So, What’s New in the Common Core State Standards?

Susan A GendronSenior Fellow

International Center for Leadership in EducationJune 2011

Standards Charge

Common Core State Standards

Fewer Clearer Higher

Common Core Standards Criteria

• Rigorous• Clear and specific• Teachable and learnable• Measurable• Coherent• Grade by grade standards• Internationally benchmarked

44 States + DC Have Adopted the Common Core State Standards

*Minnesota adopted the CCSS in ELA only

STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL

STUDIES,SCIENCE, AND TECHNICAL

SUBJECTS

JUNE 2010

www.corestandards.org

Design and Organization

Three main sections

K-5 (cross-disciplinary)

6-12 English Language Arts

6-12 Literacy in History/Social Studies, Science, and Technical Subjects

Design and Organization

Three appendices

A: Research and evidence; glossary of key terms

B: Reading text exemplars; sample performance tasks

C: Annotated student writing samples

Design and Organization

Shared responsibilities for students’ literacy development

Design and Organization

Focus on results rather than means

Design and Organization

An integrated model of literacy

Design and Organization

Media skills blended throughout

Design and Organization

K−12 standards•Grade-specific end-of-year expectations

•Developmentally appropriate, cumulative progression of skills and understandings

•One-to-one correspondence with College Career Anchor standards

Design and Organization

Four strands:– Reading (including Reading

Foundational Skills)– Writing– Speaking and Listening– Language

Reading Design and Organization

Three sections:1. Literature2. Informational Text3. Foundational Skills (K-5)

Literary/Informational TextLiterature Literature Literature Informational

Text

Stories Drama Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts

Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth

Includes staged dialogue and brief familiar scenes

Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

Reading Framework for NAEP 2009

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

College and Career Readiness Standards for Reading

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.

College and Career Readiness Standards for Reading

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.

College and Career Readiness Standards for Reading

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.

College and Career Readiness Standards for Reading

Range of Reading and Level of Text Complexity

10 .Read and comprehend complex literary and informational texts independently and proficiently.

23

Overview of Text Complexity

Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade

Text complexity is defined by:

Qual

itat

ive

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands

Quan

titati

ve

2. Quantitative measures – readability and other scores of text complexity

Reader and Task

3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Qualitative Measure

• Levels of Meaning (literary texts) or Purpose (informational texts)

• Structure• Language Conventionality and Clarity• Knowledge Demands: Life Experiences (literary

texts)• Knowledge Demands: Cultural/Literary

Knowledge (chiefly literary texts)• Knowledge Demands: Content/Discipline

Knowledge (chiefly informational texts)

Quantitative Measures

• Readability tools: (Flesch-Kincaid Grade Level test, Lexile Framework for Reading, Dale-Chall)

• Use multiple tools

Text Complexity Grade Bands and Associated Lexile Ranges

Text Complexity Grade Band in the

Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

Lexile Analyzerhttp://www.lexile.com/analyzer/

Grade 4 Informational

Integration of Knowledge and Ideas 8 Explain how an author uses reasons and evidence to support particular points in a text.

Performance Task

Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular points regarding the topology of the planet. [RI.4.8]

Grade 7 Informational

Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Performance Task

• Students determine the figurative and connotative meanings of words such as wayfaring, laconic, and taciturnity as well as of phrases such as hold his peace in John Steinbeck’s Travels with Charley: In Search of America. They analyze how Steinbeck’s specific word choices and diction impact the meaning and tone of his writing and the characterization of the individuals and places he describes. [RI.7.4]

College and Career Readiness Writing Standards

Text Types and Purposes1.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 techniques, well-chosen details, and well-structured event sequences.

NAEP 2011 Writing Framework

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

College and Career Readiness Writing Standards

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.

College and Career Readiness Writing Standards

Research to Build and Present Knowledge

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

Example/ Science Technical• Sample Task A: Evaluating Evidence• Compare what the latest science tells us about

Genetically Modified food against the arguments for and against Genetically Modified food. Evaluate the hypotheses, data, analysis, conclusions of each side, and including determining the extent to which each side in the debate relied on the available science, argues from an economical perspective, or appeals to the political and emotional concerns. Verify the data and either support or challenge the conclusions with other sources of information.

• CCSS 11-12 RST.8• Source: Achieve

Example/ Science Technical• Sample B – Making a claim• Read and view different examples of case-making

materials related to GM food. Take a position and cite specific textual evidence from your sources, attending to important distinctions each authors makes and to any gaps or inconsistencies in the account. Defend your conclusion from counter-claims Create a presentation of your analysis that highlights key evidence and your strongest claims.

