**Name ** | ** Time ** | ** Writer(s) ** | ** Short Description/Key Points** |

Common Core State Standards: A New Foundation for Student Success | 2:53 | N/A | • Animated introductory segment • History of Standards, development • Promise of college-and-career ready students |

The English Language Arts Standards: What They Are and Who Developed Them | 8:00 | David Coleman Susan Pimentel | • Detailed description of development process
• General discussion of ELA standards
• Five principles of development |

The English Language Arts Standards: Key Changes and their Evidence | 6:24 | David Coleman Susan Pimentel | • Historical context of the need for change in ELA Standards
• Five critical shifts from earlier standards: text complexity;
analysis, inference and evidence; writing to sources; mastery of writing and
speaking; academic vocabulary
• Importance of academic vocabulary, especially for English
Learners |

Writing to Inform and Make Arguments | 3:35 | David Coleman Susan Pimentel | • Required mastery of three kinds of writing
• Analytical writing
• Rendering complex information clearly
• Student writing styles/multiple disciplines |

The Balance of Informational and Literary Texts in K-5 | 2:14 | Susan Pimentel | • Shift the balance to 50 percent informational texts and 50
percent literature in elementary grades
• Importance of balance in preparing for later grades and
non-literary texts |

Literary Non-Fiction in Grades 6-12: Opening New Worlds for Teachers and Students | 1:33 | Susan Pimentel | • Expanded use of literary non-fiction in later grades
• In-depth discussion about the value of teacher expertise
in cultivating students’ deeper understanding of complex and varied texts |

Literary Non-Fiction in the Classroom: Opening New Worlds for Students | 2:27 | David Coleman | • Opportunities for students to delve more deeply into more
varied texts, especially literary
non-fiction
• Addresses student engagement with many sources: e.g. the
*Preamble to the **Constitution*, Lincoln’s
*Gettysburg Address*, and King’s *Letter from a Birmingham Jail.* |

Literacy in Other Disciplines | 3:50 | David Coleman | • How ELA Standards apply – and require mastery – across
several disciplines (History/Social Studies, Science, and Technical Subjects)
• In-depth discussion of Madison and *Federalist Paper 51* |

Text-Dependent Analysis in Action: Examples from Dr. Martin Luther King, Jr.'s *Letter from a Birmingham Jail* | 10:20 | David Coleman | • In-depth analysis and discussion of Dr. King’s Letter from
a Birmingham Jail
• Explanation of the cognitive requirements of the Standards
• Examples drawn from specific, well-argued paragraphs |

Conventions of Standard English Writing and Speaking | 1:44 | Susan Pimentel | • Asserts the importance of good grammar
• Applying complex conventions to writing and speaking as
grade levels increase • Discussion of formal and informal communications |

Speaking and Listening: The Key Role of Evidence | 2:24 | Susan Pimentel | • Standards for speaking and listening
• Focus on collaboration in multiple settings in work or
college
• Preparation, respect, and problem-solving in formal and
informal situations |

The Crucial Role of Higher Education and Business in Developing the Standards | 1:42 | David Coleman | • Outline of the range of higher education professors and
practitioners who were involved
• Articulation of business leader involvement |

The Mathematics Standards: How They Were Developed and Who Was Involved | 8:11 | William McCallum Jason Zimba | • General discussion of mathematics standards
• Aspirations for mathematics instruction at higher levels
• Greater mastery through focus and coherence
• Review of groups involved
• General discussion of mathematics progressions
• What is and is not included at the elementary level
• What happens at middle school
• Discussion of migration away from strands and into
domains of mathematics |

The Mathematics Standards: Key Changes and Their Evidence | 4:36 | William McCallum | • General discussion of mathematics standards and goals
• Description of domains and increased focus and coherence
• Discussion of domains’ discrete life spans
• General description of the differences for high school
mathematics, including real world applications and modeling |

The Importance of Coherence in Mathematics | 4:37 | William McCallum | • In-depth description of coherence in mathematics, with
examples
• Need for mathematics domains to fit together for college
and career preparation
• Flows of the domains in mathematics; moving into a unified
whole
• Algebra as an example |

The Importance of Focus in Mathematics | 2:42 | Jason Zimba | • First-year college remediation challenges
• Mismatch between higher education and K-12 – more mastery
of fewer topics vs. covering more
• Focus as it relates to teachers’ needs to build a solid
foundation in early grades
• Solid early foundation enabling greater success later |

The Importance of Mathematical Practices | 4:02 | William McCallum Jason Zimba | • Standards for Mathematical practice –processes and
proficiencies
• Habits of mind of the mathematically proficient student
• Description of modeling; applying mathematics outside the
math classroom
• Using mathematics tools in flexible, sophisticated, and
relevant ways across disciplines
• Technology, structure, and generalization |

Mathematical Practices, Focus and Coherence in the Classroom | 1:13 | Jason Zimba | • Habits of mind
• Coherence and focus
• Implications for the classroom |

Whole Numbers to Fractions in Grades 3-6 | 1:57 | William McCallum | • Detailed description of the progression from adding and
multiplying whole numbers into working with fractions |

Operations and Algebraic Thinking | 1:52 | Jason Zimba | • Detailed description of the three domains of numbers and
operations (Operations and Algebraic Thinking; Number and Operations in Base Ten;
and Numbers and Operations–Fractions)
• Arithmetic as a rehearsal for Algebra |

High School Math Courses | 2:49 | William McCallum | • Careful, prescribed sequence of mathematics that builds
skills and mastery for elementary and middle school
• Explanation of two reasons for a different approach to
high school
• How mathematics is better connected and cohesive at high
school levels
• Modeling and probability/statistics in all math subjects |

The Importance of Mathematical Progressions | 2:02 | William McCallum | • Progressions, with examples
• Design of math progressions and how they play out in
domains over grade spans
• Connecting topics logically and sequentially |

Mathematical Progressions - From the Student Perspective | 3:08 | Jason Zimba | • Student-centered discussion of the progressions in domains
from one grade to another |

Gathering Momentum for Algebra | 2:08 | William McCallum | • Description of “Algebra Wall” – a challenge for many
students under previous standards
• Ramp building from kindergarten to Algebra in all domains |

Mathematical Fluency: A Balanced Approach | 1:56 | William McCallum Jason Zimba | • Balance between procedural fluency and conceptual
understanding, with examples
• Building on required fluencies |

Ratio and Proportion in Grades 6-8: Connections to College and Career Skills | 1:01 | Jason Zimba | • Ratio and proportion—connections in elementary and middle
grades and real world application
• Foundations for high school mathematics |

The Mathematics Standards and the Shifts They Require | 1:14 | Jason Zimba | • General discussion of math standards
• Aspirations for higher math performance
• Links and cohesiveness
• Meeting goals of focus and coherence |

Helping Teachers: Coherence and Focus | 1:39 | William McCallum | • Role of teachers in drafting math standards
• Coherence – seeing forward and backward
• Focus—doing fewer things more deeply
• Details that help teachers
• Fractions highlighted |

Shifts in Math Practice: The Balance Between Skills and Understanding | 1:02 | William McCallum | • General discussion
• Clear expectations
• Balance between skills and understanding
• Higher cognitive demand
• More time for teachers to go more deeply with their
students
• Preparing students to not only “do” the math, but “use”
the math |