OVERVIEW OF THE COMMON CORE STATE STANDARDS (CCSS): Focus on English, Language Arts & Literacy Presented by Jane Cook to the East Hartford High School English & Social Studies Staff Adapted from a PowerPoint developed by the Council Of Chief State School Officers (CCSSO) & National Governors Association Center For Best Practices (NGA Center) Source: http://www.corestandards.org/ August 28, 2012
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OVERVIEW OF THE COMMON CORE STATE STANDARDS (CCSS): Focus on English, Language Arts & Literacy Presented by Jane Cook to the East Hartford High School.
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OVERVIEW OF THE COMMON CORE STATE STANDARDS (CCSS): Focus on English, Language
Arts & Literacy
Presented by Jane Cook to the East Hartford High School English & Social Studies Staff
Adapted from a PowerPoint developed by the Council Of Chief State School Officers (CCSSO) & National Governors Association Center For Best Practices (NGA Center)
Source: http://www.corestandards.org/
August 28, 2012
Standards Development Process
College and career readiness standards developed in summer 2009Based on college and career readiness standards, K-12 learning
progressions developedMultiple rounds of feedback from states, teachers, researchers,
higher education, and the general publicFinal Common Core State Standards released on 6/2/10Adopted by CT State Board of Education on 7/7/10 as part of the
CT Secondary School Reform legislation and Race to the Top grant proposal
Currently adopted by 45 states and 3 territories
What are the Common Core State Standards?
Aligned with college and work expectationsFocused and coherent Include rigorous content and application of knowledge
through high-order skillsBuild upon strengths and lessons of current state standards Internationally benchmarked so that all students are prepared
to succeed in our global economy and societyBased on evidence and researchState led – coordinated by National Governors’ Association
(NGA) Center and Council of Chief State School Officers (CCSSO)
Built from the best and highest state standards in the country
Why is this important?
Prior to CCSS, every state had its own set of academic standards which meant public education students in each state were learning to different standards and at 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
Common standards are leading to the development and implementation of comprehensive assessment systems to measure student performance against the common core state standards
STANDARDS FOR ENGLISH LANGUAGE ARTS &LITERACY IN HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL SUBJECTSDesign and Organization
Major design goals Align with best evidence on college and career readiness (CCR)
expectations Build on the best standards work of the states Maintain focus on what matters most for readiness
English Design and Organization (continued)
Three main sections K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies,
Science, and Technical SubjectsShared 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 writing samples
English Design and Organization (continued)
Four strands Reading (including Reading Foundational Skills for Grades K-5) Writing Speaking and Listening Language
An integrated model of literacy
Media requirements blended throughout
Design and Organization
College and Career Readiness (CCR) anchor standards (Reading: p. 10 for K-5; p. 35 for 6-12; Writing: p. 18 for K-5 & p. 41 for 6-12) Broad expectations consistent across grades and content areas Based on evidence
about college andworkforce trainingexpectations
Range and content
Reading – 10 Comprehension Strands
Comprehension (Standards 1−9)
Standards for reading literature and informational textsStrong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational textsAligned with National Assessment of Educational Progress (NAEP - AKA “The Nation’s Report Card”) Reading frameworkSmarter Balanced Assessment Consortium (SBAC) high stakes online assessment will align
Reading Standards
Standards for reading literature and informational textsStrong and growing across-the-curriculum emphasis on students’
ability to read and comprehend informational textsAligned with National Assessment of Educational Progress (NAEP
- AKA “The Nation’s Report Card”) Reading frameworkSmarter Balanced Assessment Consortium (SBAC) high stakes
online assessment will align
Reading: 10 Standards in 4 Strands
Reading Comprehension Focus
Key Ideas and Details (Standards 1-3)Craft and Structure (Standards 4-6)Integration of Knowledge and Ideas (Standards 7-9)Range of Reading and Complexity of Text (Standard 10)
Reading – Standard 10 Highlights
Range of Reading and Level of Text Complexity(Standard 10, Appendices A and B)“Staircase” of growing text complexity across gradesHigh-quality literature and informational texts in a range of genres and subgenresGrade level bands:
o K-1o 2-3o 6-8o 9-10o 11-12
Reading – Standard 10 Highlights (continued)
Range of Reading and Level of Text Complexity(Standard 10, Appendices A and B)“Staircase” of growing text complexity across grades organized in Text Complexity Grade Level Bands:
o K-1o 2-3o 6-8o 9-10o 11-12
High-quality literature and informational texts in a range of genres and subgenres
Reading Foundational Skills – 4 Standards in Grades K-5 Only
Four Categories (Standards 1−4) Print Concepts (K−1) Phonological Awareness (K−1) Phonics and Word Recognition (K−5) Fluency (K−5)
• Not an end in and of themselves• Considered to be the skills necessary to develop fluent readers• Differentiated instruction based on needs of students
Writing – 10 Standards
Writing Types/Purposes (Writing Standards 1−3) Three Types of Writing
Writing arguments (Standard 1) Writing informative/explanatory texts (Standard 2) Writing narratives (Standard 3 – primarily for English/ Language Arts
classes)
Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts
Aligned with National Assessment of Educational Progress (NAEP) Writing framework
Writing (continued)
Production and distribution of writing (standards 4−6) Developing and strengthening writing Using technology to produce and enhance writing
Research (standards 7−9) Engaging in research and writing about sources
Range of writing (standard 10) Writing routinely over various time frames
Speaking and Listening
Comprehension and Collaboration (Standards 1−3) Day-to-day, purposeful academic talk in one-on-one,
small-group, and large-group settings
Presentation of Knowledge and Ideas (Standards 4−6) Formal sharing of information and concepts,
including through the use of technology
Language
Conventions of standard EnglishKnowledge of language (standards 1−3) Using standard English in formal writing and speaking Using language effectively and recognizing language varieties
Vocabulary (standards 4−6) Determining word meanings and word nuances Acquiring general academic and domain-specific words and
phrases
Key Advances
Reading• Balance of literature and informational texts• Text complexityWriting• Emphasis on argument and informative/explanatory writing• Writing about sourcesSpeaking and Listening• Inclusion of formal and informal talkLanguage• Stress on general academic and domain-specific vocabulary
Key Advances (continued)
Standards for reading and writing 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 readinessexpectations
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 interventions 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