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Rhode Island Department of Education
10/2011
Common Core State Standards
The Standards define the knowledge and skills students should have
within their K-12 education careers so that they will graduate from
high school able to succeed in entry-level, credit-
bearing academic college courses and in workforce
training programs.
K-12 Standards
• Mathematics
• English Language Arts(Reading, Writing, Speaking &
Listening)Includes: Literacy in
History/Social Studies, Science, and Technical Subjects, 6-12
The Common Core State Standards:
Are aligned with college and workforce expectations;Are clear, understandable and consistent;Include rigorous content and application of knowledge
through high-order skills;Build upon strengths and lessons of current state
standards;Are informed by standards in other top performing
countries, so that all students are prepared to succeed in our global economy and society; and
Are evidence-based.
Common Core: English Language Arts Standards
ELA: Design & Organization
Three Sections
K-5 (cross-disciplinary)6-12 English Language Arts6-12 Literacy in History/Social Studies, Science, &
Technical SubjectsThree Appendices
A: Research and evidence; glossaryB: Reading text exemplars; sample performance tasksC: Annotated student writing samples
Available at: http://www.corestandards.org/the-standards
ELA: Design & Organization
Four Strands:
READING
WRITING
SPEAKING & LISTENING
LANGUAGE
ELA: Design & Organization
Four Strands (continued)…
Reading
K-5
LiteratureInformational
Foundational Skills
6-12
LiteratureInformational
(Literary nonfiction)
6-12 Literacy in Contents…
Informational(Content Specific)
ELA: Design & Organization
Four Strands (continued)…
Writing Arguments Informative/explanatory texts Narrative
Speaking and Listening Comprehension and collaboration Presentation of knowledge and ideas
Language Knowledge of language Vocabulary
ELA: Design & Organization
College and Career Readiness (CCR) ANCHOR Standards
Broad expectations consistent across grades and content areas
Based on evidence about college and workforce training expectations
ELA: ANCHOR STANDARDSReading Strand Example
How to “talk” about theELA Standards
The Literacy Common Core Standards as written do not clearly articulate a set of codes with which to refer to.
A code has been developed Aide in distinguishing Anchor Standards from Grade-Specific
Standards Ease of “conversation” about the standards
A KEY is necessary for “decoding” the code
Cracking the Literacy “CODE”
Strand Code KeyReading Standards R Reading Standards for Literature RL Reading Standards for Informational Text RI Reading Standards: Foundational Skills RF Reading Standards for Literacy in History/Social Studies RH Reading Standards for Literacy in Science & Technical Subjects RST
Writing Standards W Writing Standards for Literacy in History/Social Studies,
WHST Science, & Technical Subjects
Speaking & Listening Standards SL
Language Standards L
How to read a Common Core ANCHOR Standard
R.CCR.6Strand
College & Career Readiness Status
Number assigned to Standard
Reading College & Career Readiness Anchor
Craft & Structure: 6. Assess how point of view on purpose shapes the content and style of a text
How to read a Common Core Reading Standard (grade-specific standard)
RI.4.3Strand
Grade
Number assigned to Standard
Reading Informational Grade 4
Key Ideas & Details: 3. Explain events, procedures, ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
How to Read a Common Core Writing Standard (grade-specific standard)
W.5.1aStrand
Grade
Number & Letter assigned to Standard
Writing Grade 5
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
How We Achieve an ANCHOR Standard
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
LiteratureInformational Text
Literature
Informational Text
Informational Text
Literature
Literature
Informational Text
Literacy for Science and Technical Subjects
Literacy in History/Social Studies
Literacy in History/Social Studies, Science and Technical Subjects
Common Core: Mathematics Standards
Mathematics: Design & Organization3 Components:
Standards for Mathematical PracticeStandards for Mathematical Content
K-8 Grade Level Domains High School Conceptual Categories
Glossary
Appendix:Pathways
Traditional Integrated
Compacted: High School Mathematics in Middle School Traditional Integrated
Available at: http://www.corestandards.org/the-standards
Standards for Mathematical Practice
1. 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
Standards for Mathematical Content
Grade Level DomainsHigh School Conceptual
CategoriesK – 5 Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Measurement and Data Geometry
6-8 Ratios and Proportional Relationships The Number System Expressions and Equations Functions Geometry Statistics and Probability
Number and QuantityAlgebraFunctionsModelingGeometryStatistics and Probability
Conceptual Categories: DomainsNumber and Quantity
The Real Number System Quantities The Complex Number System Vector and Matrix
Algebra Seeing Structure in Expressions Arithmetic with Polynomials & Rational Functions Creating Equations Reasoning with Equations & Inequalities
Functions Interpreting Functions Building Functions Linear, Quadratic, & Exponential Models Trigonometric Functions
Conceptual Categories: Domains (continued)
Modeling
Geometry Congruence Similarity, Right Triangles, & Trigonometry Circles Expressing Geometric Properties with Equations Geometric Measurement & Dimension Modeling with Geometry
Statistics and Probability Interpreting Categorical & Quantitative Data Making Inferences & Justifying Conclusion Conditional Probability & Rules of Probability Using Probability to Make Decisions
Model Course Pathways in Mathematics
TRADITIONAL INTEGRATED
ALGEBRA IGEOMETRYALGEBRA II4th Year Mathematics Course
MATHEMATICS IMATHEMATICS IIMATHEMATICS III4th Year Mathematics Course
COMPACTED:• Grades 7 & 8 Standards + Algebra I Standards OR Mathematics I Standards•Instruction occurs over 2 years (during Grades 7 & 8)
Mathematics K-8 : Design & Organization
Introduction Page Highlights: 2-3 Critical Areas Provides: Emphasis of Content
Overview Page Provides:
Domains Cluster Headings Mathematical Practices
Components: K-8 grade level Mathematics Standards
Domains: larger groups of related standards
Cluster Headings: overview & quick summary of the mathematical ideas within a domain
Clusters: groups of related standards
Standards: define what students should understand and be able to do
DOMAINCLUSTER HEADINGS
Standards within the CLUSTER
FOOTNOTES
Components: K-8 grade level Mathematics Standards
How to “talk” about the Mathematics K-8 Common Core State Standards
The Mathematics Common Core Standards as written do not clearly articulate a set of codes with which to refer to.
