1. Common Core State Standards Mapping to the Core May 21, 2013

2. Outcomes Participants will deepen their understanding of the relationship between core maps and unit maps. Participants will understand Depth of Knowledge (DOK) and how it can be used to sharpen alignment with the elements of the core maps and upgrade assessments. Participants will create core maps for English Language Arts/ Literacy Mapping to the Core – May 2013

3. Agenda Welcome Review of Core Maps and Relationship with Unit Map Depth of Knowledge (DOK) Assessment Mapping to the Core – May 2013

4. Mapping is a Verb The purpose of developing Core Maps is to ensure every student in Santa Clara County receives an equitable educational experience. Mapping to the Core – May 2013

5. Core Map Unit Lesson Unit Lesson Unit Lesson Unit Lesson Unit Lesson Lessons Mapping to the Core – May 2013

6. Core Maps Core Maps contain the Common Core State Standards (CCSS) at a specific grade level/course and any additional content/skills that should be taught within the year. The elements of a core map are: Grade level CCSS Big ideas Essential questions Content Skills Assessments Mapping to the Core – May 2013

7. Unit Maps Unit Maps integrate and expand the elements of the core maps to provide the sequence for instruction. Grade level CCSS Big ideas Essential questions Content Skills Assessments (including formative) Activities Technology enhancements 4Cs (creativity, communication, collaboration, critical thinking) Mapping to the Core – May 2013

8. Alignment Alignment is critical between all elements in the Core Map. Grade Level CCSS Big Ideas Essential Questions Content Skills Assessments Mapping to the Core – May 2013

9. Grade 3 Example eDoctrina Mapping to the Core – May 2013

10. Assessment Literacy What is the role of Norman Webb’s Depth of Knowledge (DOK) levels in building or upgrading purposeful classroom assessments?

11. Webb’s Depth of Knowledge Webb’s DOK Model Level 1 — Recall Level 2 — Basic Application Level 3 — Strategic Thinking/Reasoning Level 4 — Extended Thinking/Creating Mapping to the Core – May 2013

12. Depth of Knowledge Level 1 — Identify this utensil. (fork) Level 2 — Explain the function of the fork. Level 3 — Identify two examples of when a fork would not be the best utensil for a type of food and explain why. Level 4 — Design an investigation to determine the optimal number and length of tines for a salad fork. Mapping to the Core – May 2013

13. The intended student learning outcome determines the DOK level. What mental processing must occur? While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor/DOK level. – Describe the physical features of a plant. – Describe how the two political parties are alike and different. – Describe the most significant effect of WWII on the nations of Europe. DOK is about complexity— not difficulty! Dr. Karin Hess, 2012 Mapping to the Core – May 2013

14. If there is only one correct answer, it is probably level DOK 1 or DOK 2 – DOK 1: you either know it (can recall it, locate it, do it) or you don’t – DOK 2 (conceptual): apply one concept, then make a decision before going on applying a second concept If more than one solution/approach, requiring evidence, it is DOK 3 or 4 – DOK 3: Must provide supporting evidence and reasoning (not just HOW solved, but WHY – explain reasoning) – DOK 4: all of “3” + use of multiple sources or texts DOK general rules of thumb… Karin K. Hess, Ed.D., 2012 Mapping to the Core – May 2013

15. TOM TORLAKSON State Superintendent of Public Instruction Common Core Big Ideas Depth of Knowledge (DOKs) 15 MathematicsELA/Literacy DOK3DOK4DOK3DOK4 Current Assessments <2% 0% 20% 2% New SBAC Assessments 49% 21% 43% 25% Yuan & Le (2012); Herman & Linn (2013) from Linda Darling-Hammond, Assembly Hearing, 3.6.13

16. Core Map Assessment Core maps have sample assessments that can be used when creating unit maps. Mapping to the Core – May 2013

17. Resources Pennsylvania Standards Alignment system (PA SAS) – http://www.pdesas.org/module/sas/curriculumfra mework/ http://www.pdesas.org/module/sas/curriculumfra mework/ New Jersey Standards Clarification Project http://www.nj.gov/education/aps/njscp/ http://www.nj.gov/education/aps/njscp/ Mapping to the Core – May 2013

18. SPEAKING AND LISTENING Mapping to the Core – May 2013

19. Speaking and Listening Substrands Comprehension and Collaboration (Listening) Presentation of Knowledge and Ideas (Speaking) Mapping to the Core – May 2013

20. Comprehension and Collaboration Students should learn to: – participate effectively in oral interactions – integrate and evaluate information – evaluate the speaker’s message, perspective, and rhetoric Dr. Timothy Shanhan, 2012 Mapping to the Core – May 2013

21. Presentation of Knowledge and Ideas Students should learn to: – present information in clear and appropriate ways – use digital media and other displays to support such presentations – adapt speech to the demands of a variety of contexts and tasks Dr. Timothy Shanhan, 2012 Mapping to the Core – May 2013

22. Big Ideas Students gain, evaluate, and present increasingly complex information, ideas, and evidence: – Respond to and develop what others have said – In formal presentations, through media – In informal discussions Mapping to the Core – May 2013

23. Big Ideas Part of speaking is listening Students need to learn how to talk – With a partner (think-pair-share) – In small groups – Whole class Mapping to the Core – May 2013

24. EL Implications English Learners contribute more actively in class when they are given plenty of opportunities to engage in planned oral language production such as collaborative conversations, structured group discussions and opportunities to provide meaningful feedback based on task, purpose and audience Mapping to the Core – May 2013

25. LANGUAGE Mapping to the Core – May 2013

26. Language Substrands Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use Mapping to the Core – May 2013

27. Conventions of Standard English Students should learn to use appropriate: – grammar and usage – capitalization – spelling – Punctuation Students should learn to make effective word choices to convey meaning effectively Dr. Timothy Shanhan, 2012 Mapping to the Core – May 2013

28. Knowledge of Language Students must apply knowledge of how language functions orally and in writing. English Learners are simultaneously learning a new language, learning through the new language, and learning about the new language. Mapping to the Core – May 2013

29. Vocabulary Acquisition and Use Students should: – determine the meaning of words and phrases – understand the nuances of words and the relationships among words – use grade level academic vocabulary Dr. Timothy Shanhan, 2012 Mapping to the Core – May 2013

30. Next Steps Mapping to the Core – May 2013

31. Tech-check Please select the “CLC Workshop” wireless network. Please log-in to eDoctrina to view the maps. Remember to click on the “Save” button as you work on your core map. Mapping to the Core – May 2013

32. Core Map Development In grade level teams, develop core maps for the following: – Reading for Literature – Reading for Informational Texts – Reading Foundational Skills (K-5) – Writing – Opinion (K-5)/ Argument (6-12) – Writing – Informative/ Explanatory – Writing – Narrative – Speaking and Listening – Language Mapping to the Core – May 2013