1 Common Core Standards (CCS) Curriculum Council August, 2010.

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Common Core Standards (CCS)

Curriculum Council

August, 2010

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Presentation Outline

CCS Overview Introduction to Standards

Development and Adoption Standards in English Language Arts

… and Literacy in History/Social Studies,

Science, and Technical Subjects Standards in Mathematics The Current Context

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the same for everyone fundamental

knowledge needed to be

college & career ready

adopted statewide;

voluntary not federally required

Shared, rigorous

academic content with

clear expectations for students

Common Core Standards (CCS)

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Overarching Goal of CCS

To guarantee that all students are college and career ready when they exit from high school

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Central Characteristics Alignment with college and work expectations

Knowledge and skills needed for success after high school in our global and social economy.

Rigorous content Application of higher-order thinking skills International benchmarking

Informed by curriculum and assessments from top-performing countries to insure success in our global economy (e.g., NAEP)

Evidence and/or research-based.

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Benefits of the CCS CCS build upon the strengths and

lessons of current state standards Student expectations are clear to

parents, teachers, and the general public

Enables collaborations among states on best practices, instructional materials and professional development. Thereby reducing costs to states.

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National CCS Development and Adoption Timeline

48 states and 2 territories voluntarily joined the initiative sponsored by

Council of Chief State School Officers (CCSSO) National Governors’ Association (NGA)

Set against the backdrop of Race to the Top in 2009. When states “joined” they committed to

participate in the development of CCS deliberate on the possible state adoption

Multiple Drafts were reviewed and vetted by teacher unions professional math and English language arts

organizations both K-12 and post-secondary

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Four Expert Groups Participated in National Development of the CCS

An advisory group Set policy for the process of development

A standards development group This is the primary group involved in development included Dr. Wu, professor of mathematics, from

Berkeley An expert feedback group A validation committee

This group affirmed that the standards met fundamental criteria – such as being research based. There were 6 California members on this committee.

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California CSS Adoption Timeline

California Academic Content Standards Commission (CACSC) created by legislation (SB X5 1 in 1/10) to

ensure that the rigor of CA’s standards are maintained to recommend whether CCS be adopted (not develop them) In the 21 member group, not less than half needed to be

current classroom teachers CACSC recommended adoption with some

additions – 85% rule (by 7/15/10) CA incorporates some new words, phrases and a few CA

standards State Board of Ed. unanimously adopts (in

8/2/10) CCS adopted on the last day to apply for 2nd round of RTTT

fundsAt http://www.scoe.net/castandards the posted versions of the standards have the CA additions bolded and underlined.

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For which standards will we be held accountable?

and the augmented California Common Core Standards (CCCS)

Which standards will be a part of accountability (tested)??

Common Core State Standards (CCS)

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Audience Question:Development & Adoption of CCS

Are states required to adopt the CCS?

What is one benefit of having standards that apply across many states? What is one drawback?

What challenges do the new standards present?

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English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

Content and Design

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A single K-5 set of grade-specific standards Most or all of the instruction students receive comes

from one teacher 2 content area–specific sections for grades

6-12 One set of standards for ELA teachers One set of standards for history/social studies, science,

and technical subject teachers The literacy standards in history/social

studies, science, and technical subjects are meant to complement rather than supplant content standards in those disciplines

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Main Components of the CCS ELA and Literacy … Standards

English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

THE ELA & Literacy Standards Appendix A: Research Supporting Key Elements Appendix B: Text Exemplars and Sample

Performance Tasks Appendix C: Samples of Student Writing

Sections on applications for English Learners and Students with Disabilities were also included.

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Focus on text complexity Address reading and writing across the

curriculum Emphasize analysis of informational text Focus on writing arguments and drawing

evidence from sources Emphasize participating in collaborative

conversation Integrate media sources across standards

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Strand and Subheading Descriptions

Reading Balance of literature and informational texts Text complexity

Writing Emphasis on argument and informative/explanatory

writing Writing about sources Multi-media skills are blended throughout the standards Making arguments and drawing evidence from sources

Speaking and Listening (K-12 ELA only) Inclusion of formal and informal talk

Language (K-12 ELA only) Stress on general academic and subject-specific

vocabulary.

