tag:blogger.com,1999:blog-38174431229177336782018-08-28T03:39:03.539-05:00Teaching with the Common Core Standards<b>Activities, Ideas, and Resources for using the Common Core Standards</b>Tyler @ Pieces of Learninghttp://www.blogger.com/profile/02258211885826232246noreply@blogger.comBlogger14125tag:blogger.com,1999:blog-3817443122917733678.post-37371650273421142512014-01-22T09:15:00.001-06:002014-01-23T07:09:49.666-06:00Florida Education Department Proposing Changes to Common Core<br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-IPaJ2_OQSm4/Ut_-hV7sWvI/AAAAAAAAADs/VjU4Yxl9ZM0/s1600/pcmaths_Page_04.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="Proposed Changes to Florida Common Core" border="0" src="http://4.bp.blogspot.com/-IPaJ2_OQSm4/Ut_-hV7sWvI/AAAAAAAAADs/VjU4Yxl9ZM0/s1600/pcmaths_Page_04.jpg" height="247" title="Proposed Changes to Florida Common Core" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Taken from "<a href="http://www.fldoe.org/pdf/pcmaths.pdf" title="tagged PDF">Proposed Changes to Mathematics Standards</a>" on fldoe.org</td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-MZJW9NnKwvs/Ut_9HiBSPJI/AAAAAAAAADg/rctuSg8vfIM/s1600/iStock_000006261879Small.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>The Florida Education Department is proposing some changes to the common core standards (and calling them the "Florida Standards". These changes come from an Educational Accountability Summit and are based on public input. You can see the changes here: <a href="http://www.fldoe.org/eduaccsummit.asp" target="_blank">http://www.fldoe.org/eduaccsummit.asp</a>. Keep in mind (from the fldoe.org website): <br /><blockquote class="tr_bq">"The rows in white represent the public comments, the rows in yellow represent the current standard, the rows in green represent the proposed standard, and the rows in blue represent a new proposed standard. Please note that the grouping of rows about the same standard are separated by solid black lines." </blockquote>There are a number of changes including 13 in ELA and 24 in Math along with 8 additions to the current standards and 52 additional calculus standards.<br /><br />Click to see a summary of the proposed changes and commentary about them... <br /><a name='more'></a><br /><h4><u>Proposed Changes to English-Language Arts</u></h4><a href="http://www.fldoe.org/pdf/pcelas.pdf" target="_blank">(Direct link to the proposed ELA changes - PDF)</a><br />There is only one major addition to the ELA standards - the addition of cursive writing. The rest of the changes seem to be changes to specific grade levels to clarify the standard (see the example below).<br /><blockquote class="tr_bq"><b>Current Standard - LACC.K.RI.2.6</b> (shown in yellow)<br />Name the author and illustrator of a text and define the role each in presenting the ideas or information in a text.<br /><b>Proposed Standard - LACC.K.RI.2.6 </b>(shown in green)<br /><i>With prompting and support, identify </i>the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.</blockquote><br />The cursive has been added by starting in 2nd Grade with legible printing skills, 3rd Grade beginning cursive skills, and 4th/5th Grade having fluent, legible cursive writing skills.<br /><br /><h4><u>Proposed Changes to Mathematics </u></h4><a href="http://www.fldoe.org/pdf/pcmaths.pdf" target="_blank">(Direct link to the proposed Math changes - PDF)</a><br />Mathematics is a different story. The proposed changes (shown in green) include the same type of clarifications as the ELA including additions such as <i>"Students are not required to independently read the word problems" <b>(MACC.K.OA.1.2)</b>, the addition of yards to a measurement standard to improve consistency <b>(MACC.2.MD.1.3)</b>, </i><i>earlier instruction of money concepts</i> <b>(MACC.2.MD.3.8)</b>, <i>clarifying the intent of the standard <b>(MACC.4.OA.2.4)</b>, vernacular changes <b>(MACC.5.G.2.4)</b>, notation changes <b>(MACC.5.MD.3.5)</b></i>, OR <i>the introduction of Pi as a ratio prior to use in calculators <b>(MACC.6.RP.1.3)</b></i>.<br /><br />The eight proposed additional standards (not dealing with calculus) address some items left out in the original standards such as <i>solving word problems with addends unknown and equations with symbols <b>(MACC.K.OA.1.6)</b>. </i>Other new standards introduce concepts earlier due to concerns with some standards being too advanced such as introducing the usage of rulers in 1st Grade because the current 2nd Grade standards are too advanced. There are also three proposed additions in the 2nd - 4th Grades which are <i>"are fundamental for preparing children for success in Algebra" <b>(MACC.2.OA.1.1a, MACC.4.OA.1.a, and MACC.4.OA.1.b)</b></i><br /><br />The 52 additional calculus standards<i><b> </b></i>are included with this note: <i>"To maintain Florida's support for college readiness the current Next Generation Sunshine State Calculus standards will be included in the adoption of this new set of Florida standards."</i><br /><br /><h4><u>Commentary</u></h4><br />After going over the changes, I don't see any glaring changes that down play the common core. It looks to me like the educators of Florida took a good set of standards, tested them out, took recommendations from educators and parents, and came up with some great suggestions to enhance the current standards to match up with their state's objectives.<br /><br />The great thing is that they are not removing any standards for being too difficult. I am seeing a lot of this among parents and teachers on social media. They are calling for removal of the common core standards because they are too difficult for the students to meet. This isn't the answer. I think Florida is on the right track with the "Florida Standards". Enhance (or even add to) the current standards to help our students meet and exceed them by introducing some basics a little earlier and introduce more help when needed. I like that teachers and parents want to add cursive writing and calculus back in to the standards. Let's make these children ready for college and the real world!