Transition to PA Common Core
1
Status Check
What best describes your knowledge of the
PA Common Core Standards?
•
•
•
•
Aware (I know they’re out there.)
Informed (I’ve read, attended PD, explored on-line, etc.)
Ready (I’m using them.)
Expert (I could help others understand and implement.)
2
Status Check
Where is you local district in PA Common Core
curriculum development?
A.
B.
C.
D.
Aligned to PA Common Core State Standards
Have not touched curriculum in 5 years
Textbook is your curriculum
Waiting for further information
3
PA Common Core Introduction
Essential Questions
• How do the PA Common Core Standards differ
from the existing Pennsylvania Standards?
• What is rigor in the classroom? How does this
relate to Webb’s Depth of Knowledge?
• What are the instructional implications of the
shift to the PA Common Core Standards?
4
An Introduction to the
PA Common Core
Why Common Core?
• Disparate standards across states
• Global competition
• Today’s jobs require different skills
• States are ready and able for collective action
• Aligned with college and work expectations
5
An Introduction to the
PA Common Core
Why Common Core?
http://www.youtube.com/watch?v=dY2mRM4i6tY
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Common Core
Readiness Profile
•
•
•
•
•
•
•
Collaboration
Application
Communication
Analysis
Adaptation
Evaluation
Critical Thinking
7
Webb’s Depth of
Knowledge
8
Webb’s DOK
•
A scale of cognitive demand (thinking) to align
standards with assessments
•
Based on the research of Norman Webb, University
of Wisconsin Center for Education Research and the
National Institute for Science Education
•
Guides item development for state assessments
9
Webb’s DOK
Levels of Complexity
Level 1:
Student recalls facts, information, procedures, or
Recall &
definitions.
Reproduction
Level 2:
Skills & Concepts
Level 3:
Student uses information, conceptual knowledge, and
procedures.
Student uses reasoning and develops a plan or sequence
Strategic Thinking of steps; process has some complexity.
Level 4:
Student conducts an investigation, needs time to think and
Extended Thinking process multiple conditions of problem or task.
10
Webb’s DOK
The Depth of Knowledge is NOT determined by the verb, but
the context in which the verb is used and the depth of
thinking required.
DOK 3- Describe a model that you might use to represent the
relationships that exist within the rock cycle. (requires deep
understanding of rock cycle and a determination of how best
to represent it)
DOK 2- Describe the difference between metamorphic and
igneous rocks. (requires cognitive processing to determine the
differences in the two rock types)
DOK 1- Describe three characteristics of metamorphic rocks.
(simple recall)
11
Webb’s DOK
How many of you know the definition of exaggerate?
If all of you know the definition, this question is an easy
question. (DOK 1 - Recall )
How many of you know the definition of prescient?
If most of you do not know the definition, this question is a
difficult question. (DOK 1 – Recall)
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What is RIGOR?
Rigor is…
• more than what you teach and the standards you
cover
• how you teach and how students show you they
understand
• creating an environment in which each student is
expected to learn at high levels
• supporting each student so he or she can learn at
high levels and demonstrates learning at high levels.
(Blackburn, 2008)
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English Language Arts
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Essential Questions
• How are the PA Common Core ELA standards
structured?
• How does ELA instruction look when it is aligned to
PA Common Core standards?
• What changes are needed in the current curriculum
to meet the level of expectations required by PA
Common Core Standards?
15
An Introduction to the
PA Common Core ELA Standards
PA Common Core Standards
English Language Arts & Literacy
College and Career Readiness Anchor Standards
1.1 Foundational Skills
A necessary
component of an
effective,
comprehensive
reading program
designed to develop
proficient readers.
sive
1.2 Reading
Informational Text
Enables students to
read, understand, and
respond to
informational texts.
1.3 Reading
Literature
Enables students to
read, understand,
and respond to
literature.
