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CCSS: SOME KEY POINTS

CCSS: SOME KEY POINTS. The ELA Structure. The standards are comprised of a set of Anchor Standards that are the same across K-12 and organized around four strands: Reading Writing Listening & Speaking Language. Literacy Standards in Content Areas.

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CCSS: SOME KEY POINTS

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  1. CCSS: SOME KEY POINTS

  2. The ELA Structure • The standards are comprised of a set of Anchor Standards that are the same across K-12 and organized around four strands: • Reading • Writing • Listening & Speaking • Language

  3. Literacy Standards in Content Areas • The same Anchor Standards for Reading and Writing apply to the content areas – History/Social Studies, Science and Technical Subjects. • It is important to note that the 6-12 literacy standards are not meant to replace the content standards in those areas, but rather to supplement them.

  4. Anchor Standards

  5. Common Core State Standards for ELA/Literacy: Key Shifts

  6. Shift #1: Building Knowledge Through Content-Rich Nonfiction • Much of our knowledge base comes from informational text • Informational text makes up the vast majority of required reading in college/workplace (80%) • Informational text harder for students to comprehend than narrative text • Yet, students are asked to read very little of it in elementary (7 - 15%) and middle school • CCSS moves percentages to • 50:50 at elementary level • 60:40 at middle school* • 75:25 at high school* (*includes ELA, science, social studies)

  7. Shift #2: Reading, Writing & Speaking Grounded in Evidence, Both Literary and Informational • 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

  8. Shift #3: Regular Practice with Complex Text and its Academic Language • Gap between complexity of college and high school texts is huge. • What students can read, in terms of complexity is greatest predictor of success in college (ACT study). • Too many students reading at too low a level (Less than 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 vocabulary that is shared across many types of complex texts and many content areas.

  9. Mathematics Standards The Structure: 8 Standards for Mathematical Practice which span K-12 Grades K-8 have grade-level specific standards High School Standards are listed in conceptual categories (e.g., Functions, Number & Quantity)

  10. Traditional U.S. Approach

  11. Focusing Attention Within Number and Operations

  12. Key Areas of Focus in Mathematics

  13. Required Fluencies in K-6

  14. Standards for Mathematical Practice

  15. Common Core State Standards for Mathematics: Key Shifts

  16. Shift #1: Focus Strongly where the Standards Shift #1: Focus • Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom. • Focus deeply on what is emphasized in the standards, so that students gain strong foundations.

  17. 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.

  18. Shift #3: Rigor: In Major Topics, Pursue Conceptual Understanding, Procedural Skill and Fluency, and Application • 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

  19. You have just purchased an expensive Grecian urn and asked the dealer to ship it to your house. He picks up a hammer, shatters it into pieces, and explains that he will send one piece a day in an envelope for the next year. You object; he says “don’t worry, I’ll make sure that you get every single piece, and the markings are clear, so you’ll be able to glue them all back together. I’ve got it covered.” Absurd, no? But this is the way many school systems require teachers to deliver mathematics to their students; one piece (i.e. one standard) at a time. They promise their customers (the taxpayers) that by the end of the year they will have “covered” the standards. ~Excerpt from The Structure is the Standards Phil Daro, Bill McCallum, Jason Zimba

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