THECSDANDCCSS
What does the Common Core
mean for us and our students?
Learning Goal
Establish a common understanding about
the shifts the Common Core will promote
and district expectations in working
toward implementation.
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Introductions
Teacher leadership
3
Brian Graham
Melissa Levison
www.achievethecore.org
5
Rob Mattson
www.achievethecore.org
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Jeff Snell
www.achievethecore.org
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Why the Common Core?
How these Standards are Different
Moving towards implementation in
the Camas School District
www.achievethecore.org
Why are we doing this?
State developed
Consistency around student learning
outcomes
Federal accountability with varied state
assessments
Coverage mentality v. depth
Resources and support
www.achievethecore.org
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Principles of the CCSS
Fewer
-
Clearer
-
Higher
• Aligned to requirements for college and career
readiness – focus on outcome – value teacher
decision making to achieve outcome
• Based on evidence
• Honest about time for coverage compared to depth
www.achievethecore.org
crumple & toss (5 min)
http://www.online-stopwatch.com/full-screenstopwatch/
• Write down something you already know.
 The Common Core is…
 The Common Core will…
• Crumple and toss to the center
• Select a crumpled paper & introduce yourself
Read the Common Core statement
One word to describe your thoughts of the
skit !
www.achievethecore.org
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a clip and flip (7 minutes)
http://www.online-stopwatch.com/full-screenstopwatch/
• Form 2 groups at your table with a tablet for
each
• Scan the QR code that will take you to a short
video about the Common Core
• As a group, decide two of the most important
learning from the video and share with the
other group at your table
www.achievethecore.org
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SHIFTING PRACTICES FOR
STUDENT LEARNING SUCCESS –
ENGLISH LANGUAGE ARTS
www.achievethecore.org
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ELA/Literacy: 3 shifts
1. Building knowledge through content-rich
nonfiction
2. Reading, writing, and speaking grounded in
evidence from text, both literary and
informational
3. Regular practice with complex text and its
academic language
www.achievethecore.org
Shift 1
Content
Instructional Practice
• Increase in content rich non-fiction • Integration of literacy skills across
(50/50 balance)
all content areas.
• Science, Social Studies and the
arts making a comeback
• Close reading to build knowledge
and understanding
• Vertically aligned focus on anchor
skills
• Strategies for reading non-fiction:
text features, structure,
transitions, vocab
• Spiraling of curriculum
• Focus on anchor skills with
multiple texts and in various
contexts over time
www.achievethecore.org
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Shift 2
Content
•
Focus on the text rather than prior
knowledge
•
Writing to sources
•
Narrative writing that emphasizes
sequence and detail in preparation for
effective argumentative (persuasive) and
informational (expository) writing
www.achievethecore.org
Instructional Practice
•
Careful reading strategies
•
Asking questions that require careful
attention to the text
•
Multiple readings of the same text for
depth of understanding
•
More RESEARCH
•
Writing like a scientist/historian, with
evidence
•
Providing a structure for response
grounded in evidence from the text
•
Time spent on strategies for diving into
text rather before reading activities
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Non-Examples and Examples
Not Text-Dependent
Text-Dependent
In “Casey at the Bat,” Casey strikes out.
Describe a time when you failed at
something.
What makes Casey’s experiences at bat
humorous?
In “Letter from a Birmingham Jail,” Dr.
King discusses nonviolent protest.
Discuss, in writing, a time when you
wanted to fight against something that
you felt was unfair.
What can you infer from King’s letter
about the letter that he received?
In “The Gettysburg Address” Lincoln says
the nation is dedicated to the
proposition that all men are created
equal. Why is equality an important
value to promote?
“The Gettysburg Address” mentions the
year 1776. According to Lincoln’s
speech, why is this year significant to
the events described in the speech?
www.achievethecore.org
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Shift 3
Content
• “Staircase of Complexity”-the end
goal being students are ready to
engage with college/career texts
Instructional Practice
• Exposure and careful analysis of:
• increasingly complex text over
time
• various genres and authors
• multiple literacies (film,
digital, audio, print)
• Focus on academic vocabulary
www.achievethecore.org
• Developing context clues for
students to attack academic
vocabulary (Tier 2 & 3)
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A Focus on Academic Vocabulary
Tier 1
Tier 2 & Tier 3
Tier 1 Basic words that commonly
appear in spoken language. Examples of
Tier 1 words are clock, baby, happy and
walk.