1.4 Writing
Develops the skills of
informational,
argumentative, and
narrative writing as
well as the ability to
engage in evidence
based analysis of text
and research.
1.5 Speaking &
Listening
Focuses students
on communication
skills that enable
critical listening and
effective
presentation of
ideas.
16
PA Standard
English Language Arts
CC. 1. 2. 3. A
PA Common
Core
English
Language
Arts
Grade
Level
Reading
Informational
Skills
Standard 1
Standard Categories:
1 Foundation Skills
2 Reading Informational Skills
3 Reading Literature
4 Writing
5 Speaking and Listening
17
PA Assessment Anchors and
Eligible Content
English Language Arts
E. 03. B-K. 1. 1. 2
Grade
Assessment
Anchor
Anchor
Descriptor
Eligible
Content
Reporting Categories
A = Literature Text
B = Informational Text
A-K and B-K = Key Ideas and Details
A-C and B-C = Craft and Structure/Integration of
Knowledge and Ideas
A-V and B-V = Vocabulary Acquisition and Use
C = Writing
D = Language
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STANDARD CATEGORY
1.2 Reading Informational Text
Students read, understand and respond to informational text-with emphasis on comprehension,
making connections among ideas and between texts with focus on textual evidence.
GRADE LEVEL STANDARD
CC.1.2.3.A
Determine the main idea of a text; recount the key details and explain how they support the
main idea.
ASSESSMENT ANCHOR-The Assessment Anchors represent categories of subject matter (skills
and concepts) that anchor the content of the PSSA. Each Assessment Anchor is part of a
Reporting Category and has one or more Anchor Descriptors unified under and aligned to it.
E03.B-K.1 Key Ideas and Details
ANCHOR DESCRIPTOR-The Anchor Descriptor
adds a level of specificity to the content
covered by the Assessment Anchor. Each
Anchor Descriptor is part of an Assessment
Anchor and has one or more Eligible Content
unified under and aligned to it.
E03.B-K.1.1 Key Ideas and Details
Demonstrate the understanding of key ideas
and details in informational texts.
ELIGIBLE CONTENT-The Eligible Content is the
most specific description of the skills and
concepts assessed on the PSSA. This level is
considered the assessment limit and helps
educators identify the range of the content
covered on the PSSA.
E03.B-K.1.1.2
Determine the main idea of a text; recount the
key details and explain how they support the
main idea.
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STANDARD CATEGORY
1.3.L: Reading, Analyzing, and Interpreting Literature – Fiction and Non-Fiction
GRADE LEVEL STANDARD
1.3.9-10.A
Describe and compare the differing characteristics that distinguish the fiction and non-fiction
forms of narrative, poetry, drama, and essay and determine how the form relates to meaning…
ASSESSMENT ANCHOR-The Assessment Anchors represent categories of subject matter (skills
and concepts) that anchor the content of the Keystone Exam. Each Assessment Anchor is part
of a Reporting Category and has one or more Anchor Descriptors unified under and aligned to it.
L.F.2 Analyzing and Interpreting Literature – Fiction
ANCHOR DESCRIPTOR-The Anchor Descriptor
adds a level of specificity to the content
covered by the Assessment Anchor. Each
Anchor Descriptor is part of an Assessment
Anchor and has one or more Eligible Content
unified under and aligned to it.
L.F.2.1
Use appropriate strategies to make and
support interpretations of literature.
ELIGIBLE CONTENT-The Eligible Content is the
most specific description of the skills and
concepts assessed on the Keystone Exam. This
level is considered the assessment limit and
helps educators identify the range of the
content covered on the Keystone Exam.
L.F.2.1.2
Cite evidence from a text to support
generalizations.
20
Webb’s DOK
Activity: What is the DOK?
Levels of Complexity
Level 1:
Student recalls facts, information, procedures, or
Recall &
definitions.
Reproduction
Level 2:
Student uses information, conceptual knowledge, and
Skills & Concepts procedures.
Level 3:
Student uses reasoning and develops a plan or
Strategic Thinking sequence of steps; process has some complexity.
Level 4:
Student conducts an investigation, needs time to think
Extended Thinking and process multiple conditions of problem or task.
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Literacy Priorities
Among the highest priorities of the Common Core
State Standards is that students must read texts
closely and acquire knowledge.
At each grade level, 80 to 90 percent of the reading
standards require text-dependent analysis.
Questions that expect student responses to be textdependent and discipline-specific require students
to demonstrate that they understand the text
details and can provide accurate evidence.
22
Balancing Literary and
Informational Texts
Grade
Grade 4
Grade 8
Grade 12
Text Emphasis
Literary
Informational
50%
45%
30%
50%
55%
70%
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Knowledge in the
Disciplines
Science
and
Technology
History and Social Studies
http://engageny.org/resource/common-core-in-ela-literacy-shift-2-6-12-building-knowledge-in-thedisciplines/
24
Reading in the
Disciplines
25
Writing in the
Disciplines
26
Text Complexity
27
Essential Questions
• What is text complexity and why it is
important?
• What considerations need to be made before
selecting texts for teaching and students’
independent reading?
• How can teachers employ more rigorous text
on a regular basis?
28
Think About…
Think about the texts you use with your
students.
What makes the text appropriate for that
particular grade level?
How do you select the texts you use with
your grade level(s) of students?
29
Measuring Text
Complexity
Grade 9 Non-Fiction Sample
These words, supposedly inscribed on the tomb of
Egyptian King Tutankhamen, did not deter the intrepid
English archaeologist, Howard Carter. After years of
searching, in 1922 Carter located King Tut’s tomb.
Archaeologists had long known that pharaohs were
mummified at death and buried with riches to
accompany them to the afterworld.
Lexile: 1150 9th-10th
30
Measuring Text
Complexity
Grade 9 Non-Fiction Sample
Now create a nutritious, energy-packed smoothie in just
a few seconds. Read Safety Precautions Before
Operation. Do not immerse cord or base in water.
Operate only on a clean, flat surface. Handle the cutting
blade carefully to avoid injury.
Lexile: 760 4th-5th
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Making Meaning
Reading is a process in which information
from the text and the knowledge
possessed by the reader act together to
produce meaning.
Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985)
Becoming a nation of readers: The report of the Commission on Reading Urbana, IL:
University of Illinois
32
Staircase of
Complexity
Text complexity based upon multiple factors:
• Quantitative Measures
• Qualitative Measures
• Reader to Text
33
Step 1: Quantitative Measure
Measures such as:
• Word length
• Word frequency
• Word difficulty
• Sentence length
• Text length
• Text cohesion
34
The Hunger Games
The boy from District 1 dies before he can pull out the
spear. My arrow drives deeply into the center of his neck.
He falls to his knees and halves the brief remainder of his
life by yanking out the arrow and drowning in his own blood.
Rue has rolled to her side, her body curved in and around
the spear. I shove the boy away from the net. One look at
the wound and I know it’s far beyond my capacity to heal.
The spearhead is buried up to the shaft in her stomach.
Impulsively I lean forward and kiss him, stopping his words.
This is probably overdue anyway since he’s right, we are
supposed to madly in love. It’s the first time I’ve ever kissed
a boy. “Well, there’s more swelling, but the pus is gone, “ I
say in an unsteady voice. “I know what blood poisoning is,
Katniss,” says Peeta.
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What Is a Lexile?
Lexile units are based on word frequency and
sentence length. Word frequency is calculated
based on words in Lexile databank (almost
one billion).
Lexiles range from 0 (beginning reading) to
2000 (highly technical texts).
www.lexile.com
36
Step 1: Quantitative Measure
Quantitative Measures Ranges for
Text Complexity Grade Bands
Text Complexity
Grade Bands
Suggested
Lexile Range
Suggested ATOS
Book Level Range**
K-1
100L – 500L*
1.0 – 2.5
2-3
450L – 790L
2.0 – 4.0
4-5
770L – 980L
3.0 – 5.7
6-8
955L – 1155L
4.0 – 8.0
9-10
1080L – 1305L
4.6 – 10.0
11-CCR
1215L – 1355L
4.8 – 12.0
* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.
** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL:
http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf
37
Step 1: Quantitative Measures
Lexile Range (810 L):
4-5
ATOS Book Level:
6.2
Scholastic’s
Book Wizard Level:
5.3
38
Step 1: Quantitative Measures
Remember, however, that the quantitative measures
is only the first of three “legs” of the text complexity
triangle.
Our final recommendation
may be validated,
influenced, or even overruled by our examination
of qualitative measures
and the reader and task
considerations.
39
Step 2: Qualitative Measures
Measures such as:
• Layers of meaning
• Levels of purpose
• Structure
• Organization
• Language conventionality
• Language clarity
• Prior knowledge demands
• Cultural demands
• Vocabulary
40
Assessing Text
Where on the continuum?
41
Step 2: Qualitative Measures
http://www.ksde.org/Default.aspx?tabid=4605
42
Step 2: Qualitative Measures
http://www.ksde.org/Default.aspx?tabid=4605
43
Step 2: Qualitative Measures
Our initial placement of The Hunger Games into a
text complexity band has changed when we
examined the qualitative measures.
Remember, however, that we
have completed only the first
two legs of the text
complexity triangle.
The reader and task
considerations still remain.
Reader and Task
44
Step 3: The Reader and Task
Considerations such as:
• Motivation
• Knowledge and experience
• Purpose for reading
• Complexity of task assigned
regarding text
• Complexity of questions
asked regarding text
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Step 4: Recommended Placement
After reflecting upon all
three legs of the text
complexity model, we can
make a final
recommendation of
placement within a text and
begin to document our
thinking for future
reference.
46
Determining Text Complexity
Four Step Process
1. Determine the quantitative
measures of the text.
2. Analyze the qualitative
measures of the text.
Reader and Task
3. Reflect upon the reader and
task considerations.
4. Recommend placement in the
appropriate text complexity
band.
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Putting it All Together
The Hunger Games
48
Implications for
Instruction
• Begin now to bring more informational text into the
curriculum and focus on “disciplinary” reading.
• Make an effort to “bridge the gap” for students by
making up to 20% of classroom reading grade-level
texts with necessary levels of scaffolding.
• Provide frequent opportunities to work “across” texts.
Source: KAREN WIXSON, PHD UNIVERSITY OF MICHIGAN/UNC
49
Engaging Students
with the Texts
Students need to engage with:
– Age/grade appropriate materials for exposure to
structures, content, vocabulary
– Instructional level materials that allow them to
progress
– “Easy” materials that allow them to practice
Source: KAREN WIXSON, PHD
UNIVERSITY OF MICHIGAN/UNCG
50
Close Reading
The New Colossus
Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame.
"Keep ancient lands, your storied pomp!" cries she
With silent lips. "Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door!"
51
Writing
52
Essential Questions
• How are the PA Common Core Writing standards
structured?
• How does the focus for writing instruction progress
from grade to grade as reflected in the PA Common
Core Writing Standards?
• How does student writing look when it meets a
grade level’s PA Common Core standards?
• What changes are needed in the current curriculum
to meet the level of expectations required by PA
Common Core Standards?
53
Organizational Structure
Types of Writing
• Informative/Explanatory
• Opinion/Argumentative
• Narrative
54
Organizational Structure
Quality of Writing
• Focus
• Content
• Organization
• Style
• Conventions
55
Organizational Structure
• Response to Literature
• Production and Distribution of Writing/Process
• Technology and Publication
• Conducting Research
• Credibility, Reliability, Validity of Sources
• Range of Writing
56
Writing from Sources
Writing emphasizes use of evidence from
sources to inform or make an argument.
What are the challenges and benefits of
putting a renewed emphasis on writing
from sources rather than keeping the
current focus on personal narrative?
57
Learning Progressions
Students advancing through the grades are
expected to meet each year’s grade-specific
standards and retain or further develop skills
and understandings mastered in preceding
grades.
58
Common Core
Learning Progressions
• The Common Core Standards are woven into clear and developmentally
aligned learning progressions that chart a course from kindergarten
through college readiness.
• A learning progression is a sequenced set of aligned standards that
students must master in order to graduate prepared for life beyond
school.
• The Common Core Standards reflect a spiraling progression that is
sequential and yet recursive. As students progress, the learning targets do
not change essentially, but continue to expand in breadth and depth,
allowing teachers and students multiple opportunities to develop the
knowledge and skills defined by the standards.
59
Writing: Looks like…
Based on the information in the text “Biography
of Amelia Earhart,” write an essay that
summarizes and explains the challenges Earhart
faced throughout her life. Remember to use
textual evidence to support your ideas.
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And more…
Read the three texts below:
• “Biography of Amelia Earhart”
• “Earhart's Final Resting Place Believed Found”
• “Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart’s
bravery. Write an essay that analyzes the strength of the
arguments about Earhart’s bravery in at least two of the texts.
Remember to use textual evidence to support your ideas.
61
Comparing PSSA/Keystone
• This is an example from the 11th grade PSSA from 2009
– Explain how the author attempts to convince the reader
that native species should be protected. Use at least 2
examples from the passage to support your explanation.
• This is an example from the Keystone Exam
– Analyze how the author constructs the argument in the
passage. Use examples from the passage to support your
analysis.
62
Text Based Answers
• What does it take to create opportunities for
students to have deep evidence-based conversations
about text?
• What change in practice must occur?
• What are the implications for teachers’ planning?
• What questions will take the student deeper into text
and cause them to pay careful attention to it?
63
Academic
Vocabulary
64
Academic Vocabulary
Students constantly build the transferable
vocabulary they need to access grade level complex
texts. This can be done effectively by spiraling like
content in increasingly complex texts.
Tier 1 Words
Tier 2 Words
Tier 3 Words
65
Look like…
Tier 1 Words
cloud
arm
pizza
house
school
walk
friend
Tier 2 Words
relative
accumulate
misfortune
expectation
falter
vary
itemize
Tier 3 Words
Impressionism
lava
carburetor
legislature
circumference
eclipse
aorta
66
Tier 2 Words for
Focused Instruction
• Word is central to understanding the text
• Word choice and nuance are significant
• Students are likely to see this word frequently
• Word is a more mature or precise label for
concepts already known to students
• Word lends itself to teaching a web of words and
concepts around it
Rhode Island Department of Education
67
Shifts in ELA/Literacy
Shift 1
Balancing Informational
& Literary Text
Students read a true balance of informational and literary texts.
Shift 2
Knowledge in the Disciplines
Students build knowledge about the world (domains/ content
areas) through TEXT rather than the teacher or activities
Shift 3
Staircase of Complexity
Students read the central, grade appropriate text around which
instruction is centered. Teachers are patient, create more time
and space and support in the curriculum for close reading.
Shift 4
Text-based Answers
Students engage in rich and rigorous evidence based
conversations about text.
Shift 5
Writing from Sources
Writing emphasizes use of evidence from sources to inform or
make an argument.
Shift 6
Academic Vocabulary
Students constantly build the transferable vocabulary they
need to access grade level complex texts. This can be done
effectively by spiraling like content in increasingly complex
texts.
68
Mathematics
69
Essential Questions
• How are the PA Common Core Mathematic standards
structured?
• How does the focus for mathematics instruction
progress from grade to grade as reflected in the PA
Common Core Writing Standards?
• How does mathematics instruction look when it is
aligned to PA Common Core standards?
