Common Core

State Standards

Professional
Development
for
CUSD Schools
 Cupertino Union School District

COMMON CORE STATE STANDARDS

Professional Development Packet #1 - Introduction

This packet has been designed to assist CUSD school sites in

introducing the Common Core Standards. School leaders may use
as much or as little of these materials as they find helpful, or school
sites have the option to create their own. The plan is that school site
leaders will be able to sufficiently introduce their staff to the
Common Core State Standards by the end of the 2010-11 school
year, by focusing on the first two areas. (Areas 3 & 4 will be focus
areas in the near future.)

1) Why CCSS?

• Fewer, deeper, clearer

• Preparation for College and Career Readiness

2) Big Ideas in Language Arts and Math

• Language Arts: increased focus on non-fiction in reading and

writing across disciplines; reading, writing, listening &
speaking, and language going deeper across the grade levels
• Math: focus on 8 mathematical practices, in addition to
academics, with 3-4 big ideas per grade level

3) Professional Development to Transition through Change

4) Assessments
 Table of Contents

1) Why Common Core State Standards (CCSS)?

• CCSS Introductory Power Point for CUSD
Available at https://sites.google.com/a/cusdschools.org/cusdcommoncore/
• Packet information to go with “Table Talk” activities in the power point

2) Cognitive Strategies in the Common Core State Standards

This document could be photocopied/laminated and posted in each classroom
at your site.

3) CUSD Common Core State Standards Website

This site provides resources, such as power points, responses to Frequently
Asked Questions, videos, and web links on the Common Core State Standards.
https://sites.google.com/a/cusdschools.org/cusdcommoncore/

4) Language Arts Activities

For K-8:
• Exploring the ELA College & Career Readiness Anchor Standards
• Exploring the ELA Anchor Standards Reflections
• K-5 College & Career Anchor Standards
• 6-8 College & Career Anchor Standards

For K-5:
• Exploring the 4 Strands of ELA CCSS K-5
• Exploring the 4 Strands of ELA CCSS Reflections
• Standards for English Language Arts K-5
• ELA Common Core Standards Template K-5
 Language Arts Activities, continued….

For 6-8:
• Exploring the 4 Strands of ELA CCSS 6-8
• Exploring the 4 Strands of ELA CCSS Reflections
• Standards for English Language Arts 6-8
• ELA Common Core Standards Template: ELA Language Arts 6-8
• Standards for Literacy in History/SS, Science, & Technical Subjects
• ELA Common Core Standards Template: Literacy in History/SS,
Science, and Technical Subjects 6-8

5) Math Activities
• Exploring the 8 Mathematical Practices of the CCSS
• 8 Mathematical Practices Descriptions

• Exploring the Mathematical Content of the CCSS

• Grade Levels Math Standards Overview – all grades

6) Additional Support
If you would like assistance or support in implementing these introductory
activities at your school site, please contact one of the following:

• Rebecca Carino, Resource Teacher, Science

• Pam Duarte, Resource Teacher, Language Arts
• Elizabeth Lyon, Resource Teacher, Math
 Section 1:

Why Common Core

State Standards?
Power Point Activity
 INTRODUCTION ACTIVITY
Why Common Core State Standards (CCSS)?

Outcome: Teachers will gain an understanding of the background, rationale

and organization of the Common Core State Standards, including a basic
overview of the CCSS in both Language Arts and Mathematics.

Materials:
* “CCSS Introductory Power Point for CUSD” available at:
https://sites.google.com/a/cusdschools.org/cusdcommoncore/

* Copies of the power point packet for note taking (includes examples of
documents featured in the power point) and a blank sheet of 8 ½ x 11 sheet of
paper for each participant.

Preparation:
This will be a whole group activity. Copy enough of the power point packets
for each person.

Task:
The “CCSS Introductory Power Point for CUSD” is an all-inclusive training,
with “Table Talk” activities embedded into the presentation.

School sites may access the power point at the website above and have
permission to change it by adding or deleting slides to make it most applicable
to their location.