A code has been developed Aide in distinguishing Standards from Pathways Ease of “conversation” about the standards
A KEY is necessary for “decoding” the codes
Cracking the K-8 Mathematics “CODE”
Grades K – 5
Counting and Cardinality CCOperations and Algebraic Thinking OANumber and Operations in Base Ten NBTNumber and Operations – Fractions NFMeasurement and Data MDGeometry G
Grades 6-8
Ratios and Proportional Relationships RPThe Number System NSExpressions and Equations EEFunctions FGeometry GStatistics and Probability SP
How to read a Common Core K-8 Mathematics Grade Level Standard
3.NBT.1GRADE LEVEL
DOMAIN:NUMBER AND OPERATIONS
IN BASE TEN
1ST STANDARD IN THE CLUSTER
Number & Operations in Base Ten 3.NBT
Use place value understanding and properties of operations to perform multi-digit arithmetic. 4
1. Use place value understanding to round whole numbers to the nearest 10 or 100.
Standards for Mathematical Content
Grade Level DomainsHigh School Conceptual
CategoriesK – 5 Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Measurement and Data Geometry
6-8 Ratios and Proportional Relationships The Number System Expressions and Equations Functions Geometry Statistics and Probability
Number and QuantityAlgebraFunctionsModelingGeometryStatistics and Probability
Mathematics High School (9-12): Design & Organization
Introduction PageProvides Conceptual Categories: Emphasis of Content
Overview Page
Provides: Domains Cluster Headings Mathematical Practices
Components: High School Mathematics Standards
Conceptual Categories: large grouping of content specific standards
Domains: large groups of related standards within the Conceptual Category
Cluster Headings: overview & quick summary of the mathematical ideas within a domain
Clusters: groups of related standards
Standards: define what students should understand and be able to do
Components: High School Mathematics Standard
DOMAIN
CLUSTER HEADING
Standards within the CLUSTER
*Modeling
The STAR indicates Modeling is expected to demonstrate proficiency
and may be indicated at the DOMAIN, CLUSTER, CLUSTER HEADING or STANDARD level.•Students are expected to demonstrate proficiency of this Cluster
by applying their knowledge within a real word application.
How to “talk” about the Mathematic K-8 Common Core State Standards
The Mathematic Common Core Standards as written do not clearly articulate a set of codes with which to refer to.
A code has been developed Aide in distinguishing Standards from Pathways Ease of “conversation” about the standards
A KEY is necessary for “decoding” the Codes
Cracking the High School Mathematics “Code”
High School
Number and Quantity The Real Number System N-RN Quantities N-QThe Complex Number System N-CNVector and Matrix N-VM
AlgebraSeeing Structure in Expressions A-SSEArithmetic with Polynomials & Rational Functions A-APRCreating Equations A-CEDReasoning with Equations and Inequalities A-REI
N.RNN.QN.CNN.VM
A.SSEA.APRA.CED A.REI
PATHWAYS
Cracking the High School Mathematics “Code” (continued)
Functions Interpreting Functions F-IF Building Functions F-BF Linear, Quadratic, & Exponential Models F-LE Trigonometric Functions F-TF
Modeling *
Geometry Congruence G-CO Similarity, Right Triangles, and Trigonometry G-SRT Circles G-C Expressing Geometric Properties with Equations G-GPE Geometric Measurement and Dimension G-GMD Modeling with Geometry G-MG
F.IFF.BFF.LEF.TF
G.COG.SRTG.CG.GPEG.GMDG.MG
PATHWAYS
How to read a Common Core High School Mathematics Standard
A-SSE.1b
Letter & Number indicating the
Standard withinthe Cluster
ConceptualCategory
ALGEBRASeeing Structure in Expressions A-SSE
Interpret the structure of expressions 1. Interpret expressions that represent a quantity in terms of its context.*
b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.
Domain
How to read a Common Core High School PATHWAYS Mathematics Standard
(+)N.CN.4,5,6
Numbers indicating the Standards withinthe Cluster Heading
ConceptualCategory Domain
Number & Quantity The Complex Number System
Represent complex numbers and their operations on the complex plane.4. (+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a give complex number represent the same number. 5. (+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, (-1 + √3 i)3 = 8 because (-1 + √3 i) has modulus 2 and argument 1200.6. (+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.
Indicates: Content needed for advanced courses
CONCEPTUAL CATEGORY
DOMAIN
Standards within the CLUSTER
CLUSTER HEADING
Resources
RIDE webpage for Common Core State Standards updates:http://www.ride.ri.gov/Division-EEIE/transition.aspx
Contact Information
Literacy SpecialistsDiane Girard, [email protected]
401.222.8479Colleen O’Brien, [email protected]
401.222.8474
Mathematics SpecialistPatty Carnevale, [email protected]
401.222.8458Susan Pagliaro, [email protected]
401.222.2644