Are consistent throughout the grades

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Anchor Standards

Reading: 10 Anchor Standards Writing: 10 Anchor Standards Speaking & Listening: 6 Anchor

Standards Language: 6 Anchor Standards

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College and Career Readiness – Anchor Standard 2Determine central ideas or themes of a text and analyze their

developments; summarize the key supporting details.

Standard 2 - Note the progression across grade levels: Kindergarten: With prompting and support, identify the

main topic and retell key details of a text. Grade 2: Identify the main topic of a multi-paragraph text as

well as the focus of specific paragraphs within the text. Grade 4: Determine the main idea of a text and explain how

it is supported by key details; summarize the text.

Elementary School

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College and Career Readiness – Anchor Standard 2Determine central ideas or themes of a text and analyze their

developments; summarize the key supporting details.

Note the progression across grade levels: Grade 6: Determine a central idea of a text and how it is

conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Grade 8: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Grades 11-12: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Secondary School

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Current CA Standards1. Narratives2. Expository Descriptions3. Friendly Letters4. Personal or Formal Letters5. Response to Literature6. Information Reports7. Summaries8. Persuasive Letters/Compositions9. Research Reports10. Fictional Narratives11. Biographical/Autobiographical

Narratives12. Career Development Documents13. Technical Documents14. Reflective Compositions15. Historical Investigation Reports16. Job Application/Resume

Common Core Standards for CA

1. Write Opinions (K-5); Write Arguments (6-12)

2. Write Informative/Explanatory Texts

3. Write Narratives

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WRITING Progression in CCS

Distribution of Communicative Purposes by Grade

Grade Persuade ExplainConvey

Experience

4th 30% 35% 35%

8th 35% 35% 30%

12th 40% 40% 20%

The CCS cultivate three mutually reinforcing writing capacities

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Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read

READING Emphasis on Text Complexity

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Three Factors of Text Complexity Qualitative evaluation of the text

Levels of meaning, structure, language conventionality and clarity

knowledge demands Quantitative evaluation of the text

Readability measures and other scores of text complexity

Matching reader to text and task Reader variables (such as motivation, knowledge, and

experiences) task variables (such as purpose and the complexity

generated by the task assigned and the questions posed

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Reading Standard 10 references a text complexity band beginning in Grade 2.

Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level

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Grade 6 Examples Across the StrandsReading Standards for Informational Text Integrate information presented in different media or

formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Writing Standards Use technology, including the Internet, to produce and

publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Speaking and Listening Standards Include multimedia components (e.g., graphics, images,

music, sound) and visual displays in presentations to clarify information.

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Introduction College and Career Readiness Standards ELA Appendices

Appendix A: Research Supporting Key Elements of the Standards

Appendix B: Illustrative Texts Exemplars illustrating the complexity, quality, and range

of reading appropriate for various grade levels Appendix C: Samples of Student Writing

Annotated writing samples demonstrating adequate performance at various grade levels

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READING Emphasis

Distribution of Literary and Informational Passages by Grade in

the

Grade Literary Informational

4th 50% 50%

8th 45% 55%

12th 30% 70%Note: This does not mean that 70% of 12th grade English should be informational texts, but that a great deal of reading

should also occur in other disciplines.

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Comparing CA’s Current Standards and the CA CCS

ELA and Literacy in History/ Social Studies, Science and

Technical Studies

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California Standard Common Core Standard for California

9th/10th GradeReading 2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.

9th/10th GradeReading Standards for Informational Text5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).a. Analyze the use of text features (e.g., graphics, headers, captions) in functional workplace documents.

The bold and underlined text indicates that the material is a California addition to the CCS

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6th GradeReading 2.7 Make reasonable assertions about a text through accurate, supporting citations.

6th GradeReading Standards for Informational Text (ELA)1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Reading Standards for Literacy in History/Social Studies1. Cite specific textual evidence to support analysis of primary and secondary sources.

Reading Standards for Literacy in Science and Technical Subjects1. Cite specific textual evidence to support analysis of science and technical texts.

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1st GradeWriting2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience.

1st GradeWriting3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

3rd GradeReading2.3 Demonstrate comprehension by identifying answers in the text.

3rd GradeReading Standards for Informational Text1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to text as the basis for the answers.

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Examples of CA’s Additions CCS

Analysis of text features in informational text (Grades 6-12)

Specific reference to Career and consumer documents included in the writing section (Grade 8)

Added to word analysis is the phrase “both in isolation and in text” (Grades K-3)

Penmanship (Grades 2-4) Added standards for formal presentations to

CCS’s “collaborative discussions” and x (Grades 1-12)This is not an exhaustive list.

