Office of Instruction, Assessment, and Curriculum
Common Core Supporting Materials
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Welcome! This page provides resources for Rhode Island's transition
to the Common Core State Standards (CCSS).
Click on an underlined link or a shaded tab to show related resources.
Hover the pointer over a link or underlined title in any section for a pop-up information box.
Questions, comments, feedback? Email us at RI.CommonCore@ride.ri.gov!
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Educators
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Higher Education
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Families
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Transition Resources
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Introductory Resources
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Standards
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Archived
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"Get Set!" Rhode Island Educators
This guide provides information about implementing the Common Core, preparing your students for the PARCC assessment, and key points on helping to ensure a thoughtful transition.
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"Get Set!" Rhode Island Administrators
This guide provides information about implementing the Common Core, preparing your LEA/school for the PARCC assessment, and key points on helping to ensure a thoughtful transition.
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Tri-State Collaborative Rubrics and Review Process
The Tri-State Collaborative (comprised of educational leaders from Rhode Island, Massachusetts, and New York) has developed criterion-based rubrics and review processes to evaluate the quality of units and lessons intended to address the Common Core State Standards for ELA/Literacy and Mathematics. Educators may use the rubrics to evaluate units and lessons and to inform and guide current and future collaborative curriculum development efforts. These resources may also assist in understanding the critical areas of focus in the CCSS.
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OER Commons: Common Core (Open Educational Resources)
Worldwide learning network of shared teaching and learning materials made freely available online. Grouped by subject area and grade level, open education tools and resources provide educators with flexibility in instructional resource design necessary to build and sustain instructional shifts and practice around the Common Core.
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"After" Study of the Common Core State Standards Workshop Supports
Resources to help educators continue the conversation about the CCSS beyond the “Study of the Standards” workshop. Each tool addressed within the workshop will be supported. These resources are adapted from A Study of the Common Core State Standards developed by The Charles A. Dana Center at the University of Texas at Austin for the Rhode Island Department of Education, Spring 2011.
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Changes to NECAP during the Transition to the Common Core State Standards
PDF that outlines the transition plan for the Fall 2012 and Fall 2013 NECAP assessments.
Please note that the NECAP Science Assessment is not affected by the transition to the Common Core State Standards.
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Initial Release of PARCC Test Items and Task Prototypes
We are pleased to announce the first release of sample item and task prototypes for the Partnership for Assessment of Readiness for College and Careers (PARCC). The primary purpose of sharing item and task prototypes is to provide information and to support educators as we transition to the CCSS and the PARCC assessments. The dynamic, online prototypes presented on the PARCC website are designed to shine a light on important elements of the CCSS and to show how critical content in the standards may be manifested on next-generation, technology-based PARCC assessments. The PARCC sample item and task prototypes should be viewed as one of the many types of materials educators can use during the transition to the CCSS and PARCC. Students and parents may also find the sample item and task prototypes to be a useful resource for learning more about the CCSS and about how state assessments may appear in the future. In addition to the released sample item and task prototypes, the website provides other ancillary materials developed to build understanding of how the sample item and task prototypes illuminate the richness of the CCSS.
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Administrators
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Implementing the Common Core State Standards - Action Briefs:
The action briefs provide no-cost takeaways, talking points, and action steps that school leaders and counselors can begin to put into practice in their schools today.
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The Role of the Elementary School Leader
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The Role of the Secondary School Leader
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The Role of the School Counselor
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Instructional Leadership Professional Development Module
This 1.5–4 hour module is designed to guide and support principals, content supervisors, central office leaders, and coaches in the work of planning and carrying out the implementation of the Common Core State Standards. The module addresses five aspects of effective leadership in implementation: knowing and understanding the shifts, setting a vision for college and career readiness, developing clear metrics to guide the work, building capacity in schools, and staying engaged.
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Tri-State Collaborative Rubrics and Review Process
The Tri-State Collaborative (comprised of educational leaders from Rhode Island, Massachusetts, and New York) has developed criterion-based rubrics and review processes to evaluate the quality of units and lessons intended to address the Common Core State Standards for ELA/Literacy and Mathematics. Educators may use the rubrics to evaluate units and lessons and to inform and guide current and future collaborative curriculum development efforts. These resources may also assist in understanding the critical areas of focus in the CCSS.
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Curriculum Resource Review Aids
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Criteria for Resources Aligned to Common Core State Standards in Mathematics
Developed by Jason Zimba, one of the authors of the Common Core State Standards, the seven criteria for Resources outlined in this document should prove helpful in guiding the development of curriculum modules and accompanying materials.
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Common Core State Standards (CCSS) Mathematics Curriculum Materials Analysis Project
The Common Core State Standards (CCSS) Mathematics Curriculum Materials Analysis Project has designed a collection of tools to enable educators to evaluate the quality of mathematics curriculum resources with respect to the CCSS. Tools consider a resource’s alignment to both the Standards for Mathematical Content as well as the Standards for Mathematical Practice. Additionally, the document provides a professional development facilitator’s guide, an accompanying Power Point, and a tool relating to the equity, formative assessment options, and technological assets of a resource.
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America Achieves Resources
The America Achieves website offers lesson videos illustrating the Common Core key shifts, videos of teachers discussing their lessons, editable lesson plans, instructional resources, PD on assessing the quality of resources, and links to great websites. Requires sign up for account (free) to view the modules and lessons.
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Basal Alignment Project
The Basal Alignment Project offers free, Common Core-aligned, teacher developed replacement lessons for many 3rd – 5th grade Basal reading series. The Basal Alignment Project is sponsored by the Council of Great City Schools and coordinated by Student Achievement Partners.
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Implications for Assessments
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PARCC Model Content Frameworks
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ELA/Literacy
Resources to engage educators with the PARCC Model Content Frameworks for ELA/Literacy, Grs. 3-11. The PowerPoint provides background information and overview of the structure of the frameworks for all grade levels. Whereas the Guided Discovery & Discussion aides in facilitating conversations to strengthen one’s understanding of the frameworks for their grade level.
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Mathematics
A collection of resources intended to summarize the essential matter of the Model Content Frameworks for Mathematics for grades 3 - 8. Organized in chart form by grade level, these documents are meant to be quick, supplemental references to the Frameworks for busy educators. Direct links are provided to the unabridged Frameworks document as well as guiding questions for districts, schools, and individual educators to assist in transitioning to PARCC and the Common Core State Standards.
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Transition Planning Resources
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CCSS & PARCC Transition Timeline
Timeline articulates the expectations of RIDE and Local Education Agencies over the next several years with the implementation of the CCSS and the transition to the PARCC assessment.
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Grade Level Transition Timeline (PDF) / (PDF in grayscale)
Timeline illustrates a students’ perspective (standards and assessment) through the CCSS and PARCC transition period.
Timeline illustrates potential student experiences with instruction and assessment while transitioning from the GLE/GSEs and NECAP to the CCSS and PARCC.
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Review of System Capacity to Implement the CCSS:
Diagnostic Tool for Schools and Districts
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LEA Transition Planning PowerPoint - Updated 8/2012
PowerPoint provides a structure for LEAs to guide thinking of the myriad components for transitioning and implementing the CCSS and PARCC within and across an LEA.
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The Common Core Implementation Checklist for Principals
The National Association of Elementary School Principals has created a checklist, complete with resource links, intended to assist principals in their responsibilities for implementing the Common Core State Standards. While this may not be a complete list or applicable to all, the checklist provides a thoughtful framework for thinking through making the Common Core State Standards happen in schools.
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LEA CCSS "Get Set!" Benchmarks
Transition Planning document provides LEA benchmarks articulating the expectations for the SY 2012-2013 including actionable steps as LEAs GET SET! for the CCSS and PARCC.
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"GET SET!" School PD Implementation 2012-2013 ELA/Literacy SAMPLE
Document provides a sample of how a school during the SY 2012-2013 can utilize Faculty Meetings and Common Planning Time to deepen educators understanding of the CCSS and PARCC. All content educators (English language arts, social studies/history, science and technical subject areas) engage with a year long, deep study of Writing an Argument.
