The Common Core State Standards Concept, Transition and Implementation November 6, 2012. Patty Ewen Early Childhood Consultant Patricia.Ewen@doe.nh.gov (603) 271-3841. Goals of Presentation. Update background and implementation tools for the Common Core State Standards
The Common Core State StandardsConcept, Transition and ImplementationNovember 6, 2012
Early Childhood Consultant
The introduction of the CCSS include descriptions of knowledge, skills and dispositions that operate in tandem with the academic content in the standards. These cognitive and psychological aptitudes are described in the literacy standards as “capacities” and in the math standards as “practices”.
As students advance through the grades and master the standards in reading, writing, listening, speaking, viewing and language, they should be able to exhibit with increasing fullness and regularity the following listed capacities of the literate individual;
CCSSO to Advance Student Success, 2011
PK-5, Balancing Informational & Literary Texts
Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational.
6-12, Knowledge in the Disciplines
Content area teachers outside of the LA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.
Staircase of Complexity
In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.
Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.
Writing from Sources
Writing emphasizes use of evidence to inform or make an argument. Personal narrative and other forms of de-contextualized prompts are minimal. While the narrative still has an important role, students develop skills through written perspectives that respond to the ideas, events, facts, and arguments presented in the texts they read.
Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.
…to succeed in school, career, and life.
Gary L. Williamson (2006) found a 350L (Lexile) Gap between the difficulty of end-of-high school and college texts – a gap equivalent to 1.5 standard deviations or the difference between grade 4 and grade 8 texts on NAEP
Source: Gary Williamon 2006)(from Appendix A of the CCSS)
English Language Arts and Literacy
“The coherence and sequential nature of mathematics dictate the foundational skills that are necessary for the learning of algebra. The most important foundational skill not presently developed appears to be proficiency with fractions (including decimals, percents, and negative fractions). The teaching of fractions must be acknowledged as critically important and improved before an increase in student achievement in algebra can be expected.”
Final Report of the National Mathematics Advisory Panel (2008, p. 18)
Similar to STRANDS from GLEs and GSEs
Similar to STEMS from GLEs and GSEs
What is the number of critical areas per grade level/course?
How will/could it improve teaching and learning in our school/district when each grade focuses on a few Critical Areas?
Claim #1 - Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts.
Claim #2 - Students can produce effective writing for a range of purposes and audiences.
Claim #3 - Students can employ effective speaking and listening skills for a range of purposes and audiences.
This document is based on an analysis that determined the sub-skills students need to achieve in each of the Foundational Skills (K–5) in the Common Core State Standards (CCSS).
Developed by Center on Instruction Turquoise Cover Published: 3/7/2012 3:21 PM
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