History Race to the Top Common Core Standards adopted Analysis of Common Core Standards Revisions

 Aligned with expectations for college and career success  Clear, so that educators and parents know what they need to do to help students learn  Consistent across all states, so that students are not taught to a lower standard just because of where they live  Include both content and the application of knowledge through high-order skills

 Build upon strengths and lessons of current state standards and standards of top- performing nations  Realistic, for effective use in the classroom  Informed by other top performing countries, so that all students are prepared to succeed in our global economy and society  Evidence and research -based

 Foundational Skills  Reading for Literature  Reading for Informational Texts  Writing  Speaking and Listening  Language  Reading in History/ Social Studies & Science and Technical Studies  Writing in History/ Social Studies & Science and Technical Studies

English Language Arts Highlights

 Anchor standards  Grade-specific standards

Anchor Standards3 rd Grade4 th Grade5 th Grade6 th Grade Text Types and Purposes 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write opinion pieces on topics or texts, supporting a point of view with reasons. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Provide reasons that support the opinion. b. Provide reasons that are supported by facts and details. b. Provide logically ordered reasons that are supported by facts and details. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style d. Provide a concluding statement or section. d. Provide a concluding statement or section related to the opinion presented. e. Provide a concluding statement or section that follows from the argument presented.

 Focus on text complexity  Provide sample texts

Text Type Argument Informational /Explanatory Narrative Sub- Genre Literary Essay: convince your reader of your point Essay: scientific and historical data to prove a point or make a claim (DBQ) Persuasive writing – letters and journals Opinion writing Literary analysis Scientific and historical reports Summaries Instruction manuals Memos Reports Applications Resumes Stories Memoir Anecdotes Autobiographies Biographies Procedural Poetry

 Reading Standards for Literacy in History/Social Studies 6 – 12  Reading Standards for Literacy in Science and Technical Subjects 6 – 12  Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12

Additions for English Language Arts and Literacy include expectations for  student inquiry  culture and diversity  literature NYS P-12 Common Core Learning Standards for English Language Arts (ELA) and Literacy

Math Highlights

Core Standards in Mathematics Standards for Mathematical Practice 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. Standards for Mathematical Content 1. Counting and Cardinality (K) 2. Operations and Algebraic Thinking (K - 5) 3. Number and Operations (K - 5) 4. Measurement and Data (K - 5) 5. Geometry (K - 5) 1. Ratios and Proportional Relationships (6 - 7) 2. The Number System (6 -8) 3. Expressions and Equations (6 - 8) 4. Functions (8) 5. Geometry (6 - 8) 6. Statistics and Probability (6 - 8) 1. Number and Quantity (9 - 12) 2. Algebra (9- 12) 3. Functions (9- 12) 4. Modeling (9 - 12) 5. Geometry (9-12) 6. Statistics and Probability (9 - 12)

 Standards build upon each other

First GradeSecond GradeThird Grade Work with addition and subtraction equations. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, = 2 + 5, = Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = – 3, =. Work with equal groups of objects to gain foundations for multiplication. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. Represent and solve problems involving multiplication and division. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

 Conceptual Organization  Specifies the mathematics all students should study for college and career readiness  Does not mandate the sequence of high school courses

 One addition to Kindergarten  One to first grade  No additions were made for Grades 2-12 in Mathematics.

2005 NYS Core Curriculum2010 Common Core  Grade by grade performance indicators, P- 12  High school – three, one-year courses of study 1.Algebra 2.Geometry 3.Algebra 2 and Trigonometry  Grade by grade performance indicators, K- 8  High school – six conceptual categories that can be taught as integrated or discrete courses 1.Number and Quantity 2.Algebra 3.Functions 4.Modeling* 5.Geometry 6.Statistics & Probability *Modeling is best interpreted not as a collection of isolated topics, but in relation to other standards. Structural Organization Crosswalk 2005 NYS Core Curriculum → 2010 Common Core Association for Mathematics Teachers of New York State

Number of content standards by grade level Tot al 2005 NYS Content StrandsCommon Core Domains K N *a little A Counting and Cardinality99 Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Ratios and Proportional Relationships 6612 The Number System A Expressions and Equations Functions55 M, G, SMeasurement and Data GGeometry SStatistics and Probability Total NYS totals for comparison Common Core Standards The chart below depicts the number of content standards for each of the domains, by grade level. *Sub-parts of a standard are counted individually (i.e., 4a, 4b, and 4c are counted as 3 instead of 1).

 Begins in all schools in  Reporting of state assessment results for will include performance mapped to both the existing NYS standards and the new NYS standards (inclusive of the Common Core).  In school year , classroom instruction is expected to be fully aligned to the new standards.

 P-12 ELA & Literacy and Mathematics curriculum models will be created to facilitate student achievement of the new P-12 standards and are scheduled to be available to schools during the school year