Language Arts, Social Studies, Science & Technical Subject

K-12 Writing Strands

• Text Types and Purposes

• Production and Distribution of Writing

• Research to Build and Present Knowledge

• Range of Writing

  Text Types and Purposes 

• Essential Question:  What different writing genres should be most familiar to students?

• SWBAT be proficient writers of:       

o Arguments

o Informative explanatory texts

o Narratives

  Production and Distribution of Writing 

 • Essential Question:  How is writing best produced?

• SWBAT:o Make their texts appropriate to varying:                              

   Task demands  Purposes Audiences 

o Choose and use effective task specific: Writing processes Technology

 Research to Build and Present Knowledge 

• Essential Question:  How do writer's conduct, organize and use research effectively?

• SWBAT:       

o Conduct research 

o Gather relevant information from multiple sources

o Judge the credibility and reliability of different sources

o Use their research to present their knowledge and support their view points

  Range of Writing 

• Essential Question:  How does a writer develop fluency and multi-genre skill?

• SWBAT:o Write routinely over an extended period of time

o Produce quality writing under a range of circumstances and demands

Speaking And Listening

K-12

Language Arts

K-12 Speaking & Listening Strands  

• Comprehension and Collaboration

•  Presentation of Knowledge and Ideas

Comprehension and Collaboration

•  Essential Question: How do I work and create with others?

• SWBAT:o Participate respectfully and productively in a range of

academic group processes 

o Evaluate and integrate oral information for their own purposes

o Evaluate a speaker's Message Perspective Rhetoric

  Presentation of Knowledge and Ideas

• Essential Question:  What makes an oral presentation effective?

• SWBAT:o  Present information in clear and appropriate ways

o  Use digital media and other displays to support such presentations

o  Adapt speech to the demands of a variety of contexts and tasks

Language

K-12for

Language Arts

K-12 Language Strands   

• Conventions of Standard English

• Knowledge of Language

• Vocabulary Acquisition and Use

  Conventions of Standard English 

• Essential Question:  What rules govern the use of language and structures of writing?

• SWBAT       Use appropriate

o  Grammar and Usageo  Capitalizationo  Spellingo  Punctuation

       Appropriately and effectively chooseo Words o Structure sentences o Convey meaning 

  Vocabulary Acquisition & Use

• Essential Question:  What does it mean to understand and use words effectively?

• SWBAT:o Determine the meaning of words and phraseso Understand the nuances of words and phraseso Identify the relationships among words and phraseso Use grade level academic vocabulary 

Mathematics Standards

K-12 NYSCCSS 8 Overarching Mathematical Practices 

• Make sense of problems and persevere in solving them

• Reason abstractly and quantitatively• Construct viable arguments and critique the reasoning

of others• Model with mathematics• Use appropriate tools strategically• Attend to precision• Look for and make use of structure• Look for and express regularity in repeated reasoning

Distribution of Mathematics Domains (K-8)

9-12 NYSCCSMathematics Organization

• Organized in Conceptual Categories– Number and Quantity – Algebra – Functions – Modeling – Geometry – Statistics and Probability 

• Conceptual categories are not courses 

• Students must take three years of math in HS that include one Regents Exam.  Decisions about what is to be included in the other 2 remain unclear.  

Also undecided is whether the Regents is to be in Algebra, or Algebra 2

New courses are Algebra, Geometry, Algebra II with a consideration of a fourth year for advanced students including Trig and Statistics