READY, SET… READY, SET … READY, SET … LAUNCH

Mission Statement : The CCSS provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. (

L earn, laugh, lunch A ctive participation U se respectful interchanges N ew ideas to be explored C ell phones stowed away H alt sidebars and have a fun, productive day

Today’s Learning Targets: · To develop common language and shared understanding of the Common Core State Standard (CCSS) documents. · To learn to navigate the CCSS template (disaggregating, or unpacking tool).

Connect the standards to teaching practices and student learning behaviors. (Teaching, Learning, Assessment) Understand the framework and format. Develop common language. Develop an understanding of the actual standards. (Unpacking or Disaggregating) Develop a systematic plan for “chunking” the standards into manageable pieces. (Mapping, Pacing, Guaranteed Curriculum) RCAS Elementary Literacy

College and Career Readiness (CCR) Pg. 10 Anchor Standards 4 Strands : Reading, Writing, Speaking and Listening, Language Portrait of Students who meet the standards Pg. 7 IndependentComprehend and critique Strong content knowledgeValue evidence Respond to varying demandsUse technology and digital media Understand other perspectives and cultures Capabilities

Reading Anchor Standards Pg. 10 Literature RL Key Ideas and Details Craft and Structure Informational Text RI Integration of Knowledge and Skills Range of Reading and Text Complexity

Reading Standards for Literature and Informational Text Foundational Skills K-1 Standards Print Concepts K-1 2. Phonological Awareness K-1 Foundational Skills 2-5 Standards Phonics and Word Recognition 4.Fluency

1.Understand the code: RL, RI, RF, W, SL, L R.CCR.2 ( Reading. CCReadiness Anchor Standard 2) RL.3.2 (Reading Literature.3 rd Grade.2 nd Standard) 1.Choose a standard. 2.Write it in the template box. 3.Write the anchor standard that grounds it. 4.Write the correlating standard for the grade level below and above. 5.Discuss the relevance and application of this standard to real life. 6.Tables signal when finished. Prizes for efficiency.

Highlight verbs and “big nouns” or concepts in the standard. KNOW and UNDERSTAND: Determine the amount of cognitive load placed on the learner. (You might craft some simple learning targets here.) Use resources to help…Webb leveling and Bloom’s Taxonomy. DO: How might a student demonstrate knowledge or understanding for this target? Write ideas or craft simple criteria for success statements. Identify any key vocabulary that supports this standard.

Application and Synthesis How might I teach this standard? What instructional strategies would support student learning in this area? What resources do I have available to help me with lesson planning? When will I teach this standard? How will I calibrate my lessons and assessments to my teammates and district grade level?

RCAS Reading Workshop Units Building a Reading Life Sept. Following Characters Into Meaning Narrative Standards Oct. Nov. Dec. Navigating Nonfiction Informational Standards Jan. Feb. Mar Going Deeper with Complex Texts Apr. May RCAS Reading Workshop Units

Unit Focus Standards RL2 RI2 Power Standards RL10, RI10 TRL RF4 Fluency District Targets Stamina Routines & Habits Engagement Reading Volume Unit Targets Retell Summarize Main Idea Determining Importance Details Unit I Building a Reading Life

Unit Focus Standards R L 1, 3, 5, 6, 7, 9 Power Standards RL10, RI10 TRL RF4 Fluency District Targets Personal Response Using Text Evidence Empathizing with Characters Making Connections Unit Targets Questioning Predicting Inferring Compare and Contrast Point of View Unit II Following Characters into Meaning

Unit Focus Standards RI 1, 3, 4, 5, 6, 7, 8, 9 Power Standards RL10, RI10 TRL RF4 Fluency District Targets Inquiry Research Using Multiple Resources Critical Reading Unit Targets Summarizing Synthesis Determining Importance Text Features Text Structures Unit III Navigating Nonfiction

Unit Focus Standards RL 4, 7, 9 RI 6, 7, 8, 9 Power Standards RL10, RI10 TRL RF4 Fluency District Targets Supporting your thinking with evidence Differing perspectives Unit Targets Synthesis Reasoning Cause /Effect Infer Meaning Unit IV Going Deeper with Complex Texts

“I can lead in my classroom by taking the standards from paper to practice.” “I can lead in my grade level team by exploring, discussing, and creating in a collaborative way.” “I can lead in my school by sharing ideas and supporting my principal’s efforts in moving our school forward toward full implementation of the CCSS.” “I can lead in our school district by working with cross-district teams, communicating with my literacy leader, and sharing ideas.

1.A Greater Pool of Resources “When yesterday you might have shared your lesson across the hall, under the CCSS you’ll be able to share lessons with teachers across the country” (Kendall, 2011). 2.Increased Collegiality “A shared language is the essential first step for communication” (DuFour & Eaker, 1998; Kohm & Nance, 2009). The Common Core will provide great opportunity for an unprecedented level of discourse. 3.Increased Professionalism One hallmark of a profession is mastery of a body of knowledge. In education, the greater the challenge is for students, the more crucial it is that teachers have both a mastery of content and an understanding of teaching and learning. Understanding Common Core Standards by John Kendall

RCAS Elementary Literacy