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bumblethru
December 17, 2013, 2:20pm Report to Moderator
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I have asked teachers, parents and kids and no one can define common core?

anybody?


When the INSANE are running the ASYLUM
In individuals, insanity is rare; but in groups, parties, nations and epochs, it is the rule. -- Friedrich Nietzsche


“How fortunate for those in power that people never think.”
Adolph Hitler
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BuckStrider
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You should ask this guy named Google. He runs this website with the address http://www.google.com

I hear that it's some sort of 'Search Engine' that can help you to answer your questions




"Approval ratings go up and down for various reasons... An example is the high post 911 support for
GWB even though he could be said to be responsible for the event." --- Box A Rox '9/11 Truther'

Melania is a bimbo... she is there to look at, not to listen to. --- Box A Rox and his 'War on Women'

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senders
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Quoted Text
PARCC Model Content Frameworks

Printer-friendly versionPrinter-friendly versionPDF version
NEW! Use the PARCC Frameworks Browsers for English Language Arts/Literacy and Mathematics to access and search online versions of the Model Content Frameworks.
PARCC MODEL CONTENT FRAMEWORKS
As part of its proposal to the U.S. Department of Education, the Partnership for Assessment of Readiness for College and Careers (PARCC) committed to developing model content frameworks for mathematics and English language arts/literacy (ELA/literacy) to serve as a bridge between the Common Core State Standards and the PARCC assessments.

PARCC developed the Model Content Frameworks to help:

Inform development of item specifications and blueprints for the PARCC assessments, and
Support implementation of the Common Core State Standards.
The PARCC Model Content Frameworks were developed through a state-led process that included mathematics and ELA/literacy content experts in PARCC member states and members of the Common Core State Standards writing team. Although the primary purpose of the Model Content Frameworks is to provide a frame for the PARCC assessments, they also are voluntary resources to help educators and those developing curricula and instructional materials. Users are advised to have a copy of the Common Core State Standards available for use in conjunction with the Model Content Frameworks.

The Model Content Frameworks for Mathematics have been updated. Download the November 2012 Model Content Frameworks for Mathematics in PDF format. PARCC has developed an Overview of the November 2012 Revisions so users can easily see what changes were made.  

Download the August 2012 PARCC Model Content Frameworks for ELA-Literacy in PDF format.

Click on the links below to view the grade- and course-level Model Content Frameworks. Please refer back to the full Model Content Frameworks for information about the framework components and about how the frameworks were developed to build coherence across grades.


it's about making public schools more relevant in college prepping....because most folks can't even make the entrance test at
a community college because they didn't have the background well taught in public schools...so the person must take a
'pre-requisite' which can cost 3 credits or they can opt out of the prerequisite and hope to pass the classes needed for the
degree.....

if community colleges are out of reach because the public schools are sucking then --- they suck.....

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

THOSE WHO CONTROL THE KNOWLEDGE CONTROL THE MASSES


...you are a product of your environment, your environment is a product of your priorities, your priorities are a product of you......

The replacement of morality and conscience with law produces a deadly paradox.