<br /><br /><b>**UPDATE** 1/23/2014</b> <br />The links to the full "Florida Standards" (with changes) have been posted. Here they are:<br /><ul><li><a href="http://www.fldoe.org/pdf/lafs.pdf" target="_blank">Language Arts Florida Standards</a></li><li><a href="http://www.fldoe.org/pdf/mathfs.pdf" target="_blank">Mathematics Florida Standards</a></li></ul>Tyler @ Pieces of Learninghttp://www.blogger.com/profile/02258211885826232246noreply@blogger.com0tag:blogger.com,1999:blog-3817443122917733678.post-8449668152836931142013-06-07T15:29:00.000-05:002013-06-07T15:29:17.481-05:003 Minute Video Explaining the Common Core StandardsI know that by now most teachers and administrators have a pretty good idea of what the Common Core Standards are all about. We may not have them implemented, but we're working on it. The folks over at <a href="http://commoncoreworks.org/">Commoncoreworks.org</a> created a video that explains it to everyone. If you have a colleague or parent who wants to know what the CCSS is all about, send them this video (or a link to this post). The English version is first with the Spanish version following. Share this with your friends! You never know who it might help:<br /><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/5s0rRk9sER0?feature=player_embedded' frameborder='0' /></div><br />Spanish Version:<br /><br /><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/Hp3zmU8iF0E?feature=player_embedded' frameborder='0' /></div><br />Tylerhttp://www.blogger.com/profile/04497602667008766356noreply@blogger.com0tag:blogger.com,1999:blog-3817443122917733678.post-18440858685073611772013-04-11T15:51:00.000-05:002013-04-11T15:51:09.890-05:00Next Generation Science Standards Have Been Finalized!The Next Generation Science Standards have finally been published! The 41 member writing team took thousands of responses from state review teams, school districts, discussion groups, and scientific societies to create two rough drafts which have become the finalized product. Click to go the the NGSS website and download the full standards <a href="http://www.nextgenscience.org/next-generation-science-standards" target="_blank">Arranged by Disciplinary Core Idea (DCI) or Arranged by Topic</a>.<br /><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="http://images-onepick-opensocial.googleusercontent.com/gadgets/proxy?container=onepick&gadget=a&rewriteMime=image%2F*&url=http%3A%2F%2Fwww.nextgenscience.org%2Fsites%2Fall%2Fthemes%2Fscience%2Flogo.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://images-onepick-opensocial.googleusercontent.com/gadgets/proxy?container=onepick&gadget=a&rewriteMime=image%2F*&url=http%3A%2F%2Fwww.nextgenscience.org%2Fsites%2Fall%2Fthemes%2Fscience%2Flogo.png" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="http://www.nextgenscience.org/next-generation-science-standards" target="_blank">Next Generation Science Standards</a></td></tr></tbody></table>Supposedly interactive versions of the standards will be available soon which should be great for the more tech-savvy of us. Once you take a look at the standards, come back here and let us know what you think about them in the comments section below. Make sure to explore their site to learn more about the development and implementation of the standards.<br />Tyler @ Pieces of Learninghttp://www.blogger.com/profile/02258211885826232246noreply@blogger.com0tag:blogger.com,1999:blog-3817443122917733678.post-69107295122680555772012-11-28T13:31:00.002-06:002013-01-10T10:01:19.624-06:00Next Generation Science Standards Draft #2UPDATE! January 10th, 2013...<br />The NGSS Second Draft is available. You can see it here:<br /><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><img border="0" src="http://www.nextgenscience.org/sites/all/themes/science/logo.png" style="margin-left: auto; margin-right: auto;" /></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="http://www.nextgenscience.org/next-generation-science-standards">http://www.nextgenscience.org/next-generation-science-standards</a></td><td class="tr-caption" style="text-align: center;"> </td><td class="tr-caption" style="text-align: center;"> </td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;"></div>For more information, see my original post on the first draft of the NGSS here: <a href="http://www.teachingcommoncorestandards.com/2012/05/new-science-standards-draft-available.html" target="_blank">NGSS First Draft</a> <br /><br /><div style="text-align: center;">---------------------------------------</div><div style="text-align: center;"><br /></div><div style="text-align: left;">Wednesday November 28th, 2012...</div><br />The second public draft of the Next Generation Science Standards should be out before the new year. I will post a link to them as soon as they are available to the public. For now, read the following article on the NGSS posted on the SmartBlog on Education and written by Doug Haller:<br /><a href="http://smartblogs.com/education/2012/11/27/lesson-learned-next-generation-standards-build-challenges-encountered-1990s-douglas-f-haller-ed-m/" target="_blank">http://smartblogs.com/education/2012/11/27/lesson-learned-next-generation-standards-build-challenges-encountered-1990s-douglas-f-haller-ed-m/</a>Tyler @ Pieces of Learninghttp://www.blogger.com/profile/02258211885826232246noreply@blogger.com0tag:blogger.com,1999:blog-3817443122917733678.post-14043783195794225582012-06-28T15:38:00.001-05:002012-08-13T15:31:20.383-05:00Inferences and the Common Core StandardsInferences are central to the Common Core Standards. For instance, one standard for grades 5-12 specifically states that students must draw “inferences from the text.” Moreover, many of the subsequent standards require that students must continue to make inferences. These standards, for example, state that students must be able to<br /><ul><li><b>determine a theme;</b></li><li><b>compare and contrast two characters;</b></li><li><b>determine the meaning . . . of metaphors;</b></li><li><b>explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story;</b></li><li><b>describe how a narrator’s or speaker’s point of view influences how events are described; and</b></li><li><b>compare and contrast stories in the same genre . . . on their approaches to similar themes.