understanding the new common core state standards€¦ · understanding the new common core state...
TRANSCRIPT
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Understanding the New Common Core State Standards
Dr. Carol Kelley, Superintendent
Karen Dudley, Supervisor STEM + Arts
Ali Watkins, Supervisor LA/Humanities
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Greetings and Introductions
Engaging the Audience in the Common Core
Purpose: Why the Common Core?
Implications for Instruction
ELA Shifts
Mathematics Shifts
The Common Core in Branchburg
Resources and Parent Support
Agenda
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Eight adults and two children need to cross a river, and they have one small boat available to help them. The boat can hold either one adult, or one or two children. Everyone in the group is able to row the boat. Show how you get them all across the river.
How many one-way trips does it take for the eight adults and two children to cross the river?
Engaging the Audience in the Common Core: You Try It!
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two children cross __ one rows back __ one adult crosses __ child rows back (4 trips) repeat cycle until all adults are across (7 more times) last trip is two children crossing to join 8 adults 4*8+1 or 33 crossings
Engaging the Audience in the Common Core: You Try It! Answer Key
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• What implications do the CCSS have on WHAT we teach?
• What implications do the CCSS have on HOW we teach?
This effort is about much more that implementing the next version of the standards. It is about preparing all students for success in college and careers
Implications
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1. Building knowledge through content-rich
nonfiction
2. Reading, writing, and speaking grounded in
evidence from text, both literary and informational
3. Regular practice with complex text and its academic
language
The CCSS Requires Three Shifts in ELA/Literacy
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8 achievethecore.org
Shift #1: Building Knowledge Through Content-Rich Nonfiction
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Content-Rich Nonfiction
50/50 balance K-5
55/45 in grades 6-8
70/30 in grades 9-12
Students learning to read should exercise their ability to
comprehend complex text through read-aloud texts.
In grades 2+, students begin reading more complex texts,
consolidating the foundational skills with reading
comprehension.
Reading aloud texts that are well-above grade level should
be done throughout K-5 and beyond.
Content Shift #1
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Students are required to read very little informational
text in elementary and middle school.
Non-fiction makes up the vast majority of required
reading in college/workplace.
Informational text is harder for students to
comprehend than narrative text.
Supports students learning how to read different types
of informational text.
Building Knowledge Through Content-Rich Nonfiction: Why?
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11 achievethecore.org
Shift #2: Reading, Writing, and Speaking Grounded in Evidence From Text, Both Literary and Informational
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Most college and workplace writing requires evidence.
Ability to cite evidence differentiates strong from weak
student performance on NAEP
Evidence is a major emphasis of the ELA Standards:
Reading Standard 1, Writing Standard 9, Speaking and
Listening standards 2, 3, and 4, all focus on the
gathering, evaluating and presenting of evidence from
text.
Being able to locate and deploy evidence are hallmarks
of strong readers and writers
Reading, Writing and Speaking Grounded in Evidence from Text: Why?
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Content Shift #2
In “Casey at the Bat,” Casey strikes
out. Describe a time when you failed at
something.
In “Letter from a Birmingham Jail,”
Dr. King discusses nonviolent protest.
Discuss, in writing, a time when you
wanted to fight against something that
you felt was unfair.
In “The Gettysburg Address” Lincoln
says the nation is dedicated to the
proposition that all men are created
equal. Why is equality an important
value to promote?
What makes Casey’s experiences at
bat humorous?
What can you infer from King’s letter
about the letter that he received?
“The Gettysburg Address” mentions
the year 1776. According to Lincoln’s
speech, why is this year significant to
the events described in the speech?
Not Text-Dependent Text-Dependent
Text-Dependent Questions
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Students read an excerpt of
James D. Watson’s The
Double Helix and respond to
the following:
James Watson used time
away from his laboratory and
a set of models similar to
preschool toys to help him
solve the puzzle of DNA. In an
essay, discuss how play and
relaxation help promote clear
thinking and problem solving.
Sample Informational Text Assessment Question: Pre-Common Core Standards
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Shift #3:Regular Practice with Complex Text and Its Academic
Language
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Gap between complexity of college and high school texts is
huge.
What students can read, in terms of complexity is the
greatest predictor of success in college (ACT study).
Too many students are reading at too low a level.
(<50% of graduates can read sufficiently complex texts).
Standards include a staircase of increasing text complexity
from elementary through high school.
Standards also focus on building general academic
vocabulary so critical to comprehension.
Regular Practice With Complex Text and its Academic Language: Why?