STOP BEING GOOD DEMOCRATS---STOP BEING GOOD REPUBLICANS--START BEING GOOD AMERICANS

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senders
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Quoted Text
The New York State Prekindergarten Foundation for the Common Core 
Carefully developed early learning expectations linked to K-12 standards contribute to a more cohesive,
unified approach to young children’s education. Adopted and approved by the Board of Regents in
January 2011, the original version of the New York State Prekindergarten Learning Standards1
provided
a framework that focuses on the learning and development of the whole child and was inclusive of the
broad academic concepts of the newly adopted New York State P-12 Common Core Learning Standards
for English Language Arts and Literacy, as well as for Mathematics. The New York State Prekindergarten
Learning Standards also aligned with the existing New York State K-12 learning standards in science,
social studies, and the arts. In an effort to provide a clear, comprehensive, and consolidated resource for
early childhood professionals, the New York State Prekindergarten Learning Standards have been revised
to fully encompass the New York State P-12 Common Core Learning Standards for English Language
Arts and Literacy, as well as for Mathematics at the Prekindergarten level. The revision process has
resulted in one document, the New York State Prekindergarten Foundation for the Common Core.
The New York State Prekindergarten Foundation for the Common Core is organized into five broad
developmental and interrelated domains. The five distinct, but highly interrelated domains provide the
structure for the New York State Prekindergarten Foundation for the Common Core. A brief description
of each domain appears below:
 Approaches to Learning – How children become involved in learning and acquiring knowledge.
 Physical Development and Health – Children’s physical health and ability to engage in daily activities.
 Social and Emotional Development – The emotional competence and ability to form positive
relationships that give meaning to children’s experiences in the home, school, and larger community.
 Communication, Language, and Literacy – How children understand, create, and communicate
meaning.
 Cognition and Knowledge of the World – What children need to know and understand about their
world and how they apply what they know. This domain is a direct reflection of the content
competencies and knowledge of the Common Core Learning Standards.
1
For a complete, detailed history of the creation of the New York State Prekindergarten Learning Standards and the
genesis of the New York State Prekindergarten Foundation for the Common Core, please see the attachment labeled,
“Appendix”.  6
The introduction to each domain sets the context for understanding its connection to how young
children learn and develop. The benchmarks and benchmark indicators in each domain represent the
standards for what prekindergarten students should know and be able to do in order to be successful
learners. Indicators are observable and demonstrative and can be accomplished through the play and
active engagement of four year olds within a rich and well designed environment. The lists of indicators
are not exhaustive, but are samples of observable behaviors a child may exhibit in meeting the
benchmarks.
Prekindergarten and preschool teachers, caregivers, and parents can determine what children are learning,
what they enjoy, and what they have mastered, through careful observation of their play, work, and
interactions with others, both in the classroom and in other environments. Listening and conversing with
children, as well as examining and commenting on their creations and explorations, provides valuable
information about each child’s individual learning and development. The New York State
Prekindergarten Foundation for the Common Core will provide an essential beginning for developing
and implementing high quality curriculum, creating meaningful and appropriate learning experiences for
four-year-olds across New York State, and informing other critical processes such as designing learning
environments, planning standards based instruction and assessment, as well as pre-service and in-service
training for administrators and teachers, and results-oriented parent engagement.
The New York State Prekindergarten Foundation for the Common Core and Success for All Students 
The primary purpose of prekindergarten standards is to ensure that all children, including children with
disabilities, students with Limited English Proficiency (LEP), and English Language Learners (ELLs)
have rich and varied early learning experiences that prepare them for success in school and lay the
foundation for college and career readiness.
Preschool Children with Disabilities 
The New York State Prekindergarten Foundation for the Common Core will assist all early childhood professionals
in setting high expectations for children. Preschool children with disabilities and their typically
developing peers are all capable of learning, achieving, and making developmental progress. Preschool
children with disabilities need specially designed instruction and related services designed to address their
disability and ensure their participation in age appropriate activities with nondisabled peers. Each
preschool child with a disability has an individualized educational program (IEP) which documents
his/her individual goals, supports, and services as determined by his/her needs, strengths, and abilities.
These individual supports, accommodations, and services are designed to assist the child to meet the
goals in his/her IEP as well as to achieve the learning standards. With the appropriate services and
supports, children with disabilities can participate in prekindergarten experiences with their nondisabled
peers and be held to the same high standards and expectations as those without disabilities.
English Language Learners 
Early childhood education plays an essential role in preparing young English language learners (ELLs)
for later success in school. It provides children with the opportunity to develop basic foundational skills
in language and literacy before they enter kindergarten ready to learn. Young English language learners
can begin to develop these essential foundational skills even before they have developed strong English
language skills. It is, therefore, essential to encourage continued first language development in our  7
children by providing them with appropriate education settings such as a bilingual classroom or
integrated English as a Second Language (ESL) program, which support language and literacy learning in
English. Those children who have had rich first language experiences seem to learn a second language,
such as English, more easily than children who have had limited experience with the language they have
used in their homes since birth. Like other skills, children develop language along a continuum with
many factors contributing to the language acquisition process. The background knowledge that each
child brings to the task of learning English has to be respected and acknowledged as part of the ongoing
learning process.
The New York State Prekindergarten Foundation for the Common Core acknowledges the central role
of language in the achievement of benchmarks as laid out for each of the domains and highlights the
needs of learners who are still developing proficiency in English. These standards use students’ first
languages and cultures as the foundation for developing academic language proficiency, and encourage
the education of young English language learners in a bilingual setting. The New York State
Prekindergarten Foundation for the Common Core envisions language proficiency that builds on
language complexity, cognitive engagement, and context within the key areas of language development
(speaking, listening, viewing, representing, reading, and writing). The contexts of interaction, as defined
by the benchmarks and performance indicators, are found within each of the domains of this document.
These contexts allow for a range of language complexity and varying degrees of cognitive engagement as
young English language learners interact with peers and adults in an encouraging and supportive
environment for the purpose of negotiating meaning as well as exploration and discovery.
Guiding principles were developed by the original workgroup and were upheld throughout all work in
the development of the New York State Prekindergarten Learning Standards as well as the New York
State Prekindergarten Foundation for the Common Core. They are as follows:



...you are a product of your environment, your environment is a product of your priorities, your priorities are a product of you......

The replacement of morality and conscience with law produces a deadly paradox.


STOP BEING GOOD DEMOCRATS---STOP BEING GOOD REPUBLICANS--START BEING GOOD AMERICANS

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senders
December 17, 2013, 3:23pm Report to Moderator
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1. All children are capable of learning, achieving and making developmental progress. The
Prekindergarten Learning Standards are intended for all children regardless of economic, linguistic,
and cultural differences or physical, learning, and emotional challenges.

2. Children develop at different rates and each child is unique in his/her own development, growth,
and acquisition of skills. Appropriate and reasonable supports and accommodation must be
provided to enable all children to succeed

3. Children are active learners. A primary approach to learning is through purposeful play. Intentional
planning promotes rich learning experiences that invite participation, involve multiple contexts, and
engage the senses that help children explore their environment.


...you are a product of your environment, your environment is a product of your priorities, your priorities are a product of you......

The replacement of morality and conscience with law produces a deadly paradox.


STOP BEING GOOD DEMOCRATS---STOP BEING GOOD REPUBLICANS--START BEING GOOD AMERICANS

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senders
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4. Early learning and development are multi-dimensional. Children’s learning is integrated and occurs
simultaneously across all domains, which are interrelated and interactive with one another.

5. Children learn in the context of interactions and relationships with family members, caregivers,
teachers, and other children in their immediate environment and in their community.

6. The family is a significant contributor to children’s lifelong learning and development. Actively
engaging parents in the early education of their children is essential to children’s success in the
elementary classroom and later learning.

7. These Learning Standards may be used as tools to empower parents, teachers, and caregivers to
better support and enhance young children’s learning and development.


8. These Learning Standards acknowledge and respect children’s rich backgrounds, their heritage,
cultures, and linguistic differences.

9. The content of these Learning Standards is guided by research and effective practice to strengthen
instruction and educational experiences across all settings. These Learning Standards are
systemically aligned with New York State Common Core Learning standards, performance
indicators for bilingual and preschool special education, Head Start outcomes, and the National
Association for the Education of Young Children guidelines. They build upon provisions of quality
set forth in child-care licensing requirements.


...you are a product of your environment, your environment is a product of your priorities, your priorities are a product of you......

The replacement of morality and conscience with law produces a deadly paradox.


