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Implementing the California’s Common Core State Standards. English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Mathematics. Brief History of Common Core in California. June 2010
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English Language Arts & Literacy in History/Social Studies, Science,
and Technical Subjects
National Governors Association and the Council of Chief State School Officers released the Common Core State Standards for grades K-12 in ELA and Mathematics.
Academic Content Standards Commission met to review the CCSS for alignment to California standards and develop recommendations for standards to supplement the CCSS in California.
July 28, 2010
AB X4 2 suspended the process and procedures for adopting instructional materials, including framework revisions, until 2013-2014 school-year. Funding was also removed from Curriculum Commission.
and DO NOT cover
Shifts in ELA/Literacy
Shifts in Math
4. Deep Understanding
6. Dual Intensity
Common Core Assessments
Legislative Updates and Available Resources
Education Code Section 60605.86, created by Senate Bill 140 (Chapter 623 of the Statutes of 2011), requires the California Department of Education (CDE) to develop, and the State Board of Education (SBE) to approve, a list of supplemental instructional materials that are aligned with California’s common core academic content standards in mathematics and English-language arts. This new law requires that the SBE approve the evaluation criteria that will be used for the review of those supplemental materials.
To be eligible for recommendation by the SSPI, submitted materials must meet all of the criteria listed below:
The materials must align to the California CCSS, as adopted by the SBE on August 2, 2010. The supplemental materials submitted, in conjunction with the existing adopted grade-level materials, must cover all of the California CCSS for a given grade level. In mathematics, “all of the California CCSS” includes the Mathematical Practices standards. In English-language arts, the standards for Literacy in History–Social Studies, Science, and Technical Subjects will not be part of the review in grades six through eight.
*Supplemental materials may be submitted for kindergarten through grade seven mathematics programs that were adopted by the SBE on November 8, 2007
To be eligible for recommendation by the SSPI for approval by the SBE, submitted materials must meet all of the criteria listed by category type listed below.
Category 1: Supplements to Specific State-Adopted Programs
Category 2: General Supplements to Any Program
This SSPI sponsored legislation establishes a process to begin implementation of the common core academic content standards through the development of curriculum frameworks and professional development aligned with the common core English-language arts and mathematics standards.
The bill requires the SBE to adopt a new Common Core State Standards (CCSS)-based mathematics framework by May 30, 2013, and a new framework in English-language arts by May 30, 2014.
And the Common Core
This State Superintendent of Public Instruction (SSPI) co-sponsored legislation
establishes the English Language Development Standards Advisory Committee
responsible for updating, revising, and aligning the English Language Development(ELD) standards with the common core English-language arts academic content standards recently approved by the State Board of Education (SBE).
In addition, AB 124 requires the SBE to either adopt or reject the revised ELD standards by September 30, 2012, and include teachers and administrators with expertise in instructing English2012, and include teachers and administrators with expertise in instructing English learners in the membership of the committee.
AB 124 was signed by the Governor on October 8th (Chapter 605, 2011).
ELL Business Unit Training
State Superintendent of Public Instruction (SSPI) is recruiting educators to serve on four focus groups to provide input on the revision of the English Language Development standards.
ELL Business Unit Training
English Language Arts and Mathematics, Grades 3–8 and High School
BEGINNING OF YEAR
END OF YEAR
Last 12 weeks of year*
DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.
END OF YEAR
Scope, sequence, number, and timing of interim assessments locally determined
Optional Interim assessment system—
Summative assessment for accountability
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.
Content Specifications with Content Mapping for the
Summative Assessment of the Common Core State
Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects
and Appendices A-C
REVIEW DRAFT – Second Round
Final release early November
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.
Claim #4 - Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.
Claim #5 - Students can skillfully use and interpret written language across a range of literacy tasks.
Available for Consortium and Stakeholder Review and Feedback
August 29, 2011
Developed with input from content experts and SMARTER Balanced Assessment Consortium Staff, Work Group Members, and Technical Advisory Committee
Round Two Review 10/10/11
Final release late November
Claim #1 - Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.
Claim #2 - Students can frame and solve a range of complex problems in pure and applied mathematics.
Claim #3 - Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
Claim #4 - Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.
Illustrate Assessment Types
Appendix C: The SMARTER Balanced Assessment Consortium Grade 8 Assessment Sampler
This publication contains grade-level chapters with short descriptive narratives and the content standards for the CCSS in English language arts and mathematics.
Compilation of subject-matter curriculum, including information
about the Common Core State Standards, organized by individual grade levels.
Database developed by the Sacramento County Office of Education to search the CCSS by subject, grade, and subject category
Designed to facilitate searching,integrating,
planning, and decision making.
Each grade level provides:
A content overview and a summary of skills developed at that level.
*Additional information about grades 9-12 will be provided at a later date.
Content area teachers outside of the ELA 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.
Shift #4: 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.
Shift #6 Academic Vocabulary
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.
1. What does Lincoln mean by “four score and seven years ago”?
Who are “our fathers”?
2. What is he saying is significant about America? Is he saying that
no one has been free or equal before?
3. Summarize three ways the nation is new.
4. What important thing happened in 1776?
5. What does Lincoln tell us in this first sentence about what
happened 87 years ago? What is the impact of Lincoln
referring to such a famous date?
6. Write a translation of paragraph one.
1. Lincoln says that the nation is dedicated to the
proposition that “all men are created equal.” Why is
equality an important value to promote?
2. Why did the North fight the civil war?
3. Did Lincoln think that the North was going to “pass
the test” that the civil war posed?
How did Lincoln see the Civil War as an opportunity for the nation to bring forth a "new birth of freedom" (or liberty for all), and why was this necessary for the survival of American self-government?
Tier two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly). Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.
4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade level reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning
of a word or phrase.
What are the content needs for teachers?
What are the pedagogical needs for teachers?
What do teachers need to know about assessment practices?
How will the equity issue be addressed? How will teachers support various subgroups?
to Implement the