The document discusses the New York State P-12 Common Core Learning Standards (CCLS). It provides an overview of what the CCLS are, including that they are aligned with college and career expectations, include rigorous content and application of knowledge, and are informed by top-performing countries. It also outlines the CCLS shifts in English Language Arts and Literacy, and in Mathematics. Finally, it discusses New York State's implementation timeline and transition of assessments to become aligned with the CCLS.

1. TEACHING THE HUDSON
VALLEY
A NEW DEAL FOR YOUTH
Eleanor’s Traveling Suitcase

2. NYS P-12 COMMON CORE
LEARNING STANDARDS
ELA and Literacy/ ELA and Literacy in
History/Social Studies, Science, and
Technical Subjects
Mathematics

3. WHAT ARE NYS P-12 COMMON
CORE LEARNING STANDARDS
(CCLS)?
 Aligned with college and work expectations;
 Clear, understandable and consistent;
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 Include rigorous content and application of
knowledge through high-order skills;
 Build upon strengths and lessons of current state
standards;
 Are informed by other top performing countries,
so that all students are prepared to succeed in
our global economy and society; and
 Are evidence-based.
3

4. NYS P-12 CCLS
 College and Career Readiness
 Aspirational Performance Measures Regents Diploma
with Advanced Designation
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 Regents Diploma with Credit-Bearing Course-Ready English
Language Arts and Math Scores
 Other College and Career Readiness Indicators
 International Baccalaureate Diplomas
 Advanced Placement Courses
 Earning College Credits in High School
4
(taken from http://www.corestandards.org/about-the-standards)

5. NYS COMMON CORE STANDARDS
SHIFTS IMPACT NYS
ASSESSMENTS
6 Shifts in ELA Literacy
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1. Balancing informational and Literary Text 1 & 2: Non-fiction Texts
2. Building Knowledge in the disciplines Authentic Texts
3. Staircase of Complexity 3: Higher Level of Text
4. Text-based Answers Complexity
5. Writing from Services
4 & 5: Focus on command of evidence
6. Academic Vocabulary
from text: rubrics and prompts
6: Academic Vocabulary
5

6. CCLS-ELA GRADE K-5; 6-12
 College and Career Readiness Anchor Standards
(CCRAS)
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 Reading – literature, informational text,
(foundational skills, k-5 only)
 Writing
 Speaking and Listening
 Language – progressive skills by grade
 Range, qualtiy and complexity of student reading
6

7. CCLS FOR LITERACY IN
HISTORY/SS, SCIENCE AND
TECHNICAL SUBJECTS
 CCRAS – Grades 6-12
 Reading
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 Writing
7

8. NYS COMMON CORE STANDARDS
SHIFTS
IMPACT NYS ASSESSMENTS
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6 Shifts in Mathematics
1. Focus
2. Coherence 1: Intensive Focus
3. Fluency
4. Deep Understanding
5. Applications 2: Linking Back
6. Dual Intensity
4, 5 & 6: Mathematical Modeling
8

9. CCLS FOR MATHEMATICS,
GRADES K-5
 Counting and Cardinality: K
 Operations and Algebraic Thinking: K, 1, 2, 3, 4,
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5
 Numbers and operations in Base 10: K, 1, 2, 3, 4,
5
 Numbers and Operations: Fractions 3, 4, 5
 Measurement and Data – K 1, 2, 3, 4, 5
 Geometry: k, 1, 2, 3, 4, 5
9

10. CCLS FOR MATHEMATICS,
GRADES 6-8
 Ratios and Proportional Relationships: 6, 7
 The number system: 6, 7, 8
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 Expressions and Equations: 6, 7, 8
 Functions: 8
 Geometry: 6, 7, 8
 Statistics and probability: 6, 7, 8
10

11. CCLS FOR MATHEMATICS, HIGH
SCHOOL
 Number and Quantity
 Algebra
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 Functions
 Modeling
 Geometry
 Statistics and probability
11

12. TIME LINE
RFP for modules (units) released
2011- Recommend teachers deliver at least one CCLS
2012 aligned unit per semester
Math and ELA tests aligned with 2005 ELA and Math
standards
Vendors chosen for curricular modules
First 50% of ELA, Math, and The Arts exemplary modules
Summer available
2012 Additional training on CCLS
Intensive training on the nature of transitional tests
2012- On-going rollout in schools via Network Teams
Transitional tests align with CCLS for grades 3 – 8 ELA
2013 and Math
NYSESLAT aligned with CCLS
Summer Full menu of ELA, Math, and The Arts exemplars
available
2013 Ongoing training on curriculum and testing
12

