1 Common Core Standards

Shifts for Students Demanded by the Core Shifts in ELA/Literacy Building knowledge through content-rich nonfiction and informational text in addition to literature Reading and writing grounded in evidence from the text Regular practice with complex text and its academic vocabulary (words like commit and synthesize) Writing to inform and structure an argument, not only writing stories 2 Shifts in Mathematics Focus: Instruction focuses more on the few key topics emphasized in each grade level in the standards (2-4 critical areas focused on deeply in each grade) Coherence: Concepts logically connected from one grade to the next and linked to other major topics within the grade Rigor: Fluency with arithmetic, applications of knowledge to real world situations, and deep understanding of mathematical concepts demonstrated through problem-solving

English Language Arts Common Core Standards The Common Core Standards are organized around the College and Career Readiness (CCR) Standards for:  Reading  Writing  Speaking and Listening  Language Greater emphasis is made on developing literacy in History, Science, and Career Technical Subjects. 3

English Language Arts Common Core Standards So what can you expect? 4 Reading o Foundational Skills (K-5)  Early Reading Skills o Literature (K-12)  i.e. Stories, Drama, Poetry o Non-Fiction (K-12)  i.e. Biographies, Journals, Articles o Literacy in Content Areas (6-12)  History/Social Science  Science  Career and Technical Subjects Writing (K-12) o Informational/ Explanatory o Narrative o Opinion Language (K-12) o Grammar o Vocabulary Speaking & Listening (K-12)

Examples of ELA/Literacy Shifts 5 Students must…Parents can help by.. Make arguments in writing using evidence Encouraging writing at home Compare multiple texts in writing Writing “books” together and use evidence/details Discuss what the author is “up to” Demanding evidence in every day discussions/ disagreements

Examples of ELA/Literacy Shifts 6 Students must…Parents can help by.. Read more non-fictionSupplying more non- fiction text Know the ways non- fiction can be put together Reading non-fiction texts aloud or with your child Enjoy and discuss the details of non-fiction Have fun with non-fiction in front of them

Example of Shifts in Language Arts Standards Grade 3 Expectations 1997 Language Arts Standards Common Core Language Arts Standards Reading Use sentence and word context to find the meaning of unknown words. Reading Literature 3.1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Language 3.4- Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. 7

Example of Shifts in Language Arts Assessment Released Test Items CSTCommon Core Assessment 8

Mathematics Common Core Standards Standards were built on progressions: narrative documents describing the progression of a topic across a number of grade levels informed both by research on children’s cognitive development, TIMSS Report, and the logical structure of mathematics The information in the various documents was combined and then spread across the appropriate grade levels, thereby creating age-appropriate learning expectations 9

Examples of Mathematics Shifts 10 Students must…Parents can help by.. Spend more time on fewer concepts Knowing what the priority work is for your child at their grade level. Keep building on learning year after year Being aware of what your child struggled with last year and how that will affect learning this year.

Examples of Mathematics Shifts 11 Students must…Parents can help by.. Spend time practicing lots of problems on the same idea Pushing children to know/memorize basic math facts UNDERSTAND why the math works. MAKE the math work. Notice whether your child REALLY knows why the answer is what it is. Apply math in real world situations Asking your child to DO the math that comes up in your daily life.

K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability Traditional U.S. Approach 12

Focusing Attention Within Number and Operations Operations and Algebraic Thinking Expressions and Equations Algebra →→ Number and Operations— Base Ten → The Number System → Number and Operations— Fractions → K High School 13

Grade Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2 Addition and subtraction – concepts, skills, and problem solving and place value 3–5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving 6 Ratios and proportional reasoning; early expressions and equations 7 Ratios and proportional reasoning; arithmetic of rational numbers 8 Linear algebra Key Areas of Focus in Mathematics 14

Standards For Mathematical Practice Mathematically Proficient Students will… 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. 15

Shifts in Mathematics Assessment Released Test Items CSTCommon Core Assessment 16

17 Transitioning to the Common Core: A Phase-in Process Awareness Building readiness Transition Moving to the new standards Implementation 2015 and beyond Making meaning Transformation Changing teaching & learning

Mathematical Reasoning Seth has 21 cents in his pocket. Seth told Jesse that he would give Jesse the 21 cents if Jesse could guess what the coins were. Seth would give Jesse 3 guesses. If Jesse did not guess correctly, then Jesse would have to give Seth 21 cents. SHOULD JESSE GUESS? (EXPLAIN YOUR MATH THINKING.) 18

Extended Response Task Read The task Steps to follow Research questions 1-3 Skim read the sources 19

Extended Response Task BRAINSTORM - a list of skills students will need to have in order to be able to read and respond to these types of extended tasks. DISCUSS – how Parent Liaisons might be called upon to support students and parents as they make this transition. 20

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