</b></li></ul>Specifically, here are some of the standards that require inferential thinking for grade 5*:<br /><br /><b>RL.5.1.</b> Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. <i>[This standard also applies to grades 6-12.]</i><br /><br /><b>RL.5.2.</b> Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.<br /><br /><b>RL.5.3.</b> 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).<br /><br /><b>RL.5.4.</b> Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.<br /><br /><b>RL.5.5.</b> Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.<br /><br /><b>RL.5.6.</b> Describe how a narrator’s or speaker’s point of view influences how events are described.<br /><br /><b>RL.5.9.</b> Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.<br /><i><br />*NB: The corresponding standards for grades 6-12 are more sophisticated variations of these standards for grade 5 and require even higher levels of inferential thinking. </i><br /><br /><div style="text-align: center;">This post is borrowed from <a href="http://www.piecesoflearning.com/index.php?route=product/product&product_id=1859" target="_blank">Reading Between the Lines - Inferencing Skills</a></div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.piecesoflearning.com/image/cache/data/2012_NewProducts/clc0500-250x250.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://www.piecesoflearning.com/image/cache/data/2012_NewProducts/clc0500-250x250.jpg" /></a></div><div style="text-align: center;"><br /></div>Tyler @ Pieces of Learninghttp://www.blogger.com/profile/02258211885826232246noreply@blogger.com0tag:blogger.com,1999:blog-3817443122917733678.post-50593395333730334252012-06-01T10:40:00.000-05:002012-08-13T15:31:10.144-05:00Common Core Standards Resource Highlight<div class="MsoNormal" style="font-family: inherit;"><span style="font-size: small;">The resource show below was published by Pieces of Learning and is available through their website: <a href="http://www.piecesoflearning.com/index.php?route=product/product&path=53_63&product_id=1808" target="_blank">www.piecesoflearning.com</a>.</span><br /><br /><span style="font-size: small;">A significant advantage in using Common Core State Standards is that they are general, with broader curriculum application. They can potentially lead to higher-level thinking and mastery of 21st century skills rather than focus on lower-level test-prep answers. Coil’s practical examples show educators how to use differentiated curriculum, differentiated instruction, and differentiated assessment with the Common Core State Standards.</span></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><img alt="Differentiated Activities and Assessments Using the Common Core" border="0" height="320" src="http://1.bp.blogspot.com/-sYeNUHF5upk/T8jhuRBnjmI/AAAAAAAAACU/gRlFubQOe7A/s320/clc0488.jpg" style="margin-left: auto; margin-right: auto;" title="Differentiated Activities and Assessments Using the Common Core" width="247" /></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="http://www.piecesoflearning.com/index.php?route=product/product&path=53_63&product_id=1808" target="_blank">Differentiated Activities & Assessments Using the Common Core Standards</a></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;"></div><div class="MsoNormal" style="font-family: inherit;"><span style="font-size: small;"></span></div><div class="MsoNormal" style="font-family: inherit;"><span style="font-size: small;">Differentiation is essential when educators work with diverse groups of students while using the same set of Common Core State Standards for each student. These activities and corresponding assessments are specifically designed examples of how the CCSS can be implemented in your classroom with diverse students.</span></div><div class="MsoNormal" style="font-family: inherit;"><br /></div><div class="MsoNormal" style="font-family: inherit;"><span style="font-size: small;">Differentiated curriculum calls for differentiated assessment. Not only are the topic activities differentiated and provide for student choice, but the assessments are differentiated as well. Using differentiated activities and assessments leads to greater success and achievement on high-stakes standardized tests.... See more after the jump...</span></div><a name='more'></a><span style="font-size: small;">Coil includes over 50 topics in language arts, math, social studies, science, and interdisciplinary topics. Lesson formats include Curriculum Compacting, Individual Lesson Plans (ILP™), Questivities™, Tic-Tac-Toes, and Tiered Lessons & Units.</span><br /><div style="font-family: inherit;"></div><div style="font-family: inherit;"><br /><span style="font-size: small;"><i><b>The accompanying CD includes all 50+ lesson formats (activities AND assessments) in ready-to-use customizable WORD files.</b></i></span></div><br /><blockquote class="tr_bq"><i>The Common Core State Standards need to be differentiated for gifted, special education, ELL students, and other students with special needs. These standards incorporate only the essentials, thus they need to be modified and supplemented for special groups of students. One of the purposes of this book is to show how these standards can be used with differentiated curriculum, instruction, and<br />assessment.</i><br /><br /><i>The Common Core State Standards require a depth of learning that is best reflected through performance tasks, projects, product differentiation, creative and critical thinking activities, and the development of research skills. The activities and assessments in this book are designed as examples of how the CCSS can be implemented in the classroom. In each lesson or unit, the Anchor Standard is<br />indicated, and some (but not all) of the Common Core State Standards being addressed. In some cases, also included are specific content objectives.