"All six of the shifts of the Common Core are text-based shifts:
Shift #1 (Balance): Balance literary and informational TEXTS. Shift #2 ( Reading in the disciplines): Students learn through domain-specific TEXTS. Shift #3 (Complexity): All students read the central, grade appropriate TEXT around which instruction is centered. Shift #4 (Text-based answers): Students have rich and rigorous conversations which are dependent on a common TEXT. Shift #5 (Writing to sources): students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the TEXTS they read. Shift #6 (Academic Vocabulary): Students constantly build the vocabulary they need to access grade level complex TEXTS.
Via Mel Riddile
Teachers and administrators have homework of their own, studying a net set of instructional guidelines and a fundamental shift of how they teach and test.
Proponents say the state standards, called Common Core, better match how students learn and better prepare them for college or work.
Depth over Breadth - "With the old standards, kids are learning lots of little bits of information and then quickly forgetting them. Which means we didn't spend enough time learning them well." Problem-Solving - These new standards open "a new era in education." But while the bells and whistles will be strikingly new, the focus returns to getting students better at the basics and problem solving. "We've got to give them problems where there aren't easy answers." Close Reading - A focus on fine literature will shift to reading for information. Writing - Wording a cohesive argument will outweigh creative writing. "What we have now lacks great materials for writing, when we know that's the No. 1 predictor of student success," Technology - All schools need enough computers and Internet bandwidth for classes to test online simultaneously. Paper tests "were appropriate for the times." But advances in artificial intelligence give far more options. "This is where technology is catching up with education." Districtwide retraining will be needed. Backward Design - "I think that process of beginning with the end in mind and working their way down is powerful," College Professor - California State University, Stanislaus, math Professor Viji Sundar has studied the Common Core math guidelines and believes the changes will help more students be ready for her college courses. "I think it's wonderful, something that's very much needed," Sundar said. California now has dozens of math steps to be learned in every grade. "We need to focus more on certain things more deeply," she said. I really do believe that this has helped us step up our game. We need different skills for the 21st century."
Focus strongly where the standards focus. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, significantly narrow and deepen the way time and energy are spent in the math classroom. The standards focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom.
Think across grades, and link to major topics within grades. The standards are designed around coherent progressions from grade to grade. Carefully connect the learning across grades so that students can build new understanding onto foundations built in previous years. Each standard is not a new event, but an extension of previous learning. Instead of allowing additional or supporting topics to detract from the focus of the grade, these topics can serve the grade-level focus.
In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity.
Emphasize conceptual understanding of key concepts, such as place value and ratios. Teachers support students’ ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures. Help students build speed and accuracy in calculation. Teachers structure class time and/or homework time for students to practice core functions, such as single-digit multiplication, so that they have access to more complex concepts and procedures. Use math flexibly for applications. Teachers provide opportunities for students to apply math in context. Teachers in content areas outside of math, particularly science, ensure that students are using math to make meaning of and access content.
For decades, too many high-school teachers have been instilling persuasive writing skills by teaching students the five-paragraph essay. You know it. Blog suggests using SOAP--Comment area also lists options.
Teacher Mark Sass says teachers can implement Common Core Standards successfully if they and district administrators create the right conditions.
Teachers will be able to seamlessly incorporate the common core standards into their everyday practice if districts give teachers: 1) differentiated time, 2) plenty of feedback, 3) and the opportunity to struggle with the new standards.
The following blog post was written by Eye On Education's Senior Editor, Lauren Davis. The Common Core State Standards for grades K–5 : mini-lesson to focus on a specific element or technique --list on anchor chart-- use in their own writing.
Research shows that texts students read in grades K–12 became easier after 1962. Instruction is heavily scaffolded compared to college. High school students are rarely held accountable for independent reading. College reading is mostly expository, but K–12 reading is mostly narrative, which is easier to comprehend.
Source: Liben, David. (2010). "Why text complexity matters" in Common core state standards for English language arts and literacy in history/social studies, science, and technical subjects. Appendix A: Research supporting key elements of the standards. National Governors Association Center for Best Practices, Council of Chief State School Officers: Washington, D.C.
Building knowledge through content-rich nonfiction and informational texts. At the elementary level, the standards call for a 50-50 balance between informational texts and literature. They shift the emphasis to 55 percent informational by middle school, and 70 percent by high school. Such reading includes content-rich nonfiction in history/social studies, science, and the arts. Informational text is seen as a way for students to build coherent general knowledge, as well as reading and writing skills.
2. Citing Evidence
Reading and writing grounded in evidence from text. The standards place a premium on students’ use of evidence from texts to present careful analyses and well-defended claims. Rather than asking students questions they can answer solely from their prior knowledge or experience, the standards envision students’ answering questions that depend on reading the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades. The reading standards focus on students’ ability to read carefully and grasp information, arguments, ideas, and details based on text evidence.
3. Complex Text
Regular practice with complex text and its academic vocabulary. The standards build a “staircase” of increasing text complexity to prepare students for the types of texts they must read to be ready for the demands of college and careers. Closely related to text complexity—and inextricably connected to reading comprehension—is a focus on academic vocabulary: words that appear in a variety of content areas (such as “ignite” and “commit”).