Common Core Standards
Judy Green
Valley Springs
Summer, 2011
Now
1
Arkansas Frameworks
2
TLI Maps & TIA Documents
3
Arkansas State Assessments
4
TLI Alignment and Assessments
Benchmark and EOC
Literacy, Math, Science Interim Assessments
New
1
Common Core Standards
2
CCSS Comparison
3
2014-2015 Assessment
4
K-Highth School
TLI Alignment and Assessments
th
th
Adding 4 , 6 & 8 Science Interim Assessments
Teachers App (T) and Valley Springs Web Site
Common Core Standards
• CCSS Comparison with Arkansas SLEs
•Language Arts CC Curriculum Maps
•PowerPoints
•
Common Core Standards
Language Arts
K-12
Math
K-12
Literacy in
History/SS,
Science &
Technical Subjects
6-12
Time Line
Year
District
ADE
Assessment
2010-2011
District Develops
Transition Plan
Share Resources &
Provides PD
State Assessments Reflect
AR Curriculum Frameworks
2011-2012
Common Core State
Standards Grades K-2
Share Resources &
Provides PD
State Assessments Reflect
AR Curriculum Frameworks
2012-2013
Common Core State
Standards Grades 3-8
Share Resources &
Provides PD
State Assessments Reflect
AR Curriculum Frameworks
2013-2014
Common Core State
Standards Grades 9-12
Share Resources &
Provides PD
Pilot New Assessment
System
2014-2015
Common Core State
Standards K-12
Full Implementation of
Common Core State
Standards
Full Implementation of
New Assessment
System
Literacy
Strands
•
•
•
•
•
•
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Writing
Speaking and Listening
Language
Reading:
Literature and Informational Text
Topics
•
Key Ideas and Details
•
•
Craft and Structure
•
•
Standards
Integration of Knowledge and Ideas
•
•
Standards
Standards
Range of Reading and Level of Complexity
•
Standards
Reading Foundations
Topics
•
Print Concepts K-1st
•
•
Phonological Awareness K-1st
•
•
Standards
Phonics and Word Recognition K-5th
•
•
Standards
Standards
Fluency K-5th
•
Standards
Writing
Topics
•
Text Types and Purposes
•
•
Production and Distribution of Writing 3rd-12th
•
•
Standards
Research to Build and Present Knowledge
•
•
Standards
Standards
Range of Writing
•
Standards
Speaking and Listening
Topics
•
Comprehension and Collaboration
•
•
Standards
Presentation of Knowledge and Ideas
•
Standards
Language
Topics
•
Conventions of Standard English
•
•
Knowledge of Language 2nd -12th
•
•
Standards
Standards
Vocabulary Acquisition and Use
•
Standards
Math
Domains
•
Domains are large groups of related standards.
Clusters
•
Clusters are groups of related standards.
Standards
•
Standards define what students should understand
and be able to do.
MATH
Strands
Domains
ARKANSAS FRAMEWORKS
COMMON CORE STANDARDS
•Number
•Counting
and Operations
•Algebra
•Geometry
•Measurement
•Data
Analysis and Probability
& Cardinality – K
•Operation and Algebraic Thinking
•Expressions and Equations
•Functions
•Number & Operations in Base Ten
•Number and Operations-Fractions
•The Number System
•Measurement and Data
•Statistics and Probability
•Ration and Proportional Relationships
•Geometry
K-5th Math Domains
Abbreviation
Domain
CC
Counting and Cardinality
OA
Operations and Algebraic Thinking
NBT
Number and Operations in Base Ten
NF
Number and Operations-Fractions
MD
Measurement and Data
G
Geometry
(Kindergarten)
(3rd -5th)
6th – 8th Math Domains
Abbreviation
Domain
RP
Ratios and Proportional Relationships
NS
The Number System
EE
Expressions and Equations
F
Functions
G
Geometry
SP
Statistics and Probability
(6th & 7th)
(8th )
9th – 12th Math Conceptual Categories
Number and Quantity
Algebra
Functions
Modeling
Geometry
Statistics and Probability
(8th )
Standards for Mathematical Practices
Kindergarten-12th Grade
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
Mathematical Critical Areas
Kindergarten-12th Grade
Critical areas for a focus for instructional time.