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Audience Question:A New Perspective on ELA

List three aspects of the new CCS in ELA and literacy.

How would you characterize California’s additions to the CCS in ELA?


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Common Core Standards Mathematics

Content and Design

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Common Core Standards Mathematics

Mathematics THE Mathematics Standards Appendix A: Designing High School Math

Course Based on CCS

Sections on applications for English Learners and Students with Disabilities were also included in this draft.

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General Overview Focus and Coherence

Mathematical Proficiency

Structure Organization Grade 8 Options

Similarities Shifts Next Steps

Objectives of this SectionObjectives of this Section

© 2011 California County Superintendents Educational Services Association • Mathematics General Overview

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Quote in Math CCS Introduction

Mathematics experience in early childhood should concentrate on (1) number (which includes whole number, operations, and relations) and (2) geometry, spatial relations, and measurement, with more mathematics learning time devoted to number than to other topics. Mathematical process goals should be integrated in these content areas.

- National Research Council, 2009

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Intended Goals for Mathematics

Aim for clarity and specificity Stress conceptual understanding of key

ideas (not a mile wide and an inch deep)

Balance mathematical understanding and procedural skill

Are benchmarked internationally

39© 2011 California County Superintendents Educational Services Association • Mathematics General Overview

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Organization: Grade K-8 Standards

1. Overview page Lists domains, clusters and mathematical practices

2. Standards-by grade level Defines what students should understand and be able to

do3. Clusters

Groups of related standards. Standards from different clusters may be closely related

4. Domains Larger groups of related standards. Standards from

different domains may be closely related.5. Additional standard language or whole

standards Bolded and underlined Added to maintain rigor of California expectations

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Two Types of Math Standards Standards for Mathematical Practice

Carry across all grade levels Describe mathematical habits of mind that should be

taught explicitly to all students

Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several

grades 2-4 focal points at each grade level High school standards presented by conceptual theme

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Mathematical Practice Standards

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoningThese practices are cross cutting and listed on the same pages as the content standards

Mathematically proficient students:


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Common Core State Standards for CA DOMAINS

California Standards Grades K-7 STRANDS

K-5•Counting and Cardinality (K only)•Operations and Algebraic Thinking•Number and Operations in Base 10•Number and Operations-Fractions•Measurement and Data

6-8•Ratio and Proportional Relationships (grade 6-7)•The Number System•Expressions and Equations•Functions (Grade 8)•Geometry•Statistics and probability

• Number Sense

• Algebra and Functions

• Measurement and Geometry

• Statistics, Data Analysis and Probability

• Mathematical Reasoning

California ComparisonCalifornia Comparison



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Grade One Understand Place Value

The two digits of a two-digit number represent amounts of tens and ones

10 can be thought of as a bundle of ten ones – called a “ten.”

The numbers from 11 to 19 are composed of a ten and one, two, etc.

The numbers 10, 20, 30, … refer to one, two, three, …tens and zero ones

Standards in The Number and Operation Base 10 Domain

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Develop Conceptual Develop Conceptual UnderstandingsUnderstandings

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (K.OA.2)

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (2NBT.7)


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Emphasis on FluencyEmphasis on Fluency

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g. knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of grade 3, know from memory all products of two one-digit numbers. (3.OA.7)

Fluently multiply multi-digit whole numbers using the standard algorithm. (5.NBT.5)


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A Strong Focus on A Strong Focus on FractionsFractions

Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. (3.NF.2.a)

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g. by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5+ 1/2 = 3/7, by observing that 3/7 < 1/2. (5.NF.2)


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Fraction ConceptsFraction Concepts Compare two fractions with the same numerator or

the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. ( 3.NF.3d)

Discuss how you might compare pairs of fractions using a visual fraction model. For discussion purposes, use the following two fraction pairs:

7/9 and 4/9 (same denominator)4/9 and 4/7 (same numerator)


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California Grade 8 Options Goal for 8th grade students is Algebra 1 Not all students have the necessary prerequisite skills for

Algebra 1 Two sets of standards for grade 8

Each set will prepare students for college and career Standards for Algebra 1

Taken from 8th grade Common Core, high school Algebra content cluster and CA Algebra standards

