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A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
A Common Core Tale
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A Common Core Tale

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This presentation was designed to help inform academic coaches, district teams, and school-based personnel in an effort to clear up commonly-held misconceptions about the Common Core State Standards. …

This presentation was designed to help inform academic coaches, district teams, and school-based personnel in an effort to clear up commonly-held misconceptions about the Common Core State Standards. It is free for educational/public use.

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  • 1. Des Floyd
  • 2. Gross Misinterpretations: Ten of the Tallest Common Core Tales Ever Toldmis -a prefix applied to various parts of speech, meaningill, mistaken, wrong, incorrectly, orsimply negating.
  • 3. The 70-30 RuleSeventy percent of all texts students read in LanguageArts classrooms must be informational while theremaining thirty percent must be literary in nature. 1
  • 4. The 70-30 RuleThe percentages reflect the sum of student reading, notjust reading in ELA settings. Teachers of senior Englishclasses, for example, are not required to devote 70percent of reading to informational texts. Rather, 70percent of student reading across the grade should beinformational. Click “True” or “False” to examine the original source of information. You will be redirected to the official Common Core website. 1
  • 5. The FEDSThe standards originated out of a desire by the federalgovernment to align the efforts of all US educationalinstitutions. 2
  • 6. The FEDSThe federal government had no role in the developmentof the Common Core State Standards and will not havea role in their implementation. The Common Core StateStandards Initiative is a state-led effort that is not partof No Child Left Behind and adoption of the standards isin no way mandatory. 2
  • 7. “Dead White Men”Readings must be pulled solely from an exemplarcollection of classic works (mythology, foundational USdocuments, Shakespeare) and such works have beenpre-identified in the CCSS appendices. 3
  • 8. “Dead White Men”…while the standards make references to someparticular forms of content, including mythology,foundational U.S. documents, and Shakespeare, they donot—indeed, cannot—enumerate all or even most ofthe content that students should learn. 3
  • 9. Text ComplexityLexile bands have dramatically increased. For example,The Grapes of Wrath is now considered a 2nd grade-level text. 4
  • 10. Text ComplexityThe ELA Standards suggest “Grapes of Wrath” as a textthat would be appropriate for 9th or 10th gradereaders...Common Core supports an approach thatconsiders 3 aspects of text complexity: quantitative (e.g.,Lexiles), qualitative (e.g., levels of meaning, structure,knowledge demands/requisites), and reader/taskconsiderations (motivation, knowledge, experience). 4
  • 11. Digital LearningAltogether absent from the standards is an emphasison digital literacy or technology as a tool for learning. 5
  • 12. Digital LearningTo be ready for college, workforce training, and life in atechnological society, students need the ability to gather,comprehend, evaluate, synthesize, and report oninformation and ideas, to conduct original research inorder to answer questions or solve problems, and toanalyze and create a high volume and extensive range ofprint and nonprint texts in media forms old and new. 5
  • 13. PAUSE AND REFLECT Exercise #1, next page 
  • 14. Did you hold any of the beliefs previously-mentioned? What new information did you acquire?Will this change a current practice/approach in any way? Does your curriculum incorporate multiple forms of digital/media literacy? What examples can you share?
  • 15. Goodbye,Reading StrategiesCommon Core Standards call for an abandonment ofliteracy strategies as they have been proven to beineffective. 6
  • 16. Goodbye,Reading StrategiesThe standards are grade-specific standards but do notdefine the intervention methods or materials necessaryto support students who are well below or well abovegrade-level expectations. No set of grade-specificstandards can fully reflect the great variety in abilities,needs, learning rates, and achievement levels ofstudents in any given classroom. 6
  • 17. Teach Like ThisCommon Core Standards dictate that literacyinstructors change the way they currently teach inorder to ensure that students will master the standards. 7
  • 18. Teach Like ThisThe Standards define what all students are expected toknow and be able to do, not how teachers should teach.For instance, the use of play with young children is notspecified by the Standards, but it is welcome as avaluable activity in its own right and as a way to helpstudents meet the expectations in this document. 7
  • 19. PAUSE AND REFLECT Exercise #2, next page 
  • 20. While the Common Core State Standards DO NOTmandate how teachers will teach, the shift to college andcareer readiness for all may call for dramatic changes in how we teach.What changes in your current attitude/belief system will be necessary for successful implementation?What specific changes will you need to make in order tobetter prepare your students for college/career readiness? What support will you need to make such changes?
  • 21. Write Like ThisThe Common Core Standards clearly mandate threeforms of writing: argumentative/persuasive,expository/informative, and narrative writing. 8
  • 22. Write Like ThisWhile there is a focus on those 3 forms…by emphasizingrequired achievements, the standards leave room forteachers, curriculum developers, and states to determinehow those goals should be reached and what additionaltopics should be addressed. Thus, the standards do notmandate such things as a particular writing process or thefull range of metacognitive strategies that students mayneed to monitor and direct their thinking and learning. 8
  • 23. Text-based AnswersReading, writing, and speaking/listening must begrounded in answers that can be found in texts. 9
  • 24. Text-based Answers“Finding answers” and “supporting answers with evidence”are not the same…Whatever they are reading, students mustalso show a steadily growing ability to discern more fromand make fuller use of text, including making an increasingnumber of connections among ideas and between texts,considering a wider range of textual evidence, and becomingmore sensitive to inconsistencies, ambiguities, and poorreasoning in texts. 9
  • 25. In the Name of College PrepThe intention of standards developers was to equipeducators with the tools necessary to prepare studentsfor college. 10
  • 26. In the Name of College PrepThe Standards are designed to build upon the mostadvanced current thinking about preparing all studentsfor success in college AND their careers. 10
  • 27. The End o http://www.corestandards.org/ELA-Literacy o http://www.achievethecore.org/steal-these-tools o http://www.corestandards.org/resources/myths-vs- facts o http://www.corestandards.org/ELA- Literacy/introduction/key-design-consideration o http://www.corestandards.org/ELA- Literacy/introduction/how-to-read-the-standards o http://www.corestandards.org/ELA- Literacy/introduction/students-who-are-college- and-career-ready-in-reading-writing-speaking- listening-language  Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers Common Core State Standards (ELA) National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Dessalines.Floyd@FLDOE.org 04/13/2013 Copyright Date: 2010Please note: The views expressed in this presentation do not necessarily reflect the views of the Florida Department of Education.

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