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Resources for Diverse Learners
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WIDA English Language Development Standards (ELDS)
The WIDA English Language Development Standards (ELDS) have recently been revised to integrate the CCSS for all educators who work with ELLs. Rhode Island is a member of the WIDA Consortium and the use of the WIDA ELDS by all educators working with ELLs is required by R.I.G.L. 16-54-2.
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IDEA Partnership’s Common Core State Standards Collection
The IDEA Partnership at NASDSE has created a set of stakeholder-developed tools to introduce the Common Core. The Collection on the Common Core “meets stakeholders where they are” and helps them to build enough understanding so that they can knowledgeably participate in conversations ...and help the SEA to spread accurate information within its own networks.
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Strategies for Diverse Learners
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Strategies for Diverse Learners
Document created by the Ohio Department of Education presents strategies for meeting the needs of all learners including gifted students, English language learners (ELL) and students with disabilities.
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Strategies for Diverse Learners - Focus on Students with Disabilities
Document created by the Ohio Department of Education presents strategies for meeting the needs of students with disabilities.
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Strategies for Diverse Learners - Focus on Gifted Learners
Document created by the Ohio Department of Education presents strategies for meeting the needs of gifted learners.
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Strategies for Diverse Learners - Focus on English Language Learners
Document created by the Ohio Department of Education presents strategies for meeting the needs of English language learners.
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Universal Design for Learning principles
Resources based on the Universal Design for Learning principles.
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Research and Presentations
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Research
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Mathematics, the Common Core, and Language
This paper makes recommendations for developing mathematics instruction for English Language Learners (ELLs) aligned with the Common Core State Standards. AUTHOR: Judit Moschkovich
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Mathematics, CCSS, and Language (PDF)
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Math Appendix (PDF)
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Language Demands and Opportunities in Relation to Next Generation Science Standards for ELLs
This paper highlights challenges and opportunities as English Language Learners engage with the Next Generation Science Standards. These new standards represent a major shift in science instruction, toward an explicit focus on scientific sense-making, language use, and scientific practices. AUTHORS: Helen Quinn, Okhee Lee, Guadalupe Valdés
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Language Demands and Opportunities in Relation to NGSS for ELLs (PDF)
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Language and the Common Core State Standards
This paper points out three different ways that language is involved in the standards: language requirements in the content standards, English language arts standards, and language-convention-specific standards. It calls for a thoughtful integration of these three dimensions. AUTHORS: Leo van Lier, Aída Walqui
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Language and the Common Core State Standards (PDF)
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What is the development of literacy the development of?
This paper highlights key findings of the socioculturally-focused “New Literacy studies” and argues that literacy practices derive their vitality from curricula and activities that connect to learners' backgrounds and cultures. AUTHORS: Glynda Hull, Elizabeth Birr Moje
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What is the development of literacy the development of? (PDF)
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What does text complexity mean for English learners and language minority students?
This paper addresses the implications, for ELLs, of the new standards’ requirement that students be able to read and understand complex, informationally-dense texts. AUTHORS: Lily Wong Fillmore, Charles J. Fillmore
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What does text complexity mean for English learners and language minority students? (PDF)
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Instruction for Diverse Groups of ELLs
The population of English language learners is enormously diverse. Teachers face the complex challenge of providing them with opportunities that allow them to attain the Common Core State Standards despite their various needs and abilities. AUTHORS: Aída Walqui, Margaret Heritage
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Instruction for Diverse Groups of ELLs (PDF)
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Online Community for Teachers of ELLs
This paper recommends strategies for cultivating—as opposed to centrally planning—an online community that supports the goals of Understanding Language, beginning with the assumption that technological development should serve the needs and shared goals of community members. AUTHORS: Rob Lucas, John Willinsky
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Presentations
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English-language Learners and the Common Core Standards
This PowerPoint presentation underlines methods and strategies for educators to help English Language Learners meet the Common Core State Standards.
This resource was produced by a respected researcher in the field of second language acquisition. Please note: it does not include references to WIDA support materials or the WIDA English Language Development Standards (ELDS), which have recently been revised to integrate the CCSS for all educators who work with ELLs. Educators are encouraged to access this information at www.wida.us. (Rhode Island is a member of the WIDA Consortium and the use of the WIDA ELDS by all educators working with ELLs is required by R.I.G.L. 16-54-2.)
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Aligning Curriculum and Practice to the CCSS: The Role of Teachers
This PowerPoint presentation outlines ways to develop effective educational practices for instructing English Language Learners in a Common Core standards-based curriculum.
This resource was produced by a respected researcher in the field of second language acquisition. Please note: it does not include references to WIDA support materials or the WIDA English Language Development Standards (ELDS), which have recently been revised to integrate the CCSS for all educators who work with ELLs. Educators are encouraged to access this information at www.wida.us. (Rhode Island is a member of the WIDA Consortium and the use of the WIDA ELDS by all educators working with ELLs is required by R.I.G.L. 16-54-2.)
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Developing Teacher Expertise to Teach English Language Learners & Other Students CCSS Curricula
This PowerPoint presentation underlines the kind of skills and professional development that teachers will need to successfully transition English Language Learners to Common Core Standards curricula.
This resource was produced by a respected researcher in the field of second language acquisition. Please note: it does not include references to WIDA support materials or the WIDA English Language Development Standards (ELDS), which have recently been revised to integrate the CCSS for all educators who work with ELLs. Educators are encouraged to access this information at www.wida.us. (Rhode Island is a member of the WIDA Consortium and the use of the WIDA ELDS by all educators working with ELLs is required by R.I.G.L. 16-54-2.)
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ELA/Literacy Resources
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Mathematics Resources
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Science Resources
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Social Studies Resources
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World Languages Resources
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ELA/Literacy Educators
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Critical Areas of Focus
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Critical Areas of Focus for ELA/Literacy K-12
Document articulates at each grade level, the critical areas of focus within the CCSS for Reading, Writing, Speaking/Listening, and Language.
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Expanded Definitions
Document provides additional information to help expand the readers’ understanding of the Critical Areas of Focus for ELA/Literacy document.
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Webinar: Language Arts Instructional Strategies for Special Education Teachers and ALL Teachers
This webinar focuses on the critical changes in methods and content of instruction in language arts in the CCSS for elementary grades.
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Pre-Reading and the CCSS
Recently, there has been some discussion around the topic of pre-reading and how it fits within the Common Core State Standards. The Common Core State Standards require students to read increasingly complex texts with growing independence. Because the standards articulate what students should know and be able to do, they, the standards do not tell us how we need to accomplish this expectation. Therefore, this module takes an in-depth look at pre-reading and asks participants to consider certain factors before determining whether a pre-reading lesson is warranted. Additionally, participants will use a guide to analyze their own practices so they may continue to be mindful of the goal, which is to allow students to work through these complex texts independently.
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REVISED
Academic Vocabulary
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REVISED
Part 1: A Focus on General Academic Vocabulary
This module explores the Common Core State Standards' focus on General Academic Vocabulary as a way to provide access to complex texts. Educators will engage in discussions around the vocabulary standards in order to develop and deepen understanding and make connections among the standards. In addition, there will be a focus on the Three Tiers of Vocabulary and how to identify each of the tiers.
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Part 2: Selecting Tier Two Words for Explicit Instruction
In this module, educators will use common texts practice identifying Tier Two and Tier Three words, become familiar with criteria for selecting Tier Two words for explicit instruction and use a common instructional guide to begin preparing for explicit vocabulary instruction.
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Part 3: Preparing for Instruction
Educators will have the opportunity to practice selecting Tier Two words by using the criteria found on the Instructional Guide for General Academic Vocabulary and preparing for explicit instruction with a common text and a classroom text.
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Text Complexity Resources
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Modules:
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Considering Text Complexity
Module designed for participants to understand the reasoning and importance of the Common Core State Standards’ shift to increase the complexity of texts utilized in K-12 classrooms in order to prepare students for college and career readiness.
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Measuring Text Complexity Part 1
Module designed for participants to use a protocol to determine text complexity grade bands for a selection of common texts.
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Measuring Text Complexity Part 2
Module designed for participants to utilize a protocol to determine text complexity grade bands for texts that are currently used in their classrooms.