• CCSS 11-12 RST 1. and RST 9.• Source: Achieve

College and Career Readiness Writing Standards

Range of Writing10.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.

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration1. Range of conversations and collaborations, 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.

College and Career Readiness Anchor Standards for Speaking and Listening

Presentation of Knowledge and Ideas4. 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.

College and Career Readiness Anchor Standards for Language

Conventions of Standard English1. When writing or speaking.2. Use capitalization, punctuation, and spelling when writing.

Knowledge of Language3. To comprehend more fully when reading or listening.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning

words and phrases by using context clues, analyzing meaningful word parts,

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

Building Analytic Thinking Skills

Analytic Thinking Process

• What is the purpose of this material?• What is a key question that is addressed

or needs to be addressed?• What is the most important information?• What are the main inferences that can be

made?• What are the key ideas or concepts?

Analytic Thinking Process

Literacy in Science and Technical Subjects

Common Core Reading Standard for Informational

Text Anchor Standard

Reading Standards for Literacy in Science and

Technical Subjects Grades 9-10

Reading Standards for Literacy in Science and

Technical Subjects Grades 11-12

Integration of Knowledge & Ideas

Integration of Knowledge & Ideas

Integration of Knowledge & Ideas

7.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

7.Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

7.Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

STANDARDS FORMATHEMATICS

JUNE 2010

Characteristics• Fewer and more rigorous. • Aligned with college and career expectations – prepare

all students for success upon graduating from high school.

• Internationally benchmarked, so that all students are prepared for succeeding in our global economy and society.

• Includes rigorous content and application of higher-order skills.

• Builds upon strengths and lessons of current state standards.

• Research based

Coherence

• Articulated progressions of topics and performances that are developmental and connected to other progressions

• Conceptual understanding and procedural skills emphasized equally

• NCTM states coherence also means that instruction, assessment, and curriculum are aligned

Focus

• Key ideas, understandings, and skills are identified

• Deep learning of concepts is stressed– That is, time is spent on a topic and on

learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

Clarity and Specificity

• Skills and concepts are clearly defined

• Being able to apply concepts and skills to new situations is expected

Standards for Mathematical PracticeDescribe mathematical “habits of mind”

Standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement

Connect with content standards in each grade

Mathematics/Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and

critique the reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in

repeated reasoning

Grade Level Overview

Critical Areas Critical Areas – similar to – similar to

NCTM’s NCTM’s Curriculum Curriculum Focal PointsFocal Points

Format of K-8 StandardsGrade Grade LevelLevel

DomainDomain

Format of K-8 Standards

StandardStandard

ClusterCluster

ClusterCluster

StandardStandard

Domain Domain StatementStatement

Domain Domain StatementStatement

Cognitively-Guided Instruction Process

The K-5 standards: Counting and Cardinality (K)Operations & Algebraic Thinking Number & Operations in Base Ten Number & Operations – Fractions (3-5)Measurement & Data Geometry

Kindergarten

Common Addition and Subtraction Situations

Results Unknown

Change Unknown

Start Unknown

Add to Sally has 4 rocks. John gave her 6 more rocks. How many rocks does S

Sally had 4 rocks. How many rocks does she need to have 10 rocks altogether?

Sally had some rocks. John gave her 6 more rocks. Now she has 10 rocks. How many rocks did Sally have to start with?

Take from Sally had 10 rocks. She gave 4 to John. How many rocks does Sally have left?

Sally had 10 rocks. She gave some to John. Now she has 6 rocks left. How many rocks did Sally give to John?

Sally had some rocks. She gave 4 to John. Now she has 6 rocks left. How many rocks did Sally have to start with?

Common addition and subtraction situations

Total Unknown

Added Unknown

Both Addends Unknown

Put Together/Take apart

Sally has 4 red rocks and 6 blue rocks. How many rocks does she have?4 + 6 = ?

Sally has 10 rocks. 4 are red and the rest are blue. How many blue rocks does Sally have?4 + ? = 10

Sally has 10 rocks. How many can she put in the blue box and how many in her red box?10 = 0 +10, 10=10 + 010 = 5 + 510 = 6 + 4

Compare Addition and Subtraction situations

Differences Unknown

Bigger Unknown

Smaller Unknown

Compare Sally has 10 rocks. John has 6 rocks. How many more rocks does Sally have than John?