Tier 2 High frequency words used by
mature language users across several
content areas. Examples of Tier 2
words are obvious, complex, establish
and verify.
Tier 3 Words that are not frequently
used except in specific content areas or
domains. Medical, legal, biology and
mathematics terms are all examples of
these words.
"Reading Sage: Common Core State Standards for English Language Arts." Reading Sage. N.p., 27 Aug. 2011. Web. 23 Aug. 2013.
<http://reading-sage.blogspot.com/2011/08/common-core-state-standards-for-english.html>.
www.achievethecore.org
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Pause and Reflect
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ELA Exploration Activity
Rob Mattson & Melissa Levison
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Unpacking A Standard:
Comparing GLEs to Common Core Standards
Grade Level: 3
EALR: 2
The student understands
the meaning of what is
read.
Component: 2.1
Demonstrate evidence of
reading comprehension.
Further divided into
Standards 2.1.1 – 2.1.7
www.achievethecore.org
CCSS.ELA- Literacy.RI.3.2
Determine the main idea
of a text; recount the key
details and explain how
they support the main
idea.
Unpacking A Standard:
Comparing GLEs to Common Core Standards
WA GLEs by Standard
Reading
33
Writing
28
Communication
15
CCSS.ELA Standards
Foundational Skills (K-5) 4*
Literature
9
Informational
10
Writing
9
Speaking & Listening
6
Language
4*
Total =
Total =
76
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* Sub-standards not included
www.achievethecore.org
Unpacking A Standard:
Understanding the Lingo
Common
Core State
Standard
English
Language
Arts
Reading
Informational Grade 3
Text
Standard 2
CCSS . ELA - Literacy . RI . 3 . 2
Determine the main idea of a text; recount
the key details and explain how they
support the main idea.
www.achievethecore.org
Unpacking A Standard
Step 1
CCSS.ELA – Literacy.RI.3.2
Determine the main
idea of a text;
recount the key
details and explain
how they support
the main idea.
www.achievethecore.org
Circle verbs
Unpacking A Standard
Step 2
CCSS.ELA – Literacy.RI.3.2
Determine the main
idea of a text;
recount the key
details and explain
how they support
the main idea.
www.achievethecore.org
Underline parts of the
standard that need direct
instruction.
Unpacking A Standard
Step 3 – Identify the Big Idea
CCSS.ELA – Literacy.RI.3.2
Determine the main
idea of a text;
recount the key
details and explain
how they support
the main idea.
www.achievethecore.org
Come up with a ‘big idea”
that puts the standard/s in
your own words.
My students will need to
read an informational text
to figure out the main
idea.
After reading they will
need to be able to identify
key details and convey
how they support the
main idea.
Unpacking A Standard
Step 4: Develop an Essential Question
My students will need to
read an informational text
to figure out the main
idea.
After reading they will
need to be able to identify
key details and convey
how they support the
main idea.
www.achievethecore.org
Come up with an essential
question that could be
engaging to students.
How does the story “Boy,
They Were Wrong About the
Dinosaurs!” support the
author’s main message in the
statement, “we think that
many of our own past
guesses about dinosaurs
were just as wrong as those
of Ancient China”?
Unpacking A Standard
Step 5: Brainstorm Instructional Strategies
Brainstorm ways that instruction at your grade level
could address these standards.
•
Practice with familiar and easily accessible texts to build confidence with
identifying main idea and supporting details.
•
Graphic organizers to track development of main idea and details.
•
Modeling of metacognition and thinking through the main idea/details.
•
Connecting main idea and supporting details to personal stories that are familiar
to students.