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Text Analyzer Tools:
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Common Scale for Band Level Text Difficulty Ranges
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Measures of Text Difficulty: Testing their Predictive Value for Grade Levels and Student Performance
Research article that assesses the capabilities of six “text analyzers.” The six metrics included within the study: Lexile®, ATOS®, Degrees of Reading Power: DRP Analyzer©, REAP, SourceRater©, and the Pearson Reading Maturity Metric©.
Resources:
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The Challenge of Challenging Text article
Dr. Timothy Shanahan, Douglas Fisher, and Nancy Frey’s article, The Challenge of Challenging Text, addresses complex texts: “When teachers understand what makes texts complex, they can better support their students in reading them.”
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Video Vignette: The Common Core State Standards: Complex Text & Its Implications in the Classroom
Dr. Timothy Shanahan discusses the ELA Common Core State Standards readability requirements and how an increase in complex texts may shift the way teachers think about teaching students to read a challenging text. (Video 1:42)
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Text Dependent Questions
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Close Reading
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Guide to Creating Questions for Close Analytic Reading
Text Dependent Questions are identified within the CCSS
as a key skill for students: “rather than asking students
questions about their prior knowledge or experience,
the standards expect students to wrestle with text
dependent questions: questions that can only be answered
by referring explicitly back to the text in
front of them.” This document provides questions
to help guide thinking on development of text
dependent questions.
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Close Reading Exemplars
“These close reading exemplars intend to model how
teachers can support their students as they undergo
the kind of careful reading the Common Core
State Standards require.” The exemplars provided
are for Grades 6-12.
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Grades 11-12, "Living Like Weasels"
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Grades 9-10, "Gettysburg Address"
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Grade 8, "Words We Live By"
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Grade 8, "Narrative of the Life of Frederick Douglass, an American Slave"
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Grade 8, "The Long Night of the Little Boats"
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Grade 7, "Farewell to Manzanar" and "Unbroken"
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Grade 7, "The Adventures of Tom Sawyer"
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Grade 6, "The Great Fire"
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Grade 6, "The Making of a Scientist"
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Writing an Argument
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Sessions:
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Part 1: Introduction
This part of the Writing an Argument Module enables participants to understand the definition, key terminology, and characteristics of argument writing in the ELA/Literacy Common Core State Standards. Participants learn why argument writing is given such prominence in the standards and are introduced to the distinction between persuasive writing and logical argumentation.
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Part 2: Deconstructing Argument Writing
This module explores the rigor of the argument writing standard in the ELA Common Core State Standards by having participants deconstruct the standard at their own and other grade levels to identify what students are expected to know and be able to do. Participants think about the instructional implications of the expectations and begin to plan resources and strategies that they could use to teach argument writing.
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Part 3: Arguments
In this module, participants gain a deeper understanding of the integration of the strands of the ELA/Literacy Common Core State Standards as it pertains to argumentation. They broaden their understanding of argumentation by reading and listening to Patrick Henry’s “Speech to the Second Virginia Convention (1775)” and tracing the speaker’s argument.
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Part 4: Analyzing and Writing Arguments
This module familiarizes participants with tools and resources to support the teaching of argument writing. Participants annotate a student sample of argument writing from Appendix C of the Common Core State Standards and also examine an argument writing rubric. Using a text set (a collection of resources on one topic), participants have an opportunity to practice argument writing.
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Building the Foundation: A suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills (K-5)
The CCSS Reading Foundations (K-5) define end-of-year expectations. This document is based on an analysis that determined the sub-skills students need to achieve each foundational skill. Additionally, the authors provide instructional examples aligned to the sub-skills. Educators may use this document to guide their instruction.
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Library of Congress Digital Collection
The Library of Congress offers vast digital collections for educators to use in their teaching. This is a great resources for all educators as the CCSS in ELA/Literacy emphasize using informational texts including seminal US documents and primary/secondary resources.
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Tri-State Collaborative Rubrics and Review Process
The Tri-State Collaborative (comprised of educational leaders from Rhode Island, Massachusetts, and New York) has developed criterion-based rubrics and review processes to evaluate the quality of units and lessons intended to address the Common Core State Standards for ELA/Literacy and Mathematics. Educators may use the rubrics to evaluate units and lessons and to inform and guide current and future collaborative curriculum development efforts. These resources may also assist in understanding the critical areas of focus in the CCSS.
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Publishers' Criteria for the CCSS in ELA and Literacy
David Coleman and Susan Pimentel, both authors of the
Common Core State Standards (CCSS), have published these
Criteria documents intended to serve as a guide for publishers
and curriculum developers in their work to align to the
English Language Arts and Literacy Common Core State Standards.
Rhode Island believes that administrators and teachers are
essential members of curriculum development therefore these documents
offer much fodder for discussion as all educators transition
to the Common Core State Standards.
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NEW!!
America Achieves Resources
The America Achieves website offers lesson videos illustrating the Common Core key shifts, videos of teachers discussing their lessons, editable lesson plans, instructional resources, PD on assessing the quality of resources, and links to great websites. Requires sign up for account (free) to view the modules and lessons.
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NEW!!
Basal Alignment Project
The Basal Alignment Project offers free, Common Core-aligned, teacher developed replacement lessons for many 3rd – 5th grade Basal reading series. The Basal Alignment Project is sponsored by the Council of Great City Schools and coordinated by Student Achievement Partners.
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PARCC Model Content Frameworks for ELA/Literacy Resource Materials
Resources to engage educators with the PARCC Model Content Frameworks for ELA/Literacy, Grs. 3-11. The PowerPoint provides background information and overview of the structure of the frameworks for all grade levels. Whereas the Guided Discovery & Discussion aides in facilitating conversations to strengthen one’s understanding of the frameworks for their grade level.
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Implications for Assessment
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Mathematics Educators
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CCSS Mathematics: Implementation of Content and Practice PD Module
This module provides teachers with the opportunity to explore the Standards for Mathematical Practice with the express purpose of integrating them into grade-level content instruction. Participants use the PARCC Model Content Frameworks, learning progressions, and model tasks to assist them in taking their first steps to implementing the CCSS into their daily practice.
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Conversation with Colleagues after "Cracking the Code"
A professional development module intended to grow capacity for the understanding of the “structure” of the CCSS (mathematics). The module should be used in conjunction with the Cracking the Code PPT during common planning time, department meetings, faculty meetings, etc.
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Math Shifts Professional Development Module
This 1-4 hour module is designed to provide participants with a deep understanding of the key shifts, focus, coherence, and rigor, required by the Common Core State Standards for Mathematics (CCSSM). The module package includes facilitator materials, an annotated power point, and handouts with activities. Additionally, there are links to videos one of which features a lead writer of the CCSSM, Jason Zimba. We recommend it as a foundation to any Common Core professional development in mathematics.
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Critical Areas of Focus
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Where to Focus: Math Shifts, Key Fluencies, and Major Work of Grade
Document provides “guidance about which topics constitute the major work of each grade."
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Deeper Insight into Instruction
Resources provide deeper insight into the instruction required to meet the CCSS in Mathematics.
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Distribution of the Domains for Mathematics
Document provides a visualization of the distribution of the domains in the CCSS. Key Information: the domains within the K-8 Mathematical Content Standards are not consistent across the grade levels which is very different from the structure of the Rhode Island GLE/GSEs. For example, the Domain “Counting and Cardinality” exists only in Kindergarten, “Measurement and Data” begins in kindergarten and ends in grade 5, and the “Geometry “ domain extends from Kindergarten through grade 8. This does not imply, however, that instruction of the content standards within the domain suddenly ends when it is no longer called out but rather that mastery of the content within the domain should be attained at that grade level.
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PARCC Model Content Frameworks for Mathematics Resource Materials
A collection of resources intended to summarize the essential matter of the Model Content Frameworks for Mathematics for grades 3 - 8. Organized in chart form by grade level, these documents are meant to be quick, supplemental references to the Frameworks for busy educators. Direct links are provided to the unabridged Frameworks document as well as guiding questions for districts, schools, and individual educators to assist in transitioning to PARCC and the Common Core State Standards.
