Introduction to the California Common Core State Standards, Next - PowerPoint PPT Presentation

Introduction to the California Common Core State Standards, Next Generation Science Smarter Balanced Assessments Lang Ranch Elementary School Conejo Valley Unified School District “Students need to shift toward ‘sense - making’ rather than answer-getting. So what about the rest of us? This is not an event, but a journey.” Deb Sigman, Deputy Superintendent, CA Department of Education

21 st Century Skills: Rigor and Relevance + Career & College Readiness = enhanced Instructional Practices  Reading, Writing (Literacy) & Math  Critical Thinking  Communication  Creative Thinking  Collaboration/Problem Solving  Demonstration of Depth of Knowledge and Ability to Apply to New Situations

CVUSD Implementation Timeline for The New Standards and Assessments In all content areas, first come the standards, then come the frameworks, followed by new instructional materials and assessments:  Awareness Phase 2012-2014 • First among district staff / leadership and second among students and parent community  Transition Phase 2013-2015  Implementation Phase 2015-2017  Continuous Improvement Phase 2016 - ongoing

CCSS Overarching Goals Ensure that our students are:  Meeting college and work expectations  Provided with a vision of what it means to be a literate person in the 21st Century  Prepared to succeed in our global economy and society, and  Provided with rigorous content and applications of higher knowledge through higher order thinking skills.

Now 46 States, Washington DC and one U.S. Territory* have adopted the Common Core State Standards * U.S. Virgin Islands, Puerto Rico, Guam, American Samoa Islands, Northern Mariana Islands are not shown above; ** Minnesota adopted the CCSS in ELA only having already implemented new math standards in prior year.

What the Standards DO NOT define: Curriculum or teaching methods  All that can or should be taught  The nature of advanced work beyond the core  The interventions needed for students well below grade level  The full range of support for English language learners and students with  special needs Everything needed to be college and career ready 

CCSS  Diving Deeper across Content Disciplines  Critical Analysis/Use of Evidence  Increased Student Collaboration  Vocabulary Acquisition and Use  Increased Use of Multimedia and Technology  Work in reading and writing (as well as speaking and listening) centers on the text  Developing students’ prowess at drawing knowledge from the text itself is the point of teaching

CCSS foster Best Practices* for Instruction and Differentiated Learning Driving Questions: Who’s doing the talking & who’s doing the thinking?  Direct Instruction  The Socratic Method & Paideia Seminars  The Inquiry Model or Problem-based Learning (PBL)  Universal Design for Learning (UDL) * For clear definitions of each method, please see appendix.

The CCSS Requires Three Shifts in English Language Arts and Literacy 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

Mindset for ELA CCSS Shift to: In order to: Information/Literacy Balance Greater emphasis on informational text Knowledge in Disciplines Emphasis on language literacy outside of English classrooms Complexity Staircase Time for close and careful reading and scaffolding for those with reading levels below grade level Text-based Answers Students make evidentiary arguments in both conversation and writing Writing from Sources Writing that emphasizes the use of ideas, events, facts and arguments Academic Vocabulary Building vocabulary by focusing on pivotal and commonly found words

Will there be a true shift from Fiction to Non-Fiction/ Informational Text Fiction Non-fiction Elementary*: 50% 50% Middle Grades*: 45% 55% High School*: 30% 70% * Mimics current percentages for the school day across content areas

CCR Anchor Standard Reading 3: = RL.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story RL.11-12.3 + or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are Grade 11-12 students: introduced and developed). RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the + Grade 9-10 students: course of a text, interact with other characters, and advance the plot or develop the theme. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal + Grade 8 students: aspects of a character, or provoke a decision. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters + Grade 7 students: or plot). Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the RL.6.3 + Grade 6 students: characters respond or change as the plot moves toward a resolution. RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, + Grade 5 students: drawing on specific details in the text (e.g., how characters interact). RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific + details in the text (e.g., a character’s thoughts, words, or actions). Grade 4 students: RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how + Grade 3 students: their actions contribute to the sequence of events. RL.2.3 + Describe how characters in a story respond to major events and challenges. Grade 2 students: RL.1.3 + Describe characters, settings, and major events in a story, using key details. Grade 1 students: RL.K.3 + Kindergarten With prompting and support, identify characters, settings, and major events in a story. students:

Mindset for Math CCSS Shift to: In order to: Focus Focus on strong foundational knowledge and deep conceptual understanding Coherence Each standard is connected to previous learning Fluency Expectation of speed and accuracy with simple calculations Deep Understanding Access concepts by being able to apply them to new situations Application Opportunities to apply math in “real world” situations at all grade levels Dual Intensity Both practice and understanding are emphasized

Standards for Mathematical Practice 1. Make sense of complex 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. College and Career Readiness Standards for Mathematics

Thinking & Literacy through Primary and Secondary Resources  Science and Social Science: Thinking Like a Historian… Investigating Like a Scientist…  Supporting Literacy in the Common Core:

The Goal of 21 st Century Literacy Learning: Students applying questions to develop and demonstrate new learning.  Using visual images for students to comprehend science/social science concepts — require students to find evidence in the image using primary and secondary sources  Allow students to demonstrate their knowledge using visual representations  Inspiring new levels of inquiry and investigations

CCSS Student Performance Tasks  Measure complex assessment targets  Demonstrate ability to think and reason  Higher-order skills  Produce fully developed writing or speeches  Provide evidence of college and career readiness

Sample Performance Tasks 8 th grade or higher: Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution , write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. 4 th grade or higher: Should animals be kept in zoos? After reading the information texts provided, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

Literacy in Science… Hurricane Galveston Of all the catastrophic natural disasters that the United States has faced, Hurricane Galveston holds the highest death toll in American history thus far. The hurricane struck the town of Galveston like a hammer in the early morning hours of September 8th, 1900. Without a seawall to protect the town fifteen foot waves crashed ashore unchecked. Along with the 135 miles per hour winds the entire town was decimated by the afternoon and an estimated eight thousand lives were lost. Sample for Grades 4-11