COMMON CORE:WHEN TO BEGIN AND

WHAT TO EXPECT

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COMMON CORE Standards Plus®

COMMON CORE Standards Plus®A Division of Learning Plus

A nonprofit group of educators

All Learning Plus instructional materials are developed by educators.

Our mission is to support student achievement by sharing research-based products and professional development.

GOALS FOR TODAY’S SESSION

Gain a better understanding the Common Core Standards (CCS)

Explore an effective approach to analyzing the content, structure and rigor of the CCS

DEFINITION OF RIGOR

Students apply basic skills and concepts in new ways.

Students understand and explain their learning.

Students synthesize current and prior learning to demonstrate their knowledge.

Students are persistent when they confront complex tasks.

ENHANCED STUDENT PERFORMANCE EXPECTATIONS

Students will respond to open-ended questions and problems.

Students will determine solutions and responses and defend their reasoning.

Students will discuss content, both formally and informally.

Students will provide evidence, models, or explanations that reflect a deep understanding of content skills, process skills, and concepts.

WEBB’S DEPTH OF KNOWLEDGE

Level 1: Recall and Reproduction

Level 2: Skills & Concepts

Level 3: Strategic Thinking

Level 4: Extended Thinking

CURRENT INSTRUCTION 3RD GRADE LANGUAGE ARTS California State Standard: Written

and Oral English Language Conventions.

1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.

1.6 Use commas in dates, locations, and addresses and for items in a series.

WHAT WOULD INSTRUCTION LOOK LIKE CURRENTLY?

3RD GRADE COMMON CORE STANDARDLanguage Standard

L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

SO…WHAT SHOULD I BE DOING DIFFERENTLY?

STUDENTS APPLY THEIR KNOWLEDGE

2014-2015

All adopting states will test the Common Core State Standards no later than the 2014-2015 school year.

TESTING CONSORTIASMARTER BALANCED AND PARCC

DOUG REEVES SAID…

“The first step in preparation is for teachers to review the CCSS and highlight the standards that they are already teaching.”

CCS MATH DOMAINS

Grade Level(s) Domain

K Counting & Cardinality (CC)

K-5 Operations & Algebraic Thinking (OA)

K-5 Numbers & Operations in Base Ten (NBT)

3-5 Numbers & Operations: Fractions (NF)

K-5 Measurement & Data (MD)

K-8 Geometry (G)

6-8 The Number System (NS)

6-7 Ratios & Proportional Relationships (RP)

6-8 Expressions and Equations (EE)

6-8 Statistics & Probability (SP)

8 Functions (F)

CCS MATHEMATICS STANDARDS

Grade 6

Ratios & Proportional Relationships

Standard:

Standard 6.RP.1:

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

MATHEMATICS STANDARDSCalifornia Content Standards: Grade 6

Number Sense 1.0* Students compare and order positive and negative fractions, decimals, and mixed numbers. Students solve problems involving fractions, ratios, proportions, and percentages:

Number Sense 1.2* Interpret and use ratios in different contexts (e.g., batting averages, miles per hour) to show the relative sizes of two quantities, using appropriate notations (a/b, a to b, a:b).

CCSS MATHEMATICS STANDARDS

Grade 6

Ratios & Proportional Relationships

Standards:

Standard 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

concept of a ratio ratio language ratio Relationship

WHAT TO ANALYZE…

There are many standards

A standard analysis process can be lengthy

It is important to be selective of which standards to analyze

WHAT TO ANALYZE…We recommend the following:

1. Evaluate what is the same and what is different between your current standards and the Common Core State Standards.

2. You do not need to analyze that which is the same. You are already teaching those standards or parts of standards.

3. Analyze the standards or parts of standards that are different, or those standards or parts of standards that must be demonstrated in new or deeper ways.

CCS LANGUAGE ARTS STRANDSGrade Strand

K – 8 Reading Literature (RL)

K – 8 Reading Informational Text (RI)

K – 5 Reading Foundational Skills (RF)

K – 5 Writing: Opinion/Informative/Explanatory/Narrative

6 – 8 Writing: Argument/Informative/Explanatory/Narrative

K – 8 Language: Grammar & Usage (L)

K – 8 Language: Capitalization (L)

K – 8 Language: Punctuation (L)

K – 8 Language: Spelling (L)

3 – 8 Language: Knowledge of Language (L)

K – 8 Language: Vocabulary Acquisition & Use (L)

K – 8 Speaking & Listening (SL)

CCSS READING STANDARDS

Grade 3Reading Informational Text Standard:

RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.

Notice thatMath and Language

Arts are coded differently

LANGUAGE ARTS STANDARDS

Grade 3

California:Reading 2.4 Recall major points in the text and make and modify predictions about forthcoming information.

Reading 2.5 Distinguish the main idea and supporting details in expository text.

Compare contrast

Verbs

important points key details

Nouns

CCS LANGUAGE ARTS STRANDS

Grade Strand

K – 8 Reading Literature

K – 8 Reading Informational Text

K – 5 Reading Foundational Skills

K – 5 Writing: Opinion/Informative/Explanatory/Narrative

6 – 8 Writing: Argument/Informative/Explanatory/Narrative

K – 8 Language: Grammar & Usage

K – 8 Language: Capitalization

K – 8 Language: Punctuation

K – 8 Language: Spelling

3 – 8 Language: Knowledge of Language

K – 8 Language: Vocabulary Acquisition & Use

K – 8 Speaking & Listening

CCS LANGUAGE STANDARDS

Grade 3

Language Standards:

Vocabulary Acquisition and UseL.3.5a: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

ELA STANDARDS

California Content Standards: Grade 3

WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT:

1.6 Vocabulary and Concept Development: use sentence and word context to find the meaning of unknown words

CCS LANGUAGE STANDARDS

Grade 3

Language Standards:

Vocabulary Acquisition and UseL.3.5a: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

The lessonreinforces academic vocabulary

“literal and non-literal,”and employs problem solvingstrategies “circle key words”

“circle key words”

“non-literal meaning”

“circle key words”

“non-literal meaning”

Ryan says and does funny things.Ryan paints his face and wears huge shoes.

GOALS FOR TODAY’S SESSION

Gain a better understanding the Common Core Standards (CCS)

Explore an effective approach to analyzing the content, structure and rigor of the CCS

Standards PlusCOMMON CORE STANDARDS

PROFESSIONAL DEVELOPMENT

Offering 1: Introduction to the Common Core Standards

Offering 2: Understand Grade Level Common Core Standards

Offering 3: Common Core Instruction

Offering 4: Apply the Common Core Content to Your Language Arts Instruction

Offering 5: Apply the Common Core content to Your Mathematics Instruction

Offering 6: Monitoring Student Progress

CCS RESOURCESCommon Core State Standards

http://www.corestandards.org/

Common Core Assessment Consortia SMARTER Balanced Assessment

Consortium(SBAC) http://www.smarterbalanced.org/

Partnership for Assessment of Readiness for College and Careers (PARCC) http://www.parcconline.org/

Navigating Implementation of the Common Core State Standards by Douglas B. Reeves, et.al

REFLECTION FORM & DRAWING