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Common Core Presentation


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Presentation to Spackenkill UFSD's staff and administration on the overview of the CCS

Presentation to Spackenkill UFSD's staff and administration on the overview of the CCS

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  • Notice the difference between the domains in CCSS and the GLEs – Not all domains exist in each grade level - only one k – 8 is Geometry – some exist in only one grade level like K (Counting and Cardinality) and 8 Functions
  • Transcript

    • 1. Common Core Standards K-12
    • 2.
      • Why Common Core State Standards?
    • 3. Preparation
      • The standards are college-and career-ready. They help prepare students with knowledge and skills needed to succeed in education and training after high school. 
      • (42% of US students are currently required to attend college remediation courses. Most living wage jobs now require at least 2 yrs. of post secondary training-- fast food franchises for a management position often require 4 yrs. of post secondary work.)
      • Source:
    • 4. Competition
      • The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.
      • Source:  
    • 5. Equity
      • Expectations are standardized and consistent for all students and not dependent on a student’s zip code.
      • Source:   
    • 6. Clarity
      • S tandards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them. 
      • Source:
    • 7. Collaboration
      • Standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.             
      • Source:
    • 8. Implementation Time-Line
      • 2011-2012    
      • Use BOTH old NY and new NYCCSS for Assessments
      • 2012-2013
      • Use ONLY NYCCSS for Assessments
      • Model ELA & Math Curricula Available
    • 9. NYS Common Core  K-12 Literacy Standards
    • 10. Literacy Standards  Summary
      • Student directed collaboration in classroom discussion groups, reading groups, inquiry groups and project presentation teams
      • Analysis, synthesis, and comparative evaluation woven throughout domains Focus on reason and evidence to substantiate an argument or claim throughout reading, writing, and speaking & listening domains  Emphasis on conducting research,  individually & collaboratively both short projects and sustained inquiry  Students incorporate technology as they create, refine, and collaborate on reading & writing tasks
    • 11.  
      • Emphasis on informational texts and the use of multiple types of texts from the very beginning Inclusion and emphasis on the great authors, myth, fable, tall tale, legend, popular heroes, and Biblical narrative  Movement away from a single whole class novel length text to the use of multiple short texts on a topic or theme
      • Knowledge of domain-specific vocabulary
      • Analyze, evaluate, and differentiate primary and secondary sources.
      • Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams
    • 12. Reading K-12 Language Arts, Social Studies, Science & Technical Subjects
    • 13. K-12 Reading: Strands  
        • Key Ideas and Details
        • Craft and Structure
        • Integration of Knowledge and Ideas
        • Range of Reading and Level of Complexity
        • Responding to Literature
    • 14. Key Ideas & Details  
        •   Essential Question:  What did the author say?  
        • SWBAT:
          • Determine what texts say explicitly  
          • Summarize texts (including central ideas/themes, how ideas and characters develop and interact) 
          • Make logical inferences from texts
          • Cite textual evidence to support conclusions  
    • 15. Craft & Structure    
        •   Essential Question:  How did the author say it?
        •   SWBAT:
          • Interpret the meanings of words, phrases and the structure of texts 
          • Determine how the words phrases and structures of a text affect the meaning or tone of the text
          • Identify and explain how points of view and purpose shape content and style
    • 16.    Integration of Knowledge  
        • Essential Questions: 
          • How do I evaluate what the author has told me?  
          • How can I go beyond what the author has told me?
        • SWBAT:
          • Synthesize and compare information from print and digital sources 
          • Critically evaluate both the reasoning and the rhetoric of the text
    • 17. Range and Level of Text Complexity    
        •   Essential Question:  How challenging and varied is the text?
        •    SWBAT:  
          • Read independently and proficiently complex texts for a variety of purposes
    • 18. Responding to Literature  
        • Essential Question:  How do I best respond to what I have read?
        • SWBAT:
          • Self select texts based on personal preferences
          • Use the texts they have read to make personal connections to their own lives, to other texts, and to other ideas, events, and situations in their worlds
          • Evaluate the usefulness of a text
    • 19. Qualitative
        • Qualitative:  levels of meaning, structural complexity, language conventionality and clarity, and knowledge demands
