Common Core State Standardsand

Daily Five

DeSoto Central Primary School

2011-2012

Common Core State Standardsand

Daily Five

DeSoto Central Primary School2011-2012

Common Core Language Standard, Benchmark, Objective

– the specific goal or skill set that each student is expected to master

Curriculum – the tools, books, and resources used to teach each objective

The Common Core State Standards Initiative - Background Beginning in the spring of 2009, Governors and

state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards. States agreed to participate in the development process,

provide input on drafts, and consider eventual adoption. Signing did not require commitment to adopt.

The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) with assistance from Project Achieve, ACT and the College Board (SAT).

Why Common Core State Standards?

Preparation: The standards articulate college- and career-readiness. They will help ensure students acquire the knowledge and skills they need to succeed in post-secondary education and training.

Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.

Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.

Common Core State Standards Design

Building on the strength of current standards across many states, the CCSS are designed to be:

Focused, coherent, clear and rigorous Internationally benchmarked Anchored in college and career readiness* Evidence and research based

Ready for first-year credit-bearing, postsecondary coursework in mathematics and English without the need for remediation.

What the Standards do NOT define:

How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well

below grade level The full range of support for English language

learners and students with special needs Everything needed to be college and career

ready

Citation: www.corestandards.org/

Current Standards

Common Core ELA Standards – Grades K-12

ReadingWriting Language

Language

Media &

Tech

BenefitsReading• Balance of literature and informational texts• More difficult text, sooner• Discussion at a more complex levelWriting• A variety of writing types (inform, tell stories, persuade, etc.)• Emphasis on researchSpeaking and Listening• Conversation rules• Positive peer interactionLanguage• Increase vocabulary exposure and usage• Proper grammarReading Foundations- Phonics (Saxon)- Spelling

Assessments

Fewer tests given Greater depth of knowledge necessary More applied knowledge, less simple recall All DCPS first graders will be given the same

tests, possibly at different times Tests that are given are following samples and

guidelines made by our district curriculum department

Some grades will be earned based on rubrics (charts specifying expectations of a task)

Blank for rubric

DeSoto County Schools established categories and weights

Reading Comprehension 50%(skills tests, cold reads)

Performance-Based Assessments 25%(writing assignments, fluency assessments, speaking, and listening activities)

Language 15% (skills tests) Phonics and Spelling 10%

Common Core State Standards 1st grade Units of Study

Unit 1Alphabet Books

and the Children who Read Them

Unit 2The Amazing Animal World

Unit 3Life Lessons

Unit 4Winds of Change

Unit 5American

Contributions

Unit 6Around the

World with a Glass Slipper

Daily Five A teaching structure - the vehicle that

brings Common Core to our classroom A nationally used format created by Gail

Boushey and Joan Moser “The Sisters” A Balanced Literacy approach Promotes independence and meaningful

engagement for all students Allows students to develop the daily habits

of reading, writing, and working with peers that will lead to a lifetime of independent literacy

Daily Five Elements Read to Self Read to Someone Work on Writing Listen to Reading Work with Words

Obvious Changes Fewer tests and grades No traditional Reading textbook (we are using

lots of great books) Fewer worksheets More hands-on activities More student-created projects More focus on writing Higher expectations for student independence

How can parents help? Read, read, read! Read to your child AND have

them read to you! Go to your local library, expose your child to

many types of books – fiction and non-fiction Play educational games (teacher websites) Complete all homework Practice sight words (Fry words) Join with us in encouraging independence Check our teacher websites for additional

resources and information.

What do teachers need? Reading materials – books

Garage sales Thrift stores Cleaning out your own book shelves Clearance racks

Writing supplies Cute pens, pencils, markers Fun stationary, paper, notepads

Word Work materials Crayola dry-erase crayons, black dry-erase boards Magnetic letters Alphabet stamps, washable ink pads Play-dough and alphabet cookie cutters Post-it notes Bingo dabbers

Listen to Reading Individual head phones Any used iPhones (if you are upgrading)