1. Unpacking the Common Core State Standards
Using Thinking Maps to Promote Thoughtful Planning, Collaboration, and Teaching
Janet Pauls
Sue Vohrer
Rotunda Floyd-Cooper

2. Outcomes Understand the “what and why” of Unpacking the Standards
Understand the need for planning for Tier 2 and Tier 3 words across the curriculum
Consider how teachers might use Thinking Maps to unpack standards for designing a unit lesson plan
Consider implications/advantages to “unpacking” across the curriculum
Note the situation in first grade
Standard – Extend the counting sequence—seems simple but included counting to 120, understanding skip counting patterns on the 100 chart,
“Count to 120 starting at any number less than In this range, read and write numerals and represent a number of objects with a written numeral.
Representation of the number in a variety of ways

3. What does it mean to “Unpack” A Standard
“Unwrapped standards provide clarity as to what students must know and be able to do. When teachers take the time to analyze each standard and identify its essential concepts and skills, the result is more effective instructional planning, assessment, and student learning”
Ainsworth (2003)

4. Benefits of Unpacking
Greater clarity to all K-12 teachers and administrators
Improved alignment
Improved continuity for students between courses and between grades
Increased opportunities for curriculum integration
Provides educators with a baseline or starting point for lesson planning and differentiated instruction
Provides clarity on which skills and concepts should be taught and assessed
"The Process" - Allows teachers and administrators to determine what matters most i.e., pacing, assessment, Power Standards

5. Standards Deconstruction Simplified
Nouns Know
Verbs Do
Attitudes/Beliefs Be

6. Deconstruct Using Thinking Maps
Standard
Know Do Be

7. Deconstruct Using Thinking Maps
Apply decision-making and assertiveness skills to make and maintain healthy choices related to tobacco use and recognize factors that can influence decisions to smoke or abstain from smoking
Know Do Be

8. Vocabulary Tier 2 words Tier 3 words
General academic words that are far more likely to appear in written text than speech
Often represent subtle or precise ways to say relatively simple things (saunter instead of walk)
Tier 3 words
Specific to domain or field of study
Key to understanding the new concept within text
Can be viewed as “new” and “hard’ words by students
Often explicitly defined by author and repeatedly used
Tier 1 everyday speech
Tier 2 words that appear in all sorts of text because found in all types of text, they are generalizable
Tier 3 words specific to a domain or field of study

9. Try This!
In early times, no one knew how volcanoes formed or why they sprouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface , it is called lava.
Grade 4-5 complexity band
Volcanoes Harper Collins 2006
Jot down Tier 2 and 3 words

10. Try This! Tier 2 words Early times Formed Sprouted Red-hot
Modern times
Layers
Solid
Eruption
Pours forth
Surface
Tier 3 words
Volcano
Lava
Mantle
Molten
Magma
Crust
Segue into CCSS and breaking apart standard to understand it as well as note the important Tier 2 and 3 words for instruction
For math==lots of Tier 3 words that need to be repeatedly used throughout the year.
Recursive instruction

11. The CCSS is composed of these domains
Within the domains are clusters and standards to make up the cluster
Standards are what students need to know and be able to do

12. Look fors in a common core classroom will embrace the SMP
Look fors in a common core classroom will embrace the SMP. Admins should see evidence of several of these practices going on in every lesson. Students should be actively engaged in the learning at all times.
Pass out CCL4s and have participants review—turn and talk – any ah-has?
Note the emphasis on discussion, accuracy, and problem solving situations

13. Grade 2 Cluster 3 Work with equal groups of objects to gain foundations for multiplication.
Use concrete materials ( ex: linking cubes) to model even and odd numbers (odd always has one left over)
Determine if a group of objects has an odd or even number of members by pairing or counting
2.0A.3
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2’s; write an equation to express an even number as a sum of two equal addends.
Skip count by 2s with and without manips
Write an equation to express an even number as the sum of two equal addends
Use linking cubes or drawings to model an even number as the sum of two equal addends
5 + 5 = 10

14. Cluster 3 Work with equal groups of objects to gain foundations for multiplication.
Model/construct arrays using concrete materials and relate to repeated addition
= 9
Use addition to find the total number of objects in rectangular arrays
2.OA.4
Use addition to find the total numbers of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as the sum of equal addends.
Write an equation to express the total as the sum of equal addends
Connect arrays and repeated addition to multiplication
3 + 3 = 6
2 groups of 3 = 6

15. Cluster 3 Work with equal groups of objects to gain foundations for multiplication.
Use concrete materials ( ex: linking cubes) to model even and odd numbers (odd always has one left over)
Skip count by 2s with and without
manips
Use linking cubes or drawings to model an even number as the sum of two equal addends
Model/construct arrays using concrete materials and relate to repeated addition
Connect arrays and repeated addition to multiplication
E 4-1
E 4-3
E 4-4
HOS p
HOS Gr 3-4, p
TSCM p. 84
GQ p. 37, #4
TSCM, p. 292 Bumpy or Not Bumpy
Note that all resources are not listed. Teachers need to make judgments as to the additional resources to use according to the needs of their students.
This unit has 9 days. Create a flow map for planning which lessons will be taught on each day.
Thanks to Lori Balzano, Davidsonville Elementary, for the initial planning of the Thinking Maps for Cluster 3.
E 5-6
HOS p.92-93
GQ p. 37, #2
GQ p, 38, #1
TSCM p. 292
Even Steven and Odd Todd
E 4-2
HOS p
GQ p. 41, #6

