The Common Core State Standards

Report
The Common Core
State Standards
A Districtwide Dialogue
for the Los Angeles Unified
School District
Common Core State Standards
What do you know about the
Common Core State
Standards?
Why do you think the CCSS
were developed?
Common Core State Standards

The CCSS are a critical element in bringing
about real and meaningful transformation
of our national educational system to
benefit each student in every classroom.

The CCSS help define the knowledge and
skills all students need to succeed in
college and careers.

Expectations will be consistent for all
students across the nation.
The Development

A state-led movement through the
National Governors Association and the
Council of Chief State School Officers

Designed by a diverse group of teachers,
professionals, organizations, parents, and
school administrators to provide a clear
and consistent framework to prepare our
children for college and the workforce.
The CCSS do not provide:

A complete scope and sequence

A course outline, or

All the essential skills and knowledge students
could have
The CCSS do provide:

Outline the most important essential skills and
knowledge every student needs to master to
succeed in college and careers.
ENGLISH LANGUAGE ARTS
and LITERACY IN
HISTORY/SOCIAL STUDIES,
SCIENCE, AND
TECHNICAL SUBJECT
STANDARDS
The Structure
The standards are comprised of a
set of Anchor Standards that are
the same across K-12 and
organized around four strands:
•Reading
•Writing
•Listening & Speaking
•Language
Foundational Skills
There are Grade K-5
Foundational Skills reading
standards included in the
Common Core State Standards
(print concepts, phonological
awareness, phonics and word
recognition, fluency)
Anchor Standards—K-12
Strand
 Reading:
 Writing:
 Listening/
Speaking:
 Language:
Anchor Standards
per Strand
 10
Anchor
Standards
6
Anchor
Standards
Sample ELA Anchor Standard
“Read closely to determine what the text says
explicitly to make logical inferences from it; cite
specific textual evidence when writing or
speaking to support conclusions drawn from the
text.”
th
Kindergarten:
“With prompting and
support, the student
will ask and answer
questions about key
details in a text.”
11-12 Grade:
“Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text, including
determining where the text
leaves matters uncertain.”
Anchor Standards in History/Social
Studies, Science, and Technical Subjects
The same Anchor Standards apply to
the content areas.
History/Social Studies, Science, and
Technical Subjects will be taught
through the lens of literacy.
Sample History/Social Studies Reading
Anchor Standard (same as ELA)
“Read closely to determine what the text says
explicitly to make logical inferences from it; cite
specific textual evidence when writing or
speaking to support conclusions drawn from the
text.”
History/SS Grades 6-8:
“Cite specific textual
evidence to support
analysis of primary and
secondary sources.”
History/SS Grades 11-12:
“Cite specific textual evidence
to support analysis of primary
and secondary sources,
connecting insights gained
from specific details to an
understanding of the text as a
whole.”
The CCSS and Instructional Shifts
The instructional shifts comprise the
philosophy that underlies the purpose of the
common core state standards
These shifts are needed to assist teachers in
designing and delivering instruction that will
help students think more analytically and
gain a deeper understanding of the
material.
The Shifts in English Language Arts
High-Quality Text –Dependent
Questions and Tasks
•Among the highest priorities of the Common
Core State Standards, is that students be
able to read closely and gain knowledge
from texts.
The Shifts in English Language Arts
Text Complexity
•
The Common Core State Standards
require students to read increasingly
complex text with increasing
independence as they progress toward
career and college readiness
The Shifts in English Language Arts
Building Knowledge through Content-Rich
Non-fiction and Informational Texts
•
The standards address reading, and writing
across the curriculum that complement the
content the standards in history/social studies,
science, and technical subjects, thus offering
new grounding in informational text, and
building knowledge from that reading.
Assessments for Accountability
The Department of Education articulated the need
for a comprehensive assessment system
grounded in the following basic principles:
 Assessments
are common across states and
aligned to the CCSS
 Student
take “performance-based” assessments
 Reporting
systems will drive decision-making
The new assessment system will replace NCLB
mandated assessments in participating states.
Assessments for Accountability
Two National Assessment Consortia
PARCC- Partnership for the
Assessment of Readiness for
College and Careers
“Distributed” approach to
assessment—“Through
Course”
Summative score in ELA
and Mathematics at end of
year
Grades 3-11
SMARTER-Smarter Balanced
Assessment Consortium
“Balanced” approach to
assessment—optional
interim assessments
Summative score in ELA
and Mathematics at end of
year
Grades 3-8 and 11
California is part of the SMARTER Balanced
Consortia
Common Core State Standards
For more information:
California CCSS for ELAhttp://www.scoe.net/castandards/agenda/2010/e
la_ccs_recommendations.pdf
California CCSS for Mathhttp://www.scoe.net/castandards/agenda/2010/
math_ccs_recommendations.pdf
CDE- http://www.cde.ca.gov/ci/cc/

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