Taking the bite out of the Taking the bite out of the Core.Core.

Adapted from Educator Effectiveness Academy Summer 2011

http://mansefcommoncore.wikispaces.com/

ObjectivesObjectivesBig Picture

Design and Organization

Grade-Specific Standards and the Spiral Effect

Shift HappensShift Happens

TerminologyTerminologyKey Points to Remember about the

Common Core State Standards:◦The writers of the English Language

Arts & Math standards purposefully chose different terminology in their descriptions ““Why can’t the same language be used Why can’t the same language be used

throughout?”throughout?” The selected language used best The selected language used best described their disciplines for English described their disciplines for English Language Arts and MathLanguage Arts and Math

Terminology-State LevelTerminology-State LevelHow can we make the language How can we make the language

consistent for teachers?consistent for teachers? Over 40 states have now adopted the Over 40 states have now adopted the Common Core State Standards (CCSS)Common Core State Standards (CCSS)

The language of the standards will be The language of the standards will be used in materials of instruction and used in materials of instruction and assessment that are being developedassessment that are being developed

Affinity ActivityAffinity Activity

Purpose:•To help you better understand the structure and language used by the two disciplines (English Language Arts and Math)

DirectionsDirectionsPull out the template labeled “An

Overview of the MCCSC Structure”

Preview and discuss in pairs or small groups the labels to determine under which of the three headings they fall.

Affix the labels into a logical

structure on the chart.

AN OVERVIEW OF THE MARYLAND COMMON CORE AN OVERVIEW OF THE MARYLAND COMMON CORE STATE CURRICULUM STANDARDSSTATE CURRICULUM STANDARDSThe Common Core State Standards are the foundation on which the Maryland Common Core State Curriculum is constructed. The language in the English Language Arts and Mathematics Standards differ in some areas, but the purpose or functions of the two disciplines are aligned:

The standards define what students must know and be able to do to be College and Career The standards define what students must know and be able to do to be College and Career Ready when they graduate from high school. Ready when they graduate from high school.

The graphic below illustrates how the two disciplines are structured.Function or Purpose English Language Arts Mathematics

Divides the discipline into its largest categories for instruction

Strands: Reading/LiteraryReading/Informational,Writing,Speaking and Listening,Language

The strands remain the same in K-12

Domains: K-8: They vary from grade level to grade level Conceptual Categories and Domains: High School: They vary from course to course

Groups related standardsClusters: They are strand-specific, but remain the same in K-12

Cluster: They change by grade

Defines by grade what students should know and be able to do

Standards: A grade-by-grade staircase of increasing complexity that rises to College and Career Readiness as indentified by the College and Career Readiness Anchor Standards

Standards: The mathematics content and skills that define what students should know and be able to do at each grade level or course level

Describes the expected behaviors of a proficient student in that discipline

Capacities of a Literate Individual

Standards for Mathematical Practice

Things to remember:Things to remember:

Old standards are now called strandsstrands or domains.domains.

Instead of objectives, we now have standards.standards.

As we transition to the new MD Common Core State Curriculum, this new structure and language will become helpful.

TimelineTimelineJune 2012

◦All Maryland educators will understand MCCSC Frameworks.

◦Prototype assessments will be available (collaboration of 25 states).

2012-2013◦Limited field testing of new state

assessments.

TimelineTimeline2013-2014

◦Full curriculum implementation◦Full field testing of state

assessments◦MSA and HSA assessments on hold

2014-2015◦Full implementation of state

assessments

Word recognition, fluency, limited to one type or genre process

Mental movie, roller coaster ride, a conversation, gaining meaning from text

Only grade level text

Proficiency level on assessments

Word choice to visualize

Using textstructure

Critical thinking and evaluation

Capacities of a Literate Capacities of a Literate IndividualIndividual

1. They demonstrate independence.2. They build strong content knowledge.3. They respond to the varying

demands of audience, task, purpose, and discipline.

4. They comprehend as well as critique.5. They value evidence.6. They use technology and digital

media strategically and capably.7. They come to understand other

perspectives and cultures.

