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Common Core Support Tools Below you will find unpacking standards documents to support teachers in their understanding of the common core and essential standards. The unpacking documents demonstrate at a granular level the knowledge and skills students are expected to master at a particular grade. Important Note: The current Standard Course of Study will continue to be taught and tested during the 2010-11 and 2011-12 school years. New standards and assessments are to be implemented for the first time beginning with the 2012-13 school year. Please send any thoughts, feedback, questions and ideas about additional resources that would help you start preparing to teach the new standards to feedback@dpi.nc.gov. English Language Arts Unpacking Standards Kindergarten (pdf, 276kb) 1st Grade (pdf, 161kb) 2nd Grade (pdf, 170kb) 3rd Grade (pdf, 165kb) 4th Grade (pdf, 282kb) 5th Grade (pdf, 298kb) 6th Grade (pdf, 315kb) 7th Grade (pdf, 300kb) 8th Grade (pdf, 340kb) English I & II (pdf, 303kb) English III & IV (pdf, 302kb)
Parent and Family Resources The Common Core State Standards are important because they will help all children – no matter who they are – learn the same skills. They create clear expectations for what your child should know and be able to do in key areas: reading, writing, speaking and listening, language and mathematics. If you know what these expectations are, then you can work with the teacher and help your child prepare. Read the letter from Commissioner King to parents regarding the release of the grades 3-8 test results. Watch the new video for parents and families about the Common Core Standards and the Grade 3-8 state assessments in English Language Arts and Mathematics: Watch the videos below for an overview of the Common Core State Standards in English Language Arts/Literacy and Mathematics. To see how the Common Core Instructional Shifts outlined in these videos are broken down, see the Common Core Video Series.
Common Core State Standards - Resources Workshop Materials PowerPoint Presentations and Handouts from Trainings and Workshops: Return to Top Return to TopReturn to Top Return to TopReturn to TopReturn to TopReturn to Top Training: Taking a Closer Look at the Common Core Standards in English Language Arts Date: March 28, 2011 Topic: Common Core Standards... PowerPoint Presentations: Taking a Closer Look Focusing on the Expectations of Technology in Common Core State Standards NOTE: This PowerPoint presentation has been compressed, and when you click the link above, a .zip file will download to your computer. In order for the videos to play within the presentation, be sure the videos and PPT file are all in the same folder. Templates: Unpacking the Standards College and Career Readiness Activity: The Gist Publication: Websites: Topic: Digital Citizenship Articles: Mathematics:
s New Learning Standards: K-12 English Language Arts The State Board of Education has adopted the Common Core State Standards in English language arts as part of Ohio's New Learning Standards for academic learning. The Kindergarten - Grade 12 standards will be fully in use in Ohio classrooms by 2014-2015, when assessments that align to the standards are in place. ODE encourages districts to start implementing the Ohio's New Learning Standards now to better prepare students for 2014-2015 and beyond. Introduction to Ohio's New Learning Standards for ELA, Model Curriculum, and Assessment Content Standards Information on the learning standards. PARCC Model Content Framework The PARCC Model Content Framework is to serve as a bridge between the Common Core State Standards and the PARCC assessments and designed with the following purposes in mind: Supporting implementation of the Common Core State Standards, and Informing the development of item specifications and blueprints for the PARCC assessments in grades 3–8 and high school. More Information
America Achieves: Welcome Item Writing and Review In the summer and fall of 2012, Smarter Balanced worked with educators to develop assessment items and performance tasks in English language arts/literacy and mathematics for the Pilot Test of the assessment system in early 2013. Teachers will be recruited by Governing States to write and review items and performance tasks for content, bias/sensitivity, and accessibility. This work will be guided by the Smarter Balanced item/task specifications and review guidelines. The following trainings provide background on the item and performance task development process, and will be used to train writers and reviewers. Introduction to Smarter Balanced Item and Performance Task Development This module will introduce educators to several terms and concepts that are commonly used when discussing the development of items and performance tasks. Watch a Video of the Presentation (YouTube) (SchoolTube) Download the PowerPoint Presentation Download the Windows Media Audio/Video file (67MB)
Transition Tools: Ohio' New Learning Standards: K-12 English Language Arts The State Board of Education adopted Ohio's New Learning Standards in English Language Arts as a guide to teaching and learning in the classroom. The Kindergarten – Grade 12 standards will be fully in use in Ohio classrooms in the 2014-2015 school year. Introduction to Ohio's New Learning Standards for ELA, Model Curriculum, and Assessment Ohio's New Learning Standards Addtional Resources for Diverse Learners Model Curricula Ohio teachers worked in teams in 2010 to suggest instructional strategies and resources that align with the Ohio's New Learning Standards in English Language Arts. In October 2013, Career Connections strategies were added to the Instructional Strategies in the model curricula. Problems, Ideas and Evaluation
Common Core or Guided Reading Recently, I've been fielding questions about guided reading (à la Fountas and Pinnell) and the common core; mainly about the differences in how they place students in texts. Before going there, let me point out that there is a lot of common ground between guided reading and common core, including high quality text, the connections between reading and writing, the emphasis on high level questions and discussion, the idea that students learn from reading, and so on. Nary a hint of conflict between the two approaches on any of those issues. Not so with student-book placements; on that there is a substantial divide. How can these schemes be so different? Fountas and Pinnell advocate for a system of text placement that has been widely and long accepted in the field of reading (I've previously written about the sources of those ideas). By contrast, the common core intentionally would have teachers place students in texts that are more challenging.