        • Quantitative:  readability and other scores of text complexity (word frequency, sentence length, lexile framework, etc.)
      Reader and Task
        • Reader and Task: background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
      3 Measures of Textual Complexity
    • 20.   Overview of ELA Reading & Writing Requirements 4-12
    • 21. Writing K-12 Language Arts, Social Studies, Science & Technical Subject
    • 22. K-12 Writing Strands
        • Text Types and Purposes
        • Production and Distribution of Writing
        • Research to Build and Present Knowledge
        • Range of Writing
    • 23.    Text Types and Purposes  
        • Essential Question:  What different writing genres should be most familiar to students?
        • SWBAT be proficient writers of:
          • Arguments
          • Informative explanatory texts
          • Narratives
    • 24.    Production and Distribution of Writing 
        • Essential Question:  How is writing best produced?
        • SWBAT:
          • Make their texts appropriate to varying:                                 
            • Task demands 
            • Purposes
            • Audiences 
          • Choose and use effective task specific:
            • Writing processes
            • Technology
    • 25.   Research to Build and Present Knowledge 
        • Essential Question:  How do writer's conduct, organize and use research effectively?
        • SWBAT:
          • Conduct research 
          • Gather relevant information from multiple sources
          • Judge the credibility and reliability of different sources
          • Use their research to present their knowledge and support their view points
    • 26.    Range of Writing  
        • Essential Question:  How does a writer develop fluency and multi-genre skill?
        • SWBAT:
          • Write routinely over an extended period of time
          • Produce quality writing under a range of circumstances and demands
    • 27. Speaking And Listening K-12 Language Arts
    • 28. K-12 Speaking & Listening Strands  
        • Comprehension and Collaboration
        •   Presentation of Knowledge and Ideas
    • 29. Comprehension and Collaboration
        •   Essential Question: How do I work and create with others?
        • SWBAT:
          • Participate respectfully and productively in a range of academic group processes 
          • Evaluate and integrate oral information for their own purposes
          • Evaluate a speaker's
            • Message
            • Perspective
            • Rhetoric
    • 30.    Presentation of Knowledge and Ideas
        • Essential Question:  What makes an oral presentation effective?
        • SWBAT:
          •   Present information in clear and appropriate ways
          •   Use digital media and other displays to support such presentations
          •   Adapt speech to the demands of a variety of contexts and tasks
    • 31. Language K-12 for Language Arts
    • 32. K-12 Language Strands     
        • Conventions of Standard English
        • Knowledge of Language
        • Vocabulary Acquisition and Use
    • 33.  
    • 34.    Conventions of Standard English  
        • Essential Question:  What rules govern the use of language and structures of writing?
        • SWBAT
      •        Use appropriate
          •   Grammar and Usage
          •   Capitalization
          •   Spelling
          •   Punctuation
      •        Appropriately and effectively choose
          • Words 
          • Structure sentences 
          • Convey meaning 
    • 35.    Vocabulary Acquisition & Use
        • Essential Question:  What does it mean to understand and use words effectively?
        • SWBAT:
          • Determine the meaning of words and phrases
          • Understand the nuances of words and phrases
          • Identify the relationships among words and phrases
          • Use grade level academic vocabulary 
    • 36. Mathematics Standards
    • 37. K-12 NYSCCSS 8 Overarching   Mathematical Practices 
        • Make sense of problems and persevere in solving them
        • Reason abstractly and quantitatively
        • Construct viable arguments and critique the reasoning of others
        • Model with mathematics
        • Use appropriate tools strategically
        • Attend to precision
        • Look for and make use of structure
        • Look for and express regularity in repeated reasoning
    • 38. Distribution of Mathematics Domains (K-8)
    • 39. 9-12 NYSCCS Mathematics Organization
        • Organized in Conceptual Categories
      • – Number and Quantity 
      • – Algebra 
      • – Functions 
      • – Modeling 
      • – Geometry 
      • – Statistics and Probability 
        • Conceptual categories are not courses 
        • Students must take three years of math in HS that include one Regents Exam.  Decisions about what is to be included in the other 2 remain unclear.  
    • 40.  
      • Also undecided is whether the Regents is to be in Algebra, or Algebra 2
      • New courses are Algebra, Geometry, Algebra II with a consideration of a fourth year for advanced students including Trig and Statistics