STOP BEING GOOD DEMOCRATS---STOP BEING GOOD REPUBLICANS--START BEING GOOD AMERICANS

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senders
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Quoted Text
The following summary statements reinforce the guiding principles, relevant literature on early learning
standards, and developmentally appropriate practice in early childhood programs.
The New York State Prekindergarten Foundation for the Common Core is: 
 A resource for guiding the design, selection and implementation of a high quality curriculum.
 A guide for planning experiences and instructional activities that enable children to meet the
standards.
 A guide for selecting assessment tools appropriate for children with differing abilities and
challenges.
 A framework for all prekindergarten children regardless of language, background, or diverse
needs.
 A bridge between the learning expectations of children birth through three and the standards
for those attending K-12 in public schools.
 A focus for discussions regarding the education of young children by educators, policy
makers, families and community members.
 A template for planning professional development opportunities.

The New York State Prekindergarten Foundation for the Common Core is not: 
 Intended to be used as a checklist, but can inform the development or selection of screening
and progress monitoring tools.
 Intended to be used as an assessment tool.
 Intended to be used as a curriculum.
 Meant to bar children from kindergarten entry.
 Meant to stifle the creativity of teachers, caregivers or parents.
 Intended to mandate specific teaching practices or materials.


...you are a product of your environment, your environment is a product of your priorities, your priorities are a product of you......

The replacement of morality and conscience with law produces a deadly paradox.


STOP BEING GOOD DEMOCRATS---STOP BEING GOOD REPUBLICANS--START BEING GOOD AMERICANS

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senders
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...you are a product of your environment, your environment is a product of your priorities, your priorities are a product of you......

The replacement of morality and conscience with law produces a deadly paradox.


STOP BEING GOOD DEMOCRATS---STOP BEING GOOD REPUBLICANS--START BEING GOOD AMERICANS

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bumblethru
December 17, 2013, 3:33pm Report to Moderator
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Quoted from BuckStrider
You should ask this guy named Google. He runs this website with the address http://www.google.com

I hear that it's some sort of 'Search Engine' that can help you to answer your questions


I did silly!

All I found was software a teacher could by to guide them thru it. And that the feds are giving $$$$ to the states who signed on. I have talked to some teachers in the area who are struggling. One teacher told me that there are some southern states/schools who have been implementing it for the last 3 years. They said that isn't the case in NYS.

I guess i'm just curious as to 'how' common core will be different than the 'old way'.


When the INSANE are running the ASYLUM
In individuals, insanity is rare; but in groups, parties, nations and epochs, it is the rule. -- Friedrich Nietzsche


“How fortunate for those in power that people never think.”
Adolph Hitler
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Madam X
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The problem with using Google is that there is a lot of non-specific information out there, also a lot of incomplete information and half-truths.
Common Core is a new, standardized curriculum. Some do not care for this top-down imposition because the federal government has no business being involved, this has been pushed by self-styled experts in the corporate/globalist sphere, and aside from the curriculum, which some feel is narrow and slanted, there is so much testing involved that is specific to the curriculum that teachers hands will be tied when it comes to teaching anything else. Some people feel that states like New York which adopted Common Core sold out for money, without input from the citizenry. One of the worst elements, IMO, is the extensive record keeping by the centralized government, which is to be made available to outside groups.
The columnist, Michelle Malkin, has written extensively on the topic.
My personal belief is that Common Core is a wolf in sheep's clothing.
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joebxr
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Quoted from bumblethru


I did silly!

All I found was software a teacher could by to guide them thru it. And that the feds are giving $$$$ to the states who signed on. I have talked to some teachers in the area who are struggling. One teacher told me that there are some southern states/schools who have been implementing it for the last 3 years. They said that isn't the case in NYS.

I guess i'm just curious as to 'how' common core will be different than the 'old way'.