13. TIME LINE
2013- Full implementation of CCLS in all
schools
2014 Regents Algebra and Geometry aligned
to CCLS
NYSAA Alignment with CCLS
Summe Ongoing training on CCLS implementation
Intensive training on PARCC (if Regents
r 2014 adopt)
2014- Full implementation of CCLS
PARCC assessments (if Regents adopt)
2015 Algebra II aligned to CCLS
13

14. NYS PARTICIPATION IN
NATIONAL WORK
The Arts: Dance, Music, Theater, Visual Arts
Development of new, national arts education
standards in fall 2012
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Impact NYS Arts education – develop
exemplars aligned with CCLS
Science
NYS is a lead State Partner in writing Next
Generation Science standards
Draft will be released in November 2012
14

15. TRANSITION TO ASSESSMENTS

16. School Transition of State Assessments
Year (as of 3/1/12, subject to change)
2012- • Grades 3-8 ELA Test aligned to Common
Core
13 • Grades 3-8 Math Testes aligned to Common
Core
• NYSESLAT aligned to Common Core
• Regents Exam in English aligned to
2013- Common Core
14 • Regents Exam in Algebra I aligned to
Common Core
• Regents Exam in Geometry aligned to
Common Core
• NYSAA in ELA and Math aligned to
Common Core 16

17. School Transition of State Assessments
Year (as of 3/1/12, subject to change)
2014- • PARCC Assessments are scheduled to be operational
and are subject to adoption by the Board of Regents
2015
• Regents Exam in Algebra II aligned to Common Core
• Regents Exams in Living Environment, Earth Science,
Chemistry, & Physics aligned to Next Generation
Science Standards
• Grades 4, 6*, 7* & 8 Science aligned to Next
Generation Science Standards
*
• Regents Exams in Global (Possible split. If so, Global
I – 2015 and Global I in 2016), & Regents Exam in US
History & Government aligned with the 2012 CC
aligned SS Standards
*
• Grades 6-8 Social Studies aligned with the 2012 CC
aligned SS standards
• NYSAA in SS and Science aligned to Common Core 17
* Pending the availability of funding

18. ELEANOR’S TRAVELING
SUITCASE
Alignment with the NYS Learning Standards

19. UNITS
 Unit I – Overview
 Unit II – The Progressive Era
 Unit III – Home & Personal Sanctuary
 Unit IV – Val-Kill Industries, Arthurdale, and
National Youth Administration/Woodstock
Resident Work Center
 Unit V – Passport to the World
 Unit VI – The Journalist
 Unit VII – Human Rights
 Unit VIII – Social Justice

20. UNITS
• All units are aligned to the New York State
Learning Standards:
– P-12 Common Core for ELA/Literacy
– Social Studies
• Some units are also aligned with:
– The Arts,
– Health, Physical Education, and Family and
Consumer Sciences
– P-12 Common Core for Mathematics
– Science

21. UNIT PLANS
• Title • Vocabulary
• Lesson grade level • Technology required
• Time requirement • Materials needed
• Essential question(s) • Background information
• Objectives of the lesson • Student activities
• Alignment with human – Anticipatory set
rights issue(s) – Activity
• Student skills • Culminating activity
• Concepts • Resources
• NYS Learning
Standards

22. UNIT VI – THE JOURNALIST
STANDARDS ALIGNMENT
• Social Studies Standard 1: History of the
United States and New York
• Elementary: KI 1 PI 1, 3; KI 2 PI 1, 2; KI 3 PI 2, 3; KI 4 PI 1, 2, 3
• Intermediate: KI 1 PI 1; KI 2 PI 3; KI 3 PI 2, 3; KI 4 PI 1, 2, 4
• Commencement: KI 1 PI 2; KI 2 PI 2, 4; KI 3 PI 1, 3; KI 4 PI 1, 2, 3
•
• Social Studies Standard 2: World History
• Elementary: KI 1 PI 1, 2; KI 2 PI 1; KI 3, PI 1, 2, 3; KI 4 PI 1, 2, 3
• Intermediate: KI 1 PI 1, 3; KI 2 PI 1; KI 3 PI 1, 2, 3; KI 4 PI 1, 2, 3
• Commencement: KI 1 PI 3, 4, 5; KI 2 PI 3, 4, 5; KI 3 PI 1; KI 4 PI 2, 4

