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THECSDANDCCSS What does the Common Core mean for us and our students?

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Presentation on theme: "THECSDANDCCSS What does the Common Core mean for us and our students?"— Presentation transcript:

1 THECSDANDCCSS What does the Common Core mean for us and our students?

2 Learning Goal Establish a common understanding about the shifts the Common Core will promote and district expectations in working toward implementation. 2

3 Introductions Teacher leadership 3

4 Brian Graham

5 Melissa Levison 5

6 Rob Mattson 6

7 Jeff Snell 7

8 Why the Common Core? How these Standards are Different Moving towards implementation in the Camas School District

9 Why are we doing this? State developed Consistency around student learning outcomes Federal accountability with varied state assessments Coverage mentality v. depth Resources and support 9

10 Principles of the CCSS Fewer - Clearer - Higher Aligned to requirements for college and career readiness – focus on outcome – value teacher decision making to achieve outcome Based on evidence Honest about time for coverage compared to depth

11 crumple & toss (5 min) Write down something you already know.  The Common Core is…  The Common Core will… Crumple and toss to the center Select a crumpled paper & introduce yourself  Read the Common Core statement  One word to describe your thoughts of the skit ! 11 stopwatch/

12 a clip and flip (7 minutes) Form 2 groups at your table with a tablet for each Scan the QR code that will take you to a short video about the Common Core As a group, decide two of the most important learning from the video and share with the other group at your table 12 stopwatch/

13 13 SHIFTING PRACTICES FOR STUDENT LEARNING SUCCESS – ENGLISH LANGUAGE ARTS 13

14 ELA/Literacy: 3 shifts 1.Building knowledge through content-rich nonfiction 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Regular practice with complex text and its academic language

15 Shift 1 15 ContentInstructional Practice Increase in content rich non-fiction (50/50 balance) Science, Social Studies and the arts making a comeback Vertically aligned focus on anchor skills Integration of literacy skills across all content areas. Close reading to build knowledge and understanding Strategies for reading non-fiction: text features, structure, transitions, vocab Spiraling of curriculum Focus on anchor skills with multiple texts and in various contexts over time

16 Shift 2 16 ContentInstructional Practice Focus on the text rather than prior knowledge Writing to sources Narrative writing that emphasizes sequence and detail in preparation for effective argumentative (persuasive) and informational (expository) writing Careful reading strategies Asking questions that require careful attention to the text Multiple readings of the same text for depth of understanding More RESEARCH Writing like a scientist/historian, with evidence Providing a structure for response grounded in evidence from the text Time spent on strategies for diving into text rather before reading activities

17 Non-Examples and Examples 17 In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year According to Lincoln’s speech, why is this year significant to the events described in the speech? Not Text-DependentText-Dependent

18 Shift 3 18 ContentInstructional Practice “Staircase of Complexity”-the end goal being students are ready to engage with college/career texts Focus on academic vocabulary Exposure and careful analysis of: increasingly complex text over time various genres and authors multiple literacies (film, digital, audio, print) Developing context clues for students to attack academic vocabulary (Tier 2 & 3)

19 A Focus on Academic Vocabulary 19 Tier 1 Basic words that commonly appear in spoken language. Examples of Tier 1 words are clock, baby, happy and walk. Tier 2 High frequency words used by mature language users across several content areas. Examples of Tier 2 words are obvious, complex, establish and verify. Tier 3 Words that are not frequently used except in specific content areas or domains. Medical, legal, biology and mathematics terms are all examples of these words. Tier 1Tier 2 & Tier 3 "Reading Sage: Common Core State Standards for English Language Arts." Reading Sage. N.p., 27 Aug Web. 23 Aug

20 Pause and Reflect 20

21 ELA Exploration Activity Rob Mattson & Melissa Levison 21

22 Unpacking A Standard: Comparing GLEs to Common Core Standards Grade Level: 3 EALR: 2 The student understands the meaning of what is read. Component: 2.1 Demonstrate evidence of reading comprehension. Further divided into Standards – CCSS.ELA- Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

23 Unpacking A Standard: Comparing GLEs to Common Core Standards WA GLEs by Standard Reading33 Writing 28 Communication 15 Total =76 CCSS.ELA Standards Foundational Skills (K-5) 4* Literature 9 Informational 10 Writing 9 Speaking & Listening 6 Language 4* Total = 42 * Sub-standards not included

24 Unpacking A Standard: Understanding the Lingo CCSS. ELA - Literacy. RI Determine the main idea of a text; recount the key details and explain how they support the main idea. Common Core State Standard English Language Arts Reading Informational Text Grade 3 Standard 2

25 Unpacking A Standard Step 1 CCSS.ELA – Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Circle verbs

26 Unpacking A Standard Step 2 CCSS.ELA – Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Underline parts of the standard that need direct instruction.

