1. South Dakota Common Core State Standards Module 2 K – 6 Aberdeen – June 12 and 13 1

2. WELCOME WHO Am I? – Karen Taylor: TIE – ktaylor@tie.net ktaylor@tie.net 2

3. Agenda 9:00 – 11:30 – Introduction – Disaggregating: Practice and Reflection 11:45 – 12:45 Lunch on Your Own 12:30 – 4:00 – Continuation of Practice and Reflection – Exploring the Standards 3

4. Phase I Outcomes Become familiar with common core standards layout, design, concepts, terminology, etc. Become familiar with common core standards layout, design, concepts, terminology, etc. Engage in “Disaggregating” process for the designated focus standards for major concepts and cognitive level Engage in “Disaggregating” process for the designated focus standards for major concepts and cognitive level Analyze lessons to ensure alignment to disaggregated standards. Analyze lessons to ensure alignment to disaggregated standards. Understand and evaluate the purpose of assessment. Understand and evaluate the purpose of assessment. 4

5. Norms Listen with Engagement Honor Each Other’s Thinking Honor Private Think Time Everyone has a Voice Be Respectful of all Comments Participation is Expected Limit Side Conversation Take Care of Your Needs Turn Cell Phones Off or to Vibrate 5

6. Getting to Know YOU! At your table discuss: At your table discuss: 1.District you work for, job assignment, years of teaching experience. 2.Personal information you would like to share. 3.Something positive that has happened to you this school year. 4.One thing that probably not many people know! 6

7. That’s Me! When the trainer reads a statement, if it “describes” you, just jump up and say, “That’s Me”! 7

8. DOE Modules Module 3 – ELA: Focus on Informational Text and Career Readiness Standards Module 3 -Math: 8 Standards of Mathematical Practices 202 Module 4: Curriculum Curation Module 5: Higher Order Instructional Practices Module 6: Assessing Higher Order Instructional Practices

9. Graduate Credit Information The SD DOE will email the link to register for credit to participants when it is available. Every three days of workshops is equal to ONE graduate credit or CEUs Every three days of workshops is equal to ONE graduate credit or CEUs – Teachers will need to bank hours for each workshop to earn credits. – There is a possibility of 3 graduate credits, if participants take modules 1 – 6. $40 per credit hour $40 per credit hour 9

10. Common Core: English Language Arts Standards Locate copy of Common Core State Standards Document Either printed copy or online version http://doe.sd.gov/octe/commoncoreStandards.aspx

11. Cracking the Code What does it all mean? Let’s take a look… 11

12. DOMAIN CLUSTER HEADINGS Standards within the CLUSTER FOOTNOTES Components: K-8 grade level Mathematics Standards 12

13. How to read a Common Core Standards Strand Code Strand Grade

14. How to read a Common Core Standards Anchor Standard Standard

15. How to read a Common Core Standards Number assigned to Standard Strand Code Strand Anchor Standard 7.RI.3 Grade Standard

16. Two Types of Standards Mathematical Practice (recurring throughout the grades) Mathematical Content (this will be different at each grade level) CCSS Mathematics Standards 16

17. Standards of Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning. 17

18. ANCHOR STANDARDS College and Career Readiness Anchor Standards for Reading

19. Exploring the Standards Common Core State Standards – English Language Arts Grade Level(s) Literature Informational Text Foundational Skills Writing Speaking and Listening LanguageTotal K 10 17782173 1 10 19792782 2 10 11792572 3 10 921103191 4 910625102686 5 910625102484 6 910-28102279 7 910-28101976 8 910-28102178 9-10 910-28101875 11-12 910-28101774

20. Exploring the Standards Common Core State Standards – K-5 Math Grade Level(s) Counting and Cardinality Operations & Algebraic Thinking Number & Operations in Base Ten Number & Operations in Fractions Measurement & Data GeometryTotals K1051-3625 1-89-4324 2-411-10328 3-93914237 4-56149337 5-391410440

21. Exploring the Standards Common Core State Standards – 6-8 Math Grade Level(s) Ratio & Proportional Relationships Number System Expressions & Equations Geometry Statistics & Probability FunctionsTotals 6 7151249-47 7 7116613-43 8 -213124536 Common Core State Standards – High School Math Number & Quantity 32 Algebra 34 Functions 45 Modeling Integrated throughout all strands Geometry 45 Statistics & Probability 36

22. Exploring the Standards Common Core State Standards – Literacy Standards to Emphasize in History, Science, Social Studies, Technical Subjects, and Interdisciplinary Writing Grade Bands History/Social Studies Science and Technology Interdisciplinary Writing Totals 6-8 10 2040 9-10 10 2040 11-12 10 1939

23. Disaggregating Standards You Will Need: The Disaggregating Template The Disaggregating Template A Piece of Chart Paper and a Marker A Piece of Chart Paper and a MarkerProcess: We will model a section then you will complete We will model a section then you will complete that section for the standard you have been that section for the standard you have been assigned at your table. assigned at your table. 23

24. Disaggregation Template 24

25. Disaggregating the Standard At your table: Determine the content area (Math or ELA) Determine the content area (Math or ELA) Determine which grade level Determine which grade level Within that grade level, determine which “essential” standard you want to disaggregate Within that grade level, determine which “essential” standard you want to disaggregate

26. Disaggregating the Standard We will model the process We will model the process Your table will complete each section of template as we move through the process Your table will complete each section of template as we move through the process – Person with newest shoes is table leader When all sections are completed, you will post your KUD statements on chart paper When all sections are completed, you will post your KUD statements on chart paper

27. Modeling the Process: ELA Discussion Points: How to find previous year standard (if applicable) How to find following year standard (if applicable)

28. Modeling the Process: Math 28 Discussion Points: Find strand: http://sdccteachers.k12.sd.us/http://sdccteachers.k12.sd.us/ Find previous year standard (if applicable) Find following year standard (if applicable) Quality will be defined by the Peer Review document

29. Modeling the Process: ELA Discussion Points: Find strand: http://sdccteachers.k12.sd.us/http://sdccteachers.k12.sd.us/ How to find previous year standard (if applicable) How to find following year standard (if applicable) 6.RI.6

30. Your Turn: Standard Work time

31. Modeling the Process Discussion Points: This is writing the standard in student friendly language Write an “I can” statement

32. Modeling the Process I can add and subtract numbers to 999 in many ways using a plan that makes sense to me. 32 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Must be written as an “I can” statement

33. Modeling the Process Discussion Points: This is writing the standard in student friendly language Write an “I can” statement

34. Your Turn: Student Friendly Language Work time

35. Clarity About Curriculum If a teacher isn’t clear about what all students should know, understand and be able to do when the learning experience ends, he or she lacks the vital organizer around which to develop a powerful lesson. --Tomlinson, 1999 35

36. Modeling the Process

37. KUD Card Sort Determine whether each statement is a Know, Understand or Do. Determine whether each statement is a Know, Understand or Do. Write a K, U or D inside the box of each statement. Write a K, U or D inside the box of each statement. We will revisit this at the end of this section We will revisit this at the end of this section

38. Practice identifying KUD Statements 38

39. Break 39

40. Developing the ‘Know’ The facts, definitions, dates, places, names, processes, and examples you want students to know in order to master the standard. Nouns or Short Phrases (bulleted list) Bulleted lists or statements, not complete sentences Include essential facts that are new…do not include a list of prior knowledge, facts or definitions that student may use to learn new content. 40

41. Modeling the Process Keep in Mind : Stems for “know” are nouns Decompose and Recompose numbers Expanded notation Commutative property of addition Associative property of addition Addition and Subtraction Strategies. Students will understand that: S 41 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

42. Modeling the Process

43. Your Turn: KNOW Work time

44. Developing ‘Do’ Statements ‘Do’ statements are action statements and begin with a verb. Student performance provides evidence of mastery of the standard(s). ‘Do’ statements describe procedural, application or extended thinking. State that students can explain, interpret, apply, empathize or have perspective or self-knowledge, etc. ‘Do’ statements do not describe a specific learning activity 44

45. ‘ DO’ Statement Misconception Alert! The ‘Do’ is the Learning Outcome – May be Demonstration of Mastering a Standard – Evidence of a Thinking Skill – A Basic Skill of a Discipline Example: Compare two novels to determine common themes. Non-Examples: (Not what happens in the lesson or what the teacher will do) The students will complete a RAFT assignment in cooperative groups. The teacher will read a story to the class and ask students to complete one of the three task cards based on their interests. 45

46. Modeling the Process Discussion Points : A hint for identifying the “Do” are verbs Construct expanded notation for numbers up to 1000. Prove/explain solutions using manipulatives. Add two-digit numbers within 1000. Apply place value to solve mental math problems. Use a variety of strategies to solve addition problems. Story problems can be solved using various addition strategies. Decompose and Recompose Numbers S 46 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

47. Modeling the Process

48. Your Turn: DO Work time

49. Developing Statements of Understanding S of U (statements of understanding) are written statements of truth, the core to the meaning(s) of the lesson(s) or unit. S of U are what connect the parts of a subject to the student’s life and to other subjects. It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or experience. Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exist within the understandings. 49

50. Examples of ‘Understand” Statements Statements of Understanding are Essential Truths That Give Meaning to the Topic Begin with “I want students to understand THAT…” multiplication is another way to do addition. voice reflects the author people migrate to meet basic needs all cultures contain the same elements expressed differently 50

51. Understand – MISCONCEPTION ALERT! If it is difficult to distinguish between the ‘K NOW ’ and the ‘U NDERSTAND ’ it is likely because the statement is pitched too low and as written, it lacks an essential truth; is focused only on facts and skills. KNOW: Columbus came to the New World in 1492. UNDERSTAND: When faced with conflict, individuals and groups either adapt or migrate to seek better conditions. 51

52. Modeling the Process Students will understand that: strategies and algorithms are the processes to add/subtract within 100. there is a relationship between the properties of operations and solutions of additions problems. there is a relationship between addition and subtraction the value of a digit in our number system is determined by its place value position S 52 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

53. Modeling the Process

54. Your Turn: UNDERSTAND Work time

55. Lunch on Your Own We will begin again at 1:00 55

56. Identifying KUD Statements 56

57. Modeling the Process Discussion Points : Key vocabulary needed to know/understand to work with the standard List key vocabulary; not necessarily defined at this point

58. Modeling the Process Keep in mind: Key vocabulary teachers need to know/understand to work with the standard Fluently, strategies, place value, addend, algorithms, within, decompose numbers, recompose numbers 58 Standard: 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

59. Modeling the Process Discussion Points : Key vocabulary teachers need to know/understand to work with the standard List key vocabulary; not necessarily defined at this point

60. Your Turn: Key Vocabulary Work time

61. Modeling the Process Discussion Points: How might the grade level expectation be applied at home, on the job or in a real- world, relevant context? Include at least one example. Stem for the conversation with students to answer the question, “why do I have to learn this?” This component of the template leads to student engagement, implementation of 21 st Century Skills, and preparation for college and careers.

62. Modeling the Process Keep in Mind: How might the grade level expectation be applied at home, on the job or in a real- world, relevant context? A stem for the conversation with students to answer the question “why do I have to learn this?”. To be able to use mental math in everyday life To develop flexible math thinking 62 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

63. Modeling the Process Discussion Points: How might the grade level expectation be applied at home, on the job or in a real- world, relevant context? Include at least one example. Stem for the conversation with students to answer the question “why do I have to learn this?”. This component of the template leads to student engagement, implementation of 21 st Century Skills, and preparation for college and careers.

64. Your Turn: Relevance Work time

65. Sample KUD KNOW (facts, dates, rules, people, etc.) – Even and odd numbers – A variety of tools for measurement UNDERSTAND (complete sentences, statements of truth or insight – want students to understand that…) – the placement of a number determines its value. – there is more than one way to solve a problem DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills ---verbs) – Work collaboratively in a group to solve problems – Use a bar graph to represent data appropriately 65

66. Disaggregating the Standard On chart paper list: Standard – write out your standard Standard – write out your standard KUD statements KUD statements

67. Making Connections

68. Break 68

69. Exploring the Standards http://sdccteachers.k12.sd.us

70. Exploring the Standards Individually, select a strand/domain and grade level Individually, select a strand/domain and grade level – Your table can work with different grade levels Using the CCSS website, explore all standards in your selected strand/domain Using the CCSS website, explore all standards in your selected strand/domain Fill out graphic organizer while exploring the site Fill out graphic organizer while exploring the site Each person will report out to table Each person will report out to table group

71. Exploring the Standards

72. As you explore, think about: How do these standards differ from what you have worked with in the past? How do these standards differ from what you have worked with in the past? What jumps out at you as you explore? What jumps out at you as you explore? What are some big “ah-ha’s”? What are some big “ah-ha’s”? What might assessments look like? What might assessments look like? How do standards in this strand/domain “fit” together? How do standards in this strand/domain “fit” together?

73. Muddiest Point What is the ONE idea you are still confused about from today?

74. See you tomorrow 9:00 a.m.

75. Break 75

76. Day Two – CCSS Module 2

77. Agenda Lesson Analysis KUD Revisited Webb Leveling Lunch Continuation of Practice and Reflection Assessment

78. Outcomes Become familiar with common core standards layout, design, concepts, terminology, vertical alignment, etc. Become familiar with common core standards layout, design, concepts, terminology, vertical alignment, etc. Engage in “Disaggregating” process. Engage in “Disaggregating” process. Analyze lessons to ensure alignment to the disaggregated standards. Analyze lessons to ensure alignment to the disaggregated standards. Understand and evaluate the purposes and uses of assessment. Understand and evaluate the purposes and uses of assessment.

79. Norms Revisited  Listen with Engagement  Honor Each Other’s Thinking  Honor Private Think Time  Everyone has a Voice  Be Respectful of all Comments  Participation is Expected  Limit Side Conversation  Take Care of Your Needs  Turn Cell Phones Off or Vibrate

80. What we learned, clarification from yesterday’s exit slips! What we learned …

81. Five Steps in Lesson Review 1.Series of Lessons 2.KUD Alignment 3.Depth of Knowledge/Webb Level Reflection 4.Assessment 5.Reflection

82. Find a Partner Find a grade-level partner – Can – Can be someone at your table but must be in same grade level

83. Steps 1 Series of Lessons

84. Lesson Descriptions

85. Questions from Step 1:Responses 1. With which standard does/ do the lesson(s) align? 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operation, and/or the relationship between addition and subtraction. 2 Why would you use this series of lessons? This series of lessons allows students to develop flexibility and conceptual understanding of addition and subtraction. It provides students with multiple strategies to solve addition and subtraction problems while focusing on conceptual understanding. 3. What do you expect students to learn from this series of lessons? Students will learn fluency, flexibility and conceptual understanding of addition and subtraction.

86. Lesson Descriptions

88. Step 1 Utilize http://sdccteachers.k12.sd.us As a team, complete Step 1 for both sets of lessons

89. Step 1 Utilize http://sdccteachers.k12.sd.us As a team, complete Step 1 for both sets of lessons Your Turn

90. Step 2 KUD Alignment

91. KUD Coverage At this time, the person presenting the lesson is the only person recording on their template. http://sdccteachers.k12.sd.us/home

92. KUD Coverage Using the disaggregated standard from the CCSS Website, determine which Know, Understand and Do (KUD) components are aligned to this series of lessons. Using the disaggregated standard from the CCSS Website, determine which Know, Understand and Do (KUD) components are aligned to this series of lessons. Write lesson number/description. Write lesson number/description. Determine the appropriate KUD from disaggregated standard that aligns with each lesson. Determine the appropriate KUD from disaggregated standard that aligns with each lesson. – You may have multiple KUDs aligned with each lesson – You may have multiple KUDs aligned with each lesson.

93. KUD Coverage

94. Which KUDs align with this lesson?

95. KUD Coverage Which KUDs align with this lesson?

96. Work Time

97. Reflection Question “BUZZ” with your table mates… How did the KUD process help align the lessons to the standard?

98. Break

99. Step 3 DOK/Webb Levels

100. Why Webb Leveling SMARTER Balanced  Assessment  Assessment in 2015 will be based on Webb Levels  Computer  Computer generated test  Results  Results available in two weeks (only for multiple choice)  Leveled  Leveled (moves the student to the level (Webb) according to their capability)  Student  Student growth model  Grades:  Grades: 3-8 and 11(discussions) 9, 10 – course assessment (discussions)

101. Why Webb Leveling We have been a “Blooms” state  Blooms  Blooms Taxonomy describes the type of thinking Webb Leveling Depth Depth of which we expect students to demonstrate understanding of the content Webb’s Webb’s describes complexity of both the content and the task required Use, Use, Acquire, Extend

102. DOK Article Directions: Read DOK article using the following marks: XI thought differently +New and important information !Wow ?I don’t get it *VERY important to remember

103. DOK Reflection Stand up and find a partner with whom you have not worked. Discussion: Two things you learned from reading DOK article. One question you still have about DOK.

105. Examples of Webb Levels ELA Examples: List three presidents. List three presidents who have impacted our nation the most in your lifetime. Math Examples: Make a conjecture about the number zero. Prove that this conjecture about number zero is true with all numbers.

106. Webb Level List three presidents List three presidents that have impacted our nation in your lifetime and why. How might you alter the impact?

107. Webb Leveling Activity Locate the Handout “Using the Webb’s Leveling Taxonomy”

108. Webb Leveling Activity Determine where each of the following learning activities fall on Webb (Use, Acquire, Extend) Determine where each of the following learning activities fall on Webb (Use, Acquire, Extend) Determine where each of the following learning activities fall on Webb leveling (Level 1, 2, 3, 4) Determine where each of the following learning activities fall on Webb leveling (Level 1, 2, 3, 4) Let’s practice first one together

109. Work Time

110. Lunch Please return by: 1:00 110

111. Standard DOK What Depth of Knowledge would you say your standard(s) is/are written to: What Depth of Knowledge would you say your standard(s) is/are written to: – Acquire, Use, Extend – Level 1, 2, 3, 4 What should your “series of lessons” portray? What should your “series of lessons” portray?

112. Webb Level

113. Webb Level of Lessons Examine each lesson activity and record under correct Webb Level Column. (ex: Vocab) Examine each lesson activity and record under correct Webb Level Column. (ex: Vocab) Determine why it meets the selected Webb Level. Determine why it meets the selected Webb Level.

114. Webb Level

115. Webb Revisited With table team, select one learning activity and differentiate the activity to reflect each Webb Level You can use an activity from ones you brought or one from the activities from worksheet You can use an activity from ones you brought or one from the activities from worksheet Chart by Webb Level

116. Reflection What did you learn about your lesson from this process? Be ready to share your insights!

117. Workshop Evaluation Please complete… The evaluation was emailed to you The evaluation was emailed to you the invoice in your packet the invoice in your packet then, take a break!

118. Step 4 Assessment

119. 119 Thinking About Assessment 80 percent of assessments given in classrooms are geared toward low-level thinking. Decisions about assessment happen about every three to four minutes.

120. Assessment There are many purposes for assessment…..

121. We may want to assess where a student is.

122. We may want to assess where a student is… going.

123. We may want to assess what a student has learned.

124. But ultimately we want to know what to do next in order to close the gap.

125. Summative & Formative AssessmentSummative Assessment: How much have students learned at a particular point in time? Formative Assessment: How can we use assessments to help students learn more?

126. Summative AssessmentThe purpose of summative assessment is:  to  to measure student achievement at a particular point in time for reporting and accountability; sort students in rank order; and maximize student learning through standardized tests.

127. Formative AssessmentThe purpose of formative assessment is:  to  to promote further improvement of student learning during the learning process and involve students in the ongoing assessment of their own achievement.

128. 128 Formative AssessmentsFormative assessment results are used primarily by students, educators, and parents. Results are used for:  helping  helping students see and hit the target(s) and  identifying  identifying student needs and drives instruction.

129. It isn’t the method that determines whether the assessment is summative or formative… …it is how the results are used.

131. Target Method Match Assessment Methods

132. Target Method Match

133. 133 Directions: Locate the blank Target Method Match matrix in your handout! Target Method Match

134. 134 Directions: Using the assessment descriptions, determine: Using the assessment descriptions, determine: – Appropriate Assessment Method, and – Appropriate DOK Level – Place in appropriate box on blank sheet Target Method Match

135. Let’s Examine an Assessment

137. Websites for Math Tasks Inside Mathematics http://www.Insidemathematics.org William McCallum: Illustrative Mathematics Project http://illustrativemathematics.org/ SD Counts ESA 6/7 site with “Math Links” http://sdcounts.tie.wikispaces.net/home SD Counts ESA 3 site http://sddial.k12.sd.us Click on Region 3 ESA; Click on the Grants tab; Click on SD Counts link NCTM Illuminations http://illuminations.nctm.org/ Progression framework sites: http://ime.math.arizona.edu/progressions/ http://commoncoretools.files.wordpress.com/2 011/07/ccssatlas_2011_07_06_0956_p1p2.pdf http://www.nciea.org/publications/Math_LPF_ KH11.pdf Annenberg Foundation http://www.learner.org/ Enriching Mathematics http://www.nrich.maths.org CCSS tools http://www.achievethecore.org/ Smarter Balanced Assessment Consortium http://www.smarterbalanced.org/

138. Assessment Practices Locate Assessment Practices Handout

139. 139 Determine types of assessment to use for series of lessons/standard Determine types of assessment to use for series of lessons/standard – summative and formative Consider how assessment is aligned to KUD of standard? Consider how assessment is aligned to KUD of standard? Determine Depth of Knowledge Level and Assessment Methods for summative assessments. Determine Depth of Knowledge Level and Assessment Methods for summative assessments. Assessment Practices

140. Work Time

141. Step 5

142. Lesson Reflection What strengths did you find in the analysis? What strengths did you find in the analysis? What are some areas that might need improvement? What are some areas that might need improvement? List revisions that might need to be made. List revisions that might need to be made.

143. ktaylor@tie.net

144. Common Core Blues Thanks to High School ELA