Common Core Orientation

Transforming Teaching &

Learning

DELCAC SessionMarch 20, 2013

Reflective Practice

As a student…

•Teacher’s role• Your role

•Describe the work

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Strategic Plan 2010-14Strategic Plan 2010-14

Pillar One:

Career and College Ready

Students

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Common Core Standards (CCS) FocusCommon Core Standards (CCS) FocusThe focus of the CCS is

to guarantee that all students are college

and career ready as they exit from

high school.

Common Core Standards Framework

Common Core

Content Standards

Instructional Shifts

Practices (Math)/

Descriptors (ELA)

Curriculum

Equity

Assessment

Teaching & Learning

• English Language Arts (ELA)–College/Career Ready Descriptors–Anchor Standards– English/Literacy Standards

• Mathematics–Mathematical Practices Standards–Math Content Standards

Two Sets of Common Core Standards

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• College and Career Readiness (CCR) and Grade-Specific Standards

• A Focus on Results Rather than Means• An Integrated Model of Literacy• Research and Media Skills Integrated into the

Standards as a Whole• Shared Responsibility for Students’ Literacy

and Mathematics Development• Focus and Coherence in Instruction and

Assessment

Key Design Considerations

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Common Core StandardsCommon Core Standards

English Language Arts

• Demonstrate independence • Build strong content knowledge• Respond to the varying demands of

audience, task, purpose, and discipline• Comprehend as well as critique• Value evidence• Use technology and digital media

strategically and capably• Understand other perspectives and cultures

ELA College /Career Ready Descriptors

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Student Expectations ~ ELA

NewWhat is the passage trying to teach the reader? Identify three details from the text that support the main idea. Explain how the author utilizes these details to support the lesson being taught.

OldThis passage teaches readers that it is better to be:a) fast than slowb) big than littlec) a rabbit than a moused) clever than strong

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Common Core StandardsCommon Core Standards

Mathematics

Standards for Mathematical Practice1. Make sense of problems and persevere in solving

them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the

reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated

reasoning.

Number and Operations - Fractions 4.NF

Extend understanding of fraction equivalence and ordering.1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b)

by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Student Expectations ~ Math

Old Insert < or > 1/3

1/4

New Sam said, “1/3 of a pie is less than 1/4 of the same pie.”

Is Sam correct? Justify your answer using words, numbers, and drawings.

Transition Roadmap• Community Awareness & Knowledge Building

– Awareness Sessions (6:00-7:30 pm)• October 22 @ John F. Kennedy High School • October 23 @ Hiram Johnson High School• October 23 @ Rosemont High School

– Knowledge Building Sessions (6:00-7:30 pm)• ELA: November 13, February 13, & April 16• Math: November 27, February 26, & April 30

• Leadership Development• Professional Learning• Alignment of Current Resources & Practices• Supplemental Resources & Strategies• Electronic Library

Transition Roadmap• New ELD Standards Aligned to Common

Core• New English Language Proficiency

Assessment (new CELDT)• ELA/ELD Framework

Questions