COMMON CORE STATE STANDARDS CCSS Monroe County School District Language Arts/Reading Michael D. Robinson Language Arts/Reading Supervisor

States Adopting the Common Core State Standards 2 *Minnesota adopted the CCSS in ELA/literacy only

Key Advances of the Common Core 3

Design of Common Core Standards Florida Department of Education Bureau of Curriculum & Instruction 4  Based on the idea that students were NOT succeeding in college (based on the ACT Study showing incoming freshman students could not read college-level text)  “Back-planned” from College/Career Readiness to kindergarten  Previous standards were groups of teachers meeting in grade-level teams and deciding what the minimal expectations for each grade-level should be  This was followed by a “give-and-take’ of areas/ benchmarks where there was an apparent oversight or lack of cohesion

Design Of CCSS  Reading: Literature  Reading: Informational Texts  Reading Foundational Skills*  Writing  Speaking and Listening  Language 5 * The “science of reading” K-5 moving from phonological awareness to phonics to structural analysis to morphology

Speaking & Listening 6  SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.  SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly  SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly  SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.  SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Note the change in depth, complexity, etc.

Speaking & Listening  Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).  Continue a conversation through multiple exchanges _________________________  Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.  Follow agreed-upon rules for discussions and carry out assigned roles.  Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.  Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.  Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.  Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.  Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.  Acknowledge new information expressed by others and, when warranted, modify their own views. _______________________________  Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.  Work with peers to promote civil, democratic discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed.  Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.  Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 7 Grades K & 5 Grades 7 & 11 K

What’s Next? Common Assessments  Common Core State Standards are critical, but it is just the first step  Common assessments aligned to the Common Core will help ensure the new standards truly reach every classroom 8

Partnership for Assessment of Readiness for College and Careers (PARCC) 9 Governing Board States Participating States

The PARCC Goals 1.Create high-quality assessments 2.Build a pathway to college and career readiness for all students 3.Support educators in the classroom 4.Develop 21 st century, technology-based assessments 5.Advance accountability at all levels 10

Year/Grade LevelK F LLLLL F LF LF LLLL CCSS fully implemented F LF LF L B L B LB LB L CCSS fully implemented and assessed F L F LF L F - full implementation of CCSS for all content areas L - full implementation of Content Area Literacy Standards and the Standards for Mathematical Practice B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0 Florida’s Common Core State Standards Implementation Timeline 11

Florida’s Next Generation (NGSSS) Common Core Sunshine State Standards (CCSS) M = Mathematics ELA = English Language Arts and Reading What Standards Should I be Teaching? A Standard or Benchmark from the Course Description 12

Florida Department of Education Bureau of Curriculum & Instruction 13 If we’re not very careful about what and how we are teaching, students could be expected to have mastered a set of standards in the same year in which the PARCC is implemented… Common Core State Standards and the demands of PARCC cannot be a surprise to teachers and students… BLENDED

Something to think about… 14  If indeed, the Common Core State Standards (CCSS) are more rigorous and demanding than the NGSSS, if we begin to transition toward a more rigorous curriculum, will teaching to the CCSS hurt our students in Language Arts & Reading?  This can only be answered if we ensure students do not miss some important part of a curriculum. Since LA/Reading is cumulative and doesn’t require “prerequisite skills” past decoding, what is the harm in exceeding the rigor of the NGSSS/FCAT 2.0?

What Will Be Tested on Statewide Assessments? 15 Pilot FCAT 2.0 Science Standard Setting FCAT 2.0 Science Full Imp. FCAT 2.0 Science

College & Career Readiness Anchor Standards – BROAD STANDARD STATEMENTS Specificity - Grade-level Standards … Students progressing through the grades are expected to meet each grade-level’s grade-level standard and retain or further develop skills and understandings mastered in preceding grades… Begin in Grade 6; Standards for K-5 in reading in history/social sciences, sciences & technical subjects are integrated into the K-5 Reading Standards… Again, the CCR Anchor standards are broad standard statements and the Reading standards are specific… Clusters match RI Clusters…

CCSS Design and Organization 17  Content standards define what students should understand and be able to do  Clusters are groups of related standards  Domains are larger groups that progress across grades Domain Cluster Content Standards

LA Domian Cluster Standard Slide 18 Florida Department of Education Bureau of Curriculum & Instruction

So what are the BIG Picture Changes? 19

So what are the BIG Picture Changes? 20

So what are the BIG Picture Changes? 21 Rather than looking at writing as an isolated process, the Common Core State Standards considers writing as an integrated process used to deal with all areas of literacy… NGSS breaks Writing into to distinct areas- Process & Application. CCSS looks as writing as a total process. We write to respond to literature, we write to clarify our thoughts as we read both literature and expository (science, social sciences, technical subjects)… We finally have what we said we wanted… A set of standards that looks at writing, speaking and listening as INTEGRAL PARTS of the LEARNING PROCESS… Likewise, rather than consider all teachers “teachers of reading,” we now know that each specific discipline has specific set of skills and/or strategies that control how you get information, i.e. “learn”, in that discipline. It is that set of skills & strategies students must master in order to be successful in each discipline…

Now… You look at First Grade 22  What are the major differences between NGSSS and CCSS?  What are the implications for these changes in classroom instruction?

To sum it all up… 23  Rigor  Integration  Precision in writing, speaking, presenting