common core presentation -- root day

Common Core Training

Our Lady of Grace Catholic School | Common Core | 2013

Wi-Fi: OLG Password: 9454634270


Overview of Our Plan

- Adopting Math in 2013/14; some adopting ELA !

- PD Emphasis for Remainder of 201/2014 !

- Update Maps Beginning in 2013 !

- Report Cards Aligned w/ Common Core in 2013 or 2014

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Before we begin...


Why?

1.) This is how students will be assessed. !

2.) If you want to have an intelligent conversation with any teacher... anywhere... you need to

understand these standards. !

3.) There are some major shifts in content that will affect how and what you teach.

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4.) This is what you’ve been waiting for: Standards that reflect skills kids will need in HS and college.


Before we begin...

Anticipation Guides (called “Prediction Guides” in some places), are pre-reading guides that may be used for a

variety of informational texts and presentations. Before students learn about a new subject, they respond to

carefully worded statements that focus attention on the topics of the day.

T F The standards are organized to allow for better articulation from grade-level to grade-level.

T F “Standards” and “curriculum” are terms for the same thing.

T FStandards for reading and analyzing text apply not only to teachers of language arts, but to teachers

of all subjects.

T F The standards allow for students to take Algebra I in 8th grade.

T F The Common Core Standards are monitored and implemented according to the federal government.


Before we begin...


Before we begin...

T The standards are organized to allow for better articulation from grade-level to grade-level.

F “Standards” and “curriculum” are terms for the same thing.

TStandards for reading and analyzing text apply not only to teachers of language arts, but to teachers

of all subjects.

? The standards allow for students to take Algebra I in 8th grade.

F The Common Core Standards are monitored and implemented according to the federal government.


Our Session Today

1.) How are the standards organized? !

2.) How are the standards to be read and taught? !

3.) What are the major shifts? !

4.) What should students be able to do when they complete kindergarten and graduate 8th grade?

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How are the standards organized?

There are two sets of standards: !

- English Language Arts (which includes Literacy in History/Social Studies,

Science, and Technical Subjects for 6-8) - Mathematics

!LA is divided into strands (K-5, 6-12)

Math is divided according to grade-levels w/ options for HS organization

!ELA has “Anchor Standards” also known as “College and Career Readiness Standards (CCR)” which

are common throughout all grades. The broader CCR standards complement the more specific standards for each grade-level.

!Math has “Mathematical Practices” which are the same as “Anchor Standards.” These are eight

characteristics of the math curriculum are common from one grade-level to the next.


How to read the standards...

Domains are larger groups of related standards. Standards from different domains may sometimes be closely related. Ideally, it will be the domains that appear on the report card (fingers crossed!).

Clusters summarize groups of related standards. Note that standards from different clusters may sometimes be closely related...

Standards define what students should understand and be able to do.

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K-5 6-8 9-12

Reading Literature Key Ideas and Details Craft and Structure

Integration of Knowledge and Ideas Range of Reading

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!Reading for Information

Key Ideas and Details Craft and Structure


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Reading for Information Key Ideas and Details Craft and Structure


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Reading for Information Key Ideas and Details Craft and Structure


!Reading Foundational Skills (K-3)

Print Concepts Phonological Awareness

Phonics and Word Recognition Fluency

Science and SS Key Ideas and Details Craft and Structure


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Science and SS Key Ideas and Details Craft and Structure


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English Language Arts Domains for Reading


Anchor Standards for Reading (K-12)Key Ideas and Details

!1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. !

Craft and Structure !

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. !

Integration of Knowledge and Ideas !

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of text Complexity !

10. Read and comprehend complex literary and informational texts independently and proficiently. !

*** These standards are the reading standards for social studies and science, in grades 6-12 too!

K-5 6-8 9-12

Writing Text Types and Purposes

Prod and Distribution of Writing Research to Build and Present Knowledge

Range of Writing (Begins in 3rd)

Writing (SS/SCI) Text Types and Purposes


Range of Writing

Writing (SS/SCI) Text Types and Purposes


Range of Writing

!Speaking and Listening

Comprehension and Collaboration Presentation of Knowledge and Ideas

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Language Conventions of Standard English

Knowledge of Language Vocabulary Acquisition and Use

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English Language Arts Domains

Text Types and Purposes !

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. !

Production and Distribution of Writing !

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. !

Research to Build and Present Knowledge !7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. !

Range of Writing !

10. Write routinely over extended time frames (time for research, reflection, and revision). !

*** These standards are the Writing standards for Social Studies and Science in grades 6-12, too!


Anchor Standards for Writing (K-12)

Comprehension and Collaboration !1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. !2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. !3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. !

Presentation of Knowledge and Ideas !

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. !5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. !6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


Anchor Standards for Language (K-12)


Anchor Standards for Speaking and Listening (K-12)Conventions of Standard English

!1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language !

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. !

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Major Shifts in LA/SS/SCI

The Six Shifts !

1.) K-5: Equal Balance Between Informational and Literary Text 2.) 6-12: ELA Standards are a Major Part of SS/ SCI Standards 3.) Level of Text Complexity in Junior High and High School

- recommended texts in the standards 4.) Focus on Text-Based Answers 5.) Writing to Sources (Less Narrative, More Evidence/Argument) 6.) Academic Vocabulary (All Subjects) !

“Read like a detective and write like an investigative reporter.”


What we’re up against...


Math Domains

K 1-2 3-5

Counting and Cardinality (CC) Operations and Algebraic Thinking (OA)

Number and Operations in Base Ten (NBT) !

Measurement and Data (MD) Geometry (G)

!Operations and Algebraic Thinking (OA)

Number and Operations in Base Ten (NBT) !


!Operations and Algebraic Thinking (OA)

Number and Operations in Base Ten (NBT) Number and Operations -- Fractions (NF)


6-7 8 High School Domains (Their call in regard to organization)

Ratios and Proportional Relationships (RP)

The Number System (NS) Expressions and Equations (EE)

Geometry (G) Statistics and Probability (SP)

Functions (F) The Number System (NS)

Expressions and Equations (EE) Geometry (G)

Statistics and Probability (SP)

Number and Quantity (HSN) Algebra (HSA)

Functions (HSF) Modeling (HSM) Geometry (HSG)

Statistics and Probability (HSS)

The Standards for Mathematical Practice

!(Which should be called “Anchor Standards.”)

!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.


Anchor Standards for Math (K-8)


Major Shifts in Math (K-12)

The Six Shifts !

1.) Focus (Fewer Standards) 2.) Coherence 3.) Fluency (Automaticity) 4.) Deep Understanding 5.) Application 6.) Dual Intensity (Fluency and Application) !!

Focus on the skills that most directly affect the ability to problem-solve in the future.


Knowledge V. Skill

What’s the difference? !

- CCSS emphasis: on single dimension of content, rather than including multiple dimensions in one standard - Knowledge (Declarative): Students will understand... - Skills (Procedural): Students will be able to... - When assessing, it is important to identify three types of learning goals based on what students will be able to do:

!Target Goal: What students who meet the standard should do. Simpler Goal: What students should be able to do to demonstrate that they have not yet achieved the target learning goal. This often involves knowledge of academic vocabulary. Complex Goal: Usually involves investigation and real-world application.

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Grade-Level Groups

Using your standards as your guide, answer the following:

!1.) How many math standards are you now required to teach? How many were in the CA State Standards? 2.) What content has been removed? 3.) What content has been added? 4.) Can you identify the academic vocabulary students will need to know to demonstrate competency? What are some of the terms your kids will need to know? 5.) Using the template provided, select a standard and identify the knowledge and skill required of that particular standard. !!!


Major Shifts in Math (K-12)A Look at What Students Need to Know in K-8

Knowledge Skills

Understand the role of letters in equations !

Assess the reasonableness of an answer !

Interpret remainders

Solve multistep word problems !

Add, subtract, multiply, and divide whole numbers !

Represent multistep word problems with equations !

Use mental computation !

Use estimating strategies (such as rounding)

4.OA.3 - Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

OPERATIONS AND ALGEBRA

Expressions and Equations

Grade 4

Score 4.0 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

Score 3.5 In addition to score 3.0 performance, partial success at score 4.0 content

Score 3.0 The student will: • solve multistep word problems involving the four operations posed with whole numbers with a symbol for the unknown number (4.OA.3)

Sample Activities:

Score 2.5 No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content

Score 2.0 The student will recognize or recall specific vocabulary, such as: • equation, letter, number, operation, quantity, represent, solve, symbol, unknown, whole number, word problem The student will perform basic processes, such as: • represent word problems using equations with a letter standing for the unknown quantity (4.OA.3)

Sample Activities:

Score 1.5 Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content

Score 1.0 With help, partial success at score 2.0 content and score 3.0 content

Score 0.5 With help, partial success at score 2.0 content but not at score 3.0 content

Score 0.0 Even with help, no success


Marzano’s Proficiency Scales

common core presentation -- root day

Education

common core standards

t standards

anchor standards

specic standards

standards dene

sets of standards

t f standards

ideasrange of reading