The document summarizes the development process and key aspects of the Common Core State Standards for English Language Arts and Mathematics. It states that college and career readiness standards were developed in 2009 based on evidence and feedback from multiple stakeholders. Final standards were released in June 2010 and are designed to ensure all students are prepared for postsecondary education and the workforce. The standards are aligned across grades and focused on critical content. They were developed through a state-led process coordinated by CCSSO and NGA to provide consistent learning expectations across states.

1. COUNCIL OF CHIEF STATE SCHOOL OFFICERS
(CCSSO)
&
NATIONAL GOVERNORS ASSOCIATION
CENTER FOR BEST PRACTICES
(NGA CENTER)
JUNE 2010

2. Standards Development Process
 College and career readiness standards developed
in summer 2009
 Based on the college and career readiness
standards, K‐12 learning progressions developed
 Mul=ple rounds of feedback from states, teachers,
researchers, higher educa=on, and the general
public
 Final Common Core State Standards released on
June 2, 2010

3. What are the Common Core State Standards?
 Aligned with college and work expecta=ons
 Focused and coherent
 Include rigorous content and applica=on of knowledge through high‐order
skills
 Build upon strengths and lessons of current state standards
 Interna=onally benchmarked so that all students are prepared to succeed in
our global economy and society
 Based on evidence and research
 State led – coordinated by NGA Center and CCSSO

4. Why is this important?
 Currently, every state has its own set of academic
standards, meaning public educa=on students in each state
are learning to different levels
 All students must be prepared to compete with not only
their American peers in the next state, but with students
from around the world

5. More Information
www.corestandards.org
For more informa=on
and to post a video of support

6. STANDARDS FOR
ENGLISH LANGUAGE ARTS
&
LITERACY IN HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL SUBJECTS
JUNE 2010

7. Design and Organization
Major design goals
 Align with best evidence on college and career readiness
expecta=ons
 Build on the best standards work of the states
 Maintain focus on what maOers most for readiness

8. Design and Organization
Three main sec2ons
 K−5 (cross‐disciplinary)
 6−12 English Language Arts
 6−12 Literacy in History/Social Studies,
Science, and Technical Subjects
Shared responsibility for students’ literacy development
Three appendices
• A: Research and evidence; glossary of key terms
• B: Reading text exemplars; sample performance tasks
• C: Annotated student wri=ng samples

9. Design and Organization
Four strands
 Reading (including Reading Founda=onal Skills)
 Wri=ng
 Speaking and Listening
 Language
An integrated model of literacy
Media requirements blended throughout

10. Design and Organization
College and Career
Readiness (CCR)
anchor standards
 Broad expecta=ons
consistent across
grades and content areas
 Based on evidence
about college and
workforce training
expecta=ons
 Range and content

11. Design and Organization
K−12 standards
 Grade‐specific end‐of‐year
expecta=ons
 Developmentally
appropriate, cumula=ve
progression of skills and
understandings
 One‐to‐one
correspondence with CCR
standards

12. Reading
Comprehension (standards 1−9)
 Standards for reading literature and informa=onal texts
 Strong and growing across‐the‐curriculum emphasis on
students’ ability to read and comprehend informa=onal texts
 Aligned with NAEP Reading framework
Range of reading and level of text complexity
(standard 10, Appendices A and B)
 “Staircase” of growing text complexity across grades
 High‐quality literature and informa=onal texts in a range
of genres and subgenres

13. Reading Foundational Skills
Four categories (standards 1−4)
 Print concepts (K−1)
 Phonological awareness (K−1)
 Phonics and word recogni=on (K−5)
 Fluency (K−5)
• Not an end in and of themselves
• Differen=ated instruc=on

14. Writing
Wri2ng types/purposes (standards 1−3)
 Wri=ng arguments
 Wri=ng informa=ve/explanatory texts
 Wri=ng narra=ves
 Strong and growing across‐the‐curriculum emphasis on
students wri=ng arguments and informa=ve/explanatory
texts
 Aligned with NAEP Wri=ng framework

15. Writing
Produc2on and distribu2on of wri2ng (standards 4−6)
 Developing and strengthening wri=ng
 Using technology to produce and enhance wri=ng
Research (standards 7−9)
 Engaging in research and wri=ng about sources
Range of wri2ng (standard 10)
 Wri=ng rou=nely over various =me frames

16. Speaking and Listening
Comprehension and collabora2on (standards 1−3)
 Day‐to‐day, purposeful academic talk in one‐on‐one,
small‐group, and large‐group segngs
Presenta2on of knowledge and ideas (standards 4−6)
 Formal sharing of informa=on and concepts,
including through the use of technology

17. Language
Conven2ons of standard English
Knowledge of language (standards 1−3)
 Using standard English in formal wri=ng and speaking
 Using language effec=vely and recognizing language varie=es
Vocabulary (standards 4−6)
 Determining word meanings and word nuances
 Acquiring general academic and domain‐specific words and
phrases

18. Key Advances
Reading
• Balance of literature and informa=onal texts
• Text complexity
Wri2ng
• Emphasis on argument and informa=ve/explanatory wri=ng
• Wri=ng about sources
Speaking and Listening
• Inclusion of formal and informal talk
Language
• Stress on general academic and domain‐specific vocabulary

19. Key Advances
Standards for reading and wri2ng in history/
social studies, science, and technical subjects
• Complement rather than replace content standards
in those subjects
• Responsibility of teachers in those subjects
Alignment with college and career readiness
expecta2ons

20. Intentional Design Limitations
What the Standards do NOT define:
 How teachers should teach
 All that can or should be taught
 The nature of advanced work beyond the core
 The interven=ons needed for students well below grade level
 The full range of support for English language learners and
students with special needs
 Everything needed to be college and career ready

21. Conclusion
Standards: Important but insufficient
 To be effec=ve in improving educa=on and gegng all students
ready for college, workforce training, and life, the Standards
must be partnered with a content‐rich curriculum and robust
assessments, both aligned to the Standards.