Connecting Standards to Connecting Standards to instructional tasksinstructional tasks

Aiden and Jill decide to meet at the playground Saturday morning. Aiden lives 2 ½ miles from the playground and can walk the distance in 1¼ hours. It takes Jill ¾ of an hour to walk 1 ½ miles from her house to the playground. Jill says that she is walking faster than Aiden because it only takes her ¾ of an hour to walk to the playground. Do you agree with Jill? Construct an argument to support your answer.

Which Standards of Mathematical process might be used to solve this problem????

The Spiral CurriculumThe Spiral CurriculumPull out the pink piece of paperThis paper demonstrates how

within the cluster the standard changes through the grades.

Alone or in small groups underline the words that demonstrate the increasing complexity of the expectation as the grades progress.

Matching the Anchor Matching the Anchor Standard to the StrandStandard to the StrandIf you have a sentence strip, this

is an anchor standardAround the room are taped the

four strands of ELA Please stand up, find the strand

that corresponds to your anchor standard, and tape the anchor standard to the strand

CCR Anchor Standards for CCR Anchor Standards for ReadingReading

Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining

technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including

visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the

validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build

knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and

proficiently.

Reading: Text complexity Reading: Text complexity and the growth of and the growth of comprehensioncomprehension

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.

Whatever they are reading, students must also show a

steadily growing ability to discern more from and make fuller

use of text, including making an increasing number of

connections among ideas and between texts, considering a

wider range of textual evidence, and becoming more sensitive

to inconsistencies, ambiguities, and poor reasoning in texts.

Standards for (RL): Standards for (RL): Guess Guess the Gradethe GradeRL1 Cite the textual evidence that

most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text

Grade 8

Standards for (RI): Standards for (RI): Guess the Guess the GradeGradeRI7 Interpret information presented

visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Grade 4 !

CCR Anchor Standards for CCR Anchor Standards for WritingWriting Text Types and Purposes*

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant

and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately

through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,

and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating

understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each

source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of tasks, purposes, and audiences.

Writing: Text types, responding Writing: Text types, responding to reading, and researchto reading, and research

The Standards acknowledge the fact that whereas some

writing skills, such as the ability to plan, revise, edit, and

publish, are applicable to many types of writing, other skills

are more properly defined in terms of specific writing types:

arguments, informative/explanatory texts, and narratives.

Standard 9 stresses the importance of the writing-reading

connection by requiring students to draw upon and write

about evidence from literary and informational texts.

Because of the centrality of writing to most forms of

inquiry, research standards are prominently included in this

strand, though skills important to research are infused

throughout the document.

Standards for Writing: Standards for Writing: Guess Guess the Gradethe GradeW1Write opinion pieces in which they

introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Grade 2!

CCR Anchor Standards for CCR Anchor Standards for LanguageLanguage

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in

different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words

and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Language: Conventions, Language: Conventions, effective use, and vocabularyeffective use, and vocabularyLanguage Standards

◦Include the “essential rules” of standard written and spoken English

◦Approach language as a matter of craft and informed choice among alternatives

Vocabulary Standards◦Focus on understanding words &

phrases, their relationships, and their nuances

◦Emphasis on acquiring new vocabulary (general academic & domain-specific words & phrases)

Language: Conventions, Language: Conventions, effective use, and effective use, and vocabularyvocabulary

The Language standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives.

The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.

Standards for Language: Standards for Language: Guess the GradeGuess the GradeL.3 Apply knowledge of language to

understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Grade 11-12

CCR Anchor Standards for CCR Anchor Standards for Speaking and Listening Speaking and Listening

Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that

listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening: Speaking and Listening: Flexible communication and Flexible communication and collaborationcollaborationSpeaking and Listening standards require

students to develop a range of broadly useful oral communication and interpersonal skills.

Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech

to context and task.

Standards for (SL): Standards for (SL): Guess the Guess the GradeGradeSL3 Delineate a speaker’s

argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Grade 7

Literacy: a Shared Literacy: a Shared ResponsibilityResponsibility Ascending levels of reading comprehension Balance of literature and informational texts Emphasis on within-text and across-text engagement and the use

of evidence Tremendous attention toward growing analytical thinkers, critical

consumers, expressing voice Literacy standards for history/social studies, science and technical

subjects Implications for cross content collaboration Reading and Writing Strands in Literacy has the same anchor

standards and clusters as ELA

Any Questions?Any Questions?

http://mansefcommoncore.wikispaces.com/