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Parent Meeting. Which are myths?. Essential questions. Where did the CCSS come from and why are they important? What are the CCSS really about? How are they different from your child’s previous experiences? What can we expect from the Smarter Balanced Assessment?
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Essential questions • Where did the CCSS come from and why are they important? • What are the CCSS really about? How are they different from your child’s previous experiences? • What can we expect from the Smarter Balanced Assessment? • What are the myths that surround the CCSS?
Why do we need common standards? Why now? http://www.schoolimprovement.com/common-core-360/common-core-video/ Turn and Talk: What do you think? What questions do you have?
COMMON GOALS
ELA/Literacy: 6 shifts • Balance of literature and informational text (K-5)
ELA/Literacy: 6 shifts • Balance of literature and informational text (K-5) • Literacy as part of science and social studies/history; informational text as part of ELA (6-12)
ELA/Literacy: 6 shifts • Balance of literature and informational text (K-5) • Literacy as part of science and social studies/history; informational text as part of ELA (6-12) • Appropriately complex text • Questions regarding text are text-dependent • Academic Vocabulary - precise language and domain-specific vocabulary
Why Text Complexity Matters TextLexile Score CD‐DVD Instructions 1080 USA Today 1100 AV/Communications/Tech. Manual 1190 College Textbooks 1215 Baltimore Sun 1250 W4 Forms 1260 Applications for Student Loans 1270 The Chicago Tribune 1310 Wall Street Journal 1320 Architecture/Construction Manuals 1340 Washington Post 1350 The New York Times 1380 Agriculture/Natural Resources text 1510 Law/Public Safety 1740 *Scores listed are averages The Majority of High School Seniors Only reach levels within the 940-1200 range (MetaMetrics,2001)
Example of Grade 2-3 CurrentText Complexity Williams, Vera. A Chair for My Mother New York: Greenwillow Books, 1982. My mother works as a waitress in the Blue Tile Diner. After school sometimes I go to meet her there. Then her boss, Josephine, gives me a job too. I wash the salts and peppers and fill the ketchups. One time I peeled all the onions for the onion soup. When I finish, Josephine says, “Good work, honey,” and pays me. And every time, I put half of my money into the jar.
Example of Grade 3 Common Core Grade Level Complexity MacLachlan, Patricia. Sarah, Plain and Tall New York: HarperCollins, 1985 From Chapter I I wiped my hands on my apron and went to the window. Outside, the prairie reached out and touched the places where the sky came down. Though the winter was nearly over, there were patches of snow everywhere. I looked at the long dirt road that crawled across the plains, remembering the morning that Mama had died, cruel and sunny. They had come for her in a wagon and taken her away to be buried. And then the cousins and aunts and uncles had come and tried to fill up the house. But they couldn’t. Slowly, one by one, they left. And then the days seemed long and dark like winter days, even though it wasn’t winter. And Papa didn’t sing.
ELA/Literacy: 6 shifts • Balance of literature and informational text (K-5) • Literacy as part of science and social studies/history; informational text as part of ELA (6-12) • Appropriately complex text • Questions regarding text are text-dependent • Academic Vocabulary - precise language and domain-specific vocabulary • Writing to inform or argue using evidence
Overview of Writing Strand • Expect students to compose arguments and opinions, informative/explanatory pieces, and narrativetexts • Focus on the use of reason and evidence to substantiate an argument or claim • Emphasize ability to conduct research – short projects and sustained inquiry • Require students to incorporate technology as they create, refine, and collaborate on writing
Shift in Writing Fall 2010, C.Felix
Overview of Speaking and Listening and Language Strands Speaking and Listening • Focus on speaking and listening in a range of settings, both formal and informal – academic, small-group, whole-class discussions • Emphasize effective communication practices • Require interpretation and analysis of message as presented through oral, visual, or multimodal formats Language • Include conventions for writing and speaking • Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading • To be addressed in context of reading, writing, speaking and listening
Mathematics • Focusstrongly where the Standards focus • Coherence: Think across grades, and link to major topics within grades • Rigor: Require fluency, application, and deep understanding
Standards for Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning
Smarter balanced assessment consortium (SBAC) Timeline SY 2012-13 First year limited pilot testing and related research and data collection SY 2013-14 Second year field testing and related research and data collection SY 2014-15 Full administration of SBAC assessments Summer 2015 Set achievement levels, including college-ready performance levels SY 2010-11 Design phase SY 2011-12 Development begins
