TEACHING THE HUDSON VALLEYA NEW DEAL FOR YOUTHEleanor’s Traveling Suitcase

NYS P-12 COMMON CORE LEARNING STANDARDS

ELA and Literacy/ ELA and Literacy in History/Social Studies, Science, and Technical SubjectsMathematics

WHAT ARE NYS P-12 COMMON CORE LEARNING STANDARDS (CCLS)?

Aligned with college and work expectations; 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 other top performing

countries, so that all students are prepared to succeed in our global economy and society; and

Are evidence-based.

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NYS P-12 CCLS College and Career Readiness

Aspirational Performance Measures Regents Diploma with Advanced Designation

Regents Diploma with Credit-Bearing Course-Ready English Language Arts and Math Scores

Other College and Career Readiness Indicators International Baccalaureate Diplomas Advanced Placement Courses Earning College Credits in High School

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(taken from http://www.corestandards.org/about-the-standards)

NYS COMMON CORE STANDARDS SHIFTS IMPACT NYS ASSESSMENTS

6 Shifts in ELA Literacy

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1. Balancing informational and Literary Text2. Building Knowledge in the disciplines3. Staircase of Complexity4. Text-based Answers5. Writing from Services6. Academic Vocabulary

1 & 2: Non-fiction TextsAuthentic Texts

3: Higher Level of Text Complexity

4 & 5: Focus on command of evidence from text: rubrics and prompts

6: Academic Vocabulary

CCLS-ELA GRADE K-5; 6-12

College and Career Readiness Anchor Standards (CCRAS) Reading – literature, informational text,

(foundational skills, k-5 only) Writing Speaking and Listening Language – progressive skills by grade Range, qualtiy and complexity of student reading

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CCLS FOR LITERACY IN HISTORY/SS, SCIENCE AND TECHNICAL SUBJECTS

CCRAS – Grades 6-12 Reading Writing

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NYS COMMON CORE STANDARDS SHIFTS

IMPACT NYS ASSESSMENTS

6 Shifts in Mathematics

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1. Focus2. Coherence3. Fluency4. Deep Understanding5. Applications6. Dual Intensity

1: Intensive Focus

2: Linking Back

4, 5 & 6:

Mathematical Modeling

CCLS FOR MATHEMATICS, GRADES K-5 Counting and Cardinality: K Operations and Algebraic Thinking: K, 1, 2, 3,

4, 5 Numbers and operations in Base 10: K, 1, 2,

3, 4, 5 Numbers and Operations: Fractions 3, 4, 5 Measurement and Data – K 1, 2, 3, 4, 5 Geometry: k, 1, 2, 3, 4, 5

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CCLS FOR MATHEMATICS, GRADES 6-8 Ratios and Proportional Relationships: 6, 7 The number system: 6, 7, 8 Expressions and Equations: 6, 7, 8 Functions: 8 Geometry: 6, 7, 8 Statistics and probability: 6, 7, 8

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CCLS FOR MATHEMATICS, HIGH SCHOOL Number and Quantity Algebra Functions Modeling Geometry Statistics and probability

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TIME LINE2011-2012

RFP for modules (units) releasedRecommend teachers deliver at least one CCLS aligned unit per semesterMath and ELA tests aligned with 2005 ELA and Math standardsVendors chosen for curricular modules

Summer 2012

First 50% of ELA, Math, and The Arts exemplary modules availableAdditional training on CCLSIntensive training on the nature of transitional tests

2012-2013

On-going rollout in schools via Network TeamsTransitional tests align with CCLS for grades 3 – 8 ELA and Math NYSESLAT aligned with CCLS

Summer 2013

Full menu of ELA, Math, and The Arts exemplars availableOngoing training on curriculum and testing

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TIME LINE

2013-2014

Full implementation of CCLS in all schools Regents Algebra and Geometry aligned to CCLSNYSAA Alignment with CCLS

Summer 2014

Ongoing training on CCLS implementationIntensive training on PARCC (if Regents adopt)

2014-2015

Full implementation of CCLSPARCC assessments (if Regents adopt)Algebra II aligned to CCLS 13

NYS PARTICIPATION IN NATIONAL WORK

The Arts: Dance, Music, Theater, Visual ArtsDevelopment of new, national arts education standards in fall 2012Impact NYS Arts education – develop exemplars aligned with CCLS

ScienceNYS is a lead State Partner in writing Next Generation Science standardsDraft will be released in November 2012

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TRANSITION TO ASSESSMENTS

School Year

Transition of State Assessments(as of 3/1/12, subject to change)

2012-13

• Grades 3-8 ELA Test aligned to Common Core

• Grades 3-8 Math Testes aligned to Common Core

• NYSESLAT aligned to Common Core

2013-14

• Regents Exam in English aligned to Common Core

• Regents Exam in Algebra I aligned to Common Core

• Regents Exam in Geometry aligned to Common Core

• NYSAA in ELA and Math aligned to Common Core

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School Year

Transition of State Assessments(as of 3/1/12, subject to change)

2014-2015

• PARCC Assessments are scheduled to be operational and are subject to adoption by the Board of Regents

• Regents Exam in Algebra II aligned to Common Core

• Regents Exams in Living Environment, Earth Science, Chemistry, & Physics aligned to Next Generation Science Standards

• Grades 4, 6*, 7* & 8 Science aligned to Next Generation Science Standards

• Regents Exams in Global* (Possible split. If so, Global I – 2015 and Global I in 2016), & Regents Exam in US History & Government aligned with the 2012 CC aligned SS Standards

• Grades 6-8 *Social Studies aligned with the 2012 CC aligned SS standards

• NYSAA in SS and Science aligned to Common Core

* Pending the availability of funding

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ELEANOR’S TRAVELING SUITCASEAlignment with the NYS Learning Standards

