Presentation on theme: "1. By the end of the meeting, participants will: Engage in professional learning opportunities to increase understanding of the PA Common Core Standards."— Presentation transcript:
By the end of the meeting, participants will: Engage in professional learning opportunities to increase understanding of the PA Common Core Standards and the new Planning and Scheduling Timeline (PST) Engage in professional development on the Key Instructional Shift in Math and English Language Arts Engage in professional development to turn around training in their schools 2
Six Key Shifts in ELA Balancing Informational and Literary Text Building Knowledge in the Disciplines Growing the Staircase of Complexity Requiring Text-Based Answers Writing from Sources Building Academic Vocabulary
Key Shifts in ELA: 1 & 2 Increased Informational Text VS. Literary Text Impact on elementary classroom 50% of reading must be using informational text(K-5) 60% (6 -8) 60% by Grade 12 Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Text Complexity at ALL Grades Students must “step” up to reading grade appropriate text. Scaffold students to success
Building Knowledge in the Disciplines All content area teachers plan for literacy experiences and strategies in their instruction Students learn through domain-specific texts in science and social studies classrooms – Text Based Conversations and Answers Encouraging students in rigorous conversations dependent on text Making evidenced based arguments in conversation and in writing 14 Key Shifts in ELA: 3 & 4
Writing from Sources Emphasis on evidence to inform or make an argument Argument rather than the personal narrative Academic Vocabulary Development Building vocabulary to access increasingly complex texts Build the vocabulary they need to access grade level complex texts Key Shifts in ELA: 5 & 6
ELA Shifts: Activity Table Talk What does this mean for our school and our students?
Focus Coherence Fluency Deep Understanding Applications Dual Intensity
Mathematics Shifts: Activity Divide into grade level teams Each group will focus on the shifts for their grade level in mathematics. Create the chart below using the PA Common Core Document and the Current Eligible Content Teaching Now Somewhat Teaching Not Teaching New For My Grade Level What Does This Mean for Us?
Key Shifts in Mathematics: #1 & 2 Focus & Coherence STANDARDS: prioritize concepts & are extensions of previous learning allow for deep conceptual knowledge
Key Shifts in Mathematics: # 3 Fluency STUDENTS EXPECTATIONS: speed and accuracy practice VS application
22 Grade(s)Topics K Identify shapes 1-3 Reason with shapes and their attributes 4 Identify and apply angles measures 5 Classify two-dimensional figures into categories based on their properties. 6 Solve real-world and mathematical problems involving area of triangles 7 Construct and describe geometrical figures and describe the relationships between them. 8 Understand congruence and similarity. Apply the Pythagorean Theorem. HS Prove geometric theorems involving triangles. Create constructions involving triangles. Make connections between triangles and circles. Define trigonometric ratios and solve problems involving right triangles. Apply trigonometry to general triangles 22
23 GradeRequired Fluency KAdd/subtract within 5 1Add/subtract within 20 2Add/subtract 10 or 100 to given numbers 100-900 3Multiplying/dividing Add/subtract multi-digit numbers 4Factors and multiple to 100 5Multiplying multi-digit numbers with decimals through hundredth 6Multiplying multi-digit numbers Dividing multi-digit numbers 7Operations with rational numbers 8Operations with and using numbers in scientific notation Instructional Shift K-8: Fluency
Key Shifts in Mathematics: #4, 5, & 6 Deep Understanding & Application access concepts from numerous perspectives to solve problems strategic thinking to solve “real World” situations Dual Intensity A balance of intensity in both content and practice Opportunities for Drill to reinforce the foundational skills that will be used for extended application
25 Instructional Shift Example: Application Example of Math Shift Grade 7 Current Eligible Content Teaching Now PA Common Core Eligible Content New For 7th Grade Level Removed from Descriptor/EC Not Teaching M7.B.2.1.3 Find the area of triangles and/or all types of parallelograms Note: We teach volume of cube, cylinder, and rectangular prism under Anchor Descriptor M07.C-G.2.2.2 Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Surface area Volume of right prisms Real world context Volume of Cylinder and Rectangular Prism Volume of rectangular prism is in 5 th & 6 th grade. Volume of cylinder is in 8 th grade. 25
26 Instructional Shift Supporting Strategy: Surface Area Grade 7 Prerequisite Skill/Concept Needed Current Descriptor/ Eligible Content/Assessment Anchor PA Common Core Descriptor/Eligible Content/Assessment Anchor Instructional Strategies Basic computation skills Area of two dimensional shapes Difference between two-dimensional shapes versus three- dimensional shapes M6.B.2.2 Solve problems involving length, perimeter, area and/or volume of geometric figures. M6.B.2 Apply appropriate techniques, tools and formulas to determine measurements. M06.C-G.1.1.1 Determine the area of triangles and special quadrilaterals (i.e., square, rectangle, parallelogram, rhombus, and trapezoid). M06.C-G.1 Solve real-world and mathematical problems involving area, surface area, and volume. Minute drills CRA or Concrete to Semi- Concrete to Abstract What other strategies could we use to support our students?
CCSS are written for ___ and ___ content areas. The main purpose for the CCSS is ____ and ____ readiness. With the CCSS, student will be able to compete successfully in the ____ economy. The PSTs for math and ELA are aligned to the ____. Name one thing you can do now to begin preparing for these changes. 28
By the end of the meeting, participants will: Engage in professional learning opportunities to increase understanding of the PA Common Core Standards and the new Planning and Scheduling Timeline (PST) Engage in professional development on the Key Instructional Shift in Math and English Language Arts Engage in professional development to turn around training in their schools 29
3-2-1 Think-Pair-Share Activity 3 On your own think of 3 words or phrases related to what you learned today. 2 At your table, share your ideas and pick 2 key ideas that best represent your table. 1 Narrow your ideas to 1 word that captures the essence of the day.