</i><br /><br /><i>The challenge in writing this book is that most of my activities and assessments cover a multitude of standards. That is, however, a goal of developing frameworks for the CCSS. Combining standards as curriculum and activities are designed connects learning. In writing these units, a number of the Common Core Standards are addressed in each unit. Because of this, I have taken the liberty to accentuate just some of the standards in each lesson or unit plan. You will then be able to use the standards highlighted as well as find other standards that you can emphasize during your instruction.</i><br /><br /><i>Many of the activities in this book are student choice activities. When one or two of the student choice activities focus on a particular Common Core State Standard, this standard is included within the assessment of the individual choice activity. For example, there are several standards that deal with oral presentation skills. If a student choice activity includes an oral presentation, this standard is incorporated in the assessment of that particular activity. </i></blockquote>Tyler @ Pieces of Learninghttp://www.blogger.com/profile/02258211885826232246noreply@blogger.com0tag:blogger.com,1999:blog-3817443122917733678.post-36347683271153127332012-05-22T12:52:00.000-05:002012-11-28T13:33:21.060-06:00Next Generation Science Standards Draft AvailableWith the push for higher test scores and the implementation of the Common Core Standards in the majority of states across the country, came a push for new Science standards as well. The standards that most science teachers are following at this point are upwards of 15 years old and need at least a refresher if not a full overhaul. The National Research Council and its affiliates decided to take this under their wing and have really put some time into creating the Next Generation Science Standards (NGSS). <br /><br />The Science standards are still in the draft/review phase and they are taking feedback from the public. The latest standards were developed by the National Research Council (NRC) with the help of the National Science Teachers Association (NSTA) and the American Association for the Advancement of Science (AAAS). The NGSS are based on the <i>Framework for K-12 Science Education</i> which was developed by the NRC and released in July of 2011. The <i>Framework </i>is split up into three dimensions: Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Disciplinary Core Ideas are grouped into four domains we are all familiar with: physical science, life science, earth/space science, and engineering/technology.<br /><br />I'm not going to get into the specifics of the NGSS on here because you can go see and download the draft for yourself:<br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="http://www.nextgenscience.org/sites/all/themes/science/logo.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://www.nextgenscience.org/sites/all/themes/science/logo.png" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="http://www.nextgenscience.org/" target="_blank">Next Generation Science Standards</a></td></tr></tbody></table>I have looked through, and even printed a copy of the NGSS (which I don't recommend unless you have a hefty printer). They are very in depth and read like the standards we all know, but they seem very complicated for the everyday teacher. It will be difficult to be an elementary school teacher without a science background and be able to fully understand and teach the standards in their classroom. I realize this isn't the final draft, some science concepts can be difficult to spell out in an easy-to-read manner, there are so many science concepts to cover, etc. I'm not knocking the standards. I think that our standards should be raised for all students and I applaud the NRC for having done that. I am just saying that many teachers will have a little work ahead of them to implement these standards into the everyday classroom science lesson.<br /><br />Has anyone else looked into the new science standards? I recommend that you do and give your feedback to the National Research Council. The more feedback they receive, the better the Next Generation Science Standards will be! Give me your thoughts in the comment section below:<br /><br />------------------------------------------------------<br /><span style="font-size: large;"><b><i>UPDATE!</i></b></span> <br />The second public draft of the NGSS will be out before the new year. Read more here:<br /><a href="http://smartblogs.com/education/2012/11/27/lesson-learned-next-generation-standards-build-challenges-encountered-1990s-douglas-f-haller-ed-m/" target="_blank">http://smartblogs.com/education/2012/11/27/lesson-learned-next-generation-standards-build-challenges-encountered-1990s-douglas-f-haller-ed-m/</a><br /><br /><br />Tyler @ Pieces of Learninghttp://www.blogger.com/profile/02258211885826232246noreply@blogger.com4tag:blogger.com,1999:blog-3817443122917733678.post-72951220898900272932012-05-10T11:04:00.001-05:002012-08-13T15:30:51.605-05:00Unpacking the Common Core - Math<h3> </h3><ol><li><a href="http://www.corestandards.org/the-standards/mathematics/introduction/standards-for-mathematical-practice/"><span style="font-size: large;"><u><b>Standards for Mathematical Practice </b></u></span></a></li><ol><ol><li>Make sense of problems and persevere in solving them.</li><li>Reason abstractly and quantitatively.</li><li>Construct viable arguments and critique the reasoning of others.</li><li>Model with mathematics.</li><li>Use appropriate tools strategically.</li><li>Attend to precision.</li><li>Look for and make use of structure.</li><li>Look for and express regularity in repeated reasoning.</li></ol></ol><ul><li>There is a general underlying theme in the Common Core Math standards that the Standards for Mathematical Practice and Standards for Mathematical Content should be connected throughout learning and instruction. (Each practice should regularly be seen within each content area.)</li></ul><li><u><b><span style="font-size: large;">Standards for Mathematical Content K-8<br /><span style="font-size: x-small;">(Click on each standard for a more specific definition.)