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Implications for Assessment
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Curriculum Resource Review Aids
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Tri-State Collaborative Rubrics and Review Process
The Tri-State Collaborative (comprised of educational leaders from Rhode Island, Massachusetts, and New York) has developed criterion-based rubrics and review processes to evaluate the quality of units and lessons intended to address the Common Core State Standards for ELA/Literacy and Mathematics. Educators may use the rubrics to evaluate units and lessons and to inform and guide current and future collaborative curriculum development efforts. These resources may also assist in understanding the critical areas of focus in the CCSS.
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Criteria for Resources Aligned to Common Core State Standards in Mathematics
Developed by Jason Zimba, one of the authors of the Common Core State Standards, the seven criteria for Resources outlined in this document should prove helpful in guiding the development of curriculum modules and accompanying materials.
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K–8 Publisher’s Criteria for the Common Core State Standards for Mathematics
The lead writers of the CCSSM, Jason Zimba, Bill McCallum, and Phil Daro, created this document to assist publishers in developing instructional materials that promote a “faithful” implementation of the CCSSM. It is also intended to be a resource for LEAs when adopting new materials or assessing the value of those currently in use within their schools. Additionally, while remaining true to the principles of focus, coherence, and rigor, the Criteria offer a rubric to facilitate the evaluation process and provide guidance for science and technical subjects with respect to mathematics.
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Common Core State Standards (CCSS) Mathematics Curriculum Materials Analysis Project
The Common Core State Standards (CCSS) Mathematics Curriculum Materials Analysis Project has designed a collection of tools to enable educators to evaluate the quality of mathematics curriculum resources with respect to the CCSS. Tools consider a resource’s alignment to both the Standards for Mathematical Content as well as the Standards for Mathematical Practice. Additionally, the document provides a professional development facilitator’s guide, an accompanying Power Point, and a tool relating to the equity, formative assessment options, and technological assets of a resource.
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Text Complexity Resources
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Modules:
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Considering Text Complexity
Module designed for participants to understand the reasoning and importance of the Common Core State Standards’ shift to increase the complexity of texts utilized in K-12 classrooms in order to prepare students for college and career readiness.
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Measuring Text Complexity Part 1
Module designed for participants to use a protocol to determine text complexity grade bands for a selection of common texts.
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Measuring Text Complexity Part 2
Module designed for participants to utilize a protocol to determine text complexity grade bands for texts that are currently used in their classrooms.
NEW!!
Text Analyzer Tools:
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Common Scale for Band Level Text Difficulty Ranges
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Measures of Text Difficulty: Testing their Predictive Value for Grade Levels and Student Performance
Research article that assesses the capabilities of six “text analyzers.” The six metrics included within the study: Lexile®, ATOS®, Degrees of Reading Power: DRP Analyzer©, REAP, SourceRater©, and the Pearson Reading Maturity Metric©.
NEW!!
Resources:
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The Challenge of Challenging Text article
Dr. Timothy Shanahan, Douglas Fisher, and Nancy Frey’s article, The Challenge of Challenging Text, addresses complex texts: “When teachers understand what makes texts complex, they can better support their students in reading them.”
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Video Vignette: The Common Core State Standards: Complex Text & Its Implications in the Classroom
Dr. Timothy Shanahan discusses the ELA Common Core State Standards readability requirements and how an increase in complex texts may shift the way teachers think about teaching students to read a challenging text. (Video 1:42)
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Science Educators
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CCSS Aligned Tasks
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Grade 8 Literacy: Forensic Anthropology
Document (created by NYC Department of Education) strives to support Science educators at the middle school level by providing a task in which students write an informative/explanatory essay to demonstrate knowledge of the science of forensic anthropology. Samples of student work assessed using primary and secondary trait rubrics are included. The task is aligned to the CCSS, supports scientific practices in inquiry, and can be used to help support students familiarity with using data to support a claim. It is similar to the data analysis Inquiry task on the Science NECAP assessment.
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Grade 3 Literacy: Investigating Sharks
Document (created by NYC Department of Education) strives to support Science educators at the elementary school level by introducing a task in which students not only investigate sharks and gather data by asking questions and conducting research but, also read and compare informational text and write an opinion piece that is supported by their research. Students must be able to use facts to support their opinions on sharks based on information provided in the informational text. This task is not only aligned to the CCSS and provides the necessary instructional supports; it also supports practices in scientific investigation and reasoning (inquiry) which are assessed in the Inquiry task in Science NECAP assessment.
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A Deeper Look at Common Core State Standards: Standards for
Literacy in Science
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Session #1: Reading and Writing in the Science Classroom
Strives to engage participants in evaluating the extent of Literacy in the Science classroom. It provides an opportunity to explore attitudes about Reading and Writing in the context of a Science classroom by looking at the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, Grades 6-12.
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Examples of Consensogram Charts
PDF provides examples of how the Consensogram statements could be written to elicit feedback from participants.
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Session #2: A Deeper Look at the CCSS and the Place Literacy has in a Science Classroom
Strives to engage participants in a review of the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, Grades 6-12 and identify where the CCSS for Literacy in Science naturally compliment the skills that are already being built within the Science classroom using current Units of Study or lessons.
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Session #2 Handout
A tool to aid in reviewing units of study or lesson plans in light of the CCSS.
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Literacy Modules
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REVISED
Academic Vocabulary
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REVISED
Part 1: A Focus on General Academic Vocabulary
This module explores the Common Core State Standards' focus on General Academic Vocabulary as a way to provide access to complex texts. Educators will engage in discussions around the vocabulary standards in order to develop and deepen understanding and make connections among the standards. In addition, there will be a focus on the Three Tiers of Vocabulary and how to identify each of the tiers.
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REVISED
Part 2: Selecting Tier Two Words for Explicit Instruction
In this module, educators will use common texts practice identifying Tier Two and Tier Three words, become familiar with criteria for selecting Tier Two words for explicit instruction and use a common instructional guide to begin preparing for explicit vocabulary instruction.
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REVISED
Part 3: Planning for Instruction
Educators will have the opportunity to practice selecting Tier Two words by using the criteria found on the Instructional Guide for General Academic Vocabulary and preparing for explicit instruction with a common text and a classroom text.
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Text Complexity Resources
Close
Modules:
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Considering Text Complexity
Module designed for participants to understand the reasoning and importance of the Common Core State Standards’ shift to increase the complexity of texts utilized in K-12 classrooms in order to prepare students for college and career readiness.
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Measuring Text Complexity Part 1
Module designed for participants to use a protocol to determine text complexity grade bands for a selection of common texts.
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Measuring Text Complexity Part 2
Module designed for participants to utilize a protocol to determine text complexity grade bands for texts that are currently used in their classrooms.
Text Analyzer Tools:
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Common Scale for Band Level Text Difficulty Ranges
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Measures of Text Difficulty: Testing their Predictive Value for Grade Levels and Student Performance
Research article that assesses the capabilities of six “text analyzers.” The six metrics included within the study: Lexile®, ATOS®, Degrees of Reading Power: DRP Analyzer©, REAP, SourceRater©, and the Pearson Reading Maturity Metric©.
Resources:
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The Challenge of Challenging Text article
Dr. Timothy Shanahan, Douglas Fisher, and Nancy Frey’s article, The Challenge of Challenging Text, addresses complex texts: “When teachers understand what makes texts complex, they can better support their students in reading them.”
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Video Vignette: The Common Core State Standards: Complex Text & Its Implications in the Classroom
Dr. Timothy Shanahan discusses the ELA Common Core State Standards readability requirements and how an increase in complex texts may shift the way teachers think about teaching students to read a challenging text. (Video 1:42)
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Text Dependent Questions
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Writing an Argument
Close
Sessions:
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Part 1: Introduction
This part of the Writing an Argument Module enables participants to understand the definition, key terminology, and characteristics of argument writing in the ELA/Literacy Common Core State Standards. Participants learn why argument writing is given such prominence in the standards and are introduced to the distinction between persuasive writing and logical argumentation.
