common core parent presentation

Common Core Parent Presentation

Mr. James BigsbyAssistant Superintendent

Agenda

• Introduction to the Standards• Changes• Impact• Resources

Background

• Common Core State Standards for English Language Arts and Math

• CCSS for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subject

• NJCCCS still exist for:– Science– Visual & Performing Arts– Health and PE (Model Curriculum now

available on NJDOE website)– Technology– 21st Century Life & Career– World Languages– Social Studies

Common Core Standards

Key Features• Depth Over Breadth

– Not “a mile wide and an inch deep”

– clear, consistent and high learning goals

• Vertical Alignment– Clear Articulation from

Kindergarten to Grade 12

English Language Arts Common Core State

Standard Information

Organization of Standards

English/Language Arts•Reading for Literature (10 standards)•Reading for Informational Text (10 standards)•Foundation (4 standards – K-5 only)•Writing (10 standards)•Language (6 standards)•Speaking and Listening (6 standards)

Vertical AlignmentSample – English Language Arts (Writing)

Kindergarten: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is …).

First: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Second: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Vertical AlignmentSample – English Language Arts (Writing)Grade Six:Write arguments to support claims with clear reasons and

relevant evidence.a. Introduce claim(s) and organize the reasons and

evidence clearly.b. Support claim(s) with clear reasons and relevant

evidence, using credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d. Establish and maintain a formal style.e. Provide a concluding statement or section that

follows from the argument presented.

ELA Shifts

English/Language Arts•Emphasis on informational text and writing•Language literacy outside the E/LA classrooms•Staircase of complexity design, the standards build upon each other•Students make evidentiary arguments in conversation and writing

Grade Literature Information

4 50% 50%

8 45% 55%

12 30% 70%

SHIFT #1 Balancing Informational & Literary Texts – Increase in teaching and learning with non-fiction text

What the Student Does…

What the Teacher Does…

•Build background knowledge to increase reading skill•Exposure to the world through reading•Apply strategies to reading informational text

•Provide students equal #s of informational and literary texts•Ensure coherent instruction about content•Teach strategies for informational texts•Teach “through” and “with” informational texts•Scaffold for the difficulties that informational text present to students•Ask students, “What is connected here? How does this fit together? What details tell you that?”

SHIFT #1 Balancing Informational & Literary Texts – Increase in teaching and learning with non-fiction text



•Begin to generate own informational texts.

•Expect that students will generate their own informational texts (spending much less time on personal narratives).•Present opportunities to write from multiple sources about a single topic. •Give opportunities to analyze, synthesize ideas across many texts to draw an opinion or conclusion.•Find ways to push towards a style of writing where the voice comes from drawing on powerful, meaningful evidence.•Give permission to students to start to have their own reaction and draw their own connections.

SHIFT #1Informational Writing from Sources



•Become better readers by building background knowledge•Handle primary source documents with confidence•Infer, like a detective, where the evidence is in a text to support an argument or opinion•See the text itself as a source of evidence (what did it say vs. what did it not say?)

•Shift identity: “I teach reading.”•Stop referring and summarizing and start reading•Teach different approaches for different types of texts •Treat the text itself as a source of evidence•Teach students to write about evidence from the text•Teach students to support their opinion with evidence•Ask : “How do you know? Why do you think that? Show me in the text where you see evidence for your opinion.”

SHIFT #2 Integration of Social Science and Science content knowledge



•Read to see what more they can find and learn as they re-read texts again and again•Read material at own level to build joy of reading and pleasure in the world•Be persistent despite challenges when reading; good readers tolerate frustration

•Ensure students are engaged in more complex texts at every grade level•Engage students in rigorous conversation•Use leveled texts carefully to build independence and practice learned skills•Provide scaffolding and explicit instruction•Engage with texts w/ other adults•Get kids inspired and excited about the beauty of language

SHIFT #3Staircase of complexity design, the standards build upon each other



•Go back to text to find evidence to support their argument in a thoughtful, careful, precise way.•Develop a fascination with reading•Create own judgments and become scholars, rather than witnesses of the text.•Conduct reading as a close reading of the text and engage with the author and what the author is trying to say.

•Facilitate evidence based conversations with students, dependent on the text.•Have discipline about asking students where in the text to find evidence, where they saw certain details, where the author communicated something, why the author may believe something; show all this in the words from the text. •Plan and conduct rich conversations about what the writer is writing about.•Keep students in the text•Identify questions that are text-dependent, worth asking/exploring, deliver richly.•Provide students the opportunity to read the text, encounter references to another text, another event and to dig in more deeply into the text to try and figure out what is going on. •Spend much more time preparing for instruction by reading deeply.

