Module 2:
South Dakota Common Core
State Standards 101
K-3 In-service
Welcome
Cattail Room
Best Western, Ramkota, Watertown, SD
9:00 to 4:00
June 12-13, 2012
Welcome
Dr. Marilyn Hofer
mhofer@tie.net
Classroom Teacher
TIE
Common Core Trainer
Agenda
Introduction to Common Core State Standards
Disaggregating: Practice and Reflection
Lunch
Continuation of Practice and Reflection
Exploring the Standards
Outcomes
• Become familiar with common core standards
layout, design, concepts, terminology, vertical
alignment, etc.
• Engage in “Disaggregating” process.
• Analyze lessons to ensure alignment to the
disaggregated standards.
• Understand and evaluate the purposes and uses
of assessment.
Materials Needed
• A laptop with wireless capability (you will be
working with a partner and at least one of the
two people will need a computer)
• A copy of your grade-level/content area Common
Core State Standards (hard copy or electronic
copy)
• A copy of at least FIVE lessons that you taught
this past year or plan to teach next year.
• An assessment that you administered this past
year.
Materials Needed
• Powerpoint and other materials are
provided at
http://mhofer.tie.wikispaces.net/Presentations
• These can also be found by going to TIE website,
www.tie.net and navigating through About Us
Tab, Marilyn Hofer, presentations.
Norms Revisited
 Honor Each Other’s Thinking
 Honor Private Think Time
 Everyone has a Voice
 Participation is Expected
 Take Care of Your Needs
 Turn Cell Phones Off or to Vibrate
 Have Some Fun
Getting to Know Each Other
At your table discuss:
1. District you work for, job assignment, years of
teaching experience.
2. Personal information you would like to share.
3. Something positive that has happened to you this
school year.
4. One thing that probably not many people know!
That’s Me …
When I read a statement that describes you,
just up and say, “That’s Me”!
That’s Me …
If you would like to know something about
folks in the room, you will have a chance to say
a statement tomorrow.
DOE Modules
Module 3 – ELA: Focus on Informational Text and Career
Readiness Standards
Module 3 – Math: 8 Standards of Mathematical Practices 201
Module 4: Curriculum Curation
Module 5: Higher-Order Instructional Practices
Module 6: Assessing Higher Order Instructional Practices
Common Core:
ELA/Math Standards
Locate copy of Common Core State Standards Document
Either printed copy or online version
http://doe.sd.gov/octe/commoncoreStandards.asp
CCSS Mathematics Standards
Two Types of Standards
• Mathematical Practice
(recurring throughout the grades)
• Mathematical Content
(this will be different at each grade level)
13
Math: Common Core Standards
Cluster
Heading
Domain
FOOTNOTES
Standards
within the
Cluster
Standards of Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
15
ELA ANCHOR STANDARDS
College and Career Readiness Anchor Standards for Reading
ELA: Common Core Standards
Strand
Code
Strand
Grade
Anchor Standard
Standard
Number assigned to
Standard
7.RI.3
Reading Competencies
Exploring the Standards
Common Core State Standards – English Language Arts
Grade
Level(s)
K
1
2
3
4
5
6
7
8
9-10
11-12
Literature Informational Foundational
Text
Skills
10
10
10
10
9
9
9
9
9
9
9
10
10
10
10
10
10
10
10
10
10
10
17
19
11
9
6
6
-
Writing
Speaking
and
Listening
Language
Total
7
7
7
21
25
25
28
28
28
28
28
8
9
9
10
10
10
10
10
10
10
10
21
27
25
31
26
24
22
19
21
18
17
73
82
72
91
86
84
79
76
78
75
74
Exploring the Standards
Common Core State Standards – K-5 Math
Grade
Level(s)
K
1
2
3
4
5
Counting Operations & Number &
and
Algebraic
Operations in
Cardinality
Thinking
Base Ten
10
-
5
8
4
9
5
3
1
9
11
3
6
9
Number &
Operations
in Fractions
9
14
14
Measurement Geometry
& Data
3
4
10
14
9
10
6
3
3
2
3
4
Totals
25
24
28
37
37
40
Exploring the Standards
Common Core State Standards – Literacy Standards to Emphasize in History, Science,
Social Studies, Technical Subjects, and Interdisciplinary Writing
Grade Bands
Science and
Technology
10
Interdisciplinary
Writing
20
Totals
6-8
History/Social
Studies
10
9-10
10
10
20
40
11-12
10
10
19
39
40
Disaggregating the Standard
• Your table will complete each section of