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Part 2: Deconstructing Argument Writing
This module explores the rigor of the argument writing standard in the ELA Common Core State Standards by having participants deconstruct the standard at their own and other grade levels to identify what students are expected to know and be able to do. Participants think about the instructional implications of the expectations and begin to plan resources and strategies that they could use to teach argument writing.
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Part 3: Arguments
In this module, participants gain a deeper understanding of the integration of the strands of the ELA/Literacy Common Core State Standards as it pertains to argumentation. They broaden their understanding of argumentation by reading and listening to Patrick Henry’s “Speech to the Second Virginia Convention (1775)” and tracing the speaker’s argument.
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Part 4: Analyzing and Writing Arguments
This module familiarizes participants with tools and resources to support the teaching of argument writing. Participants annotate a student sample of argument writing from Appendix C of the Common Core State Standards and also examine an argument writing rubric. Using a text set (a collection of resources on one topic), participants have an opportunity to practice argument writing.
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Language Demands and Opportunities in Relation to Next Generation Science Standards for ELLs
This paper highlights challenges and opportunities as English Language Learners engage with the Next Generation Science Standards. These new standards represent a major shift in science instruction, toward an explicit focus on scientific sense-making, language use, and scientific practices. AUTHORS: Helen Quinn, Okhee Lee, Guadalupe Valdés
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Language Demands and Opportunities in Relation to NGSS for ELLs (PDF)
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Social Studies Educators
Close
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Literacy Modules
Close
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REVISED
Academic Vocabulary
Close
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REVISED
Part 1: A Focus on General Academic Vocabulary
This module explores the Common Core State Standards' focus on General Academic Vocabulary as a way to provide access to complex texts. Educators will engage in discussions around the vocabulary standards in order to develop and deepen understanding and make connections among the standards. In addition, there will be a focus on the Three Tiers of Vocabulary and how to identify each of the tiers.
n
REVISED
Part 2: Selecting Tier Two Words for Explicit Instruction
In this module, educators will use common texts practice identifying Tier Two and Tier Three words, become familiar with criteria for selecting Tier Two words for explicit instruction and use a common instructional guide to begin preparing for explicit vocabulary instruction.
n
REVISED
Part 3: Planning for Instruction
Educators will have the opportunity to practice selecting Tier Two words by using the criteria found on the Instructional Guide for General Academic Vocabulary and preparing for explicit instruction with a common text and a classroom text.
o
Text Complexity Resources
Close
Modules:
n
Considering Text Complexity
Module designed for participants to understand the reasoning and importance of the Common Core State Standards’ shift to increase the complexity of texts utilized in K-12 classrooms in order to prepare students for college and career readiness.
n
Measuring Text Complexity Part 1
Module designed for participants to use a protocol to determine text complexity grade bands for a selection of common texts.
n
Measuring Text Complexity Part 2
Module designed for participants to utilize a protocol to determine text complexity grade bands for texts that are currently used in their classrooms.
Text Analyzer Tools:
n
Common Scale for Band Level Text Difficulty Ranges
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Measures of Text Difficulty: Testing their Predictive Value for Grade Levels and Student Performance
Research article that assesses the capabilities of six “text analyzers.” The six metrics included within the study: Lexile®, ATOS®, Degrees of Reading Power: DRP Analyzer©, REAP, SourceRater©, and the Pearson Reading Maturity Metric©.
Resources:
n
The Challenge of Challenging Text article
Dr. Timothy Shanahan, Douglas Fisher, and Nancy Frey’s article, The Challenge of Challenging Text, addresses complex texts: “When teachers understand what makes texts complex, they can better support their students in reading them.”
n
Video Vignette: The Common Core State Standards: Complex Text & Its Implications in the Classroom
Dr. Timothy Shanahan discusses the ELA Common Core State Standards readability requirements and how an increase in complex texts may shift the way teachers think about teaching students to read a challenging text. (Video 1:42)
o
Text Dependent Questions
o
Writing an Argument
Close
Sessions:
n
Part 1: Introduction
This part of the Writing an Argument Module enables participants to understand the definition, key terminology, and characteristics of argument writing in the ELA/Literacy Common Core State Standards. Participants learn why argument writing is given such prominence in the standards and are introduced to the distinction between persuasive writing and logical argumentation.
n
Part 2: Deconstructing Argument Writing
This module explores the rigor of the argument writing standard in the ELA Common Core State Standards by having participants deconstruct the standard at their own and other grade levels to identify what students are expected to know and be able to do. Participants think about the instructional implications of the expectations and begin to plan resources and strategies that they could use to teach argument writing.
n
Part 3: Arguments
In this module, participants gain a deeper understanding of the integration of the strands of the ELA/Literacy Common Core State Standards as it pertains to argumentation. They broaden their understanding of argumentation by reading and listening to Patrick Henry’s “Speech to the Second Virginia Convention (1775)” and tracing the speaker’s argument.
n
Part 4: Analyzing and Writing Arguments
This module familiarizes participants with tools and resources to support the teaching of argument writing. Participants annotate a student sample of argument writing from Appendix C of the Common Core State Standards and also examine an argument writing rubric. Using a text set (a collection of resources on one topic), participants have an opportunity to practice argument writing.
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Library of Congress Digital Collection
The Library of Congress offers vast digital collections for educators to use in their teaching. This is a great resources for all educators as the CCSS in ELA/Literacy emphasize using informational texts including seminal US documents and primary/secondary resources.
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NEW!!
World Languages Educators
Close
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Alignment of the ACTFL National Standards with the CCSS
The American Council on the Teaching of Foreign Languages (ACTFL) developed a crosswalk document to demonstrate how their National Standards for Learning Languages align with the Common Core by identifying how each of the standards within each strand are addressed through standards – and performance –based language learning. This document also contains examples of how language students at novice, intermediate, and advanced levels demonstrate the English Language Arts and Literacy Standards.
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“The Common Core Framework and World Languages: A Wake-up Call for All”
Article from the American Council on the Teaching of Foreign Languages (ACTFL)’s journal The Language Educator, January 2013, addressing the connections between the CCSS and World Languages.
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NEW!!
Resources for Diverse Learners
Close
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WIDA English Language Development Standards (ELDS)
The WIDA English Language Development Standards (ELDS) have recently been revised to integrate the CCSS for all educators who work with ELLs. Rhode Island is a member of the WIDA Consortium and the use of the WIDA ELDS by all educators working with ELLs is required by R.I.G.L. 16-54-2.
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NEW!!
Academic Language
Blog posting regarding Academic Language Mentors for ELLs. This blog post provides practical examples teachers can use to help their ELLs have success with the CCSS. Blog post is based upon Kate Kinsella’s Cutting to the Core: Disrupting Discourse.
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IDEA Partnership’s Common Core State Standards Collection
The IDEA Partnership at NASDSE has created a set of stakeholder-developed tools to introduce the Common Core. The Collection on the Common Core “meets stakeholders where they are” and helps them to build enough understanding so that they can knowledgeably participate in conversations ...and help the SEA to spread accurate information within its own networks.
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NEW!!
Webinar: Language Arts Instructional Strategies for Special Education Teachers and ALL Teachers
This webinar focuses on the critical changes in methods and content of instruction in language arts in the CCSS for elementary grades.
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Strategies for Diverse Learners
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Strategies for Diverse Learners
Document created by the Ohio Department of Education presents strategies for meeting the needs of all learners including gifted students, English language learners (ELL) and students with disabilities.
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Strategies for Diverse Learners - Focus on Students with Disabilities
Document created by the Ohio Department of Education presents strategies for meeting the needs of students with disabilities.
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Strategies for Diverse Learners - Focus on Gifted Learners
Document created by the Ohio Department of Education presents strategies for meeting the needs of gifted learners.
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Strategies for Diverse Learners - Focus on English Language Learners
Document created by the Ohio Department of Education presents strategies for meeting the needs of English language learners.
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Universal Design for Learning principles
Resources based on the Universal Design for Learning principles.