SHIFT #4Text-Based Answers

MathematicsCommon Core State

Standard Information

Math Core Content Curriculum - 2008

K 12Number and Operations

Measurement and Geometry

Algebra and Functions

Statistics and Probability


Math (K-5)Counting and Cardinality (K only)Operations in Algebraic ThinkingNumber and Operations in Base TenMeasurement and DataGeometryNumber and Operations-Fractions (grades 3-5)


Math (6-8)Ratios and Proportional RelationshipsThe Number SystemExpressions and EquationsGeometryStatistics and Probability

Math (9-12)Number and QuantityAlgebraFunctionsModelingGeometryStatistics and Probability

Grade

Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2Addition and subtraction, measurement using whole number quantities

3–5Multiplication and division of whole numbers and fractions

6Ratios and proportional reasoning; early expressions and equations

7Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Priorities in Math

Vertical AlignmentSample – Math (Measurement)

Kindergarten: Describe and compare measurable attributes.

First: Measure lengths indirectly and by iterating length units.

Second: Measure and estimate lengths in standard units.

Third: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Fourth: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Fifth: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Math Shifts

Mathematics•Fewer, more focused standards•Standards continually return to organizing principles to structure key ideas (such as place value or properties of operations)•Focus on arithmetic and fluency (e.g., with whole numbers at early grades)•Mastery of procedural and conceptual knowledge (e.g., with fractions in upper grades)•Application of concepts

Shift 1: Focus



•Spend more time thinking and working on fewer concepts.•Being able to understand concepts as well as processes (algorithms).

•Make conscious decisions about what to excise from the curriculum and what to focus•Pay more attention to high leverage content and invest the appropriate time for all students to learn before moving onto the next topic.•Think about how the concepts connects to one another•Build knowledge, fluency and understanding of why and how we do certain math concepts.

Shift 2: Coherence



•Build on knowledge from year to year, in a coherent learning progression

•Connect the threads of math focus areas across grade levels•Think deeply about what you’re focusing on and the ways in which those focus areas connect to the way it was taught the year before and the years after

Mathematics Shift 3: Fluency

What the Student Does… What the Teacher Does…

•Spend time practicing, with intensity, skills (in high volume)

•Push students to know basic skills at a greater level of fluency•Focus on the listed fluencies by grade level•Create high quality worksheets, problem sets, in high volume

Key Fluencies

Grade Required Fluency

K Add/subtract within 5

1 Add/subtract within 10

2

Add/subtract within 20

Add/subtract within 100 (pencil and paper)

3Multiply/divide within 100

Add/subtract within 1000

4 Add/subtract within 1,000,000

5 Multi-digit multiplication

6Multi-digit division

Multi-digit decimal operations

7 Solve px + q = r, p(x + q) = r

8 Solve simple 22 systems by inspection

Shift 4: Deep Understanding



•Show, through numerous ways, mastery of material at a deep level•Use mathematical practices to demonstrate understanding of different material and concepts

•Ask yourself what mastery/proficiency really looks like and means•Plan for progressions of levels of understanding •Spend the time to gain the depth of the understanding•Become flexible and comfortable in own depth of content knowledge

Shift 5: Application

What the Student Does… What the Teacher Does…

•Apply math in other content areas and situations, as relevant•Choose the right math concept to solve a problem when not necessarily prompted to do so

•Apply math including areas where its not directly required (i.e. in science)•Provide students with real world experiences and opportunities to apply what they have learned

Real-world examples that makes what students learn in English and math make more sense

Math homework that asks students to write out howthey got their answer

Writing assignments that require students to use evidenceinstead of opinion

Books that are both fiction andnon-fiction

Math homework that asks students to use different methods to solve the same problem

Backpacks: What you should see

What you do not see

Professional DevelopmentTeacher BehaviorsStudent Behaviors

Resources

www.achievethecore.org

http://www.achievethecore.org/

Parent RoadmapsK-8

ELA & MathEnglish & Spanish

http://www.cgcs.org/Domain/36

http://www.cgcs.org/Domain/36

NJDOE WebsiteCommon Core & Model Curriculum

http://www.state.nj.us/education/cccs/

http://www.state.nj.us/education/sca/









www.pta.org/4446.htm

http://www.pta.org/4446.htm

Questions

common core parent presentation

Education

opinion pieces

favorite book

standards language

supply reasons

clear reasons

use words

language literacy

standards foundation