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Week 4Curriculum Design and Instruction

ClassroomSession 5ClassroomSession 51Benedictine University2Session 5Common Core Standards Overview

Unless otherwise cited the content from this section is referenced from: Web Source: http://www.ccsso.org/

A PDF copy is located in the Student Resource FolderClassroomSession 5ClassroomSession 52COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO) &NATIONAL GOVERNORS ASSOCIATION CENTER FOR BEST PRACTICES(NGA CENTER)

JUNE 2010Benedictine University3ClassroomSession 533OverviewThe Common Core State Standards [CCSS] were designed to provide a consistent, clear understanding of what students are expected to learn across the United States, so teachers and parents know what they need to do to help them The Illinois State Board of Education adopted the new academic standards for K-12 education in July of 2010 To better prepare Illinois students for success in college and the workforce in a competitive global economyIllinois previous standards were adopted in 1997

Benedictine University4Unless otherwise indicated the slides from this section are from the ISBE website: http://www.isbe.state.il.us/

ClassroomSession 54Development of StandardsThe Common Core State Standards were developed through a process led by U.S. states to craft academic standards that establish clear and consistent benchmarks for essential learning and skills The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careersAmerican students must be fully prepared for the future, The CCSS positions our communities to successfully compete in the global economy

Benedictine University5

Web Source: http://www.corestandards.org/in-the-states ClassroomSession 55What are the Common Core State Standards?CCSS:Are aligned with college and work expectationsAre focused and coherentInclude rigorous content and application of knowledge through high-order skillsAre built upon strengths and lessons of current state standardsAre internationally benchmarked so that all students are prepared to succeed in our global economy and societyAre based on evidence and researchAre state led coordinated by NGA Center and CCSSO6

Web Source: http://www.corestandards.org/in-the-states ClassroomSession 566Web Source: http://www.corestandards.org/in-the-statesThis web site monitors state adoption of the CCSSIf you would like to keep track of CCSS adoptions by state, check back to this web site.States that have adopted the Common Core StandardsBenedictine University7Web Source: http://www.corestandards.org/in-the-states

ClassroomSession 57First Set of Common Core StandardsThe first Common Core Standards are developed for the K-12 areas of mathematics and English-language artsMath and English standards were developed first because they teach skills upon which students build skill sets in other areas of learningSubsequent standards will be adopted for Science and Social Studies

Benedictine University8ClassroomSession 58Bridge to the WorkplaceThe standards define the level of knowledge and skills that students should possess from their K-12 educationBy achieving these standards, students will be prepared to enter college and training programs and be well prepared to join the workforceBenedictine University9

ClassroomSession 59College and Career Readiness SkillsThe Common Core Standards emphasize the following skills for all students:Demonstrate independenceBuild strong content knowledgeRespond to varying demands of audience, task, and purposeComprehend as well as critiqueValue evidenceUse technology and digital media strategically and capablyCome to understand other perspectives and culturesBenedictine University10ClassroomSession 510Why is this important?Currently, every state has its own set of academic standardsWhich means publicly educated students in each state are learning to different levels or standardsAll students must be prepared to compete with, not only their American peers in the next state, but with students from around the world Benedictine University11

ClassroomSession 511Standards Development ProcessCollege and career readiness standards were developed in summer 2009Based on the college and career readiness standards, K-12 learning progressions/standards were developed to support students ability to be successful in higher or continuing educational endeavors Multiple (and rigorous) rounds of feedback from states, teachers, researchers, higher education, and the general public were conducted to strengthen the CCSSThe final Common Core State Standards released on June 2, 2010Benedictine University12ClassroomSession 51212Benedictine University13Common Core Standards

Unless otherwise cited the content from this section is referenced from: Web Source: http://www.ccsso.org/ ClassroomSession 5ClassroomSession 513Design of New K-12 ELA StandardsThe K-12 ELA Standards:Are benchmarked to College and Career Readiness StandardsListed the K-8 standards by grade levelThe 9-12 standards are organized in two year bands to allow flexibility in course designAre separated into four strands: Reading, Writing, Speaking and ListeningThe four strands are currently aligned and tested on the ACCESS test for ELL studentsAdapted from ISBE websiteBenedictine University14ClassroomSession 514CCSS Design and OrganizationThree main sections:K5 (cross-disciplinary)612 English Language Arts612 Literacy in History/Social Studies, Science, and Technical SubjectsShared responsibility for students literacy developmentThree appendices:Appendix A: Research and evidence; glossary of key termsAppendix B: Reading text exemplars; sample performance tasksAppendix C: Annotated student writing samplesBenedictine University15