UNITS

Unit I – Overview Unit II – The Progressive Era Unit III – Home & Personal Sanctuary Unit IV – Val-Kill Industries, Arthurdale, and

National Youth Administration/Woodstock Resident Work Center

Unit V – Passport to the World Unit VI – The Journalist Unit VII – Human Rights Unit VIII – Social Justice

UNITS

• All units are aligned to the New York State Learning Standards:– P-12 Common Core for ELA/Literacy– Social Studies

• Some units are also aligned with:– The Arts,– Health, Physical Education, and Family and

Consumer Sciences– P-12 Common Core for Mathematics– Science

UNIT PLANS

• Title• Lesson grade level• Time requirement• Essential question(s)• Objectives of the

lesson• Alignment with human

rights issue(s)• Student skills• Concepts• NYS Learning

Standards

• Vocabulary• Technology required• Materials needed• Background

information• Student activities

– Anticipatory set– Activity

• Culminating activity• Resources

UNIT VI – THE JOURNALISTSTANDARDS ALIGNMENT

• Social Studies Standard 1: History of the United States and New York

• Elementary: KI 1 PI 1, 3; KI 2 PI 1, 2; KI 3 PI 2, 3; KI 4 PI 1, 2, 3• Intermediate: KI 1 PI 1; KI 2 PI 3; KI 3 PI 2, 3; KI 4 PI 1, 2, 4• Commencement: KI 1 PI 2; KI 2 PI 2, 4; KI 3 PI 1, 3; KI 4 PI 1, 2, 3•  • Social Studies Standard 2: World

History• Elementary: KI 1 PI 1, 2; KI 2 PI 1; KI 3, PI 1, 2, 3; KI 4 PI 1, 2, 3• Intermediate: KI 1 PI 1, 3; KI 2 PI 1; KI 3 PI 1, 2, 3; KI 4 PI 1, 2, 3• Commencement: KI 1 PI 3, 4, 5; KI 2 PI 3, 4, 5; KI 3 PI 1; KI 4 PI

2, 4

UNIT VI – THE JOURNALISTCOMMON CORE STANDARDS ALIGNMENT• Reading for Informational

Text K—5• K-1, 2, 3, 8; • 1-1, 2, 3, 8; • 2-1, 2, 3, 8, 10; • 3-1, 2, 3, 6, 10; • 4-1, 2, 3, 5, 6, 8, 10; • 5-1, 2, 3, 5, 6, 8, 10•  Writing Standards K—5• K-1, 2, 3, 5, 6, 8, 11; • 1-1, 2, 3, 5, 6, 8, 11; • 2-1, 2, 3, 5, 6, 7, 8, 11; • 3-1, 2, 3, 4, 5, 6; • 4-1, 2, 3, 4, 5, 6, 8, 10, 11; • 5-1, 2, 3, 4, 5, 6, 8, 9, 10, 11

• Reading for Informational Text 6—12

• 6-1, 2, 3, 4, 6, 7, 8, 10; • 7-1, 2, 3, 4, 5, 6, 8, 10; • 8-1, 2, 3, 4, 5, 6, 8, 10;• 9/10-1, 2, 3, 4, 5, 6, 8,

10; • 11/12-1, 2, 3, 4, 5, 6, 10• Writing 6—12• 6-1, 2, 3, 4, 5, 6, 10; • 7-1, 2, 3, 4, 5, 6, 10; • 8-1, 2, 3, 4, 5, 6, 10; • 9/10-1, 2, 3, 4, 5, 6, 10, 11;• 11/12-1, 2, 3, 4, 5, 6, 10,

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EXAMPLE OF AN ACTIVITY• Activity 1: Reading “My Day” • Hand out the guiding questions sheet for the “My Day”

articles.• Hand out the June 7, 1944 “My Day” article. Read the

excerpt about women and math out loud.• Facilitate a brief discussion about the theme(s) addressed

in the excerpt, student reaction to Mrs. Roosevelt's opinion, and speculation about what the response of her readers might have been at the time. Use the guiding questions in the teacher’s guide to assist you in leading the discussion.

• Separate the class into pairs. There are 16 “My Day” articles that have been preselected.

• Assign one article per pair. Instruct the students to read the article and answer the questions from the guiding questions sheet.

• After completing the activity, ask the students to share their responses to the article with the class.

Student Worksheet II: to be used with “My Day” columns and other writings

Eleanor Roosevelt in Words, Deeds, and Pictures

Directions: Use the “My Day” column, article, and/or photo you’ve chosen to answer the following questions.

Why did you choose the article you did? What specifically is Mrs. Roosevelt doing in your article or photo? What issue does that address? Do you agree that the issue is important? Why or why not?  Do you think the issue is still important today? Why or why not? Have things changed or improved on this particular issue since Mrs.

Roosevelt wrote her column? How? (If they haven’t, explain why you think so.) 

How should this issue be addressed today?

EXAMPLE:MY DAY, JUNE 7, 1944This is the beginning of a long, hard fight, a fight for ports where heavy materials of war must be landed, a fight for airfields in the countries in which we must operate. Day by day, miles of country may be taken, lost and retaken. That is what we have to face, what the boys who are over there have been preparing for and what must be done before the day of victory. That day is coming surely. It will be a happy and glorious day. How can we hasten it?

• In Mrs. Roosevelt’s view, D Day was the beginning of a long hard fight. Highlight the sentence that supports this view.

• The boys over there must have been preparing for

A. The beginning of a long hard fight

B. The day of victory which will be a happy and glorious day

C. Day by day, miles of country must be taken, lost, and retaken

THANK YOU Elizabeth Sheffer NYSUT Educational Services 1-800-342-9810 x 6642 esheffer@nysutmail.org www.nysut.org