23. UNIT VI – THE JOURNALIST
COMMON CORE STANDARDS
ALIGNMENT
• Reading for Informational • Reading for
Text K—5 Informational Text 6—
• K-1, 2, 3, 8; 12
• 1-1, 2, 3, 8; • 6-1, 2, 3, 4, 6, 7, 8, 10;
• 2-1, 2, 3, 8, 10; • 7-1, 2, 3, 4, 5, 6, 8, 10;
• 3-1, 2, 3, 6, 10; • 8-1, 2, 3, 4, 5, 6, 8, 10;
• 4-1, 2, 3, 5, 6, 8, 10;
• 5-1, 2, 3, 5, 6, 8, 10
• 9/10-1, 2, 3, 4, 5, 6, 8, 10;
• Writing Standards K—5
• 11/12-1, 2, 3, 4, 5, 6, 10
• K-1, 2, 3, 5, 6, 8, 11; • Writing 6—12
• 1-1, 2, 3, 5, 6, 8, 11; • 6-1, 2, 3, 4, 5, 6, 10;
• 2-1, 2, 3, 5, 6, 7, 8, 11; • 7-1, 2, 3, 4, 5, 6, 10;
• 3-1, 2, 3, 4, 5, 6; • 8-1, 2, 3, 4, 5, 6, 10;
• 4-1, 2, 3, 4, 5, 6, 8, 10, 11; • 9/10-1, 2, 3, 4, 5, 6, 10, 11;
• 5-1, 2, 3, 4, 5, 6, 8, 9, 10, 11 • 11/12-1, 2, 3, 4, 5, 6, 10, 11

24. EXAMPLE OF AN ACTIVITY
• Activity 1: Reading “My Day”
• Hand out the guiding questions sheet for the “My Day”
articles.
• Hand out the June 7, 1944 “My Day” article. Read the excerpt
about women and math out loud.
• Facilitate a brief discussion about the theme(s) addressed in
the excerpt, student reaction to Mrs. Roosevelt's opinion, and
speculation about what the response of her readers might
have been at the time. Use the guiding questions in the
teacher’s guide to assist you in leading the discussion.
• Separate the class into pairs. There are 16 “My Day” articles
that have been preselected.
• Assign one article per pair. Instruct the students to read the
article and answer the questions from the guiding questions
sheet.
• After completing the activity, ask the students to share their
responses to the article with the class.

25.  Student Worksheet II: to be used with “My Day” columns and other
writings
Eleanor Roosevelt in Words, Deeds, and Pictures
 Directions: Use the “My Day” column, article, and/or photo you’ve
chosen to answer the following questions.
 Why did you choose the article you did?
 What specifically is Mrs. Roosevelt doing in your article or photo?
 What issue does that address?
 Do you agree that the issue is important? Why or why not?
 Do you think the issue is still important today? Why or why not?
 Have things changed or improved on this particular issue since Mrs. Roosevelt
wrote her column? How? (If they haven’t, explain why you think so.)
 How should this issue be addressed today?

26. EXAMPLE:
MY DAY, JUNE 7, 1944
This is the beginning of a • In Mrs. Roosevelt’s view, D
long, hard fight, a fight for Day was the beginning of a
ports where heavy materials long hard fight. Highlight
of war must be landed, a the sentence that supports
fight for airfields in the this view.
countries in which we must • The boys over there must
operate. Day by day, miles of have been preparing for
country may be taken, lost A. The beginning of a long
and retaken. That is what we hard fight
have to face, what the boys B. The day of victory
who are over there have been which will be a happy
preparing for and what must and glorious day
be done before the day of C. Day by day, miles of
victory. That day is coming country must be taken,
surely. It will be a happy and lost, and retaken
glorious day. How can we
hasten it?

27. THANK YOU
 ElizabethSheffer
 NYSUT Educational Services
 1-800-342-9810 x 6642
 esheffer@nysutmail.org
 www.nysut.org