Module 1December 2011

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California’s Common

Core State Standards

“Commitment to Quality Education for All”

Module 1 Agenda

Overview–ELA–Mathematics

Packet–Participant Materials – Right Side–Training Materials – Left Side

Background

The Common Core Standards (CCSS) were developed by the Council of Chief State School Officers and the National Governor’s Association Center, and were formally released on June 2, 2010 and adopted by California SBE in August 2010.

Created by Collaborative Groups

Developers and reviewers included parents, educators, content experts, researchers, national organizations and community groups from 48 states, two territories and the District of Columbia.

CCSS are internationally benchmarked.

Increased Rigor so Students are College and Career Ready

The new standards are the result of a state-led effort to increase rigor and build consensus on what students should know as they advance from kindergarten through high school, so they will graduate better prepared for college and the modern workplace.

California’s Influence on CCSS

The CCSS are not completely unlike the current California standards. In fact, the state standards of California and Massachusetts greatly aided in the development of the CCSS. Many of the authors of California’s standards also worked on the new standards.

A New Foundation for Student Success

http://www.youtube.com/watch?v=9IGD9oLofks

Attributes of Common Core State Standards

The Standards DO… The Standards DO NOT…set grade-level standards define the intervention methods or

materialsallow for the widest possible range of students to participate fully permitting appropriate accommodations

define the full range of supports appropriate for English learners and students with special needs

provide clear signposts along the way toward the goal of college and career readiness for all students

define the whole of college and career readiness

Mathematics- create Algebra standards and provide conceptual cluster standards in high schoolRLA- define general, cross-disciplinary literacy expectations

dictate curriculum or teaching methods

CCSS Have Two Organizational Frameworks

English/Language Arts

Career and College Readiness Anchor Standards

Content Standards

Mathematics

Mathematical Practices

Content Standards

Substantively enhance Address a perceived gap Be defensible to classroom practitioners Keep the original standard intact Ensure the rigor of California’s existing

standards is maintained

California’sCriteria for the Additional 15%

More about the 15%

Some additions included a completely new standard and others included additional language to make the standard more explicit

Analysis of text features in informational text (Gr. 6-12) Career and consumer documents included in

Writing (Gr. 8) “Both in isolation and in text” added to the application

of phonics and word analysis skills (Gr. K-3) Penmanship added to Language (Gr. 2-4) Formal presentations included in Speaking and

Listening (Gr. 1-12) Minor additions and insertions to enhance and clarify

More about California’s Additional 15% Examples of ELA Additions

California’s Additional 15%Examples of Mathematics Additions Added to Develop Ideas not

included in the CCSS:

Grade 2-Operations and Algebraic Thinking

Grade 5-Operations and Algebraic Thinking

High School Geometry-Geometric Measurement and Dimension

California’s Additional 15%

Examples of Mathematics Additions to the Existing CCSS Standard:

Grade 2-Measurement and Data

Grade 4-Geometry

Rigor and Relevance Framework®

The Quadrants

Quadrant A – focus is on teacher work Quadrant B – emphasis is on the student

doing real-world work Quadrant C – the student is required to

think in complex ways Quadrant D – requires the student to think

and work

Activity Read the description of the Rigor/Relevance

Framework in your packet

Take the quadrant and attached instructional activities located on your table. Work in groups of four to determine which group of instructional activities is aligned with each of the quadrants.

Activity Answers

A Express probabilities as fractions,

percents or decimals Classify triangles according to angle

size and /or length of sides Calculate volume of simple three-

dimensional shapes Given the coordinates of a

quadrilateral, plot the quadrilateral on a grid

D Obtain historical data about local weather to predict

the chance of snow, rain, or sun during the year Test consumer products and illustrate the data

graphically Plan a large school event and calculate resources

(food, decorations, etc.) you need to organize and hold this event

Make a scale drawing of the classroom on grid paper, each group using a different scale

B Calculate percentages of advertising in a

newspaper Tour the school building and identify examples of

parallel and perpendicular lines, planes and angles Determine the median and mode of real data

displayed in a histogram Organize and display collected data, using

appropriate tables, charts or graphs18

C Analyze the graphs of the perimeters

and areas of squares having different-length sides

Determine the largest rectangular area for a fixed perimeter Identify coordinates for ordered pairs that satisfy an algebraic relation or function

Determine and justify the similarity or congruence for two geometric shapes

Students, Teachers and Administrators Can Expect to See More…

project-based learning, fewer multiple-choice tests, more open-ended questions on

schoolwork, and a greater emphasis on informational

texts and non-fiction text.

California’s Common Core

Content Standards

English Language Arts and Literacy in History/Social Studies & Science and Technical Subjects

English Language Arts

Organization

Similarities/Shifts Shared Responsibility

Core Learnings

Organization and Design of English Language Arts Standards

Three main sectionsA comprehensive K-5 sectionTwo content-area specific sections for grades 6-12

English Language Arts History/Social Studies & Science and Technical Subjects

Four strandsReading WritingSpeaking and Listening (K-12 ELA only)Language (K-12 ELA only)

Strand Organization- ELA

Subheadings are consistent across grade levels within each set of standards

Locate the handout

Structure of CCSS

24

Strands K-5 6-12English Language Arts ELA Literacy in

History/Social Studies, Science & Technical Subjects

StrandSets

College and Career Readiness Anchor Standards

Reading - 10Writing - 10

Speaking and Listening - 6

Language - 6

Foundation Skills - 4

Turn and Talk The standards on this page are from which strand? Which set of standards is in the Reading strand? How many standards are in the Reading Standards

for Informational Text across ALL grade levels? What are the consistent subheadings? What does the bold and underlined text in standard

4 and 10 indicate?

The standards on this page are from which strand? Reading Which set of standards is in the Reading strand?

Informational Text How many standards are in the Reading Standards for

Informational Text across ALL grade levels? Ten What are the consistent subheadings? Key Ideas and Details,

Craft and Structure, Integration of Knowledge and Idea, Range of Reading and Level of Text Complexity

What does the bold and underlined text in standard 4 and 10 indicate? Additional 15%

Check Your Responses

Navigating the Standards:Horizontal Perspective

Note the progression across grade levels: Key Ideas and Details Standard 2

Kindergarten: With prompting and support, identify the main topic and retell key details of a text.

Grade 2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Grade 4: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Navigating the StandardsNote the progression across grade levels: Grade 6: Determine a central idea of a text and how it is

conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Grade 8: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Grades 11-12: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Horizontal Perspective

1. Choose one of the Reading Standards for Informational Text.

2. Trace that standard grades K-12.

3. Share your observations with a partner.

Navigating the Standards: Vertical Perspective

Reading: Text Complexity and the Growth of Comprehension

The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read.

Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level.

The Standards Cascade of Complexity

Vertical Perspective

Select a grade level span and read standard 10 on the handout K, 1, 2-3, 4-5,6-8, 9-10,11-12

Discuss with an elbow partner: What are the similarities that you

notice within your grade level span? How is rigor increased within the span?

Similarities/Shifts of CA Standards and CCSS Strands

4 Domains1997 CA Standards

4 Strands2010 Common Core

Reading(includes vocabulary)

Reading

Writing Writing

Written and Oral Language Conventions

Language(includes vocabulary)

Listening and Speaking Speaking and Listening

Sample Standards ComparisonGrades 1 and 3

California Standard Common Core Standard for California

1st GradeWriting2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience.

1st GradeWriting3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

3rd GradeReading2.3 Demonstrate comprehension by identifying answers in the text.

3rd GradeReading Standards for Informational Text1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to text as the basis for the answers.

Sample Standards ComparisonGrade 6

California Standard Common Core Standard for California

6th GradeReading 2.7 Make reasonable assertions about a text through accurate, supporting citations.

6th GradeReading Standards for Informational Text (ELA)1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Reading Standards for Literacy in History/Social Studies1. Cite specific textual evidence to support analysis of primary and secondary sources.

Reading Standards for Literacy in Science and Technical Subjects1. Cite specific textual evidence to support analysis of science and technical texts.

Sample Standards ComparisonGrade 9-10

California Standard Common Core Standard for California

Reading ComprehensionFocus on Informational Materials

3.12 Analyze the way a work of literature is related to the themes and issues of its historical period. (Historical approach)

Reading Standards – Informational Text/Integration of Knowledge and Ideas

9. Analyze seminal US documents of historical and literary significance including how they address related themes and concepts

What Is Informational Text?Informational Text Exposition (e.g., texts, news, tradebooks) Argumentation and persuasive text (e.g.,

political speeches, editorials, ads) Procedural text and documents (e.g.,

manuals, directions)

What types of informational text are included in your curriculum or subject area?

38

Range of Text Types K-5Literature Informational Text

Stories Dramas Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts

Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction and myth

Includes staged dialogue and brief familiar scenes

Includes nursery rhymes and the subgenres of the narrative poem, limerick, an free verse poem

Includes biographies and autobiographies; books about history, social studies, science and the arts; technical texts, including directions, forms and information displayed on graphs, charts, or maps; and digital sources on a range of topics

Source: Sue Gendron, Policy Coordinator for the SMARTER Balance Assessment Consortium

Range of Text Types 6-12Literature Informational Text

Stories Dramas Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts

Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, allegories, parodies, satire, and graphic novels

Includes one-act and multi-act plays, both in written form and on film

Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads and epics

Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays, about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience

Emphasis on Informational Text

The Standards aim to align instruction with the National Assessment of Educational Progress (NAEP) framework.

Percentages do not imply that high school ELA teachers must teach 70% informational text; they demand instead that a great deal of reading should occur in other disciplines.

Distribution of Literary and Informational Passages byGrade in the 2009 NAEP Reading Framework

Grade Literary Information

4 50% 50%

8 45% 55%

12 30% 70%

The Balance of Informational and Literary Texts

As you watch this clip, think about the implications for students and teachers.

http://www.youtube.com/user/TheHuntInstitute#g/u

Writing ApplicationsCA Standards1. Narratives2. Expository Descriptions3. Friendly Letters4. Personal or Formal Letters5. Response to Literature6. Information Reports7. Summaries8. Persuasive Letters/Compositions9. Research Reports10. Fictional Narratives11. Biographical/Autobiographical

Narratives12. Career Development Documents13. Technical Documents14. Reflective Compositions15. Historical Investigation Reports16. Job Application/Resume

Common Core State Standards 1. Write Opinions (K-5); Write

Arguments (6-12)2. Write Narratives3. Write Informative; Explanatory

Texts

A Progression of WritingThe Standards cultivate three mutually reinforcing

writing capacities: To persuade To explain To convey real or imagined experience

Distribution of Communicative Purposes by Gradein the 2011 NAEP Writing Framework

Grade To Persuade To Explain To ConveyExperience

4 30% 35% 35%8 35% 35% 30%

12 40% 40% 20%

Speaking and Listening

Comprehension and CollaborationDay to day, purposeful academic talk one to one, small group and large group setting

Presentation of Knowledge and IdeasFormal sharing of information and concepts, including through the use of technology

Language

Conventions of Standard English Knowledge of Language Vocabulary

Shared Responsibility for Teaching the Standards

There are literacy standards in history/social studies, science, and technical subjects that are meant to complement rather than supplant content standards in those disciplines

Timeline – ELA

Adopt new frameworks and assessment English-Language Arts – 2014 Common Core Assessment – 2014-15

Adopt new instructional materials English-Language Arts – 2016

New instructional materials available for schools English-Language Arts – 2016

New Standards English Language Proficiency Standards – August 2012

Heart of the CCSS

“The standards focus intently on students reading closely to draw evidence from the text and are emphatic about students reading texts of adequate range and complexity.”

Source: Publish Criteria for the Common Core State Standards in English Language Arts and Literacy Grades 3-12

Heart of the CCSS

“The goal for readers of all ages is to be able to understand and learn from what they read and to express such knowledge clearly through speaking and writing about text”

Source: Publish Criteria for the Common Core State Standards in English Language Arts and Literacy Grades 3-12

CCSS - Core Learnings

Focus on text complexity Address reading and writing across the curriculum Emphasize analysis of informational text Focus on writing arguments and drawing evidence

from sources Emphasize participating in collaborative

conversation Integrate media sources across standards

Think About It!

Take from your packet the “Post It” Note document

Take a moment to think about the RLA Common Core State Standards

One thought One application/idea One question

Record your thoughts on the “Post It” Note document

BREAK

California’s Common Core

Content Standards

for

Mathematics

Mathematics Organization

Similarities

Shifts

Shared Responsibility

Core Learnings

Common Core State Standards

Define what students should understand and be able to do in their study of mathematics

Is the ability to justify appropriate to student’s math maturity

Understanding and procedural skill are equally important and can be assessed using tasks of sufficient richness

Organization and Design of Mathematics Standards

Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematical expert student

Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 2-4 focal points at each grade level High school standards presented by conceptual category

(Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

Number and Operations in Base Ten 3.NBT

Use place value understanding and properties of operations to perform multi-digit arithmetic.4

1. Use place value understanding to round whole numbers to the nearest 10 or 100.

1.1 Understand that the four digits of a four-digit number represent amounts of thousands, hundreds, tens, and ones; e.g. 3,706 = 3000 + 700 + 6 = 3 thousands, 7 hundreds, 0 tens, and 6 ones.

2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

3. Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 60) using strategies based on place value and properties of operations.

