1. Christy Ramage, Rebecca Champion, Michelle VanPortfliet, Mary Ann Hilton, Brett Cunningham, Jimmy Menard, Cami Brocksmith & Kristen Rossheim

2.  What was the question? I choose “C”…

3.   Not possible without team collaboration  Perfect start-up kit does not exist  Building from ground up is a positive  Utilize blended curriculum  NEW Model for Instructional Planning- Course Descriptions/Learning Goals/Lesson Plans  UDL (Universal Design for Learning) is a curriculum design framework used to ensure that materials, methods, and assessments are usable by all students. Shared Vision

4.   Teach 1 Core type of writing for every 2 FCAT types  Blended curriculum=99% CCSS and 5 NGSS  Focus on speaking and writing NOT JUST READING!  With Core, build prior knowledge with text not talk.  70/30-Informational vs. Literary exposure ALL DAY!!!  Text-Dependent vs. Text Based Questioning=levels playing field in the classroom ELA- ”Growing a group of thinkers”

5.  K-2 ELA

6.  K-2 ELA Cont.

7.  K-2 Cont.

8.   Examine the progression of the verbs across the grade levels  Determining text complexity from a measure of multiple aspects and not solely numerical  Text Complexity Rubric Text Complexity Rubric  Unpacking the Standards Unpacking the Standards ELA 3-5 Resources

9.  ELA 3-5 Reading

10.  ELA 3-5 Speaking and Listening

11.  ELA 3-5 Writing

12.   Practices and standards go hand in hand- is important for students to know practices in order to meet standards  The practices will allow students to become thinkers and explainers in math, NOT “I did it in my head” students.  Vertical Planning – It is important for grade levels to know what students should know coming into your grade as well as what they need to know going out. Teachers should understand the standards for both the grade level prior to and after their grade level.

13.  “Old” problem (little or no rigor) Tina had 10 balloons. She gave 7 of them away. How many balloons did Tina have then? “New” problem (with rigor) Burger Barn has 1 small table that can seat 4 people. They also have 1 large table that can seat double that amount. 15 people came in at lunch time. How many people did not get a seat? What does this look like in my classroom?

14.   Students need to not only be able to explain their strategy, but compare theirs with other classmates.  Teachers model with tools, symbols, pictures and words.  Explain thinking clearly-definitions, examples, non-examples, facts, etc.  Look for patterns and/or connections.

15.   Incorporating the 8 practice standards into weekly lesson plans will lead to deeper more precise math practices. Math talks are essential in getting students to understand the reasons behind math and students need to get used to defending their answers rather than just going through the steps to find the answer. The process is just as important as the end!  Inside Mathematics Inside Mathematics PRACTICE STANDARDS BY GRADE Standard 1: Make sense of problems and persevere in solving them Standard 2: Reason abstractly and quantitatively Standard 3: Construct viable arguments and critique the reasoning of others Standard 4: Model with mathematics Standard 5: Use appropriate tools strategically Standard 6: Attend to precision Standard 7: Look for and make use of structure Standard 8: Look for and express regularity in repeated reasoning

16.  Social Studies 6-8  Integrating common core with our new generation standards of social studies is crucial in analyzing, and understanding of historical times.  Learning Goals are important for students to be aware of before a unit of study. **Make sure you review these on a daily basis (I can statements)  Your lessons and activities throughout the unit should hit what your learning goal is to achieve.  Stations are important part of integrating Common Core strategies with history. Using primary sources and Document Based questions are examples.  Scales are not rubrics Scales are used to show the proficiency of your class. Students are to understand and know what is expected of them.  Remember Social Studies teachers are reading teachers too!!

17.   Importance of Interactive Science Notebooks (ISN) Integrating Science Into ELA  Series of 3 “close readings” of a complex informational text  Wrapped around an Essential Question  Content is science-based, but focus is comprehending text and writing in response to text  Each reading has its own purpose and tool  Each reading uses a gradual release process, followed by discussion  I Do: Teacher reads first 2-4 paragraphs aloud and models use of tool in a “think aloud” process  We Do: Teacher reads next 2-4 paragraphs aloud and supports student use of tool  You Do: Students use tool independently 3-5

18.   CCSS Science Lesson Plan Template CCSS Science Lesson Plan Template  Science Template Science Template  Science Template Cont. Science Template Cont.  Science Blended Curriculum Science Blended Curriculum Science Resources

19.  A ‘Road Map’ to Instructional Planning but before beginning, download Course Description in CPALMS 19 Begin with the course description: Choose a unit of study and the Big Idea(s)/Learning Goals Identify your Science Big Ideas/ Benchmarks/Targets from the course description for your Grade Level Using the course descriptions for your grade level, choose ELA and Math Benchmarks which will support the Science benchmark(s) (chunking/grouping/clusters) For each benchmark (or small chunk/group/cluster of benchmarks), develop a Progression Scale – What do you expect students be able to know/do related to the benchmarks within this goal? From the Progression Scale, choose ‘like’ objectives and group them (written from student perspective, “I can…”) Using this ‘like’ group of objectives, plan a lesson - the activities will be used to support the learning and measure the learning gains. 1a 1b 2a 2b 3 1c

20.   Coreplanner.com Coreplanner.com  Defining the Core-Broward County CCSS Website Defining the Core-Broward County CCSS Website  ICPALMS-Visualizer ICPALMS-Visualizer  CCSS Appendixes A-C CCSS Appendixes A-C Appendix A-for Rigor/text to give to colleagues Appendix B-Student Samples (Below FL standard) Appendix C-Exemplar Texts  EduClipper-Pinterest for Educators EduClipper-Pinterest for Educators Common Core, Links Galore!