8th grade Common Core Goal of grade 8 Common Core is to finalize preparation

for students in high school K-7 standards as augmented prepare students for either

set of standards


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High School Conceptual Themes High schools standards are grouped by

conceptual themes (not by grade level or course title). The themes are

Number and quantity Algebra Functions Modeling Geometry Probability and Statistics

(*) Standards that incorporate modeling(+) Standards that are necessary to prepare for

advanced courses

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CA’s Math CCS Standards

Are more similar than different (K-12) Grades K-7

augmented to prepare students for either set of standards in Grade 8

GRADE 8 Algebra I – combination of Algebra I from

CCS and some of Grade 8 CCSS (XX standards in all)

Grade 8 CCS

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CA’s Math CCS Standards

Adds two courses currently offered in California (but not in CCS) Calculus Advanced Statistics and Probability

High school course descriptions will be developed by CDE as part of their long-range implementation plan

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Key Advances in Math CCS Focus and Coherence

Focus on key topics at each grade level Numeracy Geometry Fractions

Coherent progressions across grade levels Balance of Concepts and Skills

Content standards require both conceptual understanding and procedural fluency (i.e., mastery)

Mathematical Practices Foster reasoning and sense-making in mathematics

College and career readiness Level is ambitious but achievable

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Arranged by conceptual cluster (NOT by course):

• Number and Quantity

• Algebra• Functions

• Modeling • Geometry• Statistics and Probability

Same K-8 structure of domain, cluster and standard


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Specify the math that all students should study to be college and career ready

Identify additional math standards that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics. These are indicated by (+).

Include the addition of two courses from California: Calculus

Advanced Placement Statistics and Probability

Development of suggested course descriptions will be done by CDE as part of their long-range implementation plan

Traditional vs. Integrated


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High School Example-Geometry Content Cluster


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Modeling Cluster

Not a collection of topics but viewed in relation to other standards

A Standard of Mathematical Practice

Specific modeling standards appear throughout the high school standards and are indicated by a star symbol (★)


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Grade California Standard Common CoreKindergarten

Use concrete objects to determine the answers to addition and subtraction problems (for two numbers that are each less than 10).

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

First Count, read, and write whole numbers to 100.

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Third Memorize to automaticity the multiplication table for numbers between 1 and 10.

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division and the properties of operations.


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Grade California Standard Common CoreFifth Understand the concept of

multiplication and division of fractions.

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (A unit fraction is one with a numerator of 1 and the denominator is a positive integer)

Sixth Interpret and use ratios in different contexts (e.g., batting averages, miles per hour) to show the relative sizes of two quantities, using appropriate notations ( a/b, a to b, a:b ).

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

Seventh

Use variables and appropriate operations to write an expression, an equation, an inequality, or a system of equations or inequalities that represents a verbal description (e.g., three is less than a number, half as large as area A).

Use variables to represent quantities in real-world and mathematical problems and construct simple equations and inequalities to solve problems about the quantities.


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Grade/Course

California Standard Common Core

Seventh Construct and read drawings and models made to scale.

Solve problems involving scale drawings of geometric figures, including actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

Algebra Algebra 1:

Solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step.

Algebra Content Cluster:

Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Geometry

Geometry:

Use trigonometric functions to solve for an unknown length of a side of a right triangle, given an angle and a length of a side.

Geometry Content Cluster:

Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.


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Grade Shifts: Grade Shifts: ExamplesExamples

Developed by SCFIRD

Concept 1997 Standards

CCCS

Compose simple shapes to form larger shapes (e.g., 2 triangles to form a rectangle)

Grade2

K

Introduction to Probability

Grade3

Grade7

Introduction of fractions as numbers

Grade2

Grade3

Add and subtract simple fractions

Grade3

Grade4

Introduction of integers Grade 4

Grade6


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Based on the following central questions:

What K-12 CA Mathematics standards were not reflected in the CCS document?

Which (of those) standards would substantively enhance and improve the CCS?

Which would maintain the rigor of California’s standards?

California’s Additional 15%California’s Additional 15%


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Added standards to develop ideas not included in CCS Grade 2-Operations and Algebraic Thinking

Grade 5-Operations and Algebraic Thinking

High School Geometry-Geometric Measurement and Dimension

Examples of Additional Examples of Additional 15%:15%:


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Added language to existing standard Grade 2-Measurement and Data

Grade 4-Geometry



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Added a substantial section to an existing cluster Grade 6-The Number System



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Added two courses from California Standards:

Calculus

Advanced Placement Probability and Statistics



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Stay the Course!