Sad that Teachers don't know how to find the information or what it is....what kind of education are they offering our students when they don't even know what this is all about?????
http://www.engageny.org/common-core-curriculum-assessments
http://www.p12.nysed.gov/ciai/common_core_standards/

"The New York State Education Department (NYSED) is engaging teachers, administrators, and education experts across the State and nation in the creation of curriculum resources, instructional materials, professional development materials, samples of test questions, test specifications, and other test-related materials that will help with the transition to the New York State P-12 Common Core Learning Standards (CCLS)."

and from Wiki
"The Common Core State Standards Initiative is an education initiative in the United States that details what K-12 students should know in English and math at the end of each grade. The initiative is sponsored by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) and seeks to establish consistent education standards across the states as well as ensure that students graduating from high school are prepared to enter two or four year college programs or enter the workforce."


JUST BECAUSE SISSY SAYS SO DOESN'T MAKE IT SO...BUT HE THINKS IT DOES!!!!!  
JUST BECAUSE MC1 SAYS SO DOESN'T MAKE IT SO!!!!!  
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BuckStrider
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Quoted from bumblethru


I did silly!

All I found was software a teacher could by to guide them thru it. And that the feds are giving $$$$ to the states who signed on. I have talked to some teachers in the area who are struggling. One teacher told me that there are some southern states/schools who have been implementing it for the last 3 years. They said that isn't the case in NYS.

I guess i'm just curious as to 'how' common core will be different than the 'old way'.


Oh! You want to know difference between common core and the old way....

The 'Old Way':

Mary has 20 jellybeans and wants to share 10 of them with her 5 friends. How many jellybeans will each friend get?


The Common Core Way:



To which the obvious answer is 42





"Approval ratings go up and down for various reasons... An example is the high post 911 support for
GWB even though he could be said to be responsible for the event." --- Box A Rox '9/11 Truther'

Melania is a bimbo... she is there to look at, not to listen to. --- Box A Rox and his 'War on Women'

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Madam X
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There you go! What's not to like? I wish I had kids currently in school, so that they could partake of this wondrous innovation.
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bumblethru
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Thanks for the links Joeboxer. While i was looking at them i came across this video. I watched it....and it's all greek to me! Guess you have to be a teacher to understand. Like what's 'module'?



http://www.engageny.org/resource/video-debrief-k-5-math-transition-and-implementation-panel


When the INSANE are running the ASYLUM
In individuals, insanity is rare; but in groups, parties, nations and epochs, it is the rule. -- Friedrich Nietzsche


“How fortunate for those in power that people never think.”
Adolph Hitler
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bumblethru
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OH.....here's a MODULE!


Quoted Text
Grade 6 Module 4: Expressions and Equations

In Module 4, Expressions and Equations, students extend their arithmetic work to include using letters to represent numbers in order to understand that letters are simply "stand-ins" for numbers and that arithmetic is carried out exactly as it is with numbers. Students explore operations in terms of verbal expressions and determine that arithmetic properties hold true with expressions because nothing has changed—they are still doing arithmetic with numbers. Students determine that letters are used to represent specific but unknown numbers and are used to make statements or identities that are true for all numbers or a range of numbers. They understand the relationships of operations and use them to generate equivalent expressions, ultimately extending arithmetic properties from manipulating numbers to manipulating expressions. Students read, write and evaluate expressions in order to develop and evaluate formulas. From there, they move to the study of true and false number sentences, where students conclude that solving an equation is the process of determining the number(s) that, when substituted for the variable, result in a true sentence. They conclude the module using arithmetic properties, identities, bar models, and finally algebra to solve one-step, two-step, and multi-step equations.

Created on:
Tuesday, December 17, 2013
Grade:
Intermediate and Sixth Grade
Subject:
Math and Expressions & Equations
Resource Type:
Full Module
Topic:
Common Core Learning Standards
Tags:
Common Core and curriculum
Creative Commons License:


When the INSANE are running the ASYLUM
In individuals, insanity is rare; but in groups, parties, nations and epochs, it is the rule. -- Friedrich Nietzsche


“How fortunate for those in power that people never think.”
Adolph Hitler
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