22. STANDARDS FOR
MATHEMATICS
JUNE 2010

23. Design and Organization
Standards for Mathema2cal Prac2ce
 Carry across all grade levels
 Describe habits of mind of a mathema=cally expert student
Standards for Mathema2cal Content
 K‐8 standards presented by grade level
 Organized into domains that progress over several grades
 Grade introduc=ons give 2–4 focal points at each grade level
 High school standards presented by conceptual theme (Number & Quan=ty,
Algebra, Func=ons, Modeling, Geometry, Sta=s=cs & Probability)

24. Design and Organization
 Content standards define what students should understand and be able to do
 Clusters are groups of related standards
 Domains are larger groups that progress across grades

25. Design and Organization
Grade Level Overviews

26. Design and Organization
Focal points at each grade level

27. Number and Operations, Grade 1
Number and Opera2ons Opera2ons and Algebraic
in Base Ten Thinking
 Extend the coun=ng  Represent and solve
sequence. problems involving addi=on
 Understand place value. and subtrac=on.
 Use place value  Understand and apply
understanding and proper=es proper=es of opera=ons and
of opera=ons to add and the rela=onship between
subtract. addi=on and subtrac=on.
 Add and subtract within 20.
 Work with addi=on and
subtrac=on equa=ons.

28. Fractions, Grades 3–6
 3. Develop an understanding of frac=ons as numbers.
 4. Extend understanding of frac=on equivalence and ordering.
 4. Build frac=ons from unit frac=ons by applying and extending previous
understandings of opera=ons on whole numbers.
 4. Understand decimal nota=on for frac=ons, and compare decimal
frac=ons.
 5. Use equivalent frac=ons as a strategy to add and subtract frac=ons.
 5. Apply and extend previous understandings of mul=plica=on and division
to mul=ply and divide frac=ons.
 6. Apply and extend previous understandings of mul=plica=on and division
to divide frac=ons by frac=ons.

29. Statistics and Probability, Grade 6
Develop understanding of sta2s2cal variability
 Recognize a sta=s=cal ques=on as one that an=cipates variability in the data
related to the ques=on and accounts for it in the answers. For example, “How
old am I?” is not a sta=s=cal ques=on, but “How old are the students in my
school?” is a sta=s=cal ques=on because one an=cipates variability in students’
ages.
 Understand that a set of data collected to answer a sta=s=cal ques=on has a
distribu=on which can be described by its center, spread, and overall shape.
 Recognize that a measure of center for a numerical data set summarizes all of
its values with a single number, while a measure of varia=on describes how its
values vary with a single number.

30. Algebra, Grade 8
Graded ramp up to Algebra in Grade 8
 Proper=es of opera=ons, similarity, ra=o and propor=onal rela=onships,
ra=onal number system.
Focus on linear equa2ons and func2ons in Grade 8
 Expressions and Equa=ons
 Work with radicals and integer exponents.
 Understand the connec=ons between propor=onal rela=onships, lines, and linear
equa=ons.
 Analyze and solve linear equa=ons and pairs of simultaneous linear equa=ons.
 Func=ons
 Define, evaluate, and compare func=ons.
 Use func=ons to model rela=onships between quan==es.

31. High School
Conceptual themes in high school
 Number and Quan=ty
 Algebra
 Func=ons
 Modeling
 Geometry
 Sta=s=cs and Probability
College and career readiness threshold
 (+) standards indicate material beyond the threshold; can be in
courses required for all students.

32. Geometry, High School
Middle school founda2ons
 Hands‐on experience with transforma=ons.
 Low tech (transparencies) or high tech (dynamic geometry
sooware).
High school rigor and applica2ons
 Proper=es of rota=ons, reflec=ons, transla=ons, and dila=ons
are assumed, proofs start from there.
 Connec=ons with algebra and modeling

33. Key Advances
Focus and coherence
• Focus on key topics at each grade level.
• Coherent progressions across grade levels.
Balance of concepts and skills
• Content standards require both conceptual understanding and
procedural fluency.
Mathema2cal prac2ces
• Foster reasoning and sense‐making in mathema=cs.
College and career readiness
• Level is ambi=ous but achievable.

34. Conclusion
The promise of standards
These Standards are not intended to be new names for old
ways of doing business. They are a call to take the next step. It
is =me for states to work together to build on lessons learned
from two decades of standards based reforms. It is =me to
recognize that standards are not just promises to our children,
but promises we intend to keep.

35. You can ask ques=ons by typing your ques=on
into the Q&A panel and
clicking "send.“
Webinar recording will be available at
www.corestandards.org