</span></span></b></u></li><ol><ol></ol><ul><li><b>Kindergarten</b> </li></ul><ol><ol><li><a href="http://corestandards.org/the-standards/mathematics/kindergarten/counting-and-cardinality/"> K.CC - Counting & Cardinality</a></li><li><a href="http://corestandards.org/the-standards/mathematics/kindergarten/operations-algebraic-thinking/">K.OA - Operations & Algebraic Thinking </a></li><li><a href="http://corestandards.org/the-standards/mathematics/kindergarten/number-and-operations-in-base-ten/">K.NBT - Number & Operations in Base Ten </a></li><li><a href="http://corestandards.org/the-standards/mathematics/kindergarten/measurement-and-data/"> K. MD - Measurement & Data </a></li><li><a href="http://corestandards.org/the-standards/mathematics/kindergarten/geometry/">K.G - Geometry </a></li></ol></ol><ul><li><b>Grade 1</b></li></ul><ol><ol><li><a href="http://corestandards.org/the-standards/mathematics/grade-1/operations-and-algebraic-thinking/">1.OA - Operations & Algebraic Thinking </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-1/number-and-operations-in-base-ten/">1.NBT - Number & Operations in Base Ten </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-1/measurement-and-data/">1.MD - Measurement & Data </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-1/geometry/">1.G - Geometry </a></li></ol></ol><ul><li><b>Grade 2</b></li></ul><ol><ol><li><a href="http://corestandards.org/the-standards/mathematics/grade-2/operations-and-algebraic-thinking/">2.OA - Operations & Algebraic Thinking </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-2/number-and-operations-in-base-ten/">2.NBT - Number & Operations in Base Ten </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-2/measurement-and-data/">2.MD - Measurement & Data </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-2/geometry/">2.G - Geometry </a></li></ol></ol><ul><li><b>Grade 3</b></li></ul><ol><ol><li><a href="http://corestandards.org/the-standards/mathematics/grade-3/operations-and-algebraic-thinking/">3.OA - Operations & Algebraic Thinking </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-3/number-and-operations-in-base-ten/">3.NBT - Number & Operations in Base Ten </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-3/number-and-operations-fractions/">3.NF - Number & Operations—Fractions </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-3/measurement-and-data/">3.MD - Measurement & Data </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-3/geometry/">3.G - Geometry </a></li></ol></ol><ul><li><b>Grade 4</b></li></ul><ol><ol><li><a href="http://corestandards.org/the-standards/mathematics/grade-4/operations-and-algebraic-thinking/">4.OA - Operations & Algebraic Thinking </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-4/number-and-operations-in-base-ten/">4.NBT - Number & Operations in Base Ten </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-4/number-and-operations-fractions/"> 4.NF - Number & Operations—Fractions </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-4/measurement-and-data/">4.MD - Measurement & Data </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-4/geometry/">4.G - Geometry </a></li></ol></ol><ul><li><b>Grade 5</b></li></ul><ol><ol><li><a href="http://corestandards.org/the-standards/mathematics/grade-5/operations-and-algebraic-thinking/">5.OA - Operations & Algebraic Thinking </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-5/number-amd-operations-in-base-ten/">5.NBT - Number & Operations in Base Ten </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-5/number-and-operations-fractions/"> 5.NF - Number & Operations—Fractions </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-5/measurement-and-data/">5.MD - Measurement & Data </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-5/geometry/">5.G - Geometry </a></li></ol></ol><ul><li><b>Grade 6</b></li></ul><ol><ol><li><a href="http://corestandards.org/the-standards/mathematics/grade-6/ratios-and-proportional-relationships/">6.RP - Ratios & Proportional Relationships </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-6/the-number-system/"> 6.NS - The Number System </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-6/expressions-and-equations/">6.EE - Expressions & Equations </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-6/geometry/">6.G - Geometry </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-6/statistics-and-probability/">6.SP - Statistics & Probability </a></li></ol></ol><ul><li><b>Grade 7</b></li></ul><ol><ol><li><a href="http://corestandards.org/the-standards/mathematics/grade-7/ratios-and-proportional-relationships/"> 7.RP - Ratios & Proportional Relationships </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-7/the-number-system/">7.NS - The Number System </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-7/expressions-and-equations/">7.EE - Expressions & Equations </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-7/geometry/">7.G - Geometry </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-7/statistics-and-probability/">7.SP - Statistics & Probability </a></li></ol></ol><ul><li><b>Grade 8</b></li></ul><ol><ol><li><a href="http://corestandards.org/the-standards/mathematics/grade-8/the-number-system/">8.NS - The Number System </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-8/expressions-and-equations/">8.EE - Expressions & Equations </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-8/functions/">8.F - Functions </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-8/geometry/">8.G - Geometry </a></li><li><a href="http://corestandards.org/the-standards/mathematics/grade-8/statistics-and-probability/">8.SP - Statistics & Probability </a></li></ol></ol></ol><li><u><b><span style="font-size: large;">Standards for Mathematical Content High School</span></b></u></li><ol><ol></ol><ul><li><b>Number and Quantity</b></li></ul><ol><ol><li><a href="http://corestandards.org/the-standards/mathematics/hs-number-and-quantity/the-real-number-system/">N-RN - The Real Number System </a></li><li><a href="http://corestandards.org/the-standards/mathematics/hs-number-and-quantity/quantities/">N-Q - Quantities </a></li><li><a href="http://corestandards.org/the-standards/mathematics/hs-number-and-quantity/the-complex-number-system/">N-CN - The Complex Number System </a></li><li><a href="http://corestandards.org/the-standards/mathematics/hs-number-and-quantity/vector-and-matrix-quantities/">N-VM - Vector & Matrix Quantities </a></li></ol></ol><ul><li><b>Algebra</b></li></ul><ol><ol><li><a href="http://corestandards.org/the-standards/mathematics/high-school-algebra/seeing-structure-in-expressions/">A-SSE - Seeing Structure in Expressions </a></li><li><a href="http://corestandards.org/the-standards/mathematics/high-school-algebra/arithmetic-with-polynomials-and-rational-functions/">A-APR - Arithmetic with Polynomials & Rational Expressions </a></li><li><a href="http://corestandards.org/the-standards/mathematics/high-school-algebra/creating-equations/">A-CED - Creating Equations </a></li><li><a href="http://corestandards.org/the-standards/mathematics/high-school-algebra/reasoning-with-equations-and-inequalities/">A-REI - Reasoning with Equations & Inequalities </a></li></ol></ol><ul><li><b>Functions</b></li></ul><ol><ol><li><a href="http://corestandards.org/the-standards/mathematics/high-school-functions/interpreting-functions/">F-IF - Interpreting Functions </a></li><li><a href="http://corestandards.org/the-standards/mathematics/high-school-functions/building-functions/"> F-BF - Building Functions </a></li><li><a href="http://corestandards.org/the-standards/mathematics/high-school-functions/linear-quadratic-and-exponential-models/">F-LE - Linear, Quadratic, & Exponential Models </a></li><li><a href="http://corestandards.org/the-standards/mathematics/high-school-functions/trigonometric-functions/">F-TF - Trigonometric Functions </a></li></ol></ol><ul><li><b>Modeling</b></li></ul><ol><ol><li><a href="http://corestandards.org/the-standards/mathematics/high-school-modeling/introduction/">Introduction </a></li></ol></ol><ul><li><b>Geometry</b></li></ul><ol><ol><li><a href="http://corestandards.org/the-standards/mathematics/high-school-geometry/congruence/">G-CO - Congruence </a></li><li><a href="http://corestandards.org/the-standards/mathematics/high-school-geometry/similarity-right-triangles-and-trigonometry/">G- SRT - Similarity, Right Triangles, & Trigonometry </a></li><li><a href="http://corestandards.org/the-standards/mathematics/high-school-geometry/circles/">G-C - Circles </a></li><li><a href="http://corestandards.org/the-standards/mathematics/high-school-geometry/expressing-geometric-properties-with-equations/">G-GPE - Expressing Geometric Properties with Equations </a></li><li><a href="http://corestandards.org/the-standards/mathematics/high-school-geometry/geometric-measurement-and-dimension/"> G-GMD - Geometric Measurement & Dimension </a></li><li><a href="http://corestandards.org/the-standards/mathematics/high-school-geometry/modeling-with-geometry/">G-MG - Modeling with Geometry </a></li></ol></ol><ul><li><b>Statistics and Probability</b></li></ul><ol><ol><li><a href="http://corestandards.org/the-standards/mathematics/hs-statistics-and-probability/interpreting-categorical-and-quantitative-data/">S-ID - Interpreting Categorical & Quantitative Data </a></li><li><a href="http://corestandards.org/the-standards/mathematics/hs-statistics-and-probability/making-inferences-and-justifying-conclusions/">S-IC - Making Inferences & Justifying Conclusions </a></li><li><a href="http://corestandards.org/the-standards/mathematics/hs-statistics-and-probability/conditional-probability-and-the-rules-of-probability/">S-CP - Conditional Probability & the Rules of Probability </a></li><li><a href="http://corestandards.org/the-standards/mathematics/hs-statistics-and-probability/using-probability-to-make-decisions/">S-MD - Using Probability to Make Decisions </a></li></ol></ol></ol></ol><div style="text-align: center;"><a href="http://www.teachingcommoncorestandards.com/2012/05/unpacking-common-core.html">CLICK HERE FOR THE ELA STANDARDS</a><br /><div style="text-align: left;"><br />Thank you to "Mr. B" for the link to some more great "Unpacking" links:</div><div style="text-align: left;"><a href="http://www.dpi.state.nc.us/acre/standards/common-core-tools/#unela">North Carolina - ELA Unpacked</a></div><div style="text-align: left;"><a href="http://www.dpi.state.nc.us/acre/standards/common-core-tools/#unmath">North Carolina - Math Unpacked</a></div><div style="text-align: left;"><a href="http://commoncoreessentials.posterous.com/">Other Common Core Resources</a></div><div style="text-align: left;"><br /></div></div>Tyler @ Pieces of Learninghttp://www.blogger.com/profile/02258211885826232246noreply@blogger.com0tag:blogger.com,1999:blog-3817443122917733678.post-12256212100418352312012-05-09T14:42:00.001-05:002012-08-13T15:30:44.766-05:00Unpacking The Common Core - ELAOver the next few weeks, I will be examining the Common Core State Standards and how to unpack them for "ease-of-use." English Language Arts (ELA) is divided into four strands, which are then divided into two distinct grade areas K-5 and 6-12. Each grade level is then highlighted and expanded upon (except for the combinations of 9-10 & 11-12). Math (next post) is a little easier, only because there are fewer divisions. I've created an outline that gives a little easier insight into how everything is broken apart: <br /><br /><h3> <b><span style="font-size: large;">ELA- English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects<br /><span style="font-size: x-small;">(Each "?" stands for grade level, click on either K-2 or 6-12 to view the specific standard for your grade.)