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Common Core Standards Transition


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									         Common Core Standards Transition
                                 New to Fifth Grade
       North Carolina students have the opportunity to benefit from standards that were
developed using the most effective academic standards from across the country and around
the world. These standards are aligned with college and work ready expectations, include
rigorous content and application of knowledge through higher order thinking skills, are
internationally benchmarked, and are evidence and/or research-based. Rooted in the
criteria of “fewer, clearer, higher,” the Common Core State Standards (CCSS, 2010) reflect
a strong belief that fewer core standards allow a deeper focus on essential knowledge and
skills, that clearer standards can be implemented with rigor and instructional creativity, and
that higher standards help all students to learn deeper content knowledge and acquire
meaningful authentic skills needed to achieve in a 21st century global society.
       The College and Career Readiness (CCR) standards anchor the CCSS and define
general, cross-disciplinary literacy expectations that must be met for students to be
prepared to enter college and workforce training programs ready to succeed. The K–12
grade-specific standards define end-of-year expectations and a cumulative progression
designed to enable students to meet college and career readiness expectations no later
than the end of high school. The CCSS set grade-level English Language Arts (ELA)
requirements for grades K-8 and grade bands for 9-10 and 11-12. The expectations are
organized into the strands of Reading, Writing, Speaking/Listening, and Language.

       Cumberland County teachers will continue teaching the North Carolina Standard
Course of Study during the 2011-2012 school year, and will implement the Common Core
State Standards during the 2012-2013 year. To prepare our students for a successful
transition, we have included the new expectations from the Common Core Standards for
each grade level. Teachers should include these standards during this year for students to
be successful with the cumulative progression of the new standards.
          Common Core Standards Transition
                                      New to Fifth Grade
Reading Informational Text
Craft and Structure
             RI.5.5     Compare and contrast the overall structure (e.g., chronology, comparison,
                        cause/effect, problem/solution) of events, ideas, concepts, or information in two
                        or more texts.
Integration of Knowledge & Ideas
             RI.5.7     Draw on information from multiple print or digital sources, demonstrating the
                        ability to locate an answer to a question quickly or to solve a problem efficiently.
             RI.5.8     Explain how an author uses reasons and evidence to support particular points in
                        a text, identify which reasons and evidence support which points.
Range of Writing
            W.5.10      Write routinely over extended time frames (time for research, reflection, and
                        revision) and shorter time frames (a single sitting or a day or two) for a range of
                        discipline-specific tasks, purposes, and audiences.
Vocabulary Acquisition and Use
              L.5.5     Demonstrate understanding of figurative language, word relationships, and
                        nuances in word meanings.
                        Interpret figurative language, including similes and metaphors, in context.
                        Recognize and explain the meaning of common idioms, adages, and proverbs.
                        Use the relationship between particular words (e.g., synonyms, antonyms,
                        homographs) to better understand each of the words

             L.5.6       Acquire and use accurately grade-appropriate general academic and domain-
                         specific words and phrases, including those that signal contrast, addition, and
                         other logical relationships (e.g., however, although, nevertheless, similarly,
                         moreover, in addition).

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