1. Common Core State Standards and Daily Five DeSoto Central Primary School 2011-2012

2. Common Core Language  Standard, Benchmark, Objective – the specific goal or skill set that each student is expected to master  Curriculum – the tools, books, and resources used to teach each objective

3. The Common Core State Standards Initiative - Background  Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards.  States agreed to participate in the development process, provide input on drafts, and consider eventual adoption.  Signing did not require commitment to adopt.  The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) with assistance from Project Achieve, ACT and the College Board (SAT).

4. Why Common Core State Standards?  Preparation: The standards articulate college- and career-readiness. They will help ensure students acquire the knowledge and skills they need to succeed in post-secondary education and training.  Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.  Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.

5. Common Core State Standards Design Building on the strength of current standards across many states, the CCSS are designed to be:  Focused, coherent, clear and rigorous  Internationally benchmarked  Anchored in college and career readiness*  Evidence and research based Ready for first-year credit-bearing, postsecondary coursework in mathematics and English without the need for remediation.

6. What the Standards do NOT define:  How teachers should teach  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 Citation: www.corestandards.org/www.corestandards.org/

7. Current Standards  Common Core ELA Standards – Grades K-12 Reading Writing Language Media & Tech

8. Benefits Reading Balance of literature and informational texts More difficult text, sooner Discussion at a more complex level Writing A variety of writing types (inform, tell stories, persuade, etc.) Emphasis on research Speaking and Listening Conversation rules Positive peer interaction Language Increase vocabulary exposure and usage Proper grammar Reading Foundations -Phonics (Saxon) -Spelling

9. Assessments  Fewer tests given  Greater depth of knowledge necessary  More applied knowledge, less simple recall  All DCPS first graders will be given the same tests, possibly at different times  Tests that are given are following samples and guidelines made by our district curriculum department  Some grades will be earned based on rubrics (charts specifying expectations of a task)

10. Blank for rubric

11. DeSoto County Schools established categories and weights  Reading Comprehension 50% (skills tests, cold reads)  Performance-Based Assessments 25% (writing assignments, fluency assessments, speaking, and listening activities)  Language 15% (skills tests)  Phonics and Spelling 10%

12. Common Core State Standards 1 st grade Units of Study Unit 1 Alphabet Books and the Children who Read Them Unit 2 The Amazing Animal World Unit 3 Life Lessons Unit 4 Winds of Change Unit 5 American Contributions Unit 6 Around the World with a Glass Slipper

13. Daily Five  A teaching structure - the vehicle that brings Common Core to our classroom  A nationally used format created by Gail Boushey and Joan Moser “The Sisters”  A Balanced Literacy approach  Promotes independence and meaningful engagement for all students  Allows students to develop the daily habits of reading, writing, and working with peers that will lead to a lifetime of independent literacy

14. Daily Five Elements  Read to Self  Read to Someone  Work on Writing  Listen to Reading  Work with Words

15. Obvious Changes  Fewer tests and grades  No traditional Reading textbook (we are using lots of great books)  Fewer worksheets  More hands-on activities  More student-created projects  More focus on writing  Higher expectations for student independence

16. How can parents help?  Read, read, read! Read to your child AND have them read to you!  Go to your local library, expose your child to many types of books – fiction and non-fiction  Play educational games (teacher websites)  Complete all homework  Practice sight words (Fry words)  Join with us in encouraging independence  Check our teacher websites for additional resources and information.

17. What do teachers need?  Reading materials – books  Garage sales  Thrift stores  Cleaning out your own book shelves  Clearance racks  Writing supplies  Cute pens, pencils, markers  Fun stationary, paper, notepads  Word Work materials  Crayola dry-erase crayons, black dry-erase boards  Magnetic letters  Alphabet stamps, washable ink pads  Play-dough and alphabet cookie cutters  Post-it notes  Bingo dabbers  Listen to Reading  Individual head phones  Any used iPhones (if you are upgrading)