16. Vocabulary Tier 2 Words Tier 3 Words Multiplication Objects Equal
Pairing
Counting
Arranged
Columns
Rows
Total
Multiplication
Equal
Odd
Even
Equation
Sum addends
Rectangular
Array
Sum

17. Test Your Knowledge of ELA
True or False
Each of the 3 sections is divided into strands, which are further divided into clusters.
The Common Core Standards for ELA contain a total of 32 Anchor Standards
The Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects contain a total of 2 strands.
Begin with quiz on Framework of Common Core Standards as they will later unpack

18. English Language Arts Design and Organization
Four Strands
Three Main Sections
Reading (includes Foundational Skills)
Writing
Speaking and Listening
Language
K-5 (cross disciplinary)
6-12 ELA
6-12 Literacy
in history/Social Studies, Science, and Technical Subjects
Today we will focus on Reading strand ,share strands and sections

19. Using Thinking maps to UNPACK Common CORE ANCHOR READING STANDARDS
Activity
Using Thinking maps to UNPACK Common CORE ANCHOR READING STANDARDS

20. Directions
1. Each table is given a set of Anchor Standards for Reading.
Unpack the Anchor Standards by placing each standard under the appropriate cluster(heading).
Share any discoveries regarding the Anchor Standards.

21. Check responses

22. College and Career Anchor Standards
Craft and Structure
Integration of Knowledge and Ideas
Key ideas and details
Range of Reading and Level of Complexity
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text
Interpret words and phrases as they are used in a text, including determining technical , connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
Read and comprehend complex literary and informational texts independently and proficiently.
Your tree map should look like this! The standards define what students should understand and be able to do by the end of each grade. They correspond to the College and Career readiness anchor standards. Now we will look at defining the skills and understandings that students must demonstrate by unpacking a bit more. The Range of Reading applies to 1-9 and all students are expected to read and comprehend complex literary and informational texts independently and proficiently
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole
Delineate and evaluate content presented in diverse media formats, including the validity of the reasoning as well as the relevance and sufficiency of the evidence
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Assess how point of view or purpose shapes the content and style of a text

23. Standard RL 2
RL2 CCR Anchor Standard Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas
Let’s look at a reading standard . Susan just explained Tier 2 and Tier 3 words. Remember Tier 2 words appear across all disciplines and Tier 3 are targeted for reading.

24. Unpacking A Standard- Reading Literature RL 1 CCR
Tier 2 Tier 3

25. Group Work Read the standard individually.
What does the standard ask students to know?
What does the standard ask students to do?
What does the standard assess?
Identify Tier 2 and Tier 3 words .
Discuss in your group.

26. Vocabulary Tier 2 Words Tier 3 Words Central ideas Themes
Key Details
Determine Analyze Summarize
Reflect
Tier 2 and 3 words from the anchor standard. What do you notice about the words in both tiers. How will identifying tier 2 and 3 words impact instruction? Which one is important to teach the skill level?

27. Drilling Down 5 R. L.2 Supporting Standard
Think about what students need to know and be able to do
Determine the theme of a story, drama, or poem from details in the text, including how the characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Turn and talk or share out

28. characters respond to challenges speaker reflects upon a topic
Determine the theme of a story, drama, or poem from the details in the text, including how the characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text
Determine a theme
summarize
the text
details in a story
details in a drama
details in a poem
What do they need to know? How to determine the theme in a text What do they need to do? Identify details in a story, drama, or poem
What do they need to be? Determine the theme of the text, summarize the text from beginning to end with in a few sentences, explain how characters solved a problem or in a poem , consider what speaker thinks about a topic, summarize the text
characters respond to challenges
speaker reflects upon a topic

29. Reading Literature (RL)
Levels of Rigor
Handout- reading literature anchor standard RL 2 CCR- Compare standard RL 2 from K to 12 and discuss levels or Rigor. We are going to look at the levels of rigor and unpack a little further by looking at the vertical alignment of grade level standards, what students need to know and be able to do at each level. How does the level of complexity change?
K-12

30. Deconstruct: Standard to Standard
Grade Level Below
Grade Level Standard
Grade Level Above
What do students need to know?
What do students need to be able to do?
One tool to use for drilling down further for grade level reflection

31. Examine the structure of the CCSS Select a standard to unpack
Identify Tier 2 and Tier 3 words
Discuss performance tasks as aligned with Treasures
Drill down to supporting standard level
Analyze the levels or rigor across the grade levels – before and after
Process to unpack. Collaborative grade level groups are recommended.
Ensure staff is knowledgeable of structure of CCS
Select a standard to unpack, model the process first, then work in groups
Identify Tier 2 words- general academic words
Identify Tier 3 words- content specific, key to understanding the standard
Look at rigor across standard for vertical alignment, each grade level is aware of before and after learning
Discuss transfer goals –what students are being asked to do
Performance tasks- what students are expected to be able to do

32. Helping Each Other to Help Our Schools