ClassroomSession 51515Four strandsReading (including Reading Foundational Skills)WritingSpeaking and ListeningLanguage

An integrated model of literacyMedia requirements blended throughoutBenedictine University16CCSS Design and OrganizationClassroomSession 5College and Career Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas Based on evidenceabout college andworkforce trainingexpectations Range and content

Benedictine University17CCSS Design and OrganizationClassroomSession 51717K12 standardsGrade-specific end-of-year expectationsDevelopmentally appropriate, cumulative progression of skills and understandingsOne-to-one correspondence with CCR standards

Benedictine University18CCSS Design and OrganizationClassroomSession 51818ReadingComprehension (standards 19) Standards for reading literature and informational texts Strong and growing across-the-curriculum emphasis onstudents ability to read and comprehend informational texts Aligned with NAEP Reading frameworkRange of reading and level of text complexity(standard 10, Appendices A and B)Staircase of growing text complexity across gradesHigh-quality literature and informational texts in a rangeof genres and subgenresBenedictine University19Comprehension (standards 19) Standards for reading literature and informational texts Strong and growing across-the-curriculum emphasis onstudents ability to read and comprehend informational texts Aligned with NAEP Reading frameworkRange of reading and level of text complexity(standard 10, Appendices A and B)Staircase of growing text complexity across gradesHigh-quality literature and informational texts in a rangeof genres and subgenresClassroomSession 51919Reading Foundational SkillsFour categories (Standards 14)Print concepts (K1)Phonological awareness (K1)Phonics and word recognition (K5)Fluency (K5)

Not an end in-and-of themselvesDifferentiated instructionBenedictine University20ClassroomSession 520WritingWriting types/purposes (Standards 13)Writing argumentsWriting informative/explanatory textsWriting narratives

Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory textsAligned with NAEP Writing framework

Benedictine University21ClassroomSession 52121Production and distribution of writing (Standards 46)Developing and strengthening writingUsing technology to produce and enhance writing

Research (Standards 79)Engaging in research and writing about sources

Range of writing (Standard 10)Writing routinely over various time frames

Benedictine University22WritingClassroomSession 52222LanguageConventions of standard EnglishKnowledge of language (Standards 13)Using standard English in formal writing and speakingUsing language effectively and recognizing language varieties

Vocabulary (Sandards 46)Determining word meanings and word nuancesAcquiring general academic and domain-specific words and phrasesBenedictine University23ClassroomSession 523Speaking and ListeningComprehension and collaboration (Standards 13)Day-to-day, purposeful academic talk in one-on-one,small-group, and large-group settingsPresentation of knowledge and ideas (Standards 46)Formal sharing of information and concepts, including through the use of technology

Benedictine University24ClassroomSession 5Key AdvancesReadingBalance of literature and informational textsText complexityWritingEmphasis on argument and informative/explanatory writingWriting about sourcesSpeaking and ListeningInclusion of formal and informal talkLanguageStress on general academic and domain-specific vocabularyBenedictine University25ClassroomSession 525Intentional Design LimitationsWhat the Standards do NOT define:How teachers should teachAll that can or should be taughtThe nature of advanced work beyond the coreThe interventions needed for students well below grade levelThe full range of support for English language learners and students with special needsEverything needed to be college and career ready

Benedictine University26ClassroomSession 526ConclusionsStandards: Important, but insufficientTo be effective in improving education and getting all students ready for college, workforce training, and lifeThe Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the StandardsBenedictine University27ClassroomSession 527The Promise of StandardsThese Standards are not intended to be new names for old ways of doing businessThey are a call to take the next stepIt is time for states to work together to build on lessons learned from two decades of standards-based reformsIt is time to recognize that standards are not just promises to our children, but promises we intend to keepBenedictine University28ConclusionsClassroomSession 528You can ask questions by typing your question into the Q&A panel and clicking "send

Webinar recording will be available at www.corestandards.org

Benedictine University29ClassroomSession 52929More Informationwww.corestandards.org

For more information and to post a video of supportBenedictine University30ClassroomSession 5