The power point packets will be useful for taking notes and creating talking
points for the activities. You may want to have everyone revisit the KWL
chart at the end, in order to complete the final column on what they have
learned. A share out of what they have learned could serve as a “Reflections”
activity at the end of the presentation.

There are also small video clips available on the above-mentioned site that
could be incorporated, as well.

Estimated Time for Activity: Approximately one hour

 Section 2:

Cognitive Strategies
in the Common Core
State Standards
 COGNITIVE STRATEGIES IN
THE COMMON CORE STATE STANDARDS

The Standards for Mathematical Practice specify the following “varieties of

expertise that mathematics educators at all levels should seek to develop in
their students”:

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
The English/Language Arts Standards specify that students should develop
the following cognitively complex skills:

1. Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.

2. Integrate and evaluate content presented in diverse formats and media,

including visually and quantitatively, as well as in words.

3. Read and comprehend complex literary and informational texts

independently and proficiently.

4. Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.

5. Use technology, including the Internet, to produce and publish writing

and to interact and collaborate with others.
 6. Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.

Section 3:

CUSD Common Core

State Standards
Website
https://sites.google.com/a/cusdschools.org
/cusdcommoncore/
 Section 4:

Language Arts
Activity #1
Exploring the ELA College & Career
Readiness Anchor Standards
 LANGUAGE ARTS
COMMON CORE STATE STANDARDS
ACTIVITIES

Exploring the ELA College & Career Readiness Anchor Standards

Outcome: Teachers will be able to become acquainted with the English

Language Arts College & Career Readiness Anchor Standards, as well as to
compare and contrast these broader standards with current standards.

Materials: Pass out “College and Career Readiness Anchor Standards for
Reading, Writing, Speaking and Listening, and Language” (K-5 or 6-8)

Introduction: The specific K-5 or 6-8 standards define what students should
understand and be able to do by the end of each grade. They correspond to
these anchor standards by number. They complement one another – the CCR
(College and Career Readiness) anchor standards provide broad standards and
the others provide additional specificity. (Explain that they will be looking at
the specific standards later on.)

Preparation: Divide your staff into 4 groups and give each group a section
(Reading, Writing, Speaking & Listening, Language). (If your staff is large,
you may want to divide into 8-12 groups and give 2-3 groups the same
section).

Task: In your group, read through the information on the Anchor Standards
for your section. Discuss how these standards are different and the same from
what you are currently working with. Make special note of verbs that you see
used. Prepare a poster to share with the rest of the staff, including key ideas
from this standard. Have groups share out their posters.

Reflections: Have each person complete the Reflections page and then mix up
groups and have them share their reflection responses in a small group. (For
example, move into groups where there is one person from each strand
represented).

Estimated Time for Activity: Discussion & Poster Creation in Groups: 25

minutes; Poster Share Out: 10 minutes; Reflections & Share Out: 25 minutes
Exploring the ELA Anchor Standards
Reflections
 Exploring the ELA Anchor Standards
Reflections

“Change is changing the gap between what we know and what we do.” Michael Fullan

1) As you listened to groups share their posters about the ELA Anchor
Standards, what were some Ah Ha’s for you?

2) Did you notice any similarities or differences to the current standards for
your grade level?

3) What is one thing you are looking forward to in terms of the change in
standards?

4) Looking at the standard that you created a poster for (reading, writing,
listening & speaking, or language), pick one numbered point and tell
how you could include that standard into a current lesson that you do.
 Language Arts
Activity #2
Grades K-5

Exploring the 4 Strands of ELA

Common Core Standards
 Exploring the 4 Strands of ELA Common Core State Standards Activity
K-5
Outcome: Teachers will have an opportunity to explore the various strands of
the ELA Common Core State Standards for their specific grade level and
determine key points, questions, and how the content deepens as you move
across grade levels.

Materials: Copies of the ELA Standards for all 4 strands (K-5), as well as
copies of the ELA Common Core Standards template.