10 – 6 = ?

6 + ? = 10

John has 6 rocks. Sally has 4 more than John. How many rocks does Sally have?

6 + 4 = ?

4 + 6 = ?

Sally has 10 rocks. She has 6 more rocks than John. How many rocks does John have?

? + 6 = 10

10 – 6 = ?

Common multiplication and division situations

Problem Types

Multiplication Partition Division

Measurement Division

Equal Group (Whole unknown)Mark has 4 bags of apples. There are 5 apples in each bag. How many apples does Mark have altogether

(Size of groups unknown) Mark has 20 apples. He wants to share them equally among his 4 friends. How many apples will each friend receive?

(Number of groups unknown) Mark has 20 apples. He puts them in bags with 5 apples in each. How many bags did he use?

Equal Group Problems (rate

(Whole unknown) If apples cost 4 cents each, how much would 5 apples cost?

(Size of groups unknown) Jill paid 20 cents for 5 apples. What is the cost of 1 apple?

(Number of groups unknown) Jill bought apples for 4 cents each. She spent 20 cents. How many apples did she buy?

Common multiplication and division situations

Equal Group Problems (rate)

(Whole unknown) Peter walked for 5 hours at 4 miles per hour. How far did he walk?

(Size of groups unknown) Peter walked 20 miles in 5 hours. How fast was he walking (in miles per hour)?

(Number of groups unknown) Peter walked 20 miles at a rate of 4 miles per hour. How long did he walk for?

Compare Problems

(Product unknown) Jill picked 4 apples. Bill picked 5 times as many. How many apples did Bill pick?

(Set size unknown) Mark picked 20 apples. He picked 4 times as many as Jill. How many apples did Jill pick?

(Multiplier Unknown) Mark Picked 20 apples and Jill picked only 4. How many times as many apples did Mark pick as Jill did?

Grade 6-8Ratios and Proportional Relationships

(6-7)Number SystemsExpressions & EquationsGeometryStatistics & ProbabilityFunctions (8)

K-8 Learning Progressions

http://commoncoretools.wordpress.

com/

HS Pathways1.) Traditional (US) – 2 Algebra,

Geometry and Data, probability and statistics included in each course

2.) International (integrated) three courses including number , algebra, geometry, probability and statistics each year

3.) Compacted version of traditional – grade 7/8 and algebra completed by end of 8th grade

4.) Compacted integrated model, allowing students to reach Calculus or other college level courses

Number and Quantity Overview

• Real Number System• Quantities• Complex Number System• Vector and Matrix Quantities

Algebra Overview

• Seeing Structure in Expressions• Arithmetic with Polynomials and

Rational Expressions• Creating Equations• Reasoning with Equations and

Inequalities

Functions

• Interpreting Functions• Building Functions• Linear, Quadratic and Exponential

Models• Trigonometric Functions

Modeling

• Identify the problem• Formulate a model• Analyze and perform operations• Interpret results• Validate the conclusion• Report on the conclusion

Geometry• Congruence• Similarity, Right Triangles, and

Trigonometry• Circles• Expressing Geometric Properties with

Equations• Geometric Measurement and Dimension• Modeling and Geometry

Statistics and Probability

• Interpreting Categorical and Quantitative Data

• Making Inferences and Justifying Conclusions

• Conditional Probability and the Rules of Probability

• Using Probability to Make Decisions

Key AdvancesFocus and coherence• Focus on key topics at each grade level.• Coherent progressions across grade

levels.

Balance of concepts and skills• Content standards require both

conceptual understanding and procedural fluency.

Mathematical practices• Foster reasoning and sense-making in

mathematics.

College and career readiness• Level is ambitious but achievable.

Recommended Professional Development

• Grades K–2, Counting and Cardinality and Number and Operations in Base

• Grades K–5 Operations and Algebraic Thinking• Grades 3–5 Number and Operations—Fractions• Grades 6–7 Ratios and Proportional Reasoning• Grade 8 Geometry

Prepare for this important transition

By Sue GendronPolicy Coordinator, SMARTER Balance

Assessment Consortium

This informative and practical new resource kit provides insight into: •How the new in-depth performance events differ from current assessments•How the Rigor / Relevance Framework® can help facilitate college and career readiness•What fewer, clearer, higher standards mean for states and schools

•What must be done now to prepare for implementation in 2014

Sue GendronSenior Fellow International Centersusangendron1@gmail.com