27 Unpacking A Standard Step 3 – Identify the Big Idea CCSS.ELA – Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Come up with a ‘big idea” that puts the standard/s in your own words. My students will need to read an informational text to figure out the main idea. After reading they will need to be able to identify key details and convey how they support the main idea.

28 Unpacking A Standard Step 4: Develop an Essential Question Come up with an essential question that could be engaging to students. How does the story “Boy, They Were Wrong About the Dinosaurs!” support the author’s main message in the statement, “we think that many of our own past guesses about dinosaurs were just as wrong as those of Ancient China”? My students will need to read an informational text to figure out the main idea. After reading they will need to be able to identify key details and convey how they support the main idea.

29 Unpacking A Standard Step 5: Brainstorm Instructional Strategies Brainstorm ways that instruction at your grade level could address these standards. Practice with familiar and easily accessible texts to build confidence with identifying main idea and supporting details. Graphic organizers to track development of main idea and details. Modeling of metacognition and thinking through the main idea/details. Connecting main idea and supporting details to personal stories that are familiar to students. Story-mapping Drawing out the main idea and details

30 Unpacking A Standard Using the grade-specific standards at your table choose one standard to focus on with a partner. Using the “unpacking the standards” template work through the following: 1.Circle verbs 2.Underline parts of the standard that need direct instruction. 3.Come up with a ‘big idea” that puts the standard/s in your own words. 4.Come up with an essential question that could be engaging to students. 5.Brainstorm ways that instruction at your grade level could address these standards.

31 Debrief Take 5 minutes and do a quick WHIP AROUND at your table with each pair sharing the standard, essential question and a couple of strategies for addressing that standard.

32 32 SHIFTING PRACTICES FOR STUDENT LEARNING SUCCESS – MATHEMATICS 32

33 Mathematics: 3 shifts 1.Focus: Focus strongly where the Standards focus. 2.Coherence: Think across grades, and link to major topics within grades. 3.Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.

34 Mathematics: 1 Focus: Focus strongly where the Standards focus. Narrow and Deepen vs. Mile wide inch deep Strong Foundational skills Conceptual understanding Procedural skill and fluency Applying mathematics

35 Mathematics: 2 Coherence: Think across grades, and link to major topics with grades. Build new learning on prior knowledge Each standard is not a new event rather an extension

36 Mathematics: 3 Rigor: in major topics pursue… conceptual understanding procedural skill and fluency application. …with equal intensity 36

37 CCSS Design and Organization 37

38 Pause and Reflect 38

39 39 CCSS Design and Organization

40 Grade Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2 Addition and subtraction, measurement using whole number quantities 3–5 Multiplication and division of whole numbers and fractions 6 Ratios and proportional reasoning; early expressions and equations 7 Ratios and proportional reasoning; arithmetic of rational numbers 8 Linear algebra and linear functions Priorities in Mathematics

41 41 Progression of Standards

42 Focusing attention within Number and Operations Operations and Algebraic Thinking Expressions and Equations Algebra  Number and Operations— Base Ten  The Number System  Number and Operations— Fractions  K High School

43 Mathematical Practices 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.

44 Standards for Mathematical Practices Graphic 44

45 Math Exploration Activity Brian Graham 45

46 Jigsaw Standards of Mathematical Practice 1.Assign a standard of practice to each teacher at your table group. 2.Read the assigned standard of practice (5 min) 3.Make a T-chart and list the following: What would teachers be doing? What would students be doing? (5 min) 4.Round table share out at your table. Rotate in numerical order. (10 min.) stopwatch/

47 Principles of the CCSS Continuous Growth in Camas Fewer - Clearer - Higher Aligned to requirements for college and career readiness CCSS & TPEP through PLC Based on evidence – Working collaboratively in PLCs impacts student learning Honest about time – Permission to go deeper

48 Timeline  Awareness and Exploration Select a focus area to get familiar with how they work (Criterion 4) Dialogue in PLCs (Criterion 8) Experiment with Common Assessment Attend district supported training (Criterion 8) Start experimenting with shifts (Criteria 1, 2, 4)  Implementation

49 Reflection – Solo think – Group Sink I’m excited about… I’ve got questions about… I’m going to start by… The support I need is… Use the QR code to share some of the discussion to the above starters. 49

50 50 I’m excited about….


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