Introduction:
For K-5 the standards are divided into 4 strands: Reading, Writing, Listening
& Speaking, and Language. (The Reading strand is divided even more
specifically into: Literature, Informational Text, & Foundational Skills). The
way it is arranged on the page, you can see how the standards follow a
deepening path across grade levels. Note that the numbers correspond to the
numbers on the anchor standards from the previous activity.

Preparation: For K-5, divide into grade level groupings. Give each grade
level a set of the standards with all four strands and grade levels.

The standards can also be accessed at: http://www.cde.ca.gov/ci/cc/

Task: Look at your grade level’s standards under each strand (note that there
are 3 areas in reading for a total of 6 strands for K-5). Fill in the 2-sided
template for each strand responding to the following:

• What are the Key Points?

• What are your questions/comments?
• How does the content deepen as you move to the next grade level?

Reflections: Have teachers complete the Reflections and meet with a partner
cross grade level to share their thoughts.

Estimated Time for Activity: Time will vary, but you should plan on an hour
or more for this activity.
 Exploring the 4 Strands of ELA
Common Core Standards
Reflections

“The best understanding of what works in the classroom comes from the teachers who are
in them. That’s why these standards will establish what students need to learn, but they will
not dictate how teachers should teach. Instead, schools and teachers will decide how best
to help students reach the standards.” - Common Core Standards Initiative

1) As you explored the various ELA strands for your grade level or subject
area, what were three main ideas that stood out to you?

2) From your perspective, what are the positive things you notice about the
ELA Common Core State Standards in comparison to our current
standards?

3) What do you view as the greatest challenge in looking ahead to the

transition to Common Core Standards? What do you believe you can do
to best prepare yourself?



Language Arts
Activity #2
Grades 6-8

Exploring the 4 Strands of ELA

Common Core Standards
 Exploring the 4 Strands of ELA Common Core State Standards Activity
6-8
Outcome: Teachers will have an opportunity to explore the various strands of
the ELA Common Core State Standards for their specific grade level and
determine key points, questions, and how the content deepens as you move
across grade levels.

Materials: For Middle School, you will need a copy of the Language Arts
section for all of your language teachers (English and foreign) and a copy of
the Literacy in History/Social Studies, Science, and Technical Subjects section
for all other teachers. You will also need copies of the template (2 sided) for
ELA Common Core Standards: Grades 6-8 ELA Language Arts for all
language teachers and copies of the template (2 sided) for ELA Common Core
Standards: Grade 6-8 for Literacy in History/Social Studies, Science, and
Technical Subjects.

Introduction:
For grades 6-8 the standards are divided into two main sections. The first one
is for Language Arts, which is divided into Reading for Literature, Reading
for Informational Text, Writing, Speaking and Listening, and Language.

The other is for Literacy in History/Social Studies, Science, and Technical

Subjects, which is divided into Reading for Literacy in History/Social Studies,
Reading for Literacy in Science and Technical Subjects, and Writing for
Literacy in History/Social Studies, Science, and Technical Subjects.

The standards are arranged on the page so that you can see how the standards
follow a deepening path across grade levels. Note that the numbers correspond
to the numbers on the anchor standards from the previous activity.

Preparation:
For grades 6-8, divide into grade levels across curricular areas. (Groups should
be made up by what makes sense to your specific school site. For example,
you may want to group all 8th grade science and PE teachers together. All
language teachers (English and foreign) will be looking at the Language Arts
Standards and all others will be look at the Literacy in History/SS, Science,
and Technical Subjects.)

The standards can also be accessed at: http://www.cde.ca.gov/ci/cc/

Task: Look at your grade level’s standards under each strand. Fill in the 2-
sided template for each strand responding to the following:

• What are the Key Points?

• What are your questions/comments?
• How does the content deepen as you move to the next grade level?

Reflections: Have teachers complete the Reflections and meet with a partner
cross grade level or subject area to share their thoughts.