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Subtle and/or frequent transitions
Multiple and/or subtle themes and purposes
Density of information
Unfamiliar settings, topics or events
Lack of repetition, overlap or similarity in words and sentences
Complex sentences
Uncommon vocabulary
Lack of words, sentences or paragraphs that review or pull things
together for the student
Longer paragraphs
Any text structure which is less narrative and/or mixes structures
What are the Features of Complex Text?
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Grade 3 Mini- Lesson
18
So What Might This Look Like
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The CCSS Requires Three Shifts in Mathematics
1. Focus: Focus strongly where the Standards focus.
2. Coherence: Think across grades, and link to major topics
within grades.
3. Rigor: In major topics, pursue conceptual understanding,
procedural skill and fluency, and application.
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Shift #1:Focus strongly where the standards focus
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• Significantly narrow the scope of content and deepen how time
and energy is spent in the math classroom. Move away from
“mile wide, inch deep”
• Focus deeply on what is emphasized in the standards, so that
students gain strong foundations.
Shift #1: Focus Strongly where the Standards Focus
K 12
Number and Operations
Measurement and
Geometry
Algebra and Functions
Statistics and
Probability
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Grade Focus Areas in Support of Rich Instruction and
Expectations of Fluency and Conceptual Understanding
K–2 Addition and subtraction - concepts, skills, and problem solving and place value
3–5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving
6 Ratios and proportional reasoning; early expressions and equations
7 Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra and linear functions
Key Areas of Focus in Mathematics
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Shift #2: Coherence: Think Across Grades, and Link to Major Topics Within Grades
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Shift #2: Coherence: Think Across Grades, and Link to Major Topics Within Grades
• Carefully connect the learning within and across
grades so that students can build new understanding
on foundations built in previous years.
• Begin to count on solid conceptual understanding of
core content and build on it. Each standard is not a
new event, but an extension of previous learning.
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Coherence: Think Across Grades Example: Fractions across grades
4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
6.NS. Apply and extend previous understandings of multiplication and division to divide fractions by fractions. 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.
Grade 4 Grade 5 Grade 6
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Example: Data representation
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
-Standard 3.MD.3
“How many more people like the color orange than blue?”
Coherence: Link to major Topics Within Grades
5
10
15
20
25
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Shift #3: Rigor: In major topics, pursue
conceptual understanding, procedural
skill and fluency, and application.
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Shift #3: Rigor
• The CCSSM require a balance of:
Solid conceptual understanding
Procedural skill and fluency
Application of skills in problem solving situations
• Pursuit of all three requires equal intensity in time,
activities, and resources.
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Required Fluencies in K-6
Grade Standard Required Fluency
K K.OA.5 Add/subtract within 5
1 1.OA.6 Add/subtract within 10
2 2.OA.2 2.NBT.5
Add/subtract within 20 (know single-digit sums from memory) Add/subtract within 100
3 3.OA.7 3.NBT.2
Multiply/divide within 100 (know single-digit products from memory) Add/subtract within 1000
4 4.NBT.4 Add/subtract within 1,000,000
5 5.NBT.5 Multi-digit multiplication
6 6.NS.2,3 Multi-digit division Multi-digit decimal operations
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Fluency in High School
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1) Make sense of problems and persevere in solving them.
2) Reason abstractly and quantitatively.
3) Construct viable arguments and critique the reasoning of others.
4) Model with mathematics.
5) Use appropriate tools strategically.
6) Attend to precision.
7) Look for and make use of structure.
8) Look for and express regularity in repeated reasoning.
Application (Mathematical Practices)
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Grade 5 Mini- Lesson (Multiplying fractions)
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So What Might This Look Like
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Cautions: Implementing the CCSS is...
• Not about “gap analysis”
• Not about buying a text series
• Not a march through the standards
• Not about breaking apart each standard
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What’s Happening in our District?
• Aligning and clarifying the written curriculum with the CCSS
• Create a toolbox for teachers – including CCSS Instructional Practice Guides
• Working with teachers on the workshop approach to teaching
• Teacher Academy to address the CCSS and classroom implementation
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What can parents do?
• Keep informed • http://www.achievethecore.org/common-core-intro-for-
parents • http://www.pta.org/advocacy/
www.illustrativemathematics.org • www.corestandards.org • http://parcconline.org/parcc-content-frameworks
• Become familiar with the district curriculum • Visit Teacher websites and read newsletters about what is going
on in the classroom
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Final Thought: