7. Math Representatives Will Be Meeting In The Dining Room

8.  Unpack Common Core Standards using the KUD (Know-Understand-Do) method.  Identify the components of a Common Core lesson.  Locate resources on the Okaloosa County Common Core Website applicable to a specific grade level or content area. 4d

9.  There are no “Hogs and Logs”  All opinions are respected  Cell phones are silenced 4e

11. Create a Top 3 List of Important Takeaways from the Gulf Breeze Common Core Summer Institute to share with the group. 4d

12. Identify desired results Determine acceptable evidence Plan learning experiences and instruction 1a, 1c, 1e, 1f

13. How does Backward Design Facilitate a Common Core Instructional Sequence? Establish Goals Based on Unpacked Standards Create Essential Questions Based on Standards Create Assessments Based on Standards Check to Ensure Assessments Align with Standards Create Learning Plan Aligned to Standards Students Take Assessment Based on Standards 1a, 1b, 1c, 1e, 1f, 3c, 3d

14. 1a, 1c, 1e

15. Standards require a close read and analyze for meaning Standards are rarely taught in isolation Not all standards are equal in rigor 1a, 1c, 1e, 1f

16. K.U.D.! K- Know U- Understand D- Do 1a, 1c, 1e, 1f

17. Know How do you know a child is ready to ride a bicycle without training wheels?  Handlebars  Pedal(ing)  Brake(ing)  Steer(ing )  Both hands must be kept on the handlebars in order to steer the bicycle  The foot pedals are not only used to accelerate, but also to brake  Uses the handlebars to steer the bicycle in a logical direction  Applies brakes in order to slow down or to come to a complete stop Understand Do

18. How do you know a teenager is ready to drive a car alone? KnowUnderstandDo

19. Know Facts Vocabulary Definitions Dates Places Understand I want students to understand that… Essential truths give meaning to topic Purposeful Has transfer power Allows students to investigate content on a variety of levels Enduring value Requires “uncoverage” Do Start with a verb NOT the whole activity Thinking skills Final outcome based on the standard, NOT an activity Students should grapple with the “UNDERSTAND” goals and how they apply to the “KNOW” goals 1a, 1c, 1e, 1f

24. A Good Essential Question:  Is open-ended and in “kid friendly” language  Is thought-provoking and intellectually engaging  Promotes higher-order thinking  Points towards important, transferable ideas  Raises additional questions  Requires support and justification  Recurs over time 1a, 1c, 1e, 1f, 3a

25. “Knowing” the steps comes before “Understanding” the outcome 1a, 1c, 1e, 1f, 3a

26. Tech Lab Explore Common Core web resources to support classroom instruction and lesson design Training Room Explore components of a Common Core lesson

28. Real World Balance of Text Multiple Sources Close reading Vocabulary study Writing with evidence Purposeful discussion Students encounter complex text with appropriate scaffold and support 1a, 1b, 1c, 1d, 1e, 1f

29. How do the components of a Common Core lesson aid students in tackling this rigorous task? 4a

31. As a team…. 1. Analyze the 5 th grade RST reading and writing task provided. 2. Using the instructional materials provided and your knowledge of the components of a Common Core lesson, develop a plan to get students ready to tackle this RST. Points to consider: * What types of lessons using the materials provided would be needed? *How would you construct close reading lessons using these materials so they begin to “think like a scientist”? *What anchor charts/graphic organizers might needed? 1a, 1b, 1c, 1d, 1e, 1f

32. Students will take the role of a scientist writing a newspaper article about recent cougar sightings. Explain to your readers why the cougar should be protected or relocated to another area. Your scientific opinion must be supported with facts from the sources provided. 1a, 1b, 1c, 1d, 1e, 1f Common Core Standards Covered: LACC.5.RI.1.1, LACC.5.RI.1.2, LACC.5.RI.2.6, LACC.5.RI.3.7, LACC.5.RI.3.9, LACC.5.W.1.1

33.  Partner with another Common Core Team  Share your learning tasks  Provide specific feedback on lessons 1a, 1b, 1c, 1d, 1e, 1f, 4a

34. 4d