Segment I: Introduction to the Common Core State
Standards (CCSS) (approximately 45 minutes)
Who should use this activity?
Segment I is for educators who are new to the Common Core State Standards.
Guiding Questions for Segment I:
 What do the Common Core Standards ask students to
know and be able to do?
 How do Common Core State Standards create a path for
college and career readiness?
Context:
Outcome:
Expectations for literacy and knowledge of
math in the 21st century have changed,
and what and how K-12 schools teach
should change with them. In our globallycompetitive society, schools need to
prepare all students, grades K-12, for
college and career readiness.
Participants will be able to explain the
purpose, focus, and organization of the
Common Core State Standards for
English Language Arts and Literacy in
History/Social Studies, Science and
Technical Subjects.
Participants will read the introduction to
the Common Core State Standards for
ELA and Literacy in History/Social
Studies, Science, and Technical Subjects
in order to develop an understanding of
the Common Core State Standards.
Adapted from NYC Department of Education materials
Suggested Materials:
 Copies of pages 3-8, 31 and 57 of The
Common Core State Standards for
English Language Arts and Literacy in
History/Social Studies, Science and
Technical Subjects.

Chart paper and markers for facilitators
Agenda:
Step 1 (approximately 10 minutes):
 Participants will read introductory pages 3-8, 31, and 57 of The Common Core
State Standards for English Language Arts and Literacy in History/Social
Studies, Science and Technical Subjects
 While reading, participants highlight a sentence, a phrase, and a word from
these introductory pages that are particularly significant and/or relevant to them
personally/professionally and/or to their work or the work in schools.
Option to conserve time: Jigsaw (assign a portion of the reading to a small group)
the Introduction and have small groups work together to select a sentence, a phrase,
and a word to share out.
Step 2:
Participants engage in a modified text-based protocol (see NSRF Text-Rendering
Protocol attachment), sharing their selections and rationales in three rounds:
 Round 1: Share the sentence selected and explain why it is significant.
 (10 minutes)
 Round 2: Share the phrase selected and explain why it is significant.
 (10 minutes)
 Round 3: Share the word selected and explain why it is significant.
 (5 minutes)
 Facilitator charts responses in Rounds 2 – phrase and word.
Phrase
Word
Step 3: (approximately 10 minutes)
Facilitator initiates a discussion around the sentences, phrases and words that
emerged using three prompts: (10 minutes)
a. What strikes you as positive and/or encouraging?
b. What concerns do you have and/or what potential challenges do you anticipate?
c. What questions do you have?
Facilitator charts responses.
Positive/Encouraging
Concerns/Challenges
Adapted from NYC Department of Education materials
Questions
Bridge to Practice:
How might you share this activity with others to help build understanding around the
CCSS?
Additional Resources:
The following resources can help you learn more about the Common Core State
Standards. http://www.corestandards.org/
NSRF Text Rendering Experience:
http://www.nsrfharmony.org/protocol/doc/text_rendering.pdf
Adapted from NYC Department of Education materials
Text Rendering Experience
Developed in the field by educators affiliated with NSRF.
Purpose
To collaboratively construct meaning, clarify, and expand our thinking about a text or document.
Roles
A facilitator to guide the process.
A scribe to track the phrases and words that are shared.
Set Up
Take a few moments to review the document and mark the sentence, the phrase, and the word that
you think is particularly important for our work.
Steps
1. First Round: Each person shares a sentence from the document that he/she thinks/feels is
particularly significant.
2. Second Round: Each person shares a phrase that he/she thinks/feels is particularly
significant. The scribe records each phrase.
3. Third Round: Each person shares the word that he/she thinks/feels is particularly significant.
The scribe records each word.
4. The group discusses what they heard and what it says about the document.
5. The group shares the words that emerged and any new insights about the document.
6. The group debriefs the text rendering process.
Adapted from NYC Department of Education materials