Estimated Time for Activity: Time will vary, but you should plan on an hour
or more for this activity. (Note: It may take those who are looking at the
Literacy in History/SS, Science, and Technical Subjects less time than it will
for those who are doing the Language Arts Standards. You’ll want to take this
into consideration when scheduling.)
 Exploring the 4 Strands of ELA
Common Core Standards
Reflections

“The best understanding of what works in the classroom comes from the teachers who are
in them. That’s why these standards will establish what students need to learn, but they will
not dictate how teachers should teach. Instead, schools and teachers will decide how best
to help students reach the standards.” - Common Core Standards Initiative

4) As you explored the various ELA strands for your grade level or subject
area, what were three main ideas that stood out to you?

5) From your perspective, what are the positive things you notice about the
ELA Common Core State Standards in comparison to our current
standards?

6) What do you view as the greatest challenge in looking ahead to the

transition to Common Core Standards? What do you believe you can do
to best prepare yourself?



Section 5:

Math
Activity #1
Exploring the Mathematical Practices
of the Common Core Standards
 MATHEMATICS
COMMON CORE STATE STANDARDS ACTIVITIES

Exploring the Mathematical Practices of the Common Core Standards

Outcome: Teachers will be familiar with the 8 Mathematical Practices.

Materials: “8 Mathematical Practices” descriptions. (pages 6-8)

Poster paper and markers

Introduction: The Standards for Mathematical Practice describe varieties of expertise that
math teachers at all levels seek to develop in their students. They address problem solving,
reasoning, communication, representation, strategic competence, conceptual understanding,
procedural fluency and productive disposition (the habitual inclination to see mathematics
as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own
ability.) They are the behaviors that successful math students display.

Preparation:
Pass out “The 8 Mathematical Practices.”

Have everyone underline the first 3 words in EACH of the descriptive paragraphs for the
practices…Mathematically proficient students…”

Divide your staff into 8 groups of mixed grade levels and assign each group one of the
Mathematical Practices.

Task:
In your group, circle all of the verbs in your assigned Mathematical Practice.

Read through the information on your Mathematical Practice. Discuss how this practice
would look in a classroom. What would students be doing to give evidence of being able to
do this specific mathematical practice? Prepare a poster of the key ideas from this practice
to share with the rest of the staff.

Have groups share out their posters. (Sample posters are available to view at
https://sites.google.com/site/cusdmath/elementary-school-math-leads/common-core-
standards-posters)

Reflections: Which mathematical practice do you think would be easiest to incorporate into
your teaching right now and why? (Can be written and personal, pair shared, or discussed in
small groups.)

Estimated time: 1.5 hours

 Math
Activity #2
Exploring the Mathematical Content
of the Common Core Standards
 Exploring the Mathematical Content of the Common Core Standards

Outcome: Teachers will be familiar with the grade level Mathematical Content
standards.

Materials: Copies of the Grade Level Standards Overview for all grades at
your site (pages 9-56)*
Poster paper and marker

*Elementary Schools, include Grade 6, so you see where your students are going.
*Middle Schools, include Grade 5, so you see the previous year’s expectations.

Introduction: The standards define what students should understand and be

able to do. There are some “big ideas” at each grade level, which could define
units of study.

Preparation: Divide into grade level groups. Give each group a set of the
standards that are NOT their grade level. (Elementary schools, create a group
that will look at 6th grade standards.)

Task:
Look at the grade level’s overview. (Notice that the Mathematical Practices are
listed on the side for your reference.) Now read over the specific standards for
that grade level.

Make a poster to show what the “Big Ideas” are at this grade level. (Sample
posters are available to view at
https://sites.google.com/site/cusdmath/elementary-school-math-leads/common-
core-standards-posters)

Share out posters in grade level order and discuss:

• What continuity do you see as students move to the next grade level?
• What differences do you see when comparing our current standards?

Reflections: What impact do you think addressing these standards will have in
your classroom and to your teaching? (Can be written and personal, pair
shared, or discussed in small groups.)
Estimated time: 1.5 hours