Newark Unified School District is transitioning to the Common Core State Standards (CCSS), which were adopted by the California State Board of Education in August of 2010. These standards were developed from the most effective models from states across the country and nations around the world, and provide a clear description of the breadth of knowledge and depth of rigor that is necessary for students to be successful in their education and careers in the 21st Century.
- Are aligned with college and work expectations;
- Are clear, understandable, and consistent;
- Include rigorous content and the application of knowledge in higher-order skills;
- Build on 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;
- Are evidenced-based.
Newark Unified School District is currently collaborating with WestEd to develop curriculum maps for CCSS. Teacher representatives from each grade level are clustering the English Language Arts (ELA) CCSSs over nine days in the 12-13 school year. Educational Services plans to work with principals, teachers, and the District School Leadership Team to determine an appropriate and feasible roll out plan for the implementation of the ELA CCSS and the development and roll out of CCSS for other content areas.
K-6 Elementary Focus on CCSS Reading and Writing: Daily Five, CAFÉ, and Readers and Writers Workshop
This year, to support our transition to the Common Core State Standards in K-6 ELA, we have rolled out DRA2 assessments to all students in grades K-3 (we will have full administration of DRA2 K-6 next year), and Daily Five and CAFÉ in K-3 (some schools are implementing these programs at additional grade levels). Two of our schools and all members of our K-6 Common Core Panel are implementing the Writing Units of Study developed by Lucy Caulkins from Teachers College at Columbia. The Common Core Panel has also expressed a desire to supplement the Houghton Mifflin Core Curriculum with the Teachers College Reading Units of Study.
We are very excited to share two local blogs now available to us, thanks to kindergarten teacher Brandi Wecks and principal Robin Sehrt.
Brandi Wecks will allow us a glimpse into her classroom this year as she rolls out Daily Five and CAFÉ. Teachers can use this as a forum to spark creativity and gather ideas both from Brandi’s implementation, as well as ideas from others who post comments and questions, for use in their own classroom:
Robin Sehrt has agreed to visit classrooms and capture what is happening at her school with teachers utilizing CAFÉ in grades 3 - 6. You will find real time ideas and thinking around teachers’ use of this Reader’s Workshop model at Snow Elementary School:
Please use these blogs to get ideas for your own classroom implementation of Daily Five and CAFÉ. Our Bloggers Brandi and Robin have agreed to post and allow us access to classrooms. Any comments that we post need to be directed at other viewers and not at Brandi or Robin – the idea is for us to “chat” about their blogs and not for them to respond to our many questions. Please post questions and we hope other members of our community will respond by sharing their own experiences and knowledge.
Focus on CCSS English Language Arts
K-5 ELA UNITS:
Grade K -
Grade 1 -
Grade 2 -
Grade 3 -
Grade 4 -
Grade 6 -
DRAFT 7-8 ELA UNITS:
Grade 7 - CC Panel: Alice Chung, Tera Murray, Jason Tarn, and Danielle Villa
Grade 8 - CC Panel: Daniel Reed, Kristin Silva-Salinas, and Patrick Brose
Grade 9 - 12
Focus on CCSS Mathematics
Grade Level Mathematics Focus:
In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, initially with sets of objects; and (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.
In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.
In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.
In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.
In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.
In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division, and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.
For the Model Algebra I course, instructional time should focus on four critical areas: (1) deepen and extend understanding of linear and exponential relationships; (2) contrast linear and exponential relationships with each other and engage in methods for analyzing, solving, and using quadratic functions; (3) extend the laws of exponents to square and cube roots; and (4) apply linear models to data that exhibit a linear trend.
Engage NY Resources
Resources for Parents
The Council of the Great City Schools has posted these resources to help communicate the CCSS to parents on their Common Core Works website: