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Catholic Cure for the Common Core –
Infusing the Common Core into our Catholic School Curriculum
“A Good School deserves to be call’d the very Salt of the Town that hath it, wherein the Youth
may, by able Masters, be Taught the Things that are necessary to qualify them for future
Serviceableness.” These words preached by Cotton Mather three hundred years ago to townsfolk in
Puritan New England reflects the philosophical underpinnings of the Common Core State Standard
curriculum mapping project: Schools matter. Teachers matter. Curriculum matters.
The authors in the book Common Core Curriculum Maps in English Language Arts, published by
teachers for teachers, use this quote from Mathers to explain that “in order to determine which things
should be taught, we must first define what it means to be serviceable in a twenty-first-century
democratic society. To ensure a capable workforce and build a strong economy, high levels of
literacy and numeracy are obviously essential. But what about the need for students to develop
empathy and thoughtfulness? It is short-sighted to equate the value of education with economic
growth. Like salt, good schools with rich curricula enhance the community by adding depth - and
piquancy. Like salt, they are a preservative, ensuring that a society’s values endure.”
These statements from the book help explain that high levels of employment afford us certain
rights and privileges in our modern society. “But if we shift the discussion of the purpose of school from
job training to preparing America’s children to lead a worthwhile life, the calculus changes. Is simply
working nine-to-five for forty years what you most aspire to for your children? Or do you want them to
have an education that invites exploration of essential qualities, essential questions, inspires challenges
to the status quo, and somehow prepares them for what we cannot yet know? Students strive to pay
attention in Kindergarten, strive to earn good grades through elementary school, middle school, and
high school, strive to achieve competitive SAT or ACT scores, and strive to win a place in college or in
the workplace. How do we as parents and educators strive to keep in sight educating students to
enrich their lives?”
In Not for Profit: Why Democracy Needs the Humanities, philosopher Martha Nussbaum warns
that, “With the rush to profitability in the global market, values precious for the future of democracy,
especially in an era of economic and religious anxiety, are in danger of getting lost. While a healthy
competitive spirit can be a good quality when used responsibly, don’t we want more for our kids than
just coming in first?” Nussbaum explains, “World history and economics understanding must be
humanistic and critical if they are to be at all useful in forming intelligent global citizens, and they must
be taught alongside the study of religion and of philosophical theories of justice. Only then will they
supply a useful foundation for the public debates that we must have if we are to cooperate in solving
major human problems.”
The book Common Core Curriculum Maps in English Language Arts offers a way to teach to
the CCSS through “the study of the humanities – literature and art, history and philosophy, as a means
to learning about the problems that have beset and continue to bedevil humanity. Many will argue
that their students won’t read nineteenth-century works, and especially not as an assignment - that
twenty-first-century students raised on Twitter need a faster pace and different kinds of texts.
Language arts classes may be the last place where young people can unplug themselves from
Facebook postings and enter a milieu different from their own. A 2010 study by the Kaiser Family
Foundation reports that children aged eight to eighteen spend an average of seven and a half hours
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daily ‘consuming entertainment media,’ and this does not include the hour and a half a day they
spend texting friends. Today’s students have the time to read and reflect on those readings; many of
them simply choose not to. We as educators must be willing to continue to teach worthwhile texts
that students most certainly need assistance negotiating – via classroom discussions that encourage
them to think deeply about what they read, to explore ‘the road not taken’.”
Cotton Mather, in a later sermon, states “let Schools have more Encouragement.” The
Common Core State Standards offer such hope and a plan for developing young minds that is both
rigorous and has never been more relevant.
Dr. Ruthie Stern, a high school teacher from New York City and a lead writer of Sample Lesson
Plans, Common Core Curriculum Maps in ELA, wrote, “For years we have been deluged with reform
initiatives from on high that claimed they would improve student achievement. Few have actually
brought progress. I joined the Common Core team of teachers out of conviction that the Common
Core State Standards (CCSS) would make a difference and have a positive impact on our work in the
classroom. The standards provide a framework for composing a rich, well-planned curriculum that
guides our instruction.”
Lorraine Griffith, a fifth-grade teacher from Asheville, North Carolina, and lead writer for K-3 of
Common Core Curriculum Maps in ELA, wrote, “As a classroom teacher, I (like many of you) have
hung on to the pendulum as it has swung back and forth from prescriptive, mandatory educational
initiatives to long periods with no guidance at all – always trying to find a way to provide students with
a rich and rigorous education. CCSS curriculum mapping presents us with a perfect opportunity to
strike a new balance.”
The rapid rise of Common Core State Standards (CCSS) is an unprecedented event at the
national level – and more importantly, at the school level, where its implications are profound. For
educators in most states, the CCSS raise the bar for what students should know and be able to do.
You will find that the CCSS contain explicit guidance about the reading, writing, speaking, listening,
and language skills students are expected to master. But the CCSS do not specify what content
students need to master, as this fell out of the scope of the standards-setting project. Here is how this is
explained in the introduction to the CCSS.
“While the Standards make references to some particular forms of content, including
mythology, foundational U.S. documents, and Shakespeare, they do not – indeed, cannot –
enumerate all or even most of the content that students should learn. The Standards must therefore be
complemented by a well-developed, content-rich curriculum consistent with the expectations laid out
in this document.”
Responsibility for developing such a curriculum falls to schools, districts, and states. Common
Core Curriculum Maps are to be designed to meet the needs of the teacher, principal, curriculum
director, superintendent, or state official who is striving to develop, or to help teachers to develop,
new curricula aligned with the CCSS. Maps can also serve as a resource for those endeavoring to
conduct professional development related to the standards.
According to Michael Cohen (President), Michael Barber (Founder), and Kathy Cox (Chief
Executive Officer), of Achieve U.S. Education Delivery Institute, “We are at one of those rare, maybe
once-in-a-lifetime moments. After 30 years of fits and starts, true transformational reform in education is
not only possible but also entirely within our grasp. In the last few years, we have seen a number of
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significant shifts occur: College and career readiness for all students is the new national norm, the
majority of states have adopted internationally benchmarked K–12 Common Core State Standards
(CCSS) in mathematics and English, and the nation has coalesced around a common — and rigorous
— set of expectations and goals that will put all students on a trajectory to graduate from high school
ready for college, careers and citizenship. As remarkable as the effort has been to get to this point, the
true transformation will occur only if these goals are put into practice and fully implemented for the
benefit of every student, in every classroom, in every state.
Can it be done? Much of the answer to that question rests squarely with teachers, the leaders
charged with making the CCSS a reality in schools and classrooms. Leading change within a school
district takes hard, sustained effort. No greater task confronts leaders today than preparing students to
meet the new expectations. Trying financial circumstances and stretched capacity only compound
the degree of difficulty. Yet the work is critical. The ability of students to reach their full potential —
depends on teachers’ ability to take full advantage of this moment in time. By adopting the CCSS, the
diocese has taken a critical first step forward. There is now a clear road map — anchored in college
and career readiness and internationally benchmarked — for what students in the state must know
and be able to do to succeed. With this road map comes the chance to fundamentally rethink our
system, including long-held notions about educator training, professional development and
instructional materials — not to mention the transition from where we are today to where we hope to
be. A choice will be faced in the days ahead: The transition to new standards and related tests can
be done in the way it has always been done, or the CCSS can be at the heart of more aggressive
instructional reform efforts.
Rick Wormeli, in his presentation on Designing a Differentiated Lesson Plan – from Scratch in
March 2012, explained, “Our future depends on unconventional students who don’t comply or fit into
the round hole. The movers and shakers in this world are unconventional. Teaching blindly is reckless
and ineffective. The next Jacques Cousteau is in your classroom right now! The highest calling as
teachers is to serve the minds and souls of that next great leader. Listen to and investigate with
students. The teacher is 50% learner. Versatility in task analysis, solving problems and working solutions
is in high demand in the work force. Ebb and flow is necessary to pull it off. Teachers must be experts
in all four professional development goals: subject matter, student development, differentiation,
cognitive science. Kids want to be challenged. Laziness is a myth. When increasing complexity, the
kid will rise to meet the challenge. They want to! Give support and get them there. With rigor must
come support. Respond to learning as necessary to improve rather than just for control or
compliance.”
CCSS are based on ACT standards. They have been adopted by all but five U.S. states. The
Standards define what all students are expected to know and be able to do, not how teachers should
teach. The goal for Louisiana is to implement CCSS fully by 2014. The goal of the diocese is also to
implement CCSS fully by 2014.
Achieve U.S. Education Delivery Institute states, “Rethinking instruction means deliberately
building on good practice in our districts. It means understanding how to get aligned instructional
materials in the hands of teachers and how to ensure that professional development design reflects
best practices and accurately targets student needs. And it means being relentlessly curious about
the impact of your implementation efforts on student performance.” What follows is a snapshot of the
Achieve U.S. Education Delivery Institute plan for a two year implementation of CCSS.
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Take Action: Implementation Actions
Where are
we now?
What would
success
look like in
2012-13? In
2013-14?
What are
our
strategies to
achieve
success?
How will the
strategies be
implemented
through the
field to the
classroom?
How will we
connect
strategies to
expected
outcomes?
How will we
monitor
progress
and stay on
track?
Align
instructional
materials
Train
educators
Transition
technology
and
assessment
system
Transition
accountability
and data
recording
system
The actions above are part of a broad overview. Below is a rubric for evaluating where we are
now and where we want to be or could be.
Critical question or
action
Aspiration
(CCSS – “Establish
clear and
consistent goals
for learning that
will prepare
America’s
children for
success in life and
work.”)
Internal leadership
team
Weak (1)
Strong (4)
* No aspiration
defined for why
the CCSS are
important
* Diocese has defined an
aspiration for how the CCSS will
change classroom practice
* Aspiration not
widely shared
* Ownership of
CCSS
implementation is
haphazard or
unclear
* Diocese has secured wide buyin for aspiration inside and outside
the diocese
* Diocese has specified a clear
point of accountability or defined
multiple points of accountability
with clearly delineated
responsibility for implementing the
CCSS, both inside the diocese
and with external stakeholders
(e.g., higher education)
* Those in charge have the
leverage and/or relationships
they need to coordinate the
effort
(continued on next page)
Types of evidence to
consider
* If asked, how many
people inside the
diocese can name
the aspiration?
* What about key
players outside the
diocese?
* How many people in
the diocese can
name the key people
responsible for the
CCSS effort and their
specific
responsibilities?
* What about key
players outside the
diocese?
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Critical question or
action
Timeline
Weak (1)
Strong (4)
* Timeline is vague
or undefined
* Diocese has articulated an
ambitious but realistic timeline of
implementation that will credibly
prepare the system for the 2014
implementation goal
* Only real
milestone is the
2014 goal of full
implementation
Gap Analysis
Using Crosswalk
(shows which
standards are
new, occur
sooner/later)
Guiding coalition
Communications
(See APPENDIX A)
* Little effort has
been made to
compare the
system’s current
content standards
to the CCSS
* There is no
deliberately
identified group of
stakeholders who
can drive change
at all levels, or
such a group is
limited in its scope
* Communications
efforts regarding
the CCSS are
sparse,
uncoordinated
and one way
* Timeline defines key areas of
work and milestones for each,
which should enable tracking of
implementation on a monthly or
quarterly basis.
* Diocese has performed a
detailed gap analysis that shows
where the new state standards
will be added and where existing
state standards must be
augmented, moved or dropped
* At least 7-10 change leaders
from key backgrounds share a
consistent understanding and are
supportive of the aspiration and
strategy for CCSS implementation
* Diocese consistently consults
and works with this group to
guide implementation and
communicate to the field
* Diocese has a clear
communications plan for CCSS
implementation that details the
message and objective,
audiences, modes of
communication, and messengers
* The communication plan
includes two-year strategies for
ongoing communications with all
audiences to maintain support
* Audiences understand both
what will be accomplished and
how
(continued on next page)
Types of evidence to
consider
* Does the timeline
exist?
* To what extent do
those responsible for
implementation use it
as the guiding
document for their
deadline?
* Has the gap analysis
been performed?
* Can the leadership
team name the
members of the
guiding coalition?
* How frequent are
the leadership team’s
interactions with the
coalition?
* To what extent do
teachers, principals
and superintendents in
the field understand
how their work
environments are
going to change as a
result of the CCSS?
* To what extent do
core external players
understand their
responsibilities to make
this happen?
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Critical question or
action
Strategies to
achieve success
Understanding
how the strategies
will be
implemented
through the field
to the classroom
(i.e., delivery
chain)
Weak (1)
Strong (4)
* No specific
activities have
been identified for
alignment of
instructional
materials/training
educators, or
activities are
uncoordinated
and unshared
* Diocese and external
stakeholders have identified and
laid out a balanced and
coordinated set of activities that
will credibly align instructional
materials with the CCSS/train
educators to use the CCSS
* Diocese has not
yet articulated
how the reform
strategy will reach
the field – that is,
how materials will
actually reach
and influence
teachers and their
behavior
* For all relevant activities,
diocese has explicitly laid out the
delivery chain that runs from the
state through the diocese to
schools and classrooms
* Diocese has not
yet articulated
how the reform
strategy will reach
the field – that is,
how professional
development for
educators will be
identified,
adapted, and
deployed to have
an impact on
educator
behavior
(continued on next page)
* Activities are benchmarked
against best practices both within
and outside the state
* Delivery chain consists of strong
relationships that create a
credible path for aligned
materials to reach the field, or
diocese has identified
weaknesses in the chain and has
a plan for addressing them
Types of evidence to
consider
* Among those
responsible for
instructional
materials/professional
development how
many could name the
core priority activities?
* How confident are
we that these
activities are the ones
with the highest
potential for impact?
* Can we explain, in
one minute or less,
exactly how new
instructional materials
will be developed or
identified and
delivered to every
classroom in the
state?
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Critical question or
action
Connecting
strategies to
expected
outcomes (i.e.,
targets and
trajectories)
Weak (1)
Strong (4)
* Metrics and
targets for success
have not been
identified or are
not meaningfully
connected to the
overall aspiration
* Diocese has identified a range
of metrics – from outcome
measures to implementation
milestones – that define “success”
in aligning instructional materials
to the CCSS
* No clear path is
drawn between
the planned
activities and the
achievement of
any targets
Monitoring data
* Diocese has set monthly,
quarterly, and/or annual targets
for each metric through 2014
* The targets and metrics provide
feedback on whether the
aspiration is being achieved on
time and whether the right steps
are being taken to achieve it
* Performance
dialogues make
little reference to
data
* Activities are sequenced to
show how achieving
implementation milestones will
help diocese hit the outcome
targets
* Performance dialogues center
on the range of metrics that
diocese has used to set its priority
targets
* Data may
occasionally be
brought up but
not in a systematic
and consistent
way
* More frequent data (leading
indicators, intermediate metrics,
process milestones) are discussed
when outcome data are not
available (i.e., Stanford scores not
yet graded or compared)
“The plan is nothing. Planning is everything.”
~Dwight D. Eisenhower
Types of evidence to
consider
* Can we articulate
how we will know
whether we are
successful with our
instructional materials
strategy?
* Has an analysis been
done to show how
completing this
strategy successfully
will result in improved
outcomes for
students? How
credible is it?
* How frequently are
performance data
discussed by the
system leader and
those who are
accountable?
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The following activities were designed during the 2011 Maryland State Department of Education
Summer 2011 Educator Effectiveness Academy. They are intended for use as CCSS implementation
activities to help in planning professional development.
ELA Activities
Description
Purpose of this Activity
Awareness of the College and Career Readiness (CCR)

Anchor Standards and the structure of the Common Core
State Standards (CCSS) for English Language Arts (ELA) and
Literacy in History/Social Studies, Science, and Technical
Subjects (Literacy)

Posted around the room will be 4 charts representing the 4
strands of the CCSS for ELA: reading, writing, speaking &
listening, and language. The posters will be labeled by strand
and the clusters within the strand. Each participant will
receive a sentence strip containing one of the CCR Anchor
Standards. He or she will identify the CCR Anchor Standard by
strand and cluster and then place the sentence strip on the
correct chart.
To introduce school teams to the
general structure of the CCSS for ELA
and Literacy
Awareness of the increasing rigor of the CCSS for ELA

Individuals will receive a handout that shows Reading
Literature Standard 1 from kindergarten through grades 11-12.
After modeling by the Master Teacher, participants will trace
the increasing level of rigor and cognitive demand by

identifying key words and phrases across the grades.
To introduce school teams to the
increasing level of rigor of the CCSS for
ELA
Awareness of the CCSS for Writing

Following discussion of the three types of writing (W1
opinion/argument, W2 informative/explanatory, and W3
narrative) found in the CCSS for ELA, each participant will
receive a handout containing an annotated writing sample
from Appendix C of the CCSS, an informative piece from
grade 5 for elementary school teams, an argument from

grade 6 for middle school teams, and an argument from
grade 12 for high school teams. Participants will be asked to
align the annotations to the CCSS for ELA.

To introduce school teams to the three
types of writing (W1 opinion/argument,
W2 informative/explanatory, and W3
narrative) found in the CCSS for ELA
and Literacy
(continued on next page)
To introduce school teams to a unique
feature of the CCSS for ELA and
Literacy: the CCR Anchor Standards
To encourage discussion among
school teams about the instructional
implications of the increasing level of
rigor of the CCSS for ELA
To introduce school teams to the CCSS
expectations for writing
To introduce school teams to the
resources of the appendices that
accompany the CCSS for ELA and
Literacy
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Description
Purpose of this Activity
Awareness of the “Capacities of a Literate

Individual” as defines by the CCSS for ELA and
Literacy
Table groups will complete a Word Map (Definition,
What is it like?, What are some examples?) to

explore their ideas about literacy. The Master
Teacher will facilitate a large-group sharing of ideas
and then instruct each table group to compose its
own definition of literacy. The Master Teacher will
then share thoughts about literacy (See APPENDIX
B) from a variety of cultural and professional
sources and then give table groups time to modify
their definitions. Next, the Master Teacher will share
the “Capacities of a Literate Individual” from page
7 of the CCSS for ELA and Literacy and facilitate a
discussion of them. Finally, table groups will discuss
implications of the “Capacities of a Literate
Individual” for literacy instruction in their schools.
To introduce ELA teachers to the "Capacities of
a Literate Individual" as defined by the CCSS for
ELA and Literacy
To encourage ELA teachers to consider the
implications of the "Capacities of a Literate
Individual" for instruction
Review of Writing Anchor Standards

Grade-level groups will be divided into smaller
groups. Each small group will spend time
examining a minimum of 3 Anchor Standards for 
writing. The group’s recorder will summarize their
ideas and the reporter will share them with the
larger group.

To understand the language of the CCR anchor
standards for writing
Review Specific Writing Standards across Grade 
Levels
As a large grade-level group, participants will
review and reflect on the increased skill demands
of the individual writing standards as they progress
from one grade level to the next.
In a 3-2-1 reflection, individual participants will
record what they determined to be significant,
what they need to explore further, and what they
will discuss with their school team.
To examine the writing standards across the
grades
(continued on next page)
To evaluate the expectation and level of rigor of
the writing standards
To determine the instructional implications for
teaching students the skills they will need to meet
the demands of the standards
To reflect on current classroom practice in the
scope of the cross grade standards
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Description
Purpose of this Activity
Overview of Writing Types

Teacher-led discussion on the three types of
writing—argument, informative, and narrative. 
Participants will delve into the characteristics of all
three types of writing, but will delve deeper into
argument and how it differs from persuasion. They

will also examine how the writing of argument
looks in ELA, Social Studies/History, Science, and
with younger students.

To review the three types of writing in the
Common Core State Standards
To develop an understanding of the special place
of argument in the CCSS
To develop an understanding of the writing of
argument and how it differs from persuasion
To develop an understanding of how the writing
of argument looks across disciplines

To develop an understanding of the
characteristics of informative and narrative writing

To develop an understanding of the way writing is
linked to text in the CCSS
A Close Look at the College and Career Anchor 
Standards for Reading and Sample Performance
Activities

(See APPENDIX C)
To develop an understanding of the Reading
Anchor Standards
To develop an appreciation of the level of rigor in
reading in the CCSS
Participants will work in groups to examine the
College and Career Anchor Standards for
Reading and some Sample Performance
Activities.
Secondary
Literacy in History/ Social Studies, Science, and
Technical Subjects Middle and high school

participants will work in groups to compare and
contrast the ELA Standards for Reading and
Writing with the Literacy Standards for Reading
and Writing. They will examine a writing sample 
from Appendix B in order to determine the role of
content teachers in the instruction of literacy.
(continued on next page)
Secondary:
To develop an understanding of the difference
between the ELA Standards for Reading and the
Literacy Standards for Reading
To create an awareness and understanding of the
role of content teacher in the instruction of
literacy
11
Description
Purpose of this Activity
Elementary: Pre-K –Grade 5 Foundational Skills
Overview Foundational Skills Teacher led discussion of an
overview of the Foundational Skills. Participants will work in 
groups to look at the individual elements of Foundational Skills
Elementary:
To develop an understanding of the
Common Core State Standards for
Reading Foundational Skills Pre KGrade 5
(1. Print Concepts,
2. Phonological Awareness,
3.Phonics and
 Begin to explore how Foundational
4.Word Recognition and Fluency) in order to compare them
Skills should be taught.
to what was covered in the previous curriculum. Teacher-led
discussion of the essential understandings of Foundational
Skills and how these skills should be taught (integrated with
other content areas)
Capabilities vs. Expectations!

Speaking and Listening Standards
Participants will work in small groups to discuss and chart key
ideas regarding the speaking and listening capabilities of
students they work with. Sharing will involve similarities,
differences, and instructional implications.

(continued on next page)
To discuss and chart current speaking
and listening capabilities of students
in specific grades and the
expectations of the Common Core
State Standards.
To identify instructional implications of
the Speaking and Listening
Standards.
12
Math Activities
Analysis of the Standards for Mathematical
Practice
Eight groups, each one having a different 
Standard for Mathematical Practice, begin

by reading an assigned standard for
mathematical practice and underlining the
verbs. Groups discuss their standard for
mathematical practice and chart the things
that a student who is proficient with their
standard for mathematical practice might
do. Each group shares.
Generic Activity
Individuals will complete a rich open ended
mathematics problem (See APPENDIX D).
They will then attempt to make connections
between their thinking and the proficiencies
described in the Standards for Mathematical
Practice.
Double Bubble Thinking Map Ice Breaker 
Matching Activity

Participants will be given an envelope with 8
strips of paper with the 8 Standards for
Mathematical Practice and 5 strips of paper
that have typical mathematics problems.
Participants will be asked to make matches
between the Standards for Mathematical
Practice and the mathematics problems.
(See APPENDIX E)
To introduce mixed school teams to the language of
the Standards for Mathematical Practice
To have teams reflect on the types of things students
might do to demonstrate proficiency with a standard
for mathematical practice
To have school teams make connections between
actions that they used when problem solving and the
proficiencies describe in the Standards for
Mathematical Practice
To provide transition for the principals joining the group
To allow teachers to discuss how problems that
teachers are already using require students to display
some of the behaviors described in the Standards for
Mathematical Practice
To allow teachers to discuss the fact that such
problems may actually be connected to several
practices

To allow teachers to see that the Standards for
Mathematical Practice can easily be woven into
lessons with carefully selected problems
Scavenger Hunt

Participants will be asked to bring a copy of
the Common Core State Standards. They will

read the document in search of the answers
to 20 prepared questions. Table groups will
compare answers and then in summary the
master teacher will emphasize key points. 
(See APPENDIX F)
To require teachers to examine the K-HS Common Core
State Standards
To have teachers read and discuss some of the
introductory paragraphs in sections that they might
normally skip
To have teachers gain a sense of some of the
differences between the structure of K-8 and high
school standards
13
APPENDIX A
COMMUNICATION
Teachers, principals and the broader public need to understand the “why” behind the effort:
- Why are the new standards important?
- What is the moral purpose of the CCSS?
- Why are we making the change to the new standards?
- How do the CCSS differ from our state’s current standards?
Educators and school and district administrators need to understand clearly what the transition will
look like and how it will affect their day-to-day work:
• Where are the biggest changes in instruction?
• What does full implementation look like? What is the final vision?
• What will the new standards mean for curriculum and instructional materials?
• What are the implications of implementing the CCSS before aligned assessments are in place?
• What is the technology transition plan? (Or what steps are being taken to prepare for the transition
given school-based and student-specific challenges?)
Parents and community members need to know what this means for their kids:
• What are the benefits of the reforms? How do they represent a step forward for the U.S. (and your
community’s) education system?
• What are the higher education incentives attached to the new standards and assessments?
• What supports will be offered to help students meet the raised expectations?
• What supports will be offered to help educators teach the raised expectations?
• What might happen if we don’t embrace common standards and assessments?
* Use flexibility in scheduling meetings with parents.
* Allow opportunities for parents to discuss and give feedback.
* Begin conversations with parents using a positive focus.
* Keep parents informed.
* Share on-going and positive feedback with parents.
* Assign activities that involve parents.
* Share strategies for parents to use at home.
* Hold parent training sessions.
* Provide recognition and encouragement to parents for being involved, showing
interest, or demonstrating support.
Answers to Frequently Asked Questions, Process, Implementation and Future Work regarding the
Common Core State Standards can be found at the following website:
http://www.corestandards.org/frequently-asked-questions
Key Points in ELA and Math can be found at the following website:
http://www.corestandards.org/about-the-standards
14
APPENDIX B
THOUGHTS ON LITERACY
1988, E.D. Hirsch
“The chief function of literacy is to make us masters of the standard instrument of knowledge and
communication, Standard Written English, thereby enabling us to read and write.”
1991, Judith Langer
Literacy can be understood as “the ability to think and reason like a literate person, within a particular
society.”
2005, Gayle Gregory and Lin Kuzmich
Literacy has “four competencies”: functional literacy, content literacy, technical literacy, innovative
literacy.
PIRLS (Progress in International Reading Literacy Study)
Literacy is “the ability to understand and use those written language forms required by society and/or
valued by the individual.”
PISA (Programme for International Student Assessment)
Literacy is “the ability to understand, reflect on, and use written texts in order to achieve one’s goals
and participate effectively in society.”
Reading for Understanding: Toward an R & D Program in Reading Comprehension (RAND Reading
Study Group 2002)
“Reading comprehension [is] the process of simultaneously extracting and constructing meaning
through interaction and involvement with written language. It consists of three elements: the reader,
the text, and the activity or purpose for reading.” (p. 11)
15
APPENDIX C
CCSS Sample Performance Tasks for ELA
Stories and
Poetry
Informational
Texts
Grades K-1
After listening to
Frank Baum’s The
Wonderful Wizard
of Oz, students
describe the
characters of
Dorothy, Auntie Em,
and Uncle Henry,
the setting of
Kansan prairie, and
major events such
as the arrival of the
cyclone.
Grades 2-3
Students explain how Mark
Teague’s illustrations
contribute to what is
conveyed in Cynthia
Rylant’s Poppleton in
Winter to create the mood
and emphasize aspects of
characters and setting in
the story.
Students identify
the reasons Clyde
Robert Bulla gives in
his book A Tree Is a
Plant in support of
his point about the
function of roots in
germination.
Students use text features,
such as the table of
contents and headers,
found in Aliki’s text Ah,
Music! to identify relevant
sections and locate
information relevant to a
given topic (e.g., rhythm,
instruments, harmony)
quickly and efficiently.
Grades 4-5
Students make connections
between the visual
presentation of John Tenniel’s
illustrations in Lewis Carroll’s
Alice’s Adventures in
Wonderland and the text of the
story to identify how the
pictures of Alice reflect specific
descriptions of her in the text.
Students determine the
meaning of the metaphor of a
cat in Carl Sandburg’s poem
“Fog” and contrast that
figurative language to the
meaning of the simile in William
Blake’s “The Echoing Green.”
Students compare and
contrast a firsthand account of
African American ballplayers in
the Negro Leagues to a
secondhand account of their
treatment found in books such
as Kadir Nelson’s We Are the
Ship: The Story of Negro League
Baseball, attending to the
focus of each account and the
information provided by each.
Students determine the main
idea of Colin A. Ronan’s
“Telescopes” and create a
summary by explaining how
key details support his
distinctions regarding different
types of telescopes.
(continued on next page)
16
Stories, Drama,
and Poetry
Informational
Texts
Grades 6-8
Students summarize
the development
of the morality of
Tom Sawyer in Mark
Twain’s novel of the
same name and
analyze its
connection to
themes of
accountability and
authenticity by
noting how it is
conveyed through
characters, setting,
and plot.
Students trace the
line of argument in
Winston Churchill’s
“Blood, Toil, Tears
and Sweat”
address to
Parliament and
evaluate his
specific claims and
opinions in the text,
distinguishing which
claims are
supported by facts,
reasons, and
evidence, and
which are not.
Grades 9-10
Students analyze how
artistic representations of
Ramses II (the pharaoh
who reigned during the
time of Moses) vary, basing
their analysis on what is
emphasized or absent in
different treatments of the
pharaoh in works
of art (e.g., images in the
British Museum) and in
Percy Bysshe Shelley’s
poem “Ozymandias.”
Grades 11-12
Students compare two or more
recorded or live productions of
Arthur Miller’s Death of a
Salesman to the written text,
evaluating how each version
interprets the source text and
debating which aspects of the
enacted interpretations of the
play best capture a particular
character, scene, or theme.
Students compare George
Washington’s Farewell
Address to other foreign
policy statements, such as
the
Monroe Doctrine, and
analyze how both texts
address similar themes and
concepts regarding
“entangling alliances.”
Students analyze Thomas
Jefferson’s Declaration of
Independence, identifying its
purpose and evaluating
rhetorical features such as the
listing of grievances. Students
compare and contrast the
themes and argument
found there to those of other
U.S. documents of historical
and literary significance, such
as the Olive Branch Petition.
17
APPENDIX D
Open Ended Math Problem
An international fast food chain reports that 8% of the people in the United States eat at its restaurants
each day. The fast food chain currently has 12,800 stores in the United States. The most recent Census
Bureau report states that approximately 310 million people live in the United States. Make a conjecture
as to whether or not you believe the report from the fast food chain to be accurate information.
Create a mathematical argument that validates your conclusion.
Possible Solutions:
310,000,000 x .08 = 24,800,000
24,800,000 / 12,800 = 1937.5 people/day
80.7 people/per hour if open 24 hours
1.3 people per minute
How long are the restaurants open?
Can one person order for multiple people?
Guiding Questions:
Where is the math that justifies your position on the accuracy or inaccuracy
of this information?
What Standards for Mathematical Practice would you utilize to gain support
for your position? Why?
Where does this problem lead?
What other information would you consider to justify your response?
How long is each store in the chain open? (12 hours, 24 hours)
Where is the store located? (Mall, business area, side road etc.)
Are all people able to get to the restaurant? (babies, people without a car, store is
not located on a public transportation line etc.)
Is the restaurant accessible? (Handicap ramp, steps only entrance, etc.)
Are people placing orders for others besides/along with themselves?
If you presented a problem like this to your students, what type of behaviors would
you expect to see them demonstrate to show mathematical proficiency?
18
APPENDIX E
Elementary School Problems
A. In one minute, write as many mathematical expressions as you can that have a value of 4.
B. Draw three rectangles, each one having a perimeter of 12.
C. How many rectangles appear in the figure below?
D. Write an equation to describe how many people can receive ½ of a pizza if 4 pizzas are ordered.
E. Carol claims that the product of any two factors will be greater than both of the factors. Is Carol’s
claim correct? Justify your answer.
Middle School Problems
A. You know that the sum of the measures of the interior angles of a triangle (3-gon) is 180 degrees.
How might one quickly find the sum of the measures of the interior angles of quadrilateral (4-gon),
pentagon(5-gon), hexagon (6-gon) … etc. . Be prepared to justify your method.
B. A student simplified the following expression: -2 (4 + 6) ÷ (-7 + 3) The student’s answer was -5. The
teacher asked the student, “What did you do to determine your answer of -5?” The student said, “I
used PEMDAS to simplify the expression.” Is the student correct?
C. Which equation does not have the same solution as 12/y x 45/60?
a. 12/45 x y/60
b. y/12 x 60/45
c. y/60 x 12/45
d. 60/y x 12/45
D. A net is a two-dimensional figure that can be folded into a three-dimensional object. Sketch three
different nets that will form a cube.
E. A researcher is conducting a longitudinal study on heart disease. As present, 256 subjects have
agreed to participate in the study. In order to have valid and reliable results, the researcher needs
the largest sample size possible, with at least 1,200 subjects from the target population. Will 944
additional subjects be enough for the study? How about a lesser number of subjects? A greater
number of subjects?
High School Problems
A. For what values of x is the expression x – 1/x2 + 4 positive?
B. -20, -16, -12, -8, …..
In the sequence above, each term after the first is 4 greater than the preceding term. Which of the
following could not be a term in the sequence?
A. 0
B. 200
C. 440
D. 668
E. 762
C. Can a square have an area of exactly 5 square inches? Justify your answer.
D. Find the height of a tree to the nearest tenth if the angle of elevation of the sun is 28 degrees and
the shadow of the tree is 50 feet.
E. Mr. Stephans, a cattle rancher, has 600 feet of barbed wire with which to enclose a temporary
“holding pen” for his cattle in the middle of an open field. The pen must have two strands of wire
running parallel to the ground: one strand is 2 feet off of the ground, and the other is four feet off of
the ground. Describe how Mr. Stephans should use the 600 feet of wire to enclose the largest
possible area?
19
APPENDIX F
Scavenger Hunt
1
Page
4
Question
What is the hallmark of
mathematical understanding
that is mentioned?
2
4
What two things are equally
important?
3
5
4
5
What do "Standards" define?
How is this related to the answer
to the previous question?
What is a "cluster" as it relates to
the standards?
5
5
Describe "domains" as they
appear in this document.
6
5
How were grade placements for
the various standards
determined?
7
6
The Standards for Mathematical
Practice are for what grade
level?
8
6-8
How many Standards for
Mathematical Practice are
included in this document?
9
7
Describe the example for early
grades detailed in the "Model
with Mathematics" standard?
10
8
The Standards for Mathematical
Content are a balance of what
two things?
(continued on next page)
Answer
The ability to justify, in a way appropriate to the
student’s mathematical maturity, why a particular
mathematical statement is true or where the
mathematical rule comes from.
Mathematical understanding and procedural skill
are equally important, and both are assessable
using mathematical tasks of sufficient richness.
They define what a student should understand and
be able to do.
Clusters are groups of related standards. Note that
the standards from different clusters may sometimes
be closely related, because mathematics is a
connected subject.
Domains are larger groups of related standards.
Standards from different domains may sometimes
be closely related.
What students can learn at any particular grade
level depends on what they have learned before.
Grade placements for particular topics have been
made on the basis of state and international
comparisons and the collective experience and
collective professional judgment of educators,
researchers and mathematicians.
All levels K-High School
8
In early grades, this might be as simple as writing an
addition equation to describe the situation.
They are a balanced combination of procedure
and understanding.
20
11
Page
8
12
22-26
13
28-32
How many clusters of standards
are under the Grade 4
“Operations and
Algebraic Thinking” domain? List
them.
14
15
35
42-43
16
53-56
What does “5.NBT” stand for?
How many standards are in
domain “6.NS”?
What are the domains for Grade
8?
List them.
17
57
18
57
19
57
20
60
Question
What might students who lack
understanding of a topic be less
likely to do?
How many domains make up
the Grade 3 standards? List
them.
a. What does (+) in front of a
standard mean?
b. What does (*) in front of a
standard mean?
What are the "conceptual
categories" that frame the high
school standards?
What characteristic shared by
the “conceptual categories”
makes them
distinctly different from the
domains in grades K-8?
Look at the codes for the
standards. How is the coding for
the high school standards
different from the coding for
K-8?
Answer
Students who lack understanding of a topic may
rely on procedures too heavily.
Grade 3 has 5 domains:
Operations and Algebraic Thinking
Number and Operations in Base Ten
Number and Operations - Fractions
Measurement and Data
Geometry
Three clusters are under the “Operations and
Algebraic Thinking” domain:
Use the four operations with whole numbers
to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Grade 5. Number and Operations in Base Ten
“6.NS” has 8 standards (2 of which are divided into
subsets under the standard).
The domains for Grade 8 are:
The Number System
Expressions and Equations
Functions
Geometry
Statistics and Probability
This symbol indicates specific modeling standards
that appear throughout the high school curricula.
Number and Quantity
Algebra
Functions
Modeling
Geometry
Statistics and Probability
Conceptual categories portray a coherent view of
high school mathematics. Many of the categories
cross a number of traditional course boundaries.
Codes for high school standards begin with a letter
which represents the “conceptual category” in
which a standard belongs. Codes for K-8 standards
begin with a number that represents the grade level
for the standard.
21
What could the CCSS look like in a classroom?
This is a tough question that involves a complex answer. The CCSS do not intend for any one
specific format to be used by all teachers. Individual school systems/schools/teachers are still able to
make these types of decisions. Educators should be sure to rely on best practices they have come to
know through coursework, professional development and classroom experience.
How might we connect the CCSS to teaching the whole child? In the book The Five Love
Languages of Kids, Dr. Gary Chapman offers a Children’s Love Language Mystery Assessment Game.
The results of this survey determine each child’s unique “Love Language” through which kids will feel
cared for and loved by the adults they interact with on a daily basis. On most school days, children
spend more time interacting with teachers than they do their own parents. As educators, we should
come to investigate what makes our students tick. What type(s) of attention they crave and need
is/are essential in allowing them to gain confidence in their own skills, which can lead to success.
Gary Chapman states the “Five Love Languages of Kids” to be:
TOUCH – likes to receive hugs, kisses, pats on the back, and high-fives; may like contact sports
WORDS OF AFFIRMATION – likes for others to use words to tell them that they are special and that they
do a good job
GIFTS – feel good when someone gives them a special present, surprise, or choice
ACTS OF SERVICE – like when others do nice things for them such as helping with chores, homework,
projects, or driving them places
QUALITY TIME – like when others do things with them such as play a game, watch television, go to a
ballgame
Chapman explains that “when these standard love languages are fostered in children, more
enthusiastic learning, work, and love will emerge.”
22
While the most important catalyst is love, attention must also be given to academic success for
all students. For this to happen, the following aspects of educating the whole child remind us of best
practices. Mentoring Minds (www.mentoringminds.com) offers several accommodation strategies
and educator resources to foster students’ success.
Accommodations
Classroom Environment
Reduce unnecessary
visual/stimuli/clutter
Seat student in low traffic area
Instruction
Use peer/individual tutoring
Eliminate distractions from desk
Stand near student when
instructions are given
Post daily routine in writing in a
visible location
Allow the student frequent
breaks if needed
Include opportunities for
physical activity
Use a study carrel
Provide enlarged copies of
handouts
Allow recording of oral
instruction
Incorporate technology into
lesson
Use overhead and other visuals
in oral presentations
Provide copy of projected
material
Teach specific study skills
Keep extra supply of pencils,
pens, paper
Have a pre-arranged cue for
the student to leave room
Allow variety of student
responses (e.g., drawing, oral)
Accept computer-processed or
typed assignments
Use a checklist to check off
completed tasks
Allow student to sit on a Tstool/balance ball or stand
while working
Use earplugs/headphones to
minimize noise
Allow student to transition
ahead of the class
Face students for lip reading
Use pairs or small group work
Provide written and verbal
directions with visuals when
possible
Highlight key points within
written text/material
Use immediate feedback
Encourage student to repeat
directions orally
Teach to student’s learning style
Give choices in topics of study
Introduce real-life examples
Use graphic organizers,
illustrations, charts to organize
ideas
Permit students to read aloud to
process text
Time Management
Incorporate breaks between
work periods
Allow extra time for completion
of tasks
Cross off completed tasks from
a list on desk
Provide additional time for
homework completion
Allow extra time for written
responses
Reduce amount of work load
from original assignment
Provide a specific location for
turning in work
Use multiple reminders to inform
students of upcoming transitions
or changes in activity
Provide a timer for students to
use to manage tasks
Use time management tools
(e.g., daily planner, assignment
sheet, calendar)
Extend time for projects,
assignments, or assessments
Change schedule or order of
activities to reduce fatigue
Monitor checkpoints of progress
on lengthy projects
Record all assignments in a
specific and consistent location
Use colored paper for different
tasks (e.g., red for assignment
calendar, green for newsletter,
yellow for word study list)
Use self-stick notes to tag or
record key points
23
Instruction (continued)
Teach memory techniques
Use frequent review and
practice
Use lined/graph paper to align
math problems
Define expectation for work
group
Allow tape recorder in lieu of
writing
Appoint a study buddy
Materials
Assignment
notebooks/calendars
Models or examples of end
product
Written copy of teacher/text/
content notes
Large print copy
Braille materials
Materials in native language
Behavior
Set clearly defined standards
Equipment/Assistive Technology
Calculation device
Remind students of rules
periodically
Use private signals for reminders
Portable word processor
Assign preferential seating
Employ teacher proximity
Make direct eye contact
Visual aids (e.g., flash cards, fact
charts)
Manipulatives
Study aids
Colored overlays
Include positive reinforcements
and incentives
Take frequent breaks
Monitor closely during transitions
Use calming down or relaxation
techniques
Assign a safe place for “cooling
down” or “regrouping” when a
student becomes frustrated
Hold confidential conference
and/or discussion on behavior
Use signals for transitions in
advance
Develop a behavior contracts
targeting one or two specific
behaviors
Provide a Behavior
Improvement Plan
Teach, model, and practice
behaviors
Change positive reinforcers over
time
Attach praise to specific
behaviors
Provide fidgety students extra
movement
Use motor behavior outlet
(squeeze ball or clay to hold)
Change lighting
Interpreter
Computer access
Electronic dictionary and
thesaurus
Recorder reader device
Content vocabulary study cards
with graphics
Major points highlighted,
italicized, or bolded
Highlighters/highlighter tape
Tape recorded articles/books
Interpreter
Human reader (tutor, teacher,
peer)
Study partner to clarify
directions
Specialized software
Altered format materials
Graphic organizers
Tape recorder
Amplification device
Spell checking device
Note taker
Study carrel
Pencil grips
Mini-trampoline
Earplugs
Headphones
Touch window
Magnifying device
Augmentative communication
device
Decoders for film/video
Place marker
Pencil holders
24
Behavior (continued)
Use self-monitoring techniques
tied to rewards for on/off task
behaviors
Play music using headphones
Equipment/Assistive Technology
(continued)
Penlights
Single word scanner
Adapted mouse
Glare-reduction screen
Text-to-speech converter
Adapted switches
Touch screen
Behavioral Triggers / Factors that May Influence Learning
* Lack of structure/organization
* An environment that is overly noisy
* Lack of preparation for a change in routine
* Lessons viewed as boring and/or frustrating
* Remaining stationary for a lengthy period of time
* Performance expectations beyond ability
* Little or no assistance offered on difficult tasks
* Confusing directions
* Multiple, oral directions given at once
* No input or choices allowed
* Transition time
* Multiple intelligences
* Personality
* Technology - access/comfort
* Leadership qualities
* Weekly schedule
* Home responsibilities
* Dislexia/Asperger’s/Tourettte’s Syndrome
* Learned helplessness
* Hearing impaired
* Unclear schedule
* Having to hurry to complete tasks
* Difficulty reading, writing, speaking
* Losing a competitive event/game
* Teasing/embarrassment by peers
* Classroom temperature too hot/cold
* Lack of sleep
* Hunger
* Physical/Emotional/Mental health problems
* Family instability
* Substance/Medication use or abuse
* Ethics
* Gifted/Advanced
* Arts – comfort/proficiency
* Collaboration
* Politics
* LD/OCD/ODD/ADD/ADHD
* Processing – steps in a process
* Being retaught at home
* Auditory Processing
Social Skills
Model, teach, practice pro-social skills
Practice and reinforce skills through cooperative
learning and games
Pair with positive role models
Incentives/Reinforcers
Work for immediate rewards
Class points or dollars redeemable for class store
or treasure chest
Free tickets for plays, lunch, school event, raffle, or
no homework
Coupons for meals, school store, or restaurant
Removal of lowest grade or one item from test
Sit with choice of friend
Earned time for gym, library, or computer
Privileges (office assistant, library helper, student
choice)
Mentor a student
Praise in multiple ways: notes on desk, U.S. Mail,
phone call, certificates, thumbs up, high five)
Use demonstrations
Provide nonjudgmental feedback
Encourage positive self-talk
Teach self-control techniques
Rehearse appropriate social behaviors
Provide prompting and coaching
Reinforce appropriately displayed skills
25
Social Skills (continued)
Develop communication skills
Teach strategies for noise control
Recognize and prevent annoying behaviors
Role play skills to resolve conflicts
Use visual displays and discussions to explain the
need for social skills
Teach phrases to use in social interactions
Incentives/Reinforcers (continued)
Special recognition assemblies
Recognize student with cheer/ clap
Choice of seating
Listen to music or book on tape
Class celebrations
Mentoring Minds Intervention Strategies Guide, Response to Intervention, (RtI), was developed
by Michael L. Lujan, M. Ed. RTI is a process that promotes early identification of students who are
experiencing difficulty in academic and/or behavioral areas.
Mathematical Calculation
* graphic organizers
* manipulatives
* journal or notebook
* translate equations, operations, or procedures from numbers into words and from words
into numbers
* place value charts and base 10 materials
* abacus
* counters
* grid paper
* fold paper in half – work problem on left and explain problem step by step in words on right
* fraction models
* number lines
* flashcards
Mathematics Reasoning
* modeling and guided instruction
* hands-on, real-life learning approach to problem solving
* graphic organizers
* vocabulary word/definition/graphic representation cards
* interactive games in small groups
* revisit content-related vocabulary a minimum of six times and in a variety of ways
* small group read a problem and write a sentence explaining steps to solve a problem
* multiple representations to solve a problem
* give a solution sentence stating the answer and why it is reasonable
* rewrite equations with labels (13 toy trucks + 7 toy trucks)
* discuss possible solution strategies in small groups
* multiple story mats to organize story problems
* story maps to connect vocabulary in word problems to actions and symbols
* drawings and oral/written explanations
* act it out
* rubrics/checklists
* move from concrete to pictorial to abstract
26
Writing/Oral Language
* pre-referral interventions
* address levels of oral language proficiency (listening comprehension, speaking, reading,
and writing)
* special education teachers lead or co-teach 30-minute sessions
* look at photograph or illustration to give an oral description
* a scribe to record dictation by a student
* associate written words with displayed picture symbols
* begin a story with an oral sentence and student adds another sentence to the story
continuing until the teacher brings closure to the story
* point to object, name the object, give an oral description of the object
* display pictures with the words written below
* story-web organizer
Written Expression
* written sentence about a picture
* talk through punctuation as a model
* demonstrate difference between sentence and non-sentence using picture to talk through
and/or write sentences
* model paragraph writing using a web
* write a paragraph from a picture, photograph, or illustration
* self-checklist for sentence and paragraph writing
* short, daily writing tasks
* journal writing on teacher provided or student choice topic – same number of minutes
each time
* free-writing in journal
* count and graph number of words for each entry for comparisons to previous entries to
show progress
* edit short passages each day
* graphic organizers
* writer’s conferencing
* open-ended questions during writer’s conferencing
* written list of criteria for the type of writing requested prior to written assignment
* direct teacher demonstration, discussion, teacher modeling, student practice with teacher
support gradually diminishing
* mini lessons to model specific writing skills
* model using notes to organize ideas
* direct instruction of writing process
* use notes and outlines to gather and organize information
* model revision
* prepare simple editing checklist reflecting essential elements
* brainstorm ideas or topics before writing
* short summaries written after reading a passage
*generate a list of questions for interviewing (autobiographies)
* improve spelling using copy/cover/write again/check method – process continues until a
word is spelled correctly
27
Phonics
* match plastic letters to letters on mat/board/pocket chart
* place plastic letters that represent sound given into a “sound box”
* group words on word cards by common spelling patterns
* using plastic letters, make words by changing only beginning letter
* sort letters by how they look (curves, lines, tail, short, etc.)
* play “Memory” or “Concentration”
* phonemic blending
* sort words by initial or ending consonants
* highlight word parts, prefixes, or suffixes
* combine list words to form compound words
* match pictures of words to make compound words
* teach syllable patterns
* divide words into syllable patterns
* tape a high-frequency/vocabulary word on student’s back for guessing that word
* sort and classify objects by vowel sounds
Phonemic Awareness
* listen to tape recorded sounds for identification
* read familiar text aloud – substitute or reverse words or word parts for identification of part
that has changed
* practice recognizing words that rhyme
* place a block on a surface, jump, or clap for each word heard in a chanted nursery
rhyme/poem/short story
* model clapping syllables
* chart words by number of syllables
* listening centers
* match rhyming pictures
* collage of rhyming words
* silly sentences with alliteration
* compiled book of illustrated alliteration
* bingo games with words having similar patterns
* play “I’m thinking (of a word that)…” – students guess the word after clues are given
Vocabulary
* word wall
* prefix, suffix wall
* personal vocabulary journal
* picture collage illustrating word
* graphic organizers
* semantic web or map
* homonym, synonym, or antonym word pair sets
* match word with definition
* play “Memory,” “Concentration,” or “Charades”
* relationships among groups of words
* vocabulary journal of confusing words or unknown words
* extra point each time vocabulary word being studied is found in another text/source
28
Vocabulary (continued)
* sort words by same root or base
* cloze procedure
* act it out
* analogies
* sing songs that are descriptive
* create and perform radio announcement of a word and its meaning
* listen to partner describe a vocabulary concept and switch roles
* encounter each word at least 6 times in a variety of ways
Reading Comprehension
* access prior knowledge
* read a selection, answer questions, point out where the answer is found in the text
* make real-life connections
* pictures
* provide question(s) to look for prior to reading – place post-it note where answer is found
during reading
* critical thinking questions
* break long passage into shorter segments
* construct mini book to retell
* character maps
* compare characters using graphic organizer
* retell using puppets or felt board
* act out the story
* write predictions before reading / check after reading
* read and recall information per paragraph
* write short summaries after selection/passage
* brainstorm topic before reading
* guided reading through text complexity
* high-interest passages
* teach how to highlight key points in text
* small group summarizing
* read along with a skilled reading partner
* orally read to another student
* listen to pre-recorded story/book
* use technology to practice reading skills
* computer-based intervention programs
* reading center
* post-it notes placed by unclear text as they read
* model completion of story map
* teach how to create mental images
* daily journal or log summarizing what was read that time
* model comprehension skills/strategies with “Think Alouds”
* model how to gain meaning from text through several mini-lessons using a variety of texts
29
Reading Fluency
* song center
* listen first, the read along
* demonstrate how to use a tracker (index card, bookmark, etc.) while reading
* choral reading
* paired reading
* model fluent, proficient reading
* echo reading
* write a sentence from text on sentence strips to model how good readers cluster portions of
text rather than saying each word separately
* reader’s theatre
* timed reading of selected passages – try to beat the clock with practice of same passage
30
The following are examples of classroom structure that could offer strategies towards a CCSS
classroom based on Singapore Math and Differentiated Learning models. There are many models out
there for the picking.
ONE MODEL:
Staff Development for Educators Conference on Singapore Math Strategies for Grades K-6:
Daily Components of Instruction:
I. Critical Thinking (5 min.)
A. Mental math, or
B. Question of the day, or
C. Open-ended journal topic
II. Teacher directed (20 min. max)
A. Concept work mini lesson
1. Build vocabulary/prior knowledge/interest/etc.
2. Teacher modeling
a. Concrete
b. Pictorial
c. Abstract
3. Students do with guidance
B. Problem solving centered
III. Guided practice and independent work (45 min.-1hour)
A. Chart to organize who does what that day
1. Fluency
2. Practice
3. Problem solving
4. Content games
5. Centers
6. Computer work
7. Heterogeneous groups
B. Day 1-4 (activities #1-7 above) / Day 5 (catch up/revisiting day)
C. Assignment given
IV. Group sharing (10 min.)
A. Small groups work best for struggling students
B. Remedial lessons are same as in regular classroom, just more manipulatives
31
A SECOND MODEL
Staff Development for Educators Designing a Differentiated Lesson Plan- from Scratch!
by Rick Wormeli
Key Points
* In the 1st weeks of school, get students to suggest what works best for them
regarding how they learn best. Use these suggestions to guide instruction. After all,
kids are in different lanes but are all in the race.
* Use professional vocabulary throughout lessons, lesson plans, tests, in class, with
parents, out of class with students.
* Use scaffolding (strategies to help students with accommodations). Move students
from dependence to independence.
* Use rubrics to facilitate knowledge of expectations.
* Use backwards lesson design in planning lessons. This allows teachers to keep the
end (assessment(s)/requirements) in mind when planning lessons within a unit.
* Teach in patterns, relationships and chunks!
* Rotate student roles/tasks. Those who struggle with some roles/tasks get support.
* Students can learn without grades but cannot learn without feedback.
* Small group memberships are because the teacher knows something about those
students that merited they be in that group.
* Allow redo’s for better grades throughout the nine weeks except for last week when
teacher must finalize grades. No judgment! Recovery from a fall is the goal. This is
where actual learning takes place.
* Respect students’ ability to grow to meet expectations.
* Don’t change the standard! Give students who are advanced/struggling a
challenging/tangible task related to the same material.
Where does technology fit in?
Incorporating technology in the classroom to meet both students’ and
teachers’ needs is inevitable; it is already at our fingertips. As technological professional development
continues to be offered, many more resources will become available or will be found and shared.
A few iPad resources from Public Schools of Robeson County Academically & Intellectually
Gifted - 9/2011 for teaching CCSS standards are given on the following pages.
32
K-2 Apps
K
- Freebooks
- I Books
- Miss Spider’s Bedtime Story
- Read Me StoriesChildren’s
books
- 3D Classic Literature
Collection
Grade 1
(same as K)
Grade 2
(same as K)
Informational
Text
- 10,500 + Cool Facts
- National Geographic Kids
- 10,500 + Cool Facts
- National Geographic Kids
- Dictionary.com
- Planet Facts
(same as Grade 1)
Foundational
Skills
- ABC Tracker
- Photo Touch
- ABC Phonics
- Monkey Preschool
Lunchbox
- ABC Pocket Phonics Lite
- ABC Phonics Animals
- ABC Phonics Sight Words
- Cookie Doodle
- Learn ABCs It’s Munch
Time
- Word Search PuzzleMania
- Word Search Star
- Nick’s Ultimate Word
Search
- ABC Phonics
- Scrabble Tile Rack
- Scrabble
- Whirly Word
- Word Search PuzzleMania
- Word Search Star
- Learn ABCs It’s Munch Time
- Chicktionary (Lite)
- Cookie Doodle
- Nick’s Ultimate Word
Search
- Free Hangman
- 3D Classic Literature
Collection
- ABC Phonics Animals
- ABC Phonics Sight Words
- ABC Phonics
- Scrabble
- Scrabble Tile Rack
- Whirly Word
- Chicktionary
- Free Hangman
- Doodle Hangman
- Cookie Doodle
- ABC Phonics Animals
- ABC Phonics Sight
Words
- Learn ABCs It’s Munch
Time
- Nick’s Ultimate Word
Search
Writing
- I Write Words Lite
- ABC Pocket Phonics
- Drawing Den
- I Write Words Lite
- ABC Pocket Phonics
- Drawing Den
- Kid’s Anatomy Puzzle Lite
(same as Grade 1)
Speaking &
Listening
- Twinkle Twinkle Little Star
- Dr. Kid’s Lite
- Grammar Games *
- Grammar Jammers
(same as K)
(same as K)
Literature
33
K-2 Apps (continued)
Mathematics
- Addition Under Sea
Adventure
- Math HD Lite
- Color Fill
- Math Snacks
- Tangram
- Smarty Pants School
- Under Sea Math
- Math Hunt Free
- Math Easy Lite HD
- Dots for Tots
- Glitter Draw
- Jigsaw Mansion for iPad
- Mathboard Addition
- My First Games
- Smurf’s Village
- Tangram XL
- Fill Lite
- Piano Pals
- ABC Tracer
- Flashcards Deluxe Lite
- Glow Draw!
- Math Adventures-Number
Find Lite
- Monkey Preschool
Lunchbox
- Simple Giant Calculator
- Solitaire
- The Weather Channel Max
* Payment Required
- Make Edge Lite
- My Math Flash Cards
- Math Drills Lite
- Kosmic Math
- Math Bingo *
- Coins Genius Lite
- Kids Clock Challenge Lite
- Jungle Time-Learn How to
Tell Time for iPad
- Pirate Treasure Hunt
- Wiggly’s World
- MathZee Math Shapes *
- A Math Order-Subtraction *
- Telling Time HD *
- Ruler for iPad *
- Geometry Tree
- Euclid *
- PuzzleLogic for iPad *
- Basic Sequencing Skills *
- Adventures Undersea
- Adventure Undersea –
Subtraction
- Arcade Math
- Time, Money &
Fractions
on Track*
- Flashcards Deluxe Lite
- Ruler for iPad
- Jungle Time
- Euclid *
- Geometry Tree
- Basic Sequencing Skills *
- Kosmic Math Lite HD
- Hundred Board Lite
- Kid’s Clock Challenge
Lite
- Wiggly’s World
- MathZee Math Shapes
*
- A Math Order *
Grades 3-5 Apps
Literature
Informational
Text
Grade 3
- Free Books
- Ben Stein’s It’s Trivia Lite
- Descrambler Simple Word
Game
- Free Books
- Crossword Blitz
- The Reading Game
- Professor Garfield Fact or
Opinion
Grade 4
(same as Grade 3)
Grade 5
(same as Grade 4)
(same as Grade 3)
- Q Box Lite
- History-Maps of the World
- This Day in History
- ABC News for iPads
- The Reading Game
- Professor Garfield Fact or
Opinion
- Middle School Advanced
Vocabulary
- Middle School Vocabulary
Prep
- Crossword Blitz
- Free Books
- Google Earth
34
Grades 3-5 Apps (continued)
Foundational
Skills
Writing
Speaking &
Listening
Language
Mathematics
- Ben Stein’s Trivia Lite
- Are You Smarter than an
American?
- Chicktionary
- Crossword Blitz
- Word Search Puzzle Mania
- Doodle Hangman
- Hangman Deluxe
- Vocabulary Central
- Daily Vocabulary Word of
the
Day
- Descrambler Simple Word
Game
- Idioms
- Chicktionary
- Descrambler-Simple Word
Game
- Scrabble
- Spell It Right
- Writing Tip-Rich Lowenburg
- Grammar Jammers
- 99 Words-A Tandem Story
- Talking Tom
- Free Deluxe Hangman
- Grammar Jammers
(same as Grade 3)
(same as Grade 3)
- Middle School Vocabulary
Prep
(same as Grade 3)
(same as Grade 3)
(same as Grade 3)
(same as Grade 3)
(same as Grade 3)
- Glow Burst Puzzles
- Tangram XL
- Flashcards
- Factor Race
- Angry Birds
- Fraction Basics
- Drill-san
- Math Snacks
- LEGO Instruct
- Geared
- Math Ninja
- Math Adventures
- Unblock Me
- Bubble Popper
- Number Find Lite
- Rush Hour
- Sudoku
- Mathmagic LE
- Multiply Free
- Mancala FS
- Pinball Ride
- Slider Lite
- SAT Math
- NY Rollercoaster
- D Rollercoaster
Rush
(same as Grade 3)
- Q-Box Lite
- Are You Smarter than a
High School Dropout
- SAT Vocabulary
Challenge
- Busy Harbor
- Mahjong Deluxe
- Cut the Rope
- Lobster Diver
- Can Knockdown
- Pearl Diver
- Geometry Test Glow
Puzzle
- Find the Differences
- Paper Toss HD
35
Grades 6-8 Apps
Literature
Informational
Text
Writing
Speaking &
Listening
Language
- ABC News
- Advanced Hangman
- Free Deluxe Hangman
- Hangman Genius Lite HD
- Are You Smarter Than a High School
Dropout?
- Are You Smarter Than an American?
- Ben Stein Trivia Lite
- Nick’s Ultimate Word Search
- SAT Vocabulary Challenge
- Doodle Hangman
- Free Books
- Middle School Advanced Vocabulary
- Middle School Vocabulary Prep
- Museum of Thieves
- SAT Vocabulary Cards
- Big Brain Quiz
- Cool Facts
- CNN App for iPad
- F2L 7th grade
- iBooks
- Miss Spider
- The Official SAT Question of the Day
- Professor Garfield Fact or Opinion
- 3D Classic Literature Collection
(same as Literature)
- History of the World
- Movies by Flixster
- Stack States
- ABC News
- Chicktionary
- Crossword Blitz
- Spell It Right
- Descrambler
- Scrabble
- Scrabble Tile Rack
- VocabDaily Free-Word of the Day
- Dictionary.com
- Free Brain Blaze Spelling
- Superkids 4-6th grade, 7th grade, 8th grade
Vocabulary
- Vocab-G8
- Vocabolistic
- Whirly Word
- Word Descrambler Lite
- Word Warp Xtreme
(same as Literature)
(same as Writing)
- Free Translator with Voice-More than a
Dictionary
Mathematics
- Algebra Touch
- Arithmetic
- Factor Race
- Free Graphing Symbolic Calculator
- Geometry Wars
- Hot Potato Algebra
- Math 101
- Quick Graph
- Pre-Algebra Booster
- SAT Math Testbank
- Arcade Math
- That Quiz Math
- Mathionaire HD
- Tic Tac Math Fractions
- Tic Tac Math Algebra
- Algebra-1 for iPad
- Math for iPad
More iPads in education
information can be found
at the following websites:
St. Clair County RESA
(Regional Educational
Service Agency)
http://www.sccresa.org/t
oolsforschools/ipads/
Apple in Education
http://www.apple.com/e
ducation/apps/
36
In conclusion, the Mission Statement of Common Core State Standards is:
“The Common Core State Standards provide a consistent, clear understanding of what students are
expected to learn, so teachers and parents know what they need to do to help them. The standards
are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our
young people need for success in college and careers. With American students fully prepared for the
future, our communities will be best positioned to compete successfully in the global economy.”
Perhaps, as a diocese, we can add to this: “The Common Core State Standards provide a
consistent, clear understanding of what students are expected to learn, so teachers and parents know
what they need to do to help them. The standards are designed to be robust and relevant to the real
world, reflecting the knowledge and skills that our young people need for success in college and
careers. With our students fully prepared for the future, our communities from many races, varied
cultures and diverse places will be best positioned to compete successfully in the global economy
and continue to form the people of God in the Houma-Thibodaux Diocese, living and proclaiming the
Gospel of Jesus Christ in the tradition of the Roman Catholic Church.”
Compiled by Erica Annis
St. Genevieve School
April 2012