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PARCC Model Content Frameworks

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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.

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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:

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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.

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

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'.

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'.

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: