Presentation on theme: "Unpacking the Common Core State Standards"— Presentation transcript:
1 Unpacking the Common Core State Standards Using Thinking Maps to Promote Thoughtful Planning, Collaboration, and TeachingJanet PaulsSue VohrerRotunda 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 curriculumConsider how teachers might use Thinking Maps to unpack standards for designing a unit lesson planConsider implications/advantages to “unpacking” across the curriculumNote the situation in first gradeStandard – 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 UnpackingGreater clarity to all K-12 teachers and administratorsImproved alignmentImproved continuity for students between courses and between gradesIncreased opportunities for curriculum integrationProvides educators with a baseline or starting point for lesson planning and differentiated instructionProvides 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 KnowVerbs DoAttitudes/Beliefs Be
6 Deconstruct Using Thinking Maps StandardKnowDoBe
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 smokingKnowDoBe
8 Vocabulary Tier 2 words Tier 3 words General academic words that are far more likely to appear in written text than speechOften represent subtle or precise ways to say relatively simple things (saunter instead of walk)Tier 3 wordsSpecific to domain or field of studyKey to understanding the new concept within textCan be viewed as “new” and “hard’ words by studentsOften explicitly defined by author and repeatedly usedTier 1 everyday speechTier 2 words that appear in all sorts of text because found in all types of text, they are generalizableTier 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 bandVolcanoes Harper Collins 2006Jot down Tier 2 and 3 words
10 Try This! Tier 2 words Early times Formed Sprouted Red-hot Modern timesLayersSolidEruptionPours forthSurfaceTier 3 wordsVolcanoLavaMantleMoltenMagmaCrustSegue into CCSS and breaking apart standard to understand it as well as note the important Tier 2 and 3 words for instructionFor 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 clusterStandards 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 counting2.0A.3Determine 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 manipsWrite an equation to express an even number as the sum of two equal addendsUse linking cubes or drawings to model an even number as the sum of two equal addends5 + 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= 9Use addition to find the total number of objects in rectangular arrays2.OA.4Use 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 addendsConnect arrays and repeated addition to multiplication3 + 3 = 62 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 withoutmanipsUse linking cubes or drawings to model an even number as the sum of two equal addendsModel/construct arrays using concrete materials and relate to repeated additionConnect arrays and repeated addition to multiplicationE 4-1E 4-3E 4-4HOS pHOS Gr 3-4, pTSCM p. 84GQ p. 37, #4TSCM, p. 292 Bumpy or Not BumpyNote 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 5-6HOS p.92-93GQ p. 37, #2GQ p, 38, #1TSCM p. 292Even Steven and Odd ToddE 4-2HOS pGQ p. 41, #6
16 Vocabulary Tier 2 Words Tier 3 Words Multiplication Objects Equal PairingCountingArrangedColumnsRowsTotalMultiplicationEqualOddEvenEquationSum addendsRectangularArraySum
17 Test Your Knowledge of ELA True or FalseEach 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 StandardsThe 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 StrandsThree Main SectionsReading (includes Foundational Skills)WritingSpeaking and ListeningLanguageK-5 (cross disciplinary)6-12 ELA6-12 Literacyin history/Social Studies, Science, and Technical SubjectsToday we will focus on Reading strand ,share strands and sections
19 Using Thinking maps to UNPACK Common CORE ANCHOR READING STANDARDS ActivityUsing Thinking maps to UNPACK Common CORE ANCHOR READING STANDARDS
20 Directions1. 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.
22 College and Career Anchor Standards Craft and StructureIntegration of Knowledge and IdeasKey ideas and detailsRange of Reading and Level of ComplexityRead 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 textInterpret 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 toneIntegrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in wordsRead 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 proficientlyAnalyze 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 wholeDelineate and evaluate content presented in diverse media formats, including the validity of the reasoning as well as the relevance and sufficiency of the evidenceDetermine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideasAnalyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors takeAnalyze 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 2RL2 CCR Anchor Standard Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideasLet’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 DetailsDetermine Analyze SummarizeReflectTier 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 doDetermine 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 textDetermine a themesummarizethe textdetails in a storydetails in a dramadetails in a poemWhat 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 poemWhat 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 textcharacters respond to challengesspeaker reflects upon a topic
29 Reading Literature (RL) Levels of RigorHandout- 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 BelowGrade Level StandardGrade Level AboveWhat 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 wordsDiscuss performance tasks as aligned with TreasuresDrill down to supporting standard levelAnalyze the levels or rigor across the grade levels – before and afterProcess to unpack. Collaborative grade level groups are recommended.Ensure staff is knowledgeable of structure of CCSSelect a standard to unpack, model the process first, then work in groupsIdentify Tier 2 words- general academic wordsIdentify Tier 3 words- content specific, key to understanding the standardLook at rigor across standard for vertical alignment, each grade level is aware of before and after learningDiscuss transfer goals –what students are being asked to doPerformance tasks- what students are expected to be able to do