Organization and Design Content standards define what students should understand and be able

to do Clusters are groups of related standards Domains are larger groups that progress across grades

Domain

Standards

Cluster

High School Example-Geometry Content Cluster

Common Core State StandardsDomainsCommon Core State StandardsK-5Counting and Cardinality (K only)Operations and Algebraic ThinkingNumber and Operations in Base 10Number and Operations-FractionsMeasurement and DataGeometry

6-8 Ratio and Proportional Relationships

(Grades 6-7)The Number SystemExpressions and EquationsFunctions (Grade 8)GeometryStatistics and Probability

StrandsCA Standards K-7 Number Sense Algebra and Functions Measurement and Geometry Statistics, Data Analysis and

Probability Mathematical Reasoning

Grade Shifts: Examples

Concept 1997 Standards CCCS

Compose simple shapes to form larger shapes (e.g., 2 triangles to form a rectangle)

Grade2

K

Introduction to ProbabilityGrade

3Grade

7

Introduction of fractions as numbers

Grade2

Grade3

Add and subtract simple fractions

Grade3

Grade4

Introduction of integers Grade 4

Grade6

California Grade 8 OptionsTwo sets of standards for grade 8. Each set will prepare students for college and career. Standards for Algebra 1

Taken from 8th grade Common Core, high school Algebra content cluster and CA Algebra standards

8th grade Common Core

Mathematics Standards for High School

Arranged by conceptual categories (NOT by course): Number and Quantity(N) Algebra (A) Functions (F) Modeling ( ) Geometry (G) Statistics and Probability(S)

Mathematics Standards for High School

Specify the math that all students should study to be college and career ready

Identify additional math standards that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics. These are indicated by (+).

Include the addition of two courses from California: Calculus

Advanced Placement Statistics and Probability

Development of suggested course descriptions will be done by CDE as part of their long-range implementation plan

Traditional vs. Integrated

Think About It! Take a moment to think about the

Mathematics Common Core State Standards

One thought One application/idea One question

Record your thoughts on the “Post It” Note document

Fractions as an example of the CCSS expanded thinking

Number and Operations - Fractions 3.NF Develop understand of fractions as

numbers.–Third grade standard: Understand a

fraction as a number on the number line; represent fractions on a number line diagram

Activity - Find the “Fraction Number Line” in your packet

You may work independently or with a partner to complete the following tasks.

Directions: Assume the marks are equally spaced on each number line. What number corresponds to the point marked with the “?” In groups of four, discuss the strategies you used to solve the

problem and which problems you found “difficult” and “easy.”

Jaden

Turn and Talk What strategies did Jaden use? How did Jaden demonstrate he understood the

standard? How did it compare to the strategies you used? What can teachers do now to support the

transition to teaching the CCSS for fractions using a number line?

Mathematical Practices

Describe habits of mind of a mathematically expert student

Relate to mathematical proficiency as defined by the California Framework

Mathematical Practices1. 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

CCSS- Core Learnings

CCSS are focused on key topics at each grade level. There is a coherent progression from one grade level

to the next. Emphasis is on the conceptual understanding of the

mathematics - more than one correct answer. Mathematical practices foster reasoning in

mathematics - “think like a mathematician.” Emphasize participating in collaborative

conversation.

The Promise of StandardsThese 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.

Council of Chief State School Officers and the National Governors Association Center for Best Practices

Ideas for districts and schools to consider

Develop a multi-year transition plan for common core standards implementation

Implement a balanced math program that will support the mathematical practices

Implement literacy that integrates informational text and expository writing

Consider how to infuse elements of CCSS into daily instruction

Continue to use: Adopted instructional materials High-quality formative assessments to inform instruction Collaborative meetings for instructional planning

Remember that there are infinitely more similarities than differences with these standards.

Support for Administrators

December 14 - CCSS Overview (Module 1) December 15 - CCSS Overview (repeat of 12/14)

January 17- Digging Deeper into the CCSS (Module 2) Wait List

February 7- SMARTER Balanced Assessment

February 16 - Supervision Support and Implementation Plans (Module 3) Wait List

Support for TeachersTwo-day Training of Trainers- CISC February 6, 2012- Day One-

Overview, Content and Curriculum

February 15, 2012- Day Two- Instruction, Assessment, Instructional Materials and Appendices

SOLD OUT

Thank You! For your commitment to Ventura County

students For completing the Evaluation. We will design

Module 2 to include your questions/ suggestions.

• http://www.youtube.com/watch?v=BwND8J2SvGE

Contact Information

• Dr. Valerie Chrisman, Assistant Superintendent Educational Services, 383-1903, vchrisman@vcoe.org

• Lynn Friedman, Director Curriculum and Instruction Support, 473-1336, lfriedman@vcoe.org

• Martha Hernandez, Director Curriculum and Instruction Support, 473-1333, mahernandez@vcoe.org

• Dr. Jane Wagmeister, Director Curriculum and Instruction Support, 473-1335, jwagmeister@vcoe.org