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Research and Presentations
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Research
Close
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Mathematics, the Common Core, and Language
This paper makes recommendations for developing mathematics instruction for English Language Learners (ELLs) aligned with the Common Core State Standards. AUTHOR: Judit Moschkovich
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Mathematics, CCSS, and Language (PDF)
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Math Appendix (PDF)
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Language Demands and Opportunities in Relation to Next Generation Science Standards for ELLs
This paper highlights challenges and opportunities as English Language Learners engage with the Next Generation Science Standards. These new standards represent a major shift in science instruction, toward an explicit focus on scientific sense-making, language use, and scientific practices. AUTHORS: Helen Quinn, Okhee Lee, Guadalupe Valdés
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Language Demands and Opportunities in Relation to NGSS for ELLs (PDF)
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Language and the Common Core State Standards
This paper points out three different ways that language is involved in the standards: language requirements in the content standards, English language arts standards, and language-convention-specific standards. It calls for a thoughtful integration of these three dimensions. AUTHORS: Leo van Lier, Aída Walqui
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Language and the Common Core State Standards (PDF)
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What is the development of literacy the development of?
This paper highlights key findings of the socioculturally-focused “New Literacy studies” and argues that literacy practices derive their vitality from curricula and activities that connect to learners' backgrounds and cultures. AUTHORS: Glynda Hull, Elizabeth Birr Moje
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What is the development of literacy the development of? (PDF)
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What does text complexity mean for English learners and language minority students?
This paper addresses the implications, for ELLs, of the new standards’ requirement that students be able to read and understand complex, informationally-dense texts. AUTHORS: Lily Wong Fillmore, Charles J. Fillmore
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What does text complexity mean for English learners and language minority students? (PDF)
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Instruction for Diverse Groups of ELLs
The population of English language learners is enormously diverse. Teachers face the complex challenge of providing them with opportunities that allow them to attain the Common Core State Standards despite their various needs and abilities. AUTHORS: Aída Walqui, Margaret Heritage
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Instruction for Diverse Groups of ELLs (PDF)
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Online Community for Teachers of ELLs
This paper recommends strategies for cultivating—as opposed to centrally planning—an online community that supports the goals of Understanding Language, beginning with the assumption that technological development should serve the needs and shared goals of community members. AUTHORS: Rob Lucas, John Willinsky
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Presentations
Close
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English-language Learners and the Common Core Standards
This PowerPoint presentation underlines methods and strategies for educators to help English Language Learners meet the Common Core State Standards.
This resource was produced by a respected researcher in the field of second language acquisition. Please note: it does not include references to WIDA support materials or the WIDA English Language Development Standards (ELDS), which have recently been revised to integrate the CCSS for all educators who work with ELLs. Educators are encouraged to access this information at www.wida.us. (Rhode Island is a member of the WIDA Consortium and the use of the WIDA ELDS by all educators working with ELLs is required by R.I.G.L. 16-54-2.)
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Aligning Curriculum and Practice to the CCSS: The Role of Teachers
This PowerPoint presentation outlines ways to develop effective educational practices for instructing English Language Learners in a Common Core standards-based curriculum.
This resource was produced by a respected researcher in the field of second language acquisition. Please note: it does not include references to WIDA support materials or the WIDA English Language Development Standards (ELDS), which have recently been revised to integrate the CCSS for all educators who work with ELLs. Educators are encouraged to access this information at www.wida.us. (Rhode Island is a member of the WIDA Consortium and the use of the WIDA ELDS by all educators working with ELLs is required by R.I.G.L. 16-54-2.)
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Developing Teacher Expertise to Teach English Language Learners & Other Students CCSS Curricula
This PowerPoint presentation underlines the kind of skills and professional development that teachers will need to successfully transition English Language Learners to Common Core Standards curricula.
This resource was produced by a respected researcher in the field of second language acquisition. Please note: it does not include references to WIDA support materials or the WIDA English Language Development Standards (ELDS), which have recently been revised to integrate the CCSS for all educators who work with ELLs. Educators are encouraged to access this information at www.wida.us. (Rhode Island is a member of the WIDA Consortium and the use of the WIDA ELDS by all educators working with ELLs is required by R.I.G.L. 16-54-2.)
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FREE Common Core Standards App:
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General Information
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Introduction to the Common Core State Standards
Close
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Power Point
PowerPoint provides an overview of the Common Core State Standards,
brief overview of the English Language Arts/Literacy
and Mathematics standards, and Rhode Island’s transition
timeline and resources.
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ELA CCSS Graphic (PDF)
Graphic provides a visual representation of the components and the structure of the CCSS for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects.
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Mathematics CCSS Graphic (PDF)
Graphic provides a visual representation of the components and the structure of the CCSS for Mathematics highlighting the interconnected nature of the Standards for Mathematical Practice and the Content Standards.
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ELA CCSS vs. GLE/GSE Overview (PDF)
Document strives to provide a general overview of some of the major differences between the GLE/GSEs and the CCSS for Reading, Writing, Speaking/Listening, and Language. Particular attention is devoted to new features in the CCSS and major shifts in focus and/or rigor across grade spans.
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Mathematics CCSS vs. GLE/GSE Overview (PDF)
Document strives to provide a general overview of some of the major differences between the GLE/GSEs and the CCSS for Mathematics. Particular attention is devoted to new features in the CCSS and major shifts in focus and/or rigor across grade spans.
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Cracking the Code: How to Read the CCSS
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Power Point (PPT)
PowerPoint illustrates how to decode (read) a Common Core State Standard including the design and organization for both ELA and Mathematics.
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PowerPoint Narration
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NEW!!
David Coleman's Visit to Rhode Island
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Talking Points about the CCSS
A brief summary of the main points from David Coleman's presentations.
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Key Instructional Shifts to the Common Core State Standards
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Major Work and Key Fluencies for Mathematics
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Resource Handout from February 29
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Videos
Close
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Hunt Institute Video Vignettes:
Videos feature the Lead Writers of the Common Core State Standards providing insight and a deeper understanding of the standards in Mathematics, English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects.
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ELA/Literacy Vignettes
Document provides highlights of each vignette, length (time), and identifies the target audience.
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Mathematics Vignettes
Document provides highlights of each vignette, length (time), and identifies the target audience.
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Keynote Speech from David Coleman, Contributing Author of the CCSS:
Join David Coleman as he presents to a group of principals in
New York City on the Common Core State Standards (CCSS).
David, contributing author to the Common Core State Standards,
outlines the guiding principles of the CCSS and highlights the
significant changes present within the CCSS in Mathematics and
English Language Arts & Literacy in History/Social Studies,
Science and Technical Subjects. The information David
shares will be good fodder for discussion.
Be sure to check out David’s savvy banter on the CCSS as
it is both compelling and entertaining!
o
Video of the speech
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Questions to Foster Discussion or Reflection
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ELA/Literacy Educators
Close
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ELA Common Core State Standards Graphic (PDF)
Graphic provides a visual representation of the components and the structure of the CCSS for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects.
-
ELA CCSS vs. GLE/GSE Overview (PDF)
Document strives to provide a general overview of some of the major differences between the GLE/GSEs and the CCSS for Reading, Writing, Speaking/Listening, and Language. Particular attention is devoted to new features in the CCSS and major shifts in focus and/or rigor across grade spans.
-
Hunt Institute Video Vignettes
Document provides highlights of each vignette, length (time), and identifies the target audience. The linked videos feature the Lead Writers of the Common Core State Standards providing insight and a deeper understanding of the standards in English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects.
-
Keynote Speech from David Coleman
Join David Coleman as he presents to a group
of principals in New York City on the Common Core
State Standards (CCSS). David, contributing
author to the Common Core State Standards, outlines
the guiding principles of the CCSS and highlights the
significant changes present within the CCSS in Mathematics
and English Language Arts & Literacy in
History/Social Studies, Science and Technical
Subjects. The information David shares will be
good fodder for discussion.
Be sure to check out David’s savvy banter on the CCSS as
it is both compelling and entertaining!
o
Video of the speech
o
Questions to Foster Discussion or Reflection
|
Mathematics Educators
Close
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Mathematics CCSS Graphic (PDF)
Graphic provides a visual representation of the components and the structure of the CCSS for Mathematics highlighting the interconnected nature of the Standards for Mathematical Practice and the Content Standards.