Step 1
Similarities
What are the major similarities
between what you currently teach
in your classrooms and what is
required by the Common Core
Standards?
Step 2
Differences
What are the major differences
between what you currently teach
in your classrooms and what is
required by the Common Core
Standards?
Step 3
Immediate Assistance
In which skill areas will student
need immediate assistance (in the
short term) to make an effective
transition to the expectations of
the Common Core?
Step 4
Support
What will be our professional
development needs? What
support will we need?
Step 5
Changes
What are some of the changes
that will need to take place? How
will we go about making these
changes?
Math Match
3 = Excellent Match
•
Arkansas SLE(s) match the Common Core Standard in both depth of
learning and content.
2 = Good Match
•
Arkansas SLE(s) match the Common Core Standard with minor aspects of
the Common Core Standard not addressed in the Arkansas SLE(s).
1 = Weak Match
•
Arkansas SLE(s)relate to the Common Core Standard with major aspects
of the Common Core Standard not addresses by the Arkansas SLE(s).
No Match
R.L
R.L
R.L
7
9
10
CC.5.R.L.7 Integration of
Knowledge and Ideas: Analyze
how visual and multimedia
elements contribute to the
meaning, tone, or beauty of a text
(e.g., graphic novel; multimedia
presentation of fiction, folktale,
myth, poem).
CC.5.R.L.9 Integration of
Knowledge and Ideas: Compare
and contrast stories in the same
genre (e.g., mysteries and
adventure stories) on their
approaches to similar themes and
topics.
CC.5.R.L.10 Range of Reading and
Complexity of Text: 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
5
AR.5.OV.3.1 (OV.3.5.1) Utilizing media for information and
understanding: View a variety of media (e.g., posters, film
clips, periodicals, charts, cartoons, etc.) to enhance and
show understanding of a specific topic
5
5
AR.5.OV.3.2 (OV.3.5.2) Utilizing media for critical analysis
and evaluation: Differentiate between fact and opinion in
media
5
5
AR.5.R.9.2 (R.9.5.2) Making Connections: Describe the
interrelationships between text and other content areas
5
4
AR.4.R.10.11 (R.10.4.11) Reading a variety of literature for
enjoyment and critical analysis: Read a variety of stories,
including mysteries and realistic fiction
5
4
AR.4.R.10.13 (R.10.4.13) Reading a variety of literature for
enjoyment and critical analysis: Create own mystery and/or
realistic fiction
5
5
AR.5.R.11.12 (R.11.5.12) Reading with fluency: Read grade
level text orally with an approximate rate of 128 words per
minute
5
5
AR.5.R.11.13 (R.11.5.13) Reading with fluency: Read grade
level text orally with accuracy and expression
5
2
AR.2.R.10.16 (R.10.2.16) Reading a variety of poetry for
enjoyment and critical analysis: Analyze poetry to identify
the characteristics of couplets and quatrains
5
5
AR.5.R.10.2 (R.10.5.2) Exhibits behaviors and habits of an
active reader: Read texts that reflect contributions of
different cultural groups
5
5
AR.5.R.10.10 (R.10.5.10) Reading a variety of literature for
enjoyment, critical analysis, and evaluation: Read a variety
of literature, including historical fiction, biography, and
realistic fiction
2
3
3
AR does not
analyze through
use of media and
AR uses term topic
and not specific to
text
8
AR.8.NO.2.4 (NO.2.8.4) Number theory: Apply
rules (conventions) for order of operations to
rational numbers
8
AR.8.NO.3.1 (NO.3.8.1) Computational Fluency:
Compute, with and without appropriate
technology, with rational numbers in multi-step
problems
7
8
AR.8.NO.1.4 (NO.1.8.4) Rational Numbers:
Understand and justify classifications of
numbers in the real number system
7
8
AR.8.NO.3.1 (NO.3.8.1) Computational Fluency:
Compute, with and without appropriate
technology, with rational numbers in multi-step
problems
7
2c
CC.7.NS.2c Apply properties of
operations as strategies to multiply
and divide rational numbers.
