SJSD Common Core Overview
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The Common Core State Standards (CCSS) initiative is a voluntary effort involving 48 states to establish consistent proficiency standards in English language arts and mathematics for K-12 students. It aims to enhance student preparedness for the 21st century by fostering collaboration, equity, clarity, and global competitiveness. Missouri signed on in August 2009, highlighting the benefits of shared assessments and improved educational outcomes for all students.
SJSD Common Core Overview
- 4. About the Initiative The Common Core State Standards (CCSS) Initiative is a voluntary, state-led effort 48 states, 2 territories, and D.C. committed to developing a common core of state standards for proficiency in English language arts and mathematics for grades K-12 Governor Nixon Signed Missouri on in August 2009
- 5. Why did Missouri Sign On? The Standards will raise the bar for Missouri students and ensure they are prepared to succeed in the 21st century. Having Common Core Standards with other states is cost effective in the long term in that multiple states can share common assessments.
- 6. Why do we have the Common Core? http://youtu.be/jxefsLG2eps
- 7. Why Common Core State Standards? Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments, and other materials.
- 8. Why Common Core State Standards? Equity: Expectations are consistent for all and not dependent on a student’s zip code. Clarity: the standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.
- 9. Why Common Core State Standards? Preparation: The standards are college and career ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school. Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.
- 11. College and Career Readiness Anchor Standards (ELA) 10 Reading Standards 10 Writing Standards 6 Speaking and Listening Standards 6 Language Standards (In addition, K-5 have 4 Reading Foundational Skills)
- 12. ELA CCSS 1. Strand first! W.CCR.7 RF.5.3 2. Grade level or RL.7.1 CCR second! SL.CCR.4 WHST.6-8.2 3. Standard last!
- 13. Appendices A, B, and C • Appendix A • Supplementary material and glossary of terms • Text exemplars and • Appendix B sample performance tasks • Appendix C • Writing exemplars and annotated notes
- 15. Sample College and Career Readiness (CCR) Standard for Reading Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Kindergarten: With prompting and support, identify characters, settings, and major events in a story. Third grade: Describe characters in a story (their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
- 16. Increasing Complexity Across Grade Levels Sixth grade: Describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond to or change as the plot moves toward a resolution. Ninth/Tenth: Analyze how complex characters (those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Eleventh/Twelfth: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- 18. What’s the buzz?
- 19. ELA Closing Activity: Four Square Reflection
- 20. Information provided by... 49th Annual Cooperative Conference for School Administrators Missouri Department of Elementary and Secondary Education www.dese.mo.gov August 2010
Editor's Notes
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- #3: Have group stand up and push in chairs. After reading the statement on the handout, instruct the participants to move to the right side of the room if they think the statement is true and to the left side of the room if they think it is false. Provide the correct answer and encourage discussion. Continue the same process until all statements have been read.\n
- #4: You need a stack of index cards on each table.\n\nAs we go through this presentation, whenever the teacher hears a buzz word, phrase, sentence, they think is important, they need to grab a card and write the word, phrase, sentence on it. They need to grab a different card each time they hear a buzz word. About half-way through this presentation, we will stop and assess what words they have collected. By doing this throughout the intro, the teachers are thus determining importance.\n
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- #7: Play video clip.\n
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- #11: Starting from the top, the CCSS ELA Standards have 10 College and Career Readiness Anchor Standards, found within 4 strands. Reading and Writing is shared between CA teachers and all other content areas, thus the Literacy in History/Social Studies, Science, and Technical Subjects. At the elementary level, this also shows the link between the other contents and the ELA standards. Foundational Reading Skills are for Grades K-5. There are 3 Appendicies full of great information.\n\n
- #12: At this point in time, hand out:\n\nCollege and Career Readiness Anchor Standards for Reading Document\nPlacemats for grade levels\n\nMake sure to caution teachers that these are resources--not their curriculum. They might want this for their use during job embedded PD this year. This is simply to show them on 1-2 pages what a student in a particular grade level is expected to do.\n\n
- #13: Answers\nWriting--College and Career Readiness Anchor Standard 7\nReading Foundational Skills--Grade 5--Standard 3\nReading Literature--Grade 7--Standard 1\nSpeaking and Listening--College Career Readiness Anchor Standard 4\nWriting in History, Science, and Technical Subjects--Grades 6-8--Standard 2\n
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- #15: Stop and take 15 minutes for everyone to go through the cards they were collecting. Have each person make 2 piles. One pile should be what buzz words/phrases/etc. with which they are comfortable. One pile includes words/phrases/etc. they are still working through (confused with). Have them share at their table. \n
- #16: This highlights the progression of complexity of standards. Even though this skips grades, there are scaffolding pieces for every grade level.\n
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- #19: Go through one last time and repeat the previous process, having teachers sort into 2 piles and then share out what they know and what still confuses them. Then collect each and keep them separated into 2 piles for the entire group. Take some time at some point in the day to sort through and look for emerging themes, especially with the areas with which they are still confused.\n
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