Common+Core+State+Standards

READ ALL ABOUT IT!  Common Core State Standards (CCSS)

Governors and state commissioners of education from [|48 states, 2 territories and the District of Columbia] have developed a common core of state standards in English-language arts and mathematics for grades K-12.

These English language arts and mathematics standards represent a set of expectations for student knowledge and skills that will result in high school graduates who are prepared for success in college and careers.One of the goals of this process was to produce a set of fewer, clearer and higher standards.

These standards will be for all states and cities; including Hamilton, Georgia. The CCSS are not effective as of yet. They are still in the draft stage. In fact, education supporters can visit @http://www.corestandards.org/Standards/K12/ to provided feedback on the new standards until April 2nd.

The new standard are boarder than our Georgia Performance Standards. In addition, there are numerous differences between the CCSS and GPS. Therefore, as teachers we must prepare ourselves, our classrooms, and our students.

I have prepared a chart below, showing the differences between the Georgia Performance Standards that are listed on our @Math, @Social Studies, and Writing lesson plans and the new Common Core State Standards.

The Common Core State Standards has not developed standards for Social Studies or Science. Therefore, the chart will not include Social Studies Standards.

(GPS) || Common Core State Standards (CCSS) || of the four arithmetic operations as related to positive rational numbers and will use these concepts to solve problems. || //Mathematics Grade 6 The Number System Operations//  Understand that the properties of operations apply to, and can be used with, addition and multiplication of fractions.
 * Georgia Performance Standards
 * //M6N1//. Students will understand the meaning

|| The student produces a multi-paragraph persuasive essay that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. States a clear position of a proposition or proposal. c. Supports the position with organized and relevant evidence. d. Excludes information and arguments that are irrelevant. e. Creates an organizing structure appropriate to a specific purpose, audience, and context. f. Anticipates and addresses readers’ concerns and counter-arguments. g. Provides a sense of closure to the writing. || //Grades 6–8 students: Text Types and Purposes//  1. Write arguments focused on discipline-specific content in which they: a. Introduce a claim about a topic or issue, distinguish it from alternate or opposing claims, and organize the reasons, data, and evidence logically to support the claim. b. Support the claim with logical reasoning and detailed, accurate data and evidence (science) or information from credible primary, secondary, and tertiary sources (history). c. Use words and phrases as well as domain-specific vocabulary to make clear the relationships among claims, reasons, data, and evidence. d. Sustain an objective style and tone. e. Provide a concluding statement or section that follows logically from the argumen ||
 * //ELA6W2 The student demonstrates competence in a variety of genres.// 