</span></span></b></h3><ol><li><span style="font-size: large;"><u><b>Reading</b></u></span></li><ol></ol><ul><li><b>Literature (examples of proper Stories, Dramas, and Poetry are given) <a href="http://www.corestandards.org/the-standards/english-language-arts-standards/reading-literature/introduction/">K-5</a> / <a href="http://www.corestandards.org/the-standards/english-language-arts-standards/reading-literature-6-12/introduction/">6-12</a></b></li></ul><ol><ol><li>RL.?.1 - Key Ideas and Details </li><li>RL.?.4 Craft and Structure</li><li>RL.?.7 Integration of Knowledge and Ideas</li><li>RL.?.10 Range of Reading and Level of Text Complexity </li></ol></ol><ul><li><b>Informational Text (examples of Literary Nonfiction and Historical Scientific and Technical Texts are given) <a href="http://www.corestandards.org/the-standards/english-language-arts-standards/reading-informational-text/kindergarten/">K-5</a> / <a href="http://www.corestandards.org/the-standards/english-language-arts-standards/reading-informational-text-6-12/introduction/">6-12</a></b></li></ul><ol><ol><li>RI.?.1 - Key Ideas and Details </li><li>RI.?.4 - Craft and Structure</li><li>RI.?.7 - Integration of Knowledge and Ideas</li><li>RI.?.10 - Range of Reading and Level of Text Complexity </li></ol></ol><ul><li><b>Foundational Skills <a href="http://www.corestandards.org/the-standards/english-language-arts-standards/reading-foundational-skills/introduction/">K-5</a> </b></li></ul><ol><ol><li>RF.?.1. - Print Concepts</li><li>RF.?.2 - Phonological Awareness</li><li>RF.?.3 - Phonics and Word Recognition</li><li>RF.?.4 - Fluency</li></ol></ol><li><span style="font-size: large;"><u><b>Writing <a href="http://www.corestandards.org/the-standards/english-language-arts-standards/writing/introduction/">K-5</a> / <a href="http://www.corestandards.org/the-standards/english-language-arts-standards/writing-6-12/introduction/">6-12</a></b></u></span></li><ol><ol><li>W.?.1 - Text types and Purposes</li><li>W.?.4 - Production and Distribution of Writing</li><li>W.?.7 - Research to Build and Present Knowledge</li><li>W.?.10 - Range of Writing<br /> </li></ol></ol><li><span style="font-size: large;"><u><b>Speaking and Listening Standards <a href="http://www.corestandards.org/the-standards/english-language-arts-standards/speaking-and-listening/introduction/">K-5</a> / <a href="http://www.corestandards.org/the-standards/english-language-arts-standards/speaking-and-listening-6-12/introduction/">6-12</a></b></u></span></li><ol><ol><li>SL.?.1 - Comprehension and Collaboration</li><li>SL.?.4 - Presentation of Knowledge and Ideas</li></ol></ol><li><span style="font-size: large;"><u><b>Language <a href="http://www.corestandards.org/the-standards/english-language-arts-standards/language-standards-k-5/introduction/">K-5</a> / <a href="http://www.corestandards.org/the-standards/english-language-arts-standards/language/introduction/">6-12</a></b></u></span></li><ol><ol><li>L.?.1 - Conventions of Standard English</li><li>L.?.3 - Knowledge of Language</li><li>L.?.4 - Vocabulary Acquisition and Use</li></ol></ol></ol><div style="text-align: center;"><a href="http://www.teachingcommoncorestandards.com/2012/05/unpacking-common-core-math.html">CLICK HERE FOR THE MATHEMATICS STANDARDS</a><br /><br /><div style="text-align: left;">Thank you to "Mr. B" for the link to some more great "Unpacking" links:</div><div style="text-align: left;"><a href="http://www.dpi.state.nc.us/acre/standards/common-core-tools/#unela">North Carolina - ELA Unpacked</a></div><div style="text-align: left;"><a href="http://www.dpi.state.nc.us/acre/standards/common-core-tools/#unmath">North Carolina - Math Unpacked</a></div><div style="text-align: left;"><a href="http://commoncoreessentials.posterous.com/">Other Common Core Resources</a></div></div><ol><ol><ul></ul></ol></ol>Tyler @ Pieces of Learninghttp://www.blogger.com/profile/02258211885826232246noreply@blogger.com2tag:blogger.com,1999:blog-3817443122917733678.post-60408111861004970652012-05-03T15:41:00.002-05:002012-08-13T15:30:38.583-05:00Introduction to the Common Core State Standards (CCSS) - 2<h4> <u>Part II</u></h4><span style="font-weight: normal;"><i>(<a href="http://www.teachingcommoncorestandards.com/2012/04/introduction-to-common-core-state.html">continued from Part I...</a>) </i></span> <span style="font-weight: normal;"> </span><br /><br /><span style="font-weight: normal;">They establish what students at each grade level need to learn but in general do not dictate the specific topics teachers should teach or how they should deliver instruction. </span><span style="font-weight: normal;"> </span> <span style="font-weight: normal;"> </span><br /><br /><span style="font-weight: normal;">The Common Core State Standards do not specify how the states will implement and use the standards. Each state will follow its own procedures in adopting and putting them into practice. States that adopt the CCSS must use all of them but can also add up to 15% of additional content that is state-specific. As of this writing, it appears that some states are using the additional 15% while others are only using the CCSS and nothing more.</span><span style="font-weight: normal;"> </span> <span style="font-weight: normal;"> </span><br /><br /><span style="font-weight: normal;">A significant advantage in using the Common Core State Standards is that they are more general with broader curriculum application and can potentially lead to higher-level thinking and mastery of 21st century skills rather than focus on lower-level test-prep answers. Overall there is an increased level of rigor expected when using the CCSS.</span><span style="font-weight: normal;"> </span> <span style="font-weight: normal;"> </span><br /><br /><span style="font-weight: normal;">The Common Core State Standards focus on English Language Arts (ELA) and Mathematics. Many of the ELA standards balance the reading of literature with the reading of informational texts. The expectation is for an integrated model of literacy so that these are not taught in isolation. The Mathematics standards feature an internationally benchmarked integrated model of math instruction, particularly at the high school level.</span><span style="font-weight: normal;"> </span><br /><br /><span style="font-weight: normal;">Additionally, because the 6-12 Language Arts standards also focus on literacy standards in social studies, science, and technical subjects, these standards provide us with wide latitude in both content and in ways to teach. Instead of focusing on specific content mastery the Common Core Standards rely on major concepts, ideas, and skills that direct students to use the content to examine questions, to look at multiple issues, and to find a variety of ways to solve problems.</span><span style="font-weight: normal;"> </span> <span style="font-weight: normal;"> </span><br /><br /><span style="font-weight: normal;">Because the elements discussed above have often been the focus of curriculum and instruction for gifted students, educators are able to use and extend the Common Core State Standards to enhance the learning of these students.</span>Tyler @ Pieces of Learninghttp://www.blogger.com/profile/02258211885826232246noreply@blogger.com0tag:blogger.com,1999:blog-3817443122917733678.post-63670212887463957162012-04-19T14:53:00.000-05:002012-08-13T15:30:25.319-05:00Introduction to the Common Core State Standards (CCSS)<h4> <u><b>Part I</b></u> </h4>The <b>Common Core Standards</b> (also known as the <i>Common Core State Standards</i> or <i>CCSS</i>) are the result of an initiative begun by the states and coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).<br /><br />These K-12 standards in English Language Arts, Mathematics, and Literacy in History/Social Studies, Science and Technical Subjects were developed and reviewed by teachers, professional organizations, content experts, civil rights groups, post-secondary educators, administrators, and other educational experts with the goal of defining “the knowledge and skills students should have within their K-12 education careers so they graduate high school able to succeed in entry-level, credit-bearing academic college courses and workforce training programs.” The CCSS provide an understandable and coherent framework for educating American children.<br /><br />The Common Core State Standards are based on the most effective standards from states throughout the country and from other countries around the world. They provide guidelines about what students throughout the United States are expected to know and be able to do as a result of their schooling. The major advantage of such standards is that they are consistent for all students no matter where they live. In an age of globalization, and when many students are highly mobile and move from one state to another, such standards are essential.<br /><br />According to the NGA Center and the CCSSO, these standards: <br /><ul><li>are aligned with college and work expectations;</li><li>are clear, understandable, and consistent;</li><li>include rigorous content and application of knowledge through high-order skills;</li><li>build upon the strengths and the lessons of current state standards;</li><li>are informed by other top performing countries;</li><li>are internationally bench-marked to prepare students to function in a global economy;</li><li>are a living work that will be revised on a set review cycle;</li><li>have technology blended into all strands and domains;</li><li>focus on research as an important skill throughout all strands; and</li><li>are evidence-based and research-based.</li></ul><br />These standards establish appropriate benchmarks for all students and provide a common framework to guide each state in helping all students succeed. While these standards do not specify or stipulate specific texts, they do require certain critical content for all students.<br /><br /><u><b>**You can also check out the links on the right (under the heading "Pages") for more information!**</b></u>Tyler @ Pieces of Learninghttp://www.blogger.com/profile/02258211885826232246noreply@blogger.com0tag:blogger.com,1999:blog-3817443122917733678.post-78595993937998713942012-04-06T10:13:00.000-05:002012-08-13T15:30:10.594-05:00Intermediate Science Lesson: VolcanoesCommon Core Standards:<br /><ul><li>Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience.</li><li>Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively as well as in words.</li></ul><ol><li><b>Visual</b> - Draw a <u>diagram</u> showing the internal parts of a volcano. Include information in your diagram showing how volcanoes erupt.</li><li><b>Kinesthetic - </b>Make a two-sided <u>diorama</u> that shows a location before a volcano erupts and after it erupts. This should be a real volcano, so research your location carefully. Make an index card telling the location, volcano's name, and other important facts.</li><li><b>Verbal - </b>Choose a well known volcano. Write a <u>folk tale</u> explaining why it erupted.</li><li><b>Technological - </b>Log on to <u>www.volcanoes.com. </u>You will find a wealth of information and links to other sites. Explore this site and its links, and write down 10 new things that you learn about volcanoes. Indicate the web site address for each. </li></ol>Tyler @ Pieces of Learninghttp://www.blogger.com/profile/02258211885826232246noreply@blogger.com0tag:blogger.com,1999:blog-3817443122917733678.post-44980646016072724572012-04-02T13:21:00.000-05:002012-08-13T15:29:46.405-05:00Primary Math Activity: 100s DayHello!<br /><br />I am going to post activities and the Common Core Standards that they touch on every week or so. Eventually you'll be able to come back and click on one of the labels below to sort through the lessons! <br /><br />Standards for Primary Math:<br /><ul><li><u>Count to 100 by ones and tens.</u></li><li><u>Classify objects into given categories; count the number of objects in each category and sort the categories by count. </u></li></ul><ol><li><b>Visual - <i>Touch Count</i></b> to 100 using a hundreds chart</li><li><b>Technological</b> - Count to 100 playing <i><b>Snakes and Ladders</b></i> on the computer</li><li><b>Kinesthetic</b> - Create a 100s <b><i>Fruit Loop Necklace </i></b>grouping colors by 1, 5, or 10s. The total number of Fruit Loops used should equal 100.</li><li><b>Auditory/Verbal</b> - <i><b>Write or tell a story</b></i> about the number 100. </li></ol>Tyler @ Pieces of Learninghttp://www.blogger.com/profile/02258211885826232246noreply@blogger.com0tag:blogger.com,1999:blog-3817443122917733678.post-59838708340871128852012-03-26T13:46:00.001-05:002012-08-13T15:29:30.836-05:00Welcome!Hi! Welcome to TeachingCommonCoreStandards.com, your resources for learning about the Common Core State Standards. Please take a look at the links on the right giving insights into the CCSS and how to implement them in your classroom.<br /><br />Subscribe to get updates about the common core standards, new resources to help implement them, and more! <br /><br />Take advantage of our "questions" section if you have any! Tyler @ Pieces of Learninghttp://www.blogger.com/profile/02258211885826232246noreply@blogger.com0