Common Core Learning Standards - Fayetteville Free Library
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This document discusses the Common Core Learning Standards and their focus on preparing all students for college and careers. It notes that surveys found 42% of college instructors and 45% of employers feel recent high school graduates are not prepared. The Common Core aims to change this by establishing consistent, higher standards across states in key areas like higher-order thinking skills, close reading, research skills, and problem solving. It emphasizes skills like comprehension, analysis, and argumentation. The Common Core also wants students to develop independence, value evidence, understand different perspectives, and use technology strategically. Its goal is for all students to graduate with the skills and knowledge needed to succeed after high school.
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Common Core Learning Standards - Fayetteville Free Library
- 1. Barbara Stripling Jim Belair Sue Kowalski
- 2. Vision of the Common Core Learning Standards All students will graduate from high school with the knowledge and skills to succeed in entry-level, credit- bearing academic college courses and in workforce training programs.
- 3. “Your Vision is the promise of what you shall one day be.” — James Allen
- 5. 5 College Instructors and Employers Say Graduates Are Not Prepared for College and Work Average estimated proportions of recent high school graduates who are not prepared 42% 45% 0% 25% 50% 75% 100% College Instructors Employers Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.
- 6. Turn and Talk What does it mean to be college and career ready today as compared to 10 years ago? 20 years ago?
- 9. What are the Common Core Learning Standards? Internationally-benchmarked and evidence-based standards for P-12 Consistent set of expectations for what students should learn and be able to do, so that we can ensure that every student across New York State is on track for college and career readiness
- 10. Why are the Common Core Learning Standards important? The CCLS Provide educators, parents, and students with clear, focused guidance about what skills to teach Prepare students with higher-order knowledge and skills Ensure consistent expectations regardless of a student’s zip code Lead to new more rigorous assessments that will drive changes in curriculum and teacher practice 10
- 11. How does the Common Core prepare all students for college and career? 11
- 12. Higher-Order Thinking Skills 12 Moving from… Moving to… Basic Comprehension: What color is the sweater that Mrs. Price makes Rachel wear? Basic Comprehension: What’s happening in this story? Interpretation: Why do you think Rachel’s teacher insists the sweater is Rachel’s? Interpretation: Why does Rachel react so powerfully to the red sweater? Analysis: Underline all the figurative language in this story. Analysis: Choose 3 examples of figurative language and explain how each furthers your understanding of the characters or events. Note: questions relate to the short story “Eleven” by Sandra Cisneros
- 13. Increased Emphasis on Persuasion and Explanation 13
- 14. Increased Emphasis on Inquiry
- 15. Attention to New Literacies
- 16. Source: Ann Shannon and Associates Assessment through Authentic Tasks 16
- 17. College and Career Readiness Capacities Students demonstrate independence. Grade 4: Reading Standards for Informational Text Key Ideas and Details RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
- 18. College and Career Readiness Capacities Students build strong content knowledge. Grade 7: Writing Standards for Literacy in History/Social Studies Text Types and Purposes WHST.7.1. Write arguments focused on discipline-specific content a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically
- 19. College and Career Readiness Capacities Students respond to the varying demands of audience, task, purpose, and discipline. Grade 2: Speaking and Listening Standards Presentation of Knowledge and Ideas SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences
- 20. College and Career Readiness Capacities Students value evidence. Grade 5: Writing Standards Text Types and Purposes W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose b. Provide logically ordered reasons that are supported by facts and details
- 21. College and Career Readiness Capacities Students use technology and digital media strategically and capably. Grade 9: Writing Standards Production and Distribution of Writing W.9.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically
- 22. College and Career Readiness Capacities Students come to understand other perspectives and cultures. Grade 10: Reading Standards for Literature Craft and Structure RL.10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
- 23. Social and Emotional Growth
- 24. Curious Social
- 25. Changing Focus of Resources
- 26. Increased Emphasis on Reading Informational Text 26
- 27. Rethinking Text Complexity 27 •Level of meaning or purpose •Structure •Language conventionality and clarity •Knowledge demands (life experiences, cultural/ literary knowledge, content/discipline knowledge) •Flesch-Kincaid Grade Level test •Dale-Chall Readability Formula •Lexile Framework for Reading Educator judgment to match texts to particular students and tasks – cognitive capabilities, motivation, knowledge, experiences
- 28. Providing Access to Diverse Perspectives and Resources
- 29. Why should we care?
- 30. What can we do to help all our youth develop the capacities and attitudes to succeed?
Notes de l'éditeur
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- 1 minuteAdopted by New York State in July 2010 with the understanding that the state may add additional K-12 expectations (up to 15%, as necessary) and adopt aligned pre-kindergarten standards. In January 2011, the Regents approved the incorporation of pre-K standards and the addition of an 11th anchor standard in reading literature called Responding to Literature. With this approval, the CCSS are now referred to as the NYS P-12 Common Core Learning Standards.The Common Core has been adopted by all except 8 states and represent what students should understand and be able to do; it is not a curriculum – that is left up to teachers.
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- Difficulty of college textbooks is increasing, word difficulty in scientific magazines and journals has increased, and work place reading exceeds grade 12 complexity significantly. Despite this, K-12 reading texts have actually trended downward in difficulty in the last half century. (From Appendix A of the Common Core)Qualitative dimensions of text are those best measured or only measured by an attentive human reader who can discern levels of meaning (literary texts such as satires) or purpose (informational texts), who can determine low or high complexity of text structure, readability based on language conventionality and clarity, and the assumption made about the reader’s life experiences and depth of their cultural/literary and content/discipline knowledge.