-
Mathematics CCSS vs. GLE/GSE Overview (PDF)
Document strives to provide a general overview of some of the major differences between the GLE/GSEs and the CCSS for Mathematics. Particular attention is devoted to new features in the CCSS and major shifts in focus and/or rigor across grade spans.
-
Hunt Institute Video Vignettes
Document provides highlights of each vignette, length (time), and identifies the target audience. The linked videos feature the Lead Writers of the Common Core State Standards providing insight and a deeper understanding of the standards in Mathematics.
-
Keynote Speech from David Coleman
Join David Coleman as he presents to a group of principals in
New York City on the Common Core State Standards (CCSS).
David, contributing author to the Common Core State Standards,
outlines the guiding principles of the CCSS and highlights the
significant changes present within the CCSS in Mathematics and
English Language Arts & Literacy in History/Social Studies,
Science and Technical Subjects. The information David
shares will be good fodder for discussion.
Be sure to check out David’s savvy banter on the CCSS as
it is both compelling and entertaining!
o
Video of the speech
o
Questions to Foster Discussion or Reflection
|
Science Educators
Close
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NEW!!
A Deeper Look at Common Core State Standards: Standards for
Literacy in Science
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Session #1: Reading and Writing in the Science Classroom
Strives to engage participants in evaluating the extent of Literacy in the Science classroom. It provides an opportunity to explore attitudes about Reading and Writing in the context of a Science classroom by looking at the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, Grades 6-12.
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Examples of Consensogram Charts
PDF provides examples of how the Consensogram statements could be written to elicit feedback from participants.
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Session #2: A Deeper Look at the CCSS & the Place Literacy has in a Science Classroom
Strives to engage participants in a review of the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, Grades 6-12 and identify where the CCSS for Literacy in Science naturally compliment the skills that are already being built within the Science classroom using current Units of Study or lessons.
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Session #2 Handout
A tool to aid in reviewing units of study or lesson plans in light of the CCSS.
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Transition Resources
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Introductory Resources
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Standards
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Archived
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NEW!!
"After" Study of the Common Core State Standards Workshop Supports
Resources to help educators continue the conversation about the CCSS beyond the “Study of the Standards” workshop. Each tool addressed within the workshop will be supported. These resources are adapted from A Study of the Common Core State Standards developed by The Charles A. Dana Center at the University of Texas at Austin for the Rhode Island Department of Education, Spring 2011.
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Implications for Assessment
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Changes to NECAP during the Transition to the Common Core State Standards
PDF that outlines the transition plan for the Fall 2012 and Fall 2013 NECAP assessments. Please note that the NECAP Science Assessment is not affected by the transition to the Common Core State Standards.
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PARCC Model Content Frameworks for ELA/Literacy
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Curriculum Resource Review Aids:
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Common Core State Standards (CCSS) Mathematics Curriculum Materials Analysis Project
The Common Core State Standards (CCSS) Mathematics Curriculum Materials Analysis Project has designed a collection of tools to enable educators to evaluate the quality of mathematics curriculum resources with respect to the CCSS. Tools consider a resource’s alignment to both the Standards for Mathematical Content as well as the Standards for Mathematical Practice. Additionally, the document provides a professional development facilitator’s guide, an accompanying Power Point, and a tool relating to the equity, formative assessment options, and technological assets of a resource.
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Transition Planning Resources:
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CCSS & PARCC Transition Timeline
Timeline articulates the expectations of RIDE and Local Education Agencies over the next several years with the implementation of the CCSS and the transition to the PARCC assessment.
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Grade Level Transition Timeline (PDF)
Timeline illustrates a students’ perspective (standards and assessment) through the CCSS and PARCC transition period.
Timeline illustrates potential student experiences with instruction and assessment while transitioning from the GLE/GSEs and NECAP to the CCSS and PARCC.
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LEA Transition Planning PowerPoint
PowerPoint provides a structure for LEAs to guide thinking of the myriad components for transitioning and implementing the CCSS and PARCC within and across an LEA.
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LEA CCSS Transition Benchmarks
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GET READY! SY 2011-12 LEA Transition Planning
Transition Planning document provides LEA benchmarks articulating the expectations for the SY 2011-2012 including actionable steps as LEAs GET READY! for the CCSS and PARCC.
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CCSS / PARCC School Implementation SY 2011-2012 (Example)
Document provides an example of how a school during the SY 2011-2012 can utilize Faculty Meetings and Common Planning Time to deepen educators understanding of the CCSS and PARCC.
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Diverse Learners Resources
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ELA/Literacy Resources
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Mathematics Resources
Close
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Conversation with Colleagues after "Cracking the Code":
A professional development module intended to grow capacity for the understanding of the “structure” of the CCSS (mathematics). The module should be used in conjunction with the Cracking the Code PPT during common planning time, department meetings, faculty meetings, etc.
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Facilitator Notes for "Cracking the Code" Follow-up
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"Cracking the Code" Power Point (PPT)
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Elementary Level Materials
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Middle School Level Materials
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High School Level Materials
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Distribution of the Domains for Mathematics
Document provides a visualization of the distribution of the domains in the CCSS. Key Information: the domains within the K-8 Mathematical Content Standards are not consistent across the grade levels which is very different from the structure of the Rhode Island GLE/GSEs. For example, the Domain “Counting and Cardinality” exists only in Kindergarten, “Measurement and Data” begins in kindergarten and ends in grade 5, and the “Geometry “ domain extends from Kindergarten through grade 8. This does not imply, however, that instruction of the content standards within the domain suddenly ends when it is no longer called out but rather that mastery of the content within the domain should be attained at that grade level.
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Critical Areas of Focus for Mathematics
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Critical Areas of Focus for Mathematics K-2
Document articulates at each grade level, the critical areas of focus within the CCSS for Mathematics.
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Critical Areas of Focus for Mathematics 3-5
Document articulates at each grade level, the critical areas of focus within the CCSS for Mathematics.
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Critical Areas of Focus for Mathematics 6-8
Document articulates at each grade level, the critical areas of focus within the CCSS for Mathematics.
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NEW!!
Science Resources
Close
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CCSS Aligned Tasks
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Grade 8 Literacy: Forensic Anthropology
Document (created by NYC Department of Education) strives to support Science educators at the middle school level by providing a task in which students write an informative/explanatory essay to demonstrate knowledge of the science of forensic anthropology. Samples of student work assessed using primary and secondary trait rubrics are included. The task is aligned to the CCSS, supports scientific practices in inquiry, and can be used to help support students familiarity with using data to support a claim. It is similar to the data analysis Inquiry task on the Science NECAP assessment.
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Grade 3 Literacy: Investigating Sharks
Document (created by NYC Department of Education) strives to support Science educators at the elementary school level by introducing a task in which students not only investigate sharks and gather data by asking questions and conducting research but, also read and compare informational text and write an opinion piece that is supported by their research. Students must be able to use facts to support their opinions on sharks based on information provided in the informational text. This task is not only aligned to the CCSS and provides the necessary instructional supports; it also supports practices in scientific investigation and reasoning (inquiry) which are assessed in the Inquiry task in Science NECAP assessment.
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A Deeper Look at Common Core State Standards: Standards for Literacy in Science
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Session #1: Reading and Writing in the Science Classroom
Strives to engage participants in evaluating the extent of Literacy in the Science classroom. It provides an opportunity to explore attitudes about Reading and Writing in the context of a Science classroom by looking at the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, Grades 6-12.
o
Examples of Consensogram Charts
PDF provides examples of how the Consensogram statements could be written to elicit feedback from participants.
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Session #2: A Deeper Look at the CCSS and the Place Literacy has in a Science Classroom
Strives to engage participants in a review of the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, Grades 6-12 and identify where the CCSS for Literacy in Science naturally compliment the skills that are already being built within the Science classroom using current Units of Study or lessons.
o
Session #2 Handout
A tool to aid in reviewing units of study or lesson plans in light of the CCSS.
o
NEW!!
