Common Core Standards
Curriculum & Instruction Department
Outcomes
To review the history and rationale behind the
Common Core State Standards.
To learn about the CA Common Core State Standards
for Mathematics and English Language Arts
Plan for instructional adjustments based on the
CA Common Core State Standards
Working Agreements

Given the agenda and the outcomes, what
working agreements can we agree upon to
help us accomplish the tasks at hand?
Be…

Respectful

Responsible

Ready
“The primary aim of education
is not to enable students to do
well in school, but to help them
do well in the lives they lead
outside of school.”
Source: International Center for Leadership in Education
“In the long-term, education must aim for
active use of knowledge and skill.
Students gain knowledge and skills in
schools so they can put them to work in
professional roles—scientist, engineer,
designer, doctor, business person, writer,
artist, musician—and in lay roles—
citizen, voter, parent—that require
appreciation, understanding, and
judgment.”
David Perkins
Harvard University
What Do We Know? - Activity

1)
2)
3)
4)
Based on your experience, stand in the corner
whose number best matches your knowledge of
Common Core…
I’ve never heard of Common Core.
I’ve heard of them but don’t know how they effect
me.
I know California has adopted the CCS in Math and
ELA, and I have looked at them.
I’ve studied the similarities and differences, and
have begun to develop lessons which incorporate
them.
44 States and Counting
Common Core Standards Criteria
Rigorous
 Clear and specific
 Teachable and learnable
 Measurable
 Coherent
 Grade by grade standards
 Internationally benchmarked

Common Core State Standards
• Vertically articulate downward from college
and career readiness standards
“
”
– Logical learning progressions
– Focus on developmental appropriateness
higher
clearer
fewer
MANTRA
Key Points – English Language Arts




Organized around College and Career Readiness
Standards
Strands are headed by CCR anchor standards that are
identical across all grades
ELA sets requirements for reading & writing in other
content areas
Shared responsibility for students’ literacy development
What We Know to Be True…
Students of the 21st Century require that we teach
them new literacy skills: “how to read purposefully,
select materials that are of interest, learn from those
materials, figure out the meanings of unfamiliar words,
integrate new information with information previously
known, resolve conflicting content in different texts,
differentiate fact from opinion, and recognize the
perspective of the writer – in short, they must be
taught how to comprehend.”
Catherine E. Snow
Foreward from Reading Next
A Report to the Carnegie Corporation of New York, 2004
11
Lexile Framework
Semantic Difficulty
Syntactic Complexity
The Lexile scale is based on uniform increments from 200L to 2000L.
An increment of 100L is constant in terms of increase in semantic and
syntactic complexity.
12
2005-06 Lexile Framework® for Reading
Study Summary of Text Lexile Measures
Interquartile Ranges Shown (25% - 75%)
1600
Text Lexile Measure (L)
1400
1200
1000
800
600
High
School
Literature
College
Literature
College
High
School Textbooks
Textbooks
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
2005-06 Lexile Framework® for Reading Study
Summary of HS Textbook Lexile Measures
Interquartile Ranges Shown (25% - 75%)
1400
Text Lexile Measure (L)
1300
1200
1100
1000
900
800
ELA
Math
Science
Social
Studies
Subject Area Textbooks
Arts
CTE
College and Career Readiness
Standards for Reading
College and Career Readiness anchor strands
organized in four key areas:
1. Key Ideas and Details
2. Craft and Structure
3. Integration of Knowledge and Ideas
4. Range of reading and Level of Text
Complexity
Design and Organization - ELA
Three main sections



K−5 (cross-disciplinary)
6−12 English Language Arts
6−12 Literacy in History/Social Studies,
Science, and Technical Subjects
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 - ELA
Four strands
Writing
Reading
Language
Listening & Speaking
Key Points
An integrated model of literacy
Media requirements blended throughout
18
19
20
Writing






Write informative pieces, well-reasoned arguments
and narrative texts
Identify audience and adapt writing to purpose and
task
Conduct research
Provide evidence
Incorporate appropriate technology to create,
collaborate on and refine writing
Significant time and effort, numerous pieces
Writing

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 discipline-specific tasks,
purposes, and audiences.
(2-12.W.10)
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
Speaking and Listening



Communicate effectively in whole class,
small group, partner situations
Analyze and synthesize increasingly large
amount of information
Participate in rich, structured conversations
Language



Conventions for writing and speaking
Vocabulary acquisition
In context of reading, writing, speaking and
listening
Focus on Text Complexity


By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, at
the high end of the grades 4-5 text complexity band
independently and proficiently. (5.RL.10)
Initiate and participate effectively in a range of
collaborative discussions (one on one, in groups,
and teacher led) with diverse partners on grades 1112 topics, texts, and issues, building on others’ ideas
and expressing their own clearly and persuasively.
(11-12.SL.1)
Vocabulary Acquisition



Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and adults in small
and larger groups. (2.SL.1)
Use precise language and domain-specific vocabulary to inform
about or explain the topic. (7.W.2.d)
Determine the meaning of word and phrase as they are used in
the text, including figurative and connotative meanings; analyze
the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone.)
(9-10.RL.4)
Critical Analysis and Use of
Evidence



Distinguish their own point of view from that of the narrator or
those of the characters. (3.RL.6)
Summarize the points a speaker or a media source makes and
explain how each claim is supported by reasons and evidence,
and identify and analyze any logical fallacies. (5.SL.3)
Develop claim(s) and counterclaim(s) fairly and thoroughly,
supplying the most relevant evidence for each while pointing
out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level, concerns, values,
and possible biases. (11-12.W.1b)
WHAT GRADE LEVEL?
IS THIS LITERARY OR IS IT INFORMATIONAL TEXT?
Grade 7 Informational
Craft and Structure
4. 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.
Based on the 7th grade standard we
identified, what might a performance
task look like to assess proficiency?
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]
Comparing ELA Standards

With an elbow partner, discuss what you
notice about how the Common Core
Standards and the current state standards
are the same or different.
CCSS Overarching Goals

Ensure that our students are:
–
–
–
Meeting college and career expectations
Prepared for 21st Century Literacy and success in
a Global Economy
Provided with rigorous and relevant content
Design and Organization of Math




Aim for clarity & specificity
Stress conceptual understanding of key ideas
Balance mathematical understanding and procedural skill
Are internationally benchmarked
*See Handout
Standards for Mathematical Practices
Mathematically Proficient Students:
1.
2.
3.
4.
5.
6.
7.
8.
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
•K-8 Mathematics
•Standards define what students should understand and
•be able to do.
•Clusters are groups of related standards,
•Domains are larger groups of related standards.
Domain
Standard
Number and Operations in Base Ten
3.NBT
Use place value understanding and properties of operations to
perform multi-digit arithmetic.
1.
2.
3.
Use place value understanding to round whole numbers to the nearest
10 or 100.
Fluently add and subtract within 1000 using strategies and algorithms
based on place value, properties of operations, and/or the relationship
between addition and subtraction.
Multiply one-digit whole numbers by multiples of 10 in the range 1090 (e.g. 9 x 80, 5 x 60) using strategies based on place value and
properties of operations.
Cluster
Math Domains K - 8
California Grade 8 Options
Develop Conceptual Understandings


Solve addition and subtraction word problems, and add and
subtract within 10, e.g., by using objects or drawings to
represent the problem. (K.OA.2)
Add and subtract within 100, using concrete models or
drawings and strategies based on place value, properties of
operations, and /or the relationship between addition and
subtraction; relate the strategy to a written method. Understand
that in adding or subtracting three-digit numbers, one adds or
subtracts hundreds and hundreds, tens and tens, ones and
ones; and sometimes it is necessary to compose or decompose
tens or hundreds. (2NBT.7)
HS Pathways
1.) 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
Key Advances
Focus 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.
Emphasis on Mastery


Fluently multiply and divide within 100, using
strategies such as the relationship between
multiplication and division (e.g. knowing that
8 x 5 = 40, one knows 40÷5 = 8 or properties of
operations. By the end of grade 3, know from
memory all products of two one-digit numbers.
(3.OA.7)
Fluently multiply multi-digit whole numbers using the
standard algorithm. (5.NBT.5)
A focus on fractions


Represent a fraction 1/b on a number line diagram by defining
the interval from 0 to 1 as the whole and partitioning it into b
equal parts. Recognize that each part has size 1/b and that the
endpoint of the part based at 0 locates the number 1/b on the
number line. (3.NF.2.a)
Solve word problems involving addition and subtraction of
fractions referring to the same whole, including cases of unlike
denominators, e.g. by using visual fraction models or equations
to represent the problem. Use benchmark fractions and
number sense of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize an
incorrect result 2/5+1/2= 3/7 by observing that 3/7<1/2 (5.NF.2)
High School Mathematics