template as we move through the process
• When all sections are completed, you will
post your KUD statements on chart paper
• Do one together
Disaggregating the Standard
Let’s dig in—
You will need:
• the Disaggregating Template
• the Common Core domain/strand that you
choose (1 per group)
• a piece of chart paper
• Person with newest shoes is table leader
Disaggregated Template
Disaggregating the Standard
At your table:
• Determine the content area with which
you will work (ELA or Math)
• Determine the grade level with which
you will work
• Within that grade level, determine
which standard you want to
disaggregate
Modeling the Process
Discussion Points:
• How to find previous year standard (if applicable)
• How to find following year standard (if applicable)
Modeling the Process: Math
Discussion Points:
• Find previous year standard (if applicable)
• Find following year standard (if applicable)
• Quality will be defined by the Peer Review document
28
Modeling the Process: ELA
6.RI.6
Discussion Points:
• Find strand: http://sdccteachers.k12.sd.us/
• How to find previous year standard (if applicable)
• How to find following year standard (if applicable)
Your Turn: Standard
Work time
Break
Modeling the Process
Discussion Points:
• This is writing the standard in student friendly language
• Write an “I can” statement
Modeling the Process
I can add and subtract numbers to 999 in many ways using a
plan that makes sense to me.
Discussion Points:
• Write the statement in student friendly language
• Write an “I can” statement
33
Modeling the Process
Discussion Points:
• This is writing the standard in student friendly language
• Write an “I can” statement
Your Turn: Student Friendly Language
Work time
Modeling the Process
Clarity about Curriculum
If a teacher isn’t clear about what all
students should (KNOW)
UNDERSTAND and be able to DO when
the learning experience ends, he or
she lacks the vital organizer around
which to develop a powerful lesson.
--Tomlinson, 1999
Modeling the Process
•
•
•
•
The value of a digit in our number
system is determined by its place
value position
Expanded notation
Commutative property of addition
Associative property of addition
• Strategies and algorithms are
the processes to add/subtract
within 100.
• Properties can help make
adding/subtracting numbers
fluent within 1,000.
• Adding and subtracting can
be used to solve each other.
• Students will construct
expanded notation for
numbers up to 1000.
• Students will prove/explain
answers using manipulatives.
• Students will apply place value
to solve mental math problems.
Modeling the Process
Practice Identifying KUD Statements
KUD Sort
• Determine whether each
statement is a Know,
Understand, or Do
categories
• Write a K, U, or D inside the
box of each statement
• We will revisit this at the end
of this section
Dissecting Standards into KUD
• Determine an author's point of view or purpose in a
text and explain how it is conveyed in the text.
Know
Understand
DO
Developing the ‘Know’
• These are the facts, definitions, dates, places,
names, processes, and examples you want students
to know to master the standard
• Nouns or Short Phrases (bulleted list not sentences)
• Bulleted lists or statements, not complete sentences
• Include essential facts that are new…..do not include
a list of prior knowledge, facts, or definitions that
student may use to learn new content.
Modeling the Process
•
•
•
Expanded notation
Commutative property of addition
Associative property of addition
Modeling the Process
Your Turn: KNOW
Work time
Developing ‘Do’ Statements
• Action statements, start with a verb
• Student performance provides evidence
indicating mastery of the standard(s).
• Describes procedural, application, or extended
thinking.
• States that students: can explain, can
interpret, can apply, have perspective, can
empathize, or have self-knowledge, etc.
• Does not describe a specific learning activity.
DO Misconception Alert!!!
• The “do” is the learning outcome
• This outcome may be demonstration of mastering an
standard, evidence of a thinking skill, or basic skill of a
discipline.
• YES, “The students will compare two novels to
determine common themes.”
• The “do” is NOT what will happen in the lesson or what
the teacher will do. NOT, “The students will complete
a RAFT assignment in cooperative groups”; NOT, “The
teacher will read a story to the class and will ask
students to complete one of three task cards based on
their interests.”
Modeling the Process
• Students will construct
expanded notation for
numbers up to 1000.
• Students will prove/explain
answers using manipulatives.
• Students will apply place value
to solve mental math problems.
Modeling the Process
Your Turn: DO
Work time
Developing Statement of Understanding
• These are the written statements of truth, the core to
the meaning(s) of the lesson(s) or unit.
• These are what connect the parts of a subject to the
student’s life and to other subjects.
• It is through the understanding component of
instruction that we teach our students to truly grasp
the “point” of the lesson or the experience.
• Understandings are purposeful. They focus on the key
ideas that require students to understand information
and make connections while evaluating the
relationships that exist within the understandings.
Example UNDERSTAND Statements
• Essential Truths That Give Meaning to the Topic
• Begin with “I want students to understand THAT….”
– Multiplication is another way to do addition
– People migrate to meet basic needs
– All cultures contain the same elements expressed
differently
– Entropy and enthalpy are competing forces in the natural
world
– Voice reflects the author
Understand - MISCONCEPTION ALERT!!!
• If a teacher finds it difficult to distinguish
between the “KNOW” and the “UNDERSTAND”
it is likely because the statement is pitched too
low and as written, it lacks an essential truth; is
focused only on facts and skills.
• KNOW: Columbus came to the New World in 1492.
• UNDERSTAND: When faced with conflict, individuals
and groups either adapt or migrate to seek better
conditions.
Modeling the Process
I want students to understand that
• Strategies and algorithms are
the processes to add/subtract
within 100.
• The value of a digit determines
its place value position.
• Adding and subtracting can be
used to solve each other.
Modeling the Process
Your Turn: UNDERSTAND
Work time
KUD Sort
• What changes need to be
made to your original
determination?
Practice Identifying KUD Statements
http://mhofer.tie.wikispaces.net/Presentations
2KUDOverview.docx
Modeling the Process
Discussion Points :
• Key vocabulary needed to know/understand to work with the standard
• List key vocabulary; not necessarily defined at this point
Modeling the Process
Fluently – easily, flexibly, and accurately
Within – without exceeding
Strategies – ways to solve the problem
Addend – A number which is involved in addition.
Algorithms – a process or procedures used to solve mathematical problems
Discussion Points :
• Key vocabulary to know/understand to work with the standard
• List key vocabulary from the standard
61
Modeling the Process
Discussion Points :
• Key vocabulary teachers need to know/understand to work with the standard
• List key vocabulary; not necessarily defined at this point
Your Turn: Key Vocabulary
Work time
Modeling the Process
Discussion Points:
• How might the grade level expectation be applied at home, on the job or in a realworld, relevant context?
• Include at least one example.
• Stem for the conversation with students to answer the question, “why do I have to
learn this?”
• This component of the template leads to student engagement, implementation of
21st Century Skills, and preparation for college and careers.
Modeling the Process
To be able to use mental addition and subtraction when making buying items.
To be able to check to make sure I received the correct change.
Discussion Points:
• How might the grade level expectation be applied at home, on the job or in a realworld, relevant context?
• Include at least one example.
• Stem for the conversation with students to answer the question “why do I have to
learn this?”.
• This component of the template leads to student engagement, implementation of
21st Century Skills, and preparation for college and careers.
• Quality Indicators are defined on the Peer Review document.
65
Modeling the Process
Discussion Points:
• How might the grade level expectation be applied at home, on the job or in a realworld, relevant context?
• Include at least one example.
• Stem for the conversation with students to answer the question “why do I have to
learn this?”.
• This component of the template leads to student engagement, implementation of
21st Century Skills, and preparation for college and careers.
Your Turn: Relevance
Work Time
Break
Disaggregating the Standard
On chart paper list:
• Standard-write your standard
• KUD statements
Making Connections
Exploring the Standards
http://sdccteachers.k12.sd.us
Exploring the Standards
Exploring the Standards
• Individually, select a strand/domain
and grade level
– Work with different grade levels
• Using the CCSS website, explore all
standards in your selected
strand/domain
• Fill out graphic organizer while
exploring the site
• Each person will report out to table
group
Exploring the Standards
As you explore, think about:
• How do these standards differ from what you
have worked with in the past?
• What jumps out at you as you explore?
• What are some big “ah-ha’s”?
• What might assessments look like?
• How do standards in this strand/domain “fit”
together?
Muddiest Point
What is the ONE area you still have
questions about?
See you tomorrow
9:00 a.m.
Day Two – CCSS Module 2
Agenda
Lesson Analysis
KUD Revisited
Webb Leveling
Lunch
Continuation of Practice and Reflection
Assessment
Outcomes
• Become familiar with common core standards
layout, design, concepts, terminology, vertical
alignment, etc.
• Engage in “Disaggregating” process.
• Analyze lessons to ensure alignment to the
disaggregated standards.
• Understand and evaluate the purposes and uses
of assessment.
Norms Revisited
 Honor Each Other’s Thinking
 Honor Private Think Time
 Everyone has a Voice
 Participation is Expected
 Take Care of Your Needs
 Turn Cell Phones Off or to Vibrate
 Have Some Fun
What we learned …
What we learned, clarification from
yesterday’s exit slips
Clarity about Curriculum
If a teacher isn’t clear about what all
students should (KNOW)
UNDERSTAND and be able to DO when
the learning experience ends, he or
she lacks the vital organizer around
which to develop a powerful lesson.
--Tomlinson, 1999
Modeling the Process
Modeling the Process
http://mhofer.tie.wikispaces.net/Presentations
Understanding the Understand
…we lose them if we don’t have our
“suitcases” as we go along.
Understanding the Understand
Experiment
Need four “travelers.”
• College student traveling
home for summer break
• Woman facilitator
traveling to make
conduct a training
• Grandfather traveling to
his grandson’s first
birthday party
• Teacher of the year
traveling to Washington
to receive award.
That’s Me …
When someone reads a statement, if it
“describes” you, just up and say, “That’s Me”!
Five Steps in Lesson Review
1. Series of Lessons
2. KUD Alignment
3. Depth of Knowledge/Webb Level Reflection
4. Assessment
5. Reflection
Find a Partner
Find a grade-level partner
–Can be someone at your table but
must be in same grade level
Step 1
Series of Lessons
Lesson Descriptions
Description of a series of
lessons, with
assignments and
assessments (if
applicable).
In this unit, students will explore addition and subtraction
within 1000 using place value, the properties of operations, and
the relationship of addition and subtraction. (Many of the
assignments are used as formative assessments).
• Construct expanded notation for numbers AND construct
numbers from expanded notation (FA)
• Prove/explain answers using manipulatives (FA)
• Apply place value to solve mental math problems (FA)
• Solve non-routine story problems involving addition and
subtraction (FA)
• Solve problems that relate addition to subtraction
• Use the commutative and associative properties of addition to
explore relational thinking. (FA)
• Complete a performance task that involves an understanding of
addition and subtraction using multiple concepts and strategies.
(SA)
• Complete a teacher developed math test with short answer
responses. (SA)
Lesson Descriptions
Lesson Descriptions
Questions from Step 1:
Responses
1. With which standard
does/ do the lesson(s)
align?
3.NBT.2 Fluently add and subtract within 1000 using
strategies and algorithms based on place value, properties of
operation, and/or the relationship between addition and
subtraction.
2 Why would you use this
series of lessons?
This series of lessons allows students to develop flexibility
and conceptual understanding of addition and subtraction. It
provides students with multiple strategies to solve addition
and subtraction problems while focusing on conceptual
understanding.
3. What do you expect
students to learn from this
series of lessons?
Students will learn fluency, flexibility and conceptual
understanding of addition and subtraction.
Lesson Descriptions
Your Turn
Step 1
As a team, complete Step 1 for both sets of lessons
Utilize http://sdccteachers.k12.sd.us
Navigate doe.sd.gov to common core to
crosswalk
Step 2
KUD Alignment
KUD Coverage
• Using the disaggregated standard from the
CCSS Website, determine which Know,
Understand and Do (KUD) components are
aligned to this series of lessons.
• Write lesson number/description.
• Determine the appropriate KUD from
disaggregated standard that aligns with each
lesson.
– You may have multiple KUDs aligned with each lesson.
KUD Coverage
At this time, the person
presenting the lesson is
the only person recording
on their template.
Modeling KUD Coverage
Lesson # and
Description
Know
1. Place Value
Activity: Student
count objects and
determine value of
numbers.
2. Students play a
place value game
using, place value
mats and three tensided die.
Understand
Do
The value of a digit in
our number system
is determined by its
place value position.
Commutative
property of addition
3. Students use the
Associative property
commutative and
of addition
associate properties
of addition to explore
relational thinking.
The value of a digit in Construct expanded
our number system
notation for numbers
is determined by its up to 1000.
place value position
Strategies and
algorithms are
processes that help
us compute
numbers.
Which KUDs
align with
this lesson?
Theme Activity
KUD Coverage
KUD Coverage
Which KUDs align with
this lesson?
KUD Coverage
Which KUDs align with
this lesson?
Work Time
Work Time
Reflection Questions
How did the KUD Process
help align the lessons with
the standard?
Stipend Reimbursement
• W-9 form submitted to the state
• invoice --If the training is one or more
consecutive days, only one invoice per teacher
needs to be submitted.
Grad credit & renewal credit
• DOE will e-mail the Graduate credit and renewal
credit link out to teachers once the University
have provided the link.
• Graduate Credit: 3 days of workshop = 1 credit at
$40 a credit.
• Teachers will need to ‘bank’ hours for each
module to earn credit. A possibility of 3 credit if
teachers take module 1-6.
• Continuing Education Contact Units/Credit
(CEU’s) – Same concept applies.
Break
Step 3
Depth Of Knowledge
Webb Levels
Why Webb Leveling
SMARTER Balanced

Assessment in 2015 will be based on Webb Leveling

Computer generated test

Results available in two weeks (for MC)

Leveled

Type of assessment questions

South Dakota gets same vote as California

Technology

Grades: 3-8 and 11 (maybe 9, 10 – course assessment)
Why Webb Leveling
South Dakota has been a Blooms state

Blooms Taxonomy describes the type of thinking
Webb Leveling
• Depth at which students are expected to demonstrate
understanding of the content
• Webb’s describes complexity of both the content and the
task required
• Use, Acquire, or Extend Information
DOK Article
Read Webb’s Depth of Knowledge excerpts using the
following marks:
X
I thought differently
+
New and important information
!
Wow
?
I don’t get it
*
VERY important to remember
DOK Reflection
Stand up and find a partner you have not
worked with so far
Discussion:
• Two things you learned from reading DOK
excerpts.
• One question you still have about DOK.
Examples of Webb Levels
ELA Examples:
• List three presidents.
• List three presidents who have impacted our
nation the most in your lifetime.
Math Examples:
• Make a conjecture about the number zero.
• Prove that this conjecture about number zero is
true with all numbers.
Webb Level
List three
presidents
List three
presidents
that have
impacted
our nation
in your
lifetime and
why.
How might
you alter
the
impact?
Webb Leveling Activity
Locate the Handout
“Using the Webb’s
Leveling Taxonomy”
Webb Leveling Activity
• Determine where each of the following learning
activities fall on Webb (Use, Acquire, Extend)
• Determine where each of the following learning
activities fall on Webb leveling (Level 1, 2, 3, 4)
Work Time
Work Time
Standard DOK
• What Depth of Knowledge would you say your
standard(s) is/are written to:
– Acquire, Use, Extend
– Level 1, 2, 3, 4
• What should your “series of lessons” portray?
– Look back at your Webb Level of Lessons Step 3
Webb Level
Webb Level
Webb Level of Lessons
• Examine each lesson activity and
record under correct Webb Level
Column. (ex: Vocab)
• Determine why it meets the selected
Webb Level.
Webb Level
Webb Revisited
With table team, select one learning activity
and differentiate the activity to reflect each
Webb Level
• You can use an activity from one you
brought or one from the activities from
worksheet, Practice: Using the Webb’s
Leveling Taxonomy
Chart by Webb Level
Reflection
What did you learn about your lesson
from this process?
Be ready to share
Workshop Evaluation
Evaluation was emailed to you all.
Please complete…
then, take a break!
Step 4
Assessment
Thinking About Assessment
Eighty percent of assessments given in
classrooms are geared toward low-level
thinking.
Decisions about assessment happen
about every three to four minutes.
128
Assessment
There are many
purposes for
assessment…..
We may want to assess
where a student is.
We may want
to assess
where a
student is…
going.
We may
want to
assess what
a student
has
learned.
But
ultimately
we want to
know what
to do next in
order to
close the
gap.
Summative & Formative Assessment
Summative Assessment:
How much have students learned
at a particular point in time?
Formative Assessment:
How can we use assessments to
help students learn more?
Summative Assessment
The purpose of summative assessment is:
 to measure student achievement at a
particular point in time for reporting and
accountability;
 to sort students in rank order; and
 to maximize student learning through
standardized tests.
Formative Assessment
The purpose of formative assessment is:
 to promote further improvement of
student learning during the learning
process and
 to involve students in the ongoing
assessment of their own achievement.
Formative Assessments
Formative assessment results are used
primarily by students, educators, and parents.
Results are used for:
 helping students see and hit the target(s)
and
 identifying student needs and drives
instruction.
137
It isn’t the method
that determines whether the assessment
is summative or formative…
…it is how the results are used.
Break
Target Method Match
Assessment Methods
Target Method Match
Target Match Method
Target Method Match
Directions:
• Using the assessment descriptions,
determine:
– Appropriate Assessment Method, and
– Appropriate DOK Level
– Place in appropriate box on blank sheet
144
Target Method Match
Discussion:
• What big “ah-has” did your team have when
determining DOK levels?
• How important is it to utilize multiple
assessment methods?
• Why is it important to utilize multiple
assessment methods?
145
Let’s Examine an Assessment
Let’s Examine an Assessment
Websites for Math Tasks
•
•
•
•
Progression framework sites:
http://ime.math.arizona.edu/progressions/
http://commoncoretools.files.wordpress.com/2011/07/ccssatlas_2011_07_06_0956_p1p2.pdf
http://www.nciea.org/publications/Math_LPF_KH11.pdf
•
•
•
•
•
•
•
•
•
•
Annenberg Foundation
http://www.learner.org/
•
•
•
•
•
•
•
•
•
•
•
•
Enriching Mathematics
http://www.nrich.maths.org
CCSS tools
http://www.achievethecore.org/
Smarter Balanced Assessment Consortium
http://www.smarterbalanced.org/
Inside Mathematics
http://www.Insidemathematics.org
William McCallum: Illustrative Mathematics Project
http://illustrativemathematics.org/
SD Counts ESA 6/7 site with “Math Links”
http://sdcounts.tie.wikispaces.net/home
SD Counts ESA 3 site
http://sddial.k12.sd.us
Click on Region 3 ESA; Click on the Grants tab; Click on SD Counts link
NCTM Illuminations
http://illuminations.nctm.org/
Assessment Practices
Locate Assessment Practices Handout
Assessment Practices
• Determine types of assessment to use for series
of lessons/standard
– summative and formative
• Consider how assessment is aligned to KUD of
standard?
• Determine Depth of Knowledge Level and
Assessment Methods for summative
assessments.
150
Step 5
Lesson Reflection
• What strengths did you find in the analysis?
• What are some areas that might need
improvement?
• List revisions that might need to be made.
A stretched mind
does not return to
its original shape
Thank You!