1. A Guide of Common Core Shifts for Students and Parents

2. Why is Georgia Making the change to CCGPS?
About the Common Core State Standards
The Common Core State Standards provide an opportunity for the children in Georgia to as prepared as children across our nation to enter the world of college and careers.
A state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) with assistance of Achieve, ACT, and College Board
Co-chaired by former Georgia Governor Sonny Perdue
Developed by standards experts and educators
Supported by rigorous international benchmarked standards
Received multiple rounds of feedback from states and national organizations representing educators {e.g., International Reading Association (IRA), National Council of Teachers of Mathematics (NCTM), National Council of Teachers of English (NCTE)} . Content Specialists for ELA and Math from the GaDOE were involved in providing feedback on the Common Core State Standards.
Georgia's State Board of Education adopted the English Language Arts, Mathematics, and Literacy for Science, History/Social Studies, and Technical Subjects CCGPS on July 8, 2010.
At this time, there is no shift to national standards for science and social studies.
45 State and 3 territories have formally adopted the CCSS.

3. What are the Common Core State Standards?
Academic Performance Standards provide clear, consistent expectations about what knowledge, skills, and practice students should have and learn at each grade level.
These expectations help guide teachers and parents on what they need to do to help student graduate from high school prepared to enter college and/or career.
The CCSS guide both curriculum (the subject matter taught at each grade level) and assessments (test that determine the level of learning a student has achieved).

4. Why are the Common Core State Standards Important to the Nation?
Different standards create confusing expectations across the sates.
Global competitive edge is lagging among student in the US.
Workforce skills do not match 21st century workplace demands.

5. What should parents expect?
Three Shifts in English Language Arts/Literacy
Building knowledge through content-rich nonfiction.
Reading, writing, and speaking grounded in evidence from text, both literary and informational.
Regular practice with complex text and its academic language.

6. ELA/Literacy Shift 1: Building knowledge through content-rich nonfiction
Student must…
Parents can…
Read more non-fiction
Know the ways non-fiction can be organized
Enjoy and discuss the details of non-fiction
Supply more non-fictions text
Read non-fiction texts aloud or with your child/teen
Enjoy non-fiction text in front of your child/teen

7. ELA/Literacy Shift 2: Reading, writing, and speaking grounded in evidence from text, both literary and informational.
Students must…
Parents can…
Learn more Science and Social Studies through reading
Use “primary source” documents
Learn more by using texts
Find evidence to support their arguments
Form judgments
Make arguments in writing using evidence
Compare multiple texts in writing
Provide series of texts on topics of interest
Encourage researching
Find books that explain
Discuss non-fiction texts and the ideas within the text
Talk about texts
Demand evidence in every day discussion/disagreement
Encourage writing at home

8. ELA/Literacy Shift 3: Regular practice with complex text and its academic language.
Students must…
Parents can…
Read material at comfort level AND work with more challenging text
Break down text to understand
Handle frustration with text and keep reading
Learn words that they can use in college and career
Compare stories using text elements
Provide more challenging texts AND provide text they WANT to read and can read comfortably
Know what is grade level appropriate
Read challenging text with them
Read multiple books about the same topic
Ask why and how questions

9. The more we read, the more we can read!
By age 3, children from affluent families have heard 30 million more words than children from parents living in poverty. (Hart and Risley, 1995).
Children who have larger vocabularies and greater understanding of spoken language do better in school (Whitehurst and Lonigan).
If children aren’t reading on grade level by third grade, they are four times more likely to leave high school without a diploma (Hernandez, 2011).

10. What should parents expect?
Three Shifts in Mathematics
Focus: Strongly where the standards focus
Coherence: Think across grades and link to major topics within grades
Rigor: In major topics pursue: conceptual understanding, procedural skill and fluency, and application with equal intensity.

11. Mathematics Shift 1: Focus: Strongly where the standards focus
Student must…
Parents can…
Spend more time on fewer concepts
Know what the priority work is for your child at their grade level
Spend time with your child on priority work
Learn the math your child needs to know

12. Mathematics Shift 2: Coherence: Think across grades and link to major topics within grades
Students must…
Parents can…
Understand why the math works.
Keep building on learning year after year
Notice whether your child really knows why the answer is what it is –have your child work out the problem
Know what your child struggled with last year and how that will affect their learning
Advocate for your child and ensure extra support is give to close gaps in knowledge

13. Mathematics Shift 3: Rigor: In major topics pursue: conceptual understanding, procedural skill and fluency, and application with equal intensity.
Students must…
Parents can…
Spend time practicing lots of problems on the same concept
Push children to know/memorize basic math facts
Know all of the fluencies your child should have at the different grade levels

14. Key Fluencies Grade Required Fluency K Add/subtract within 5 1st
2nd
Add/subtract within 20 (addition/subtraction facts)
Add/subtract within 100
3rd
Multiply/divide within 100 (multiplication/division facts)
Add/subtract within 1,000
4th
Add/subtract within 1,000,000
5th
Multi-digit multiplication
Multi-digit division
6th
Multi-digit decimal operations
7th
Solve px + q=r, p(x + q)=r
8th
Solve simple 2 x 2 systems by inspection

15. Current Sample Test Item 5th Grade Math
Samantha is making an Apple Crumb Pie using the ingredients below. Apple Crumb Pie How much total sugar must Samantha use to make the pie crumb and filling? a. 7/12 cup b. 2/6 cup c. 3/4 cup d. 2/3 cup
Crumb
Filling
3/4 cup flour
4 cups sliced apples
1/3 cup sugar
1/4 cup butter
1/2 cup raisins

16. Example Common Core Performance Task: 5th Grade Math
Stuffed with Pizza John and Daniel are stuffed with pizza. John ate one-fourth of a cheese pizza, three-eighths of a pepperoni pizza, and one-half of a mushroom pizza. Daniel ate five-eights of a cheese pizza, and the other half of the mushroom pizza. All of the pizzas were the same size. John says he ate more pizza than Daniel because Daniel did not eat any pepperoni pizza. Daniel says they each ate the same amount of pizza. Who is correct? Show all of your mathematical thinking.

17. Example Annotated Student Work
By drawing a diagram, the student is able to make sense of the problem. The student knows to find equivalent fractions to help solve the problem.
The student models with mathematics. The diagram is accurate, labeled and a key is provided.

18. Additional Common Core Resources