3
7
2d
3
CC.7.NS.2d Convert a rational number
to a decimal using long division; know
that the decimal form of a rational
number terminates in 0s or eventually
repeats.
CC.7.NS.3 Apply and extend previous
understandings of operations with
fractions to add, subtract, multiply,
and divide rational numbers. Solve
real-world and mathematical problems
involving the four operations with
rational numbers. (Computations with
rational numbers extend the rules for
manipulating fractions to complex
fractions.)
AR does not
address converting
1 a rational number
to decimal by long
division
2
7
8
AR.8.NO.2.5 (NO.2.8.5) Understand Operations:
Model and develop addition, subtraction,
multiplication and division of rational numbers
AR includes "multistep," CC includes
complex fractions
Task Analysis
The act of breaking a broad learning goal down
into essential learning steps necessary for
achieving the goal and then sequencing these
steps from the simple to the most complex.
Task Analysis Process
Total Instruction Alignment
•Common
Core Standards
•Understand
what the
standard means and how
will the standard be
assessed to determine
student mastery.
•What
would a student
have to know and be able
to do in order to
accomplish this goal?
•Establish
the correct order
for instruction.
Step 3
Step 1
Determine
the learning
goal.
Step 2
Make sure there is a clear
understanding of the
learning goal.
Identify the
learning
steps
necessary to
accomplish
the goal.
Step 4
Establish a
logical order
for
instruction.
Second Grade
page 1
CC.2.NBT.1 Understand place value. Understand that the three digits of a three-digit number represent amounts of
hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: -a. 100 can be thought of as a bundle of ten tens — called a “hundred.” -- b. The numbers 100, 200, 300, 400, 500, 600,
700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
AR.2.NO.1.4 (NO.1.2.4) Whole
AR.4.NO.1.2 (NO.1.4.2) Whole
AR.3.NO.1.2 (NO.1.3.2) Whole
AR.1.NO.1.4 (NO.1.1.4) Whole
Numbers: Represent numbers to
Numbers: Use the place value
Numbers: Use the place value
Numbers: Represent numbers to 20
100 in various forms
in various forms
structure of the base ten number
structure of the base ten number
system and be able to represent
system and be able to represent
and compare whole numbers to
and compare whole numbers
millions (using models, illustrations, including thousands (using models,
symbols, expanded notation and
illustrations, symbols, expanded
problem solving)
notation and problem solving)
Task Analysis
*show numbers using manipulatives and
pictorial representations
*represent numbers using bundles of tens
and ones
*model numbers to 100 in various forms
a.
*recite/identify place value to millions.
*write numbers in standard form
*use base ten blocks to create numbers to
the millions
*apply expanded notation to the millions
*represent numbers in a variety of ways
b.
*create numbers using base ten blocks and
compare
*read numbers on a number line
*locate numbers on a number line
*use <, >, = to compare 2 numbers to the
millions
*use manipulative to show whole numbers
up to and including thousands
*use manipulative to compare numbers up to
and including thousands
*illustrate to show whole numbers up to and
including thousands
*illustrate to compare whole numbers up to
and including thousands
*use symbols to compare whole numbers up
to and including thousands
*use expanded form to write and to compare
whole numbers up to and including
thousands
*solve real-world problems by applying their
knowledge of showing and comparing whole
numbers up to and including thousands
*orally count to 20
*model numbers to 20 in various forms such
as pictures, numerals, sets of objects,
words, tally marks, base ten blocks
compare
represent
place value
thousands
expanded notation
models
base ten
period
comma
base ten blocks
Vocabulary
expanded notation
standard form
symbol
Pacing
Literacy
Grade 6
•
•
•
•
•
•
Unit 1 I Won’t Grow Up
Unit 2 Folklore: A Blast from the Past
Unit 3 Embracing Heritage
Unit 4 Courageous Characters
Unit 5 Figure it Out
Unit 6 Winging It
Pacing
Math
Developmental and Learning Progression
Common Core Standards
Crosswalk
Comparison
Monitor and Adjust
Implemention
Literacy Units &
Math Progression
Integration of
Common Core
Time & Support
TLI Alignment