Language Demands and Opportunities in Relation to Next Generation Science Standards for ELLs
This paper highlights challenges and opportunities as English Language Learners engage with the Next Generation Science Standards. These new standards represent a major shift in science instruction, toward an explicit focus on scientific sense-making, language use, and scientific practices. AUTHORS: Helen Quinn, Okhee Lee, Guadalupe Valdés
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Language Demands and Opportunities in Relation to NGSS for ELLs (PDF)
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General Information:
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A Guide for Rhode Island Higher Education Partners
Key points about the CCSS and the changes taking place over the next five years. Plus, how Rhode Island's higher education partners can support a smooth transition.
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Myths vs. Facts about the CCSS (PDF)
Document provides the facts that counter common misconceptions of the CCSS.
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FAQs About CCSS and Implementation in RI (PDF)
Document provides answers to frequently asked questions about the development of the CCSS and the implementation of the CCSS in Rhode Island.
o
Grade Level Transition Timeline (PDF)
Timeline illustrates a students’ perspective (standards and assessment) through the CCSS and PARCC transition period.
Timeline illustrates potential student experiences with instruction and assessment while transitioning from the GLE/GSEs and NECAP to the CCSS and PARCC.
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CCSS & PARCC Statewide Transition Timeline
Timeline articulates the expectations of RIDE and Local Education Agencies over the next several years with the implementation of the CCSS and the transition to the PARCC assessment.
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Introduction to the Common Core State Standards
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CCSSO Quick Guide to Understanding the Common Core State Standards
The Chief Council of State School Officers (CCSSO) has put together a quick guide to understanding the standards. This guide provides a brief synopsis of the information presented in the introductions to the ELA and Math standards into one, easy-to-read document.
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Power Point
PowerPoint provides an overview of the Common Core State Standards,
brief overview of the English Language Arts and Mathematics
standards, and Rhode Island’s transition timeline and resources.
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ELA Common Core State Standards Graphic (PDF)
Graphic provides a visual representation of the components and the structure of the CCSS for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects.
o
Mathematics Common Core State Standards Graphic (PDF)
Graphic provides a visual representation of the components and the structure of the CCSS for Mathematics highlighting the interconnected nature of the Standards for Mathematical Practice and the Content Standards.
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ELA CCSS vs. GLE/GSE Overview (PDF)
Document strives to provide a general overview of some of the major differences between the GLE/GSEs and the CCSS for Reading, Writing, Speaking/Listening, and Language. Particular attention is devoted to new features in the CCSS and major shifts in focus and/or rigor across grade spans.
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Mathematics CCSS vs. GLE/GSE Overview (PDF)
Document strives to provide a general overview of some of the major differences between the GLE/GSEs and the CCSS for Mathematics. Particular attention is devoted to new features in the CCSS and major shifts in focus and/or rigor across grade spans.
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Cracking the Code: How to Read the CCSS
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Power Point (PPT)
PowerPoint illustrates how to decode (read) a Common Core State Standard including the design and organization for both ELA and Mathematics.
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PowerPoint Narration
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Videos:
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Hunt Institute Video Vignettes:
Lead Writers of the CCSS featured providing a deeper understanding of the standards.
Videos feature the Lead Writers of the Common Core State Standards providing insight and a deeper understanding of the standards in Mathematics, English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects.
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ELA/Literacy Vignettes
Document provides highlights of each vignette, length (time), and identifies the target audience.
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Mathematics Vignettes
Document provides highlights of each vignette, length (time), and identifies the target audience.
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Keynote Speech from David Coleman,
Contributing Author of the CCSS:
Join David Coleman as he presents to a group of principals in
New York City on the Common Core State Standards (CCSS).
David, contributing author to the Common Core State Standards,
outlines the guiding principles of the CCSS and highlights the
significant changes present within the CCSS in Mathematics and
English Language Arts & Literacy in History/Social Studies,
Science and Technical Subjects. The information David
shares will be good fodder for discussion.
Be sure to check out David’s savvy banter on the CCSS as
it is both compelling and entertaining!
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Video of the speech
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Questions to Foster Discussion or Reflection
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FREE Common Core Standards App:
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FREE iPhone App in the iTunes Store
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FREE Android App in the Android Market
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What are the CCSS?
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A Guide for Rhode Island Families
Key points about the CCSS and the changes taking place over the next five years. Plus, how parents and families can support a smooth transition.
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PTA Parents' Guide to Students' Success
Grade level (K-8 and high school) guides illustrating the main points of what students will be learning in mathematics and English Language Arts / literacy through the CCSS.
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PTA Issue Brief: Common Core State Standards Initiative
Document provides five reasons that the Common Core State Standards are important to parents.
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IDEA Partnership - Dialogue Starter: Common Core State Standards
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NEW!!
Parent Roadmaps: Supporting Your Child
Parent Roadmaps provide guidance to parents/families on what their child will be learning and how they can support that learning. Parent guides in additional languages will be added in the near future.
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Parent Roadmaps for ELA
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Parent Roadmaps for Mathematics
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NEW!!
Military Families – CCSS: Will it make a difference for our military- connected students?
This pamphlet, developed by the Military Child Education Coalition, provides background on the standards, explains why the Common Core is important to military-connected students, and discusses the new assessments that will accompany the new standards. It also includes four perspectives on the value of the Common Core – a student, a parent, an administrator, and a teacher.
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Frequently Asked Questions about the CCSS
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A Guide for Rhode Island Families
Key points about the CCSS and the changes taking place over the next five years. Plus, how parents and families can support a smooth transition.
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Myths vs. Facts about the CCSS (PDF)
Document provides the facts that counter common misconceptions of the CCSS.
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Frequently Asked Questions About CCSS and Implementation in RI (PDF)
Document provides answers to frequently asked questions about the development of the CCSS and the implementation of the CCSS in Rhode Island.
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Timelines / goals
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CCSS & PARCC Statewide Transition Timeline
Timeline articulates the expectations of RIDE and Local Education Agencies over the next several years with the implementation of the CCSS and the transition to the PARCC assessment.
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Grade Level Transition Timeline (PDF)
Timeline illustrates a students’ perspective (standards and assessment) through the CCSS and PARCC transition period.
Timeline illustrates potential student experiences with instruction and assessment while transitioning from the GLE/GSEs and NECAP to the CCSS and PARCC.
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LEA CCSS Transition Benchmarks
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The CCSS
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CCSS for ELA & Literacy / Appendix A, B, C
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CCSS for Mathematics / Appendix A
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NEW!!
Critical Areas of Focus
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ELA/Literacy
Close
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Critical Areas of Focus for ELA/Literacy K-12
Document articulates at each grade level, the critical areas of focus within the CCSS for Reading, Writing, Speaking/Listening, and Language.
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Expanded Definitions
Document provides additional information to help expand the readers’ understanding of the Critical Areas of Focus for ELA/Literacy document.
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Mathematics
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ELA CCSS vs. GLE/GSE Overview (PDF)
Document strives to provide a general overview of some of the major differences between the GLE/GSEs and the CCSS for Reading, Writing, Speaking/Listening, and Language. Particular attention is devoted to new features in the CCSS and major shifts in focus and/or rigor across grade spans.
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Mathematics CCSS vs. GLE/GSE Overview (PDF)
Document strives to provide a general overview of some of the major differences between the GLE/GSEs and the CCSS for Mathematics. Particular attention is devoted to new features in the CCSS and major shifts in focus and/or rigor across grade spans.
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How to read the CCSS
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CCSSO Quick Guide to Understanding the Common Core State Standards
The Chief Council of State School Officers (CCSSO) has put together a quick guide to understanding the standards. This guide provides a brief synopsis of the information presented in the introductions to the ELA and Math standards into one, easy-to-read document.
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Introduction to the CCSS Power Point
PowerPoint provides an overview of the Common Core State Standards,
brief overview of the English Language Arts/Literacy
and Mathematics standards, and Rhode Island’s transition
timeline and resources.
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ELA CCSS Graphic (PDF)
Graphic provides a visual representation of the components and the structure of the CCSS for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects.
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Mathematics CCSS Graphic (PDF)
Graphic provides a visual representation of the components and the structure of the CCSS for Mathematics highlighting the interconnected nature of the Standards for Mathematical Practice and the Content Standards.
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