This document discusses the Common Core State Standards (CCSS) and their role in 21st century classrooms. It provides an overview of the CCSS, including their purpose and significance. It also outlines some of the major instructional shifts required by the CCSS, such as an increased emphasis on informational text and developing literacy across all subject areas. The document aims to help educators understand and implement the CCSS in their own classrooms.

1. Common Core Standards: a tool for the
21st 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,
K-4 50% 50% literary non-fiction
5-8 45% 55%
9-12 30% 70%

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

21. 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?
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22. 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