More similarities than differences in the standards

Implement a truly balanced math program as this will support the mathematical practices

Continue to use quality assessments to inform and drive effective instruction

Provide opportunities for teachers to collaborate and plan



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Audience QuestionsA New Perspective on Math

List three concepts or main ideas embedded in the Math CCS that are new.

How would you characterize California’s additions to the CCS in Math?


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Transitioning to New Standards

Understanding the Current Backdrop

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Foreshadowing the New Assessments

Elementary and Secondary Education Act (ESEA) requires ELA and mathematics in grades 3-8 and at least

once in grades 10-12 Science at least once during each of three specified

grade spans: 3-5, 6-9, and 10-12 Currently Existing Internationally Benchmarked

Assessments National Assessment of Educational Progress (NAEP) Trends in International Mathematics and Science

Study (TIMSS) Progress in International Reading Literacy Study

(PRLS)

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Timeline for Assessment Development

STAR sunsets in 2012-13 pending legislation may amend this

New Common Core Assessments projected to be piloted in 2013-14 “go live” in 2014-15

CA has joined SMARTER Balanced Assessment Consortium (June 2011) For more information on SMARTER Balanced

Assessment go to http://www.k12.wa.us/smarter/

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Framework and Textbook Adoption Timeline

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Professional Development

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Noteworthy Resources in Development

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Advice for Next Steps Stay the Course!

Since there are more similarities than differences in the standards, continue to implement your adoptions with fidelity. We are still held accountable to the STAR assessments.

Implement a truly balanced program as this will support the transition.

Use quality assessments to drive instruction. Provide opportunities for teachers to

collaborate and plan.

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LEFTOVERS

For possible use

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Comparison of Terminology

Current CA ELA Domains CCCS StrandsReading Reading

Writing Writing

Listening and Speaking

Speaking and Listening

Written and Oral Language

ConventionsLanguage

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ELA Anchored by CCR Standards

See Handout

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Reading Strand Reading Standards for Literature Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Text Complexity

Reading Standards for Informational Text

Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Text Complexity

Reading Standards: Foundational Skills (K-5)

Print Concepts Phonological Awareness Phonics and Word Recognition Fluency

Writing Strand

Writing Standards

Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing

Speaking & Listening Strand K-12 ELA only

Speaking and Listening Standards

Comprehension and Collaboration Presentation of Knowledge and Ideas

Language Strand K-12 ELA only

Language Standards

Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use

See Handout

Specific Strand Titles

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Writing, Grade 59. Draw evidence from literary or informational

texts to support analysis, reflection, and research.a) Apply grade 5 Reading standards to literature (e.g.,

“Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

b) Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

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Writing, Grades 9-10 English Language Arts9. Draw evidence from literary or informational texts to

support analysis, reflection, and research.a) Apply grades 9–10 Reading standards to literature (e.g.,

“Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

b) Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

History/Social Studies, Science, and Technical Subjects9. Draw evidence from informational texts to support

analysis, reflection, and research.

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Writing, Grade 71. Write arguments to support claims with clear reasons

and relevant evidence.a) Introduce claim(s), acknowledge alternate or

opposing claims, and organize the reasons and evidence logically.

b) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

d) Establish and maintain a formal style.e) Provide a concluding statement or section that

follows from and supports the argument presented.

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Speaking and Listening, Grade 51. Engage effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

a) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b) Follow agreed-upon rules for discussions and carry out assigned roles.

c) Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d) Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

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K-5 Mathematics Content Domains

Domains Grade Level

Counting and Cardinality K only

Operations and Algebraic Thinking

1-5

Number and Operations in Base Ten

1-5

Number and Operations – Fractions

3-5

Measurement and Data 1-5

Geometry 1-5

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Middle Grade Mathematics Content Domains

Domains Grade Level

Ratio and Proportional Relationships 6-7

The Number System 6-8

Expressions and Equations 6-8

Functions 8

Geometry 6-8

Statistics and Probability 6-8

1 Common Core Standards (CCS) Curriculum Council August, 2010.

Documents

ccs ccs

adoption standards

development of ccs

standards development

national ccs development

ca standards state board

national development

technical subjects standards