The high school standards are listed in conceptual categories:
– Number and Quantity
– Algebra
– Functions
– Modeling(*)
– Geometry
– Statistics and Probability
Modeling standards are indicated by a (*) symbol.
Standards necessary to prepare for advanced courses in
mathematics are indicated by a (+) symbol.
High School Mathematics

a)
b)
c)
Build a function that models a relationship between two
quantities. *
Determine an explicit expression, a recursive process, or steps
for calculation from a context.
Combine standard function types using arithmetic operations.
For example, build a function that models the temperature of a
cooling body by adding a constant function to a decaying
exponential, and relate these functions to the model.
(+) Compose functions. For example, if T(y) is the
temperature in the atmosphere as a function of height, and h(t)
is the height of a weather balloon as a function of time, then
T(h(t)) is the temperature at the location of the weather balloon
as a function of time.
Identify Changes…

With an elbow partner, discuss any
significant changes you notice in the math
standards.
Assessment!
Summative/Formative
Summative
Formative
End of unit, quarter and/or
year
Final results
No grade
Multiple choice, extend
response, performance
assessment
International Center
for Leadership in
“Feedback” helps student to
improve
Part of regular classroom
learning
SMARTER Balance Timeline
Treasure Hunt

With a partner, use the CA Common Core
State Standards in ELA or Math to navigate
through this new document and find the
answers to the questions on your hand out.
Key Takeaways Activity

Divide in partner teams
–
–
One partner reads Mathematics document and
the other partner will read ELA document
Use the Coding Strategy (hand-out) while
reading the Key Takeaway document to support
your reflection on the following questions:




What information did I already know?
What information is new?
What information do I not understand?
What information is particularly interesting?
Lunch
“Common Core State
Standards are not
intended to be new
names for old ways of
doing business.
They are a call to take
the next step. “
Excerpt from Common Core State Standards Document

What Makes a Great Teacher
What:
Why:

The Golden Line

Engages readers to look for a specific point that
connects with them. Golden Lines are powerful
quotes that provide discussion material.

How:
Read your assigned section.
 Choose a sentence or short passage that you strongly
agree with. This is your golden line.
 Share your golden lines and discuss your thoughts
about the quality of an effective teacher.
 Note qualities listed by others.
CCSS and Classroom Practice
When watching the video clips, keep in mind the qualities
of effective educators featured in the article and note
characteristics you observe:
– Humility in an Age of Hubris
– Excitement About Learning
– Making Meaning
– Reflecting on How You Teach
– Willingness to Grow
– Designing Good Questions

Common Core State Standards
in Action
What:
Why:
Watching a Video with a Purpose
Focuses attention on specific classroom practice and
student engagement/learning
Partners debrief observations
How:
Video Intro
How Many Seats?
4th grade
Lesson study lesson
Second version
Video Intro
Finding Their Voice
4th Grade ELA Lesson
http://www.teachingchannel.org
Connecting Videos with CCSS
With your partner, skim and scan the
Common Core State Standards (CCSS) for
mathematics and ELA
Identify at least one mathematics and one
ELA standard observed in the classroom
video clips

Connecting Common Core with
Current Practice
What:
Review Common Core State Standards for your
grade level
Why:
To connect current classroom practice with the new
standards
How:
Meet in grade level teams (ie: 2 math, 2 ELA)
Highlight or list standards being taught,
somewhat taught, and not taught
When reviewing the standards, identify connections
with science and social studies

Connecting Common Core with
Current Practice
Use the highlighters for standards that you...
Green
Yellow
Pink
teaching
somewhat teaching
not teaching/new for your
grade level
Assessment - Navigator

http://nextnavigator.com/
With a Partner….
After looking at sample assessment tasks, discuss the
following questions:



What are similarities and differences to your current
expectations for students?
What are the implications for teachers? What specific
impact will this have on lesson planning, assessment, and
teaching practice?
Identify a specific leadership decision that is influenced
by the Common Core.
http://www.k12.wa.us/smarter/
Reflection





How do current CA standards compare with the CCSS? Which
standards are similar?
Which standards appear at a grade level above or below the
current state standards?
Which standards are new?
How do your classroom, end-of-course, and formative
assessments align with the learning expectations outlined in the
CCSS?
How does your curriculum and instructional materials align with
the CCSS? Will you need to develop new lessons and units?
“...you can’t have a learning society
without learning students, and
you can’t have learning students
without learning teachers.”
Michael Fullan, 1993

5-3-1 Think-Pair-Share Activity
On your own, think of 5 words or phrases
related to what you learned today.
At your table, share your ideas and pick 3
key ideas that best represent your table.
Narrow your ideas to 1 word that captures
the essence of the day.
Share your word with the whole group.
Resources
http://www.cde.ca.gov/ci/cc/
http://www.corestandards.org/