Common Core State Standards Presentation

1. Common Core Standards: a tool for the 21 st
Century Classroom
By Sussan Oladipo
PresenterMedia.com

2. Think Aloud
 Three things you already know about the CCSS
Two reasons why we need the CCSS right now
One question you have about the implementation of
CSSS

3. Session Objectives
Communicate background and major shifts of the
CCSS
Unpack CCSS standards
Create CCSS performance tasks

4. Background and Overview of CCSS
 Why CCSS?
 Who is leading the effort?
 What is the significance of the CCSS work?
 How is the document organized?
 What is the implication of the CCSS for educators?

6. Program for International Students Assessment (Reading)

7. Four Major Shifts
Emphasizing Informational Text
Literacy standards for all content areas
Text complexity
The special place of argument

8. Literature vs. Informational Text
Grade Literature Informational Greater focus
on
informational
text, literary
K-4 50% 50% non-fiction
5-8 45% 55%
9-12 30% 70%

9. Writing
Argument/ Informational/ Narrative
Persuasive Explanatory
Elementary
School 30% 35% 35%
Middle School 35% 35% 30%
High
School 40% 40% 20%
Retrieved from http://www.isbe.net/common_core/pdf/pub_criteria_ela3-
12.pdf p.10

10. Types of Informational Texts
+
Historical accounts Debates
Memoirs News broadcasts
Oral histories Essays
Blogs Investigative journalism
International newspapers Opinion pieces/ op-eds
International NGO reports Manuals
Speeches/rhetoric A Constitution or other
foundational gov’t document

11. Informational Text and Complexity
+ K-3

12. + Students Meeting ELA Standards:
Develop and build strong content knowledge with increased
complexity
Demonstrate independence
Respond to the varying demands of audience, task, purpose and
content
discipline
Comprehend as well as critique
Value evidence
Utilize technology and digital media strategically and capably
Understand other perspectives and cultures

13. Standards and Learning
What should students know and be able to do?
• Identify the verbs (skills):
What do the students have
to do (perform)?
• Identify the nouns (concepts
and contents): What do the
students have to
know/produce (thing)?

14. Writing Standard 7.8
What do students need to know and be able to do?
Gather relevant information
from multiple print and
digital sources, using search
terms effectively; assess the
credibility and accuracy of
each source; and quote or
paraphrase the data and
conclusions of others while
avoiding plagiarism and
following a standard format
for citation.

15. Writing Standard 7.8
What do students need to do? (verbs)
Gather relevant information
from multiple print and
digital sources, using search
terms effectively; assess the
credibility and accuracy of
each source; and quote or
paraphrase the data and
conclusions of others while
avoiding plagiarism and
following a standard format
for citation.

16. Writing Standard 7.8
What do students need to produce? (Noun)
Gather relevant information
from multiple print and
digital sources, using search
terms effectively; assess the
credibility and accuracy of
each source; and quote or
paraphrase the data and
conclusions of others while
avoiding plagiarism and
following a standard format
for citation.

17. + Technology Connection

18. + Bloom’s in Technology

19. + Performance Task
1.Listtypes of skills, concepts and contents
students should acquire
2. Design performance task that measures targeted
skills
3. Develop explicit performance criteria (rubric)

20. A closer Look at A closer Look at standards
+ standards –Grade 3 Grade 3
CCSS Anchor Standard 1 Read closely to determine what the text
says explicitly and to make logical
inferences from it; cite specific textual
evidence when writing or speaking to
support conclusions drawn from the text.
CCSS Grade Specific Ask and answer questions to demonstrate
Standard R.I. 3.1 understanding of a text, referring explicitly
to the text as the basis for answers.
Text Animals that Migrate—Green Turtles
Prompt (Performance Using the text for support, describe the
Task) journeys that baby and adult Green Turtles
make and how they stay alive. What skills
do turtles use to help them complete their
journeys?

21. Novice Practitioner Expert
+ Responses are still
developing toward
the standard
Responses achieve the
standard
Responses go beyond the standard
(please note the bolded portions)
Explicit Responses identify Responses accurately identify Responses accurately identify and elaborate
Information some details from the journey that baby Green on the journey that baby Green Turtles make
the journey that Turtles make (from Ascension (from Ascension Island to Brazil) and the
Relate baby or adult Green Island to Brazil) and the journey journey that adult Green Turtles make (back
specifically Turtles make, such that adult Green Turtles make and forth between Ascension Island and
to: Animals (back and forth between Brazil), including information on how the baby
as how long the trip
that Migrate Ascension Island and Brazil), turtles are carried by the current and how the
is, what baby turtles
—Green including text information on adults swim on the top of the water, what they
eat, how adult
Turtles how long the trip is, on what eat, how far, how they find their own special
turtles find their own
special beaches, baby turtles eat, how adult beach, etc. Responses may include how and
etc. Responses to turtles find their own special where eggs are laid and other relevant
the request to list beaches, etc. Responses should information. Responses should list the
skills needed for the list at least 2 of the following following skills that turtles use on their
journey are either skills turtles use on their journeys: finding food, swimming on top of the
absent, incorrect, journeys: finding food, swimming water or floating with the current (babies),
irrelevant, or on top of the water or floating seeing the shore when they are very close,
response veers with the current (babies), seeing smelling the sand to locate a certain beach
from the text. the shore when they are very (adults), etc.
close, smelling the sand to
locate a certain beach (adults),
etc.

22. + Performance Tasks
What have students learned? (know and can do?)
[RI.K.10] [RI.6.8]
[RI.1.7] [RI.7.6]
[RI.2.6] [RI.8.2
[RI.3.5] [RI.9–10.9]
[RI.4.8] [RI.11–12.8]
[RI.5.3]
Create performance task using any of these standards

23. + Reflective Thoughts-Think Aloud
Are standards worthwhile in teaching and learning?
What professional learning needs are needed?
What monitoring system works?
What resources should be prioritized?
Aside from standards, what other factors affecting
students should be focused on?

24. Resources
Ainsworth, L. (2003). Unwrapping the standards: A
simple process to make standards manageable.
Englewood, CO: Lead + Learn Press. Common core
Weber, S. (2008). Benefits of unpacking the
standards. Mebane, NC
www.corestandards.org
www.parcconline.org
http://www.corestandards.org/assets/Appendix_B.pdf