•
Story-mapping
•
Drawing out the main idea and details
www.achievethecore.org
Unpacking A Standard
Using the grade-specific standards at your table choose one
standard to focus on with a partner. Using the “unpacking the
standards” template work through the following:
1. Circle verbs
2. Underline parts of the standard that need direct instruction.
3. Come up with a ‘big idea” that puts the standard/s in your own
words.
4. Come up with an essential question that could be engaging to
students.
5. Brainstorm ways that instruction at your grade level could address
these standards.
www.achievethecore.org
Debrief
Take 5 minutes and do a quick
WHIP AROUND at your table with
each pair sharing the standard,
essential question and a couple of
strategies for addressing that
standard.
www.achievethecore.org
SHIFTING PRACTICES FOR
STUDENT LEARNING SUCCESS –
MATHEMATICS
www.achievethecore.org
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Mathematics: 3 shifts
1. Focus: Focus strongly where the Standards focus.
2. Coherence: Think across grades, and link to major topics
within grades.
3. Rigor: In major topics, pursue conceptual understanding,
procedural skill and fluency, and application.
www.achievethecore.org
Mathematics: 1
Focus: Focus strongly where the Standards
focus.
• Narrow and Deepen vs. Mile wide inch deep
• Strong Foundational skills
• Conceptual understanding
• Procedural skill and fluency
• Applying mathematics
www.achievethecore.org
Mathematics: 2
Coherence: Think across grades, and link to
major topics with grades.
• Build new learning on prior knowledge
• Each standard is not a new event rather an
extension
www.achievethecore.org
Mathematics: 3
Rigor: in major topics pursue…
• conceptual understanding
• procedural skill and fluency
• application.
…with equal intensity
www.achievethecore.org
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CCSS Design and Organization
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www.achievethecore.org
Pause and Reflect
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CCSS Design and Organization
www.achievethecore.org
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Priorities in Mathematics
Grade
Focus Areas in Support of Rich Instruction and
Expectations of Fluency and Conceptual Understanding
K–2
Addition and subtraction, measurement using
whole number quantities
3–5
Multiplication and division of whole numbers
and fractions
6
7
8
Ratios and proportional reasoning; early
expressions and equations
Ratios and proportional reasoning; arithmetic
of rational numbers
Linear algebra and linear functions
www.achievethecore.org
Progression of Standards
www.achievethecore.org
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Focusing attention within Number and Operations
Operations and Algebraic
Thinking
Expressions
 and
Equations
Number and Operations—
Base Ten

K
1
2
3
4
www.achievethecore.org
Algebra
The Number
System
Number and
Operations—
Fractions



5
6
7
8
High School
Mathematical Practices
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.
www.achievethecore.org
Standards for Mathematical Practices
Graphic
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www.achievethecore.org
Math Exploration Activity
Brian Graham
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http://www.online-stopwatch.com/full-screenstopwatch/
Jigsaw
Standards of Mathematical Practice
1. Assign a standard of practice to each teacher at
your table group.
2. Read the assigned standard of practice(5 min)
3. Make a T-chart and list the following:
What would teachers be doing?
What would students be doing? (5 min)
4. Round table share out at your table.
Rotate in numerical order. (10 min.)
www.achievethecore.org
Principles of the CCSS
Continuous Growth in Camas
Fewer
-
Clearer
-
Higher
• Aligned to requirements for college and career
readiness CCSS & TPEP through PLC
• Based on evidence – Working collaboratively in PLCs
impacts student learning
• Honest about time – Permission to go deeper
www.achievethecore.org
Timeline
 Awareness and Exploration 2013-14
•
•
•
•
•
Select a focus area to get familiar with how they
work (Criterion 4)
Dialogue in PLCs (Criterion 8)
Experiment with Common Assessment
Attend district supported training (Criterion 8)
Start experimenting with shifts (Criteria 1, 2, 4)
 Implementation 2014-15
www.achievethecore.org
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Reflection – Solo think – Group Sink
•
•
•
•
I’m excited about…
I’ve got questions about…
I’m going to start by…
The support I need is…
Use the QR code to share some of the
discussion to the above starters.
www.achievethecore.org
49
I’m excited about….
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