Common Core State Standards

Nouns Verbs

1997 Standards

Comm

on Core Standards

Webb’s Depth of Knowledge

• Based upon the assumption that curricular elements may all be categorized based upon the cognitive demands required to produce an acceptable response

• Each grouping of tasks reflects a different level of cognitive expectation, or depth of knowledge, required to complete the task

Webb, 2006

4 Major Claims for ELA/LiteracyClaim #1 – Reading“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”Claim #2 – Writing“Students can produce effective and well-grounded writing for a range of purposes and audiences.”Claim #3 – Speaking and Listening“Students can employ effective speaking and listening skills for a range of purposes and audiences.”Claim #4 – Research/Inquiry“Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”Overall Claim for Grades 3–8“Students can demonstrate progress toward college and career readiness in English language arts and literacy.”Overall Claim for Grade 11“Students can demonstrate college and career readiness in English language arts and literacy.”

SBAC Assessments focus on these CLAIMS re

4 Major Claims for Math Smarter Balanced Assessments

• Claim #1 – Concepts & Procedures • “Students can explain and apply mathematical concepts and interpret and

carry out mathematical procedures with precision and fluency.” • Claim #2 – Problem Solving • “Students can solve a range of complex well-posed problems in pure and

applied mathematics, making productive use of knowledge and problem solving strategies.”

• Claim #3 – Communicating Reasoning • “Students can clearly and precisely construct viable arguments to support

their own reasoning and to critique the reasoning of others.” • Claim #4 – Modeling and Data Analysis • “Students can analyze complex, real-world scenarios and can construct

and use mathematical models to interpret and solve problems.”

CTA’s ELA Progressions or Spirals

• Tool provided by CTA for members to use in planning the implementation of the Common Core Standards for English Language Arts

RL.CCR.3

CCR Anchor Standard Reading 3:

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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RL.11-12.3Grade 11-12 students:

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/archetypes are introduced and developed).

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RL.9-10.3Grade 9-10 students:

Analyze how complex characters (e.g., 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.

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RL.8.3Grade 8 students:

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

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RL.7.3Grade 7 students:

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

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RL.6.3Grade 6 students:

Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

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RL.5.3Grade 5 students:

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

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RL.4.3Grade 4 students:

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

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RL.3.3Grade 3 students:

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. +

RL.2.3Grade 2 students:

Describe how characters in a story respond to major events and challenges. +

RL.1.3Grade 1 students:

Describe characters, settings, and major events in a story, using key details. +

RL.K.3Kindergarten students:

With prompting and support, identify characters, settings, and major events in a story. +

Lesson Plan Design

Using the Common Core Standards

Putting the Pieces Together

Common Core Standard and Rationale for the Standard

Curriculum Alignment

Unit Design AssessmentInstruction

Leading/Facilitating Learning

Aligning (CCSS) with Instruction and Assessment

1. Rewrite the CCSS in student/teacher friendly language

2. Select the CCSS for your course/grade

3. Group/organize the CCSS 4. Map/display unit/chapter knowledge and skills

5. Create assessments forCCSS

6. Create unit designs

7. Audit to determine alignment and sufficient emphasis

8. Create lessons plans and/or modules

9. Match instruction to CCSS

Resources

• www.edmodo.com– Basal Alignment Project, 3-5– Anthology Alignment Project, 6-12

• www.illustrativemath.org• www.tcoe.org/commoncore• www.achievethecore.org• www.engageny.org• www.teachingchannel.org