• What changes are needed in the current curriculum
to meet the level of expectations required by PA
Common Core Standards?
70
Math Class Makeover
Dan Meyer describes why we need
to makeover math classrooms.
http://www.youtube.com/watch?v=SjsfHTuZ14w
71
NCTM – Principles and Standards
for School Mathematics
•
•
•
•
•
Problem solving
Reasoning and proof
Connections
Communication
Representation
72
Standards of Proficiency of
Mathematical Practice
Adding It Up: Helping Children Learn Mathematics
By Jeremy Kilpatrick,
Jane Swafford, & Bob Findell (Editors). (2001).
Washington, DC: National Academy Press
p. 117
73
Standards for
Mathematical Practice
1. Make sense of complex 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.
74
Grouping the Standards for
Mathematical Practice
(McCallum, 2011)
75
Structure of Math Content
Standards
76
Math Standards:
Development and Progression
77
Next steps in Curriculum
• Is the current content grade appropriate?
• What implications might the standards of mathematical
practice have on your classrooms?
• What evidence exists that we are addressing the
Standards for Mathematical Practices throughout the
curriculum?
• Does the curriculum address procedural skills and
conceptual understanding to ensure students are
learning and applying the critical information they need
to succeed at higher levels?
78
Shifts in Mathematics
Shift 1
Focus
Teachers significantly narrow and deepen the scope of how time and energy is
spent in the math classroom. They do so in order to focus deeply on only the
concepts that are prioritized in the standards.
Shift 2
Coherence
Principals and teachers carefully connect the learning within and across grades
so that students can build new understanding onto foundations built in previous
years.
Shift 3
Fluency
Students are expected to have speed and accuracy with simple calculations;
teachers structure class time and/or homework time for students to memorize,
through repetition, core functions.
Shift 4
Deep
Understanding
Students deeply understand and can operate easily within a math concept before
moving on. They learn more than the trick to get the answer right. They learn
the math.
Shift 5
Application
Students are expected to use math and choose the appropriate concept for
application even when they are not prompted to do so.
Shift 6
Dual Intensity
Students are practicing and understanding. There is more than a balance
between these two things in the classroom – both are occurring with intensity.
79
Curriculum
Development
80
Status Check
•Have we acknowledged the instructional shifts?
• Is the rigor of our curriculum aligned with PA Common
Core?
• Do our local assessments mirror the rigor of PA
Common Core?
•Are we adequately addressing academic vocabulary?
81
Curriculum Development
• What do you already have in regard to curricula?
• Does your curriculum meet Chapter 4 requirements
and align to PA Common Core Standards?
• How do you evaluate local curriculum?
• What are the next steps in your district’s curriculum
development?
82
Curriculum Development
Curriculum refers to the specific blueprint for
learning and is derived from content and
performance standards.
- Grant Wiggins and Jay McTighe
83
Curriculum Development
• The curriculum should focus on powerful
knowledge.
• All students should experience a thinking
curriculum.
• The best results come from having an
aligned curriculum.
• - Peter Hill
84
Curriculum Development
Curriculum Mapping is a collaborative, dynamic process for
systematically aligning local content with the essential
elements of Pennsylvania’s Standards Aligned System.
Curriculum Mapping:
• Optimizes individual student achievement.
• Organizes course content into an easily accessed
online tool that informs teaching and learning.
• Serves as a means to communicate curriculum to
stakeholders.
85
Curriculum Development
• A Core Map is a document that reflects the
curriculum that all teachers are expected to
address during a course of study.
• Each teacher in the course receives the Core
Map.
• Although teachers may add to the Core Map,
they may not edit or remove parts of the Core.
86
Building Capacity
The standards are like the
building code. Architects
and builders must attend to
them but they are not the
purpose of their
design…the house to be
built or renovated is
designed to meet the needs
of the client in a functional
and pleasing manner-while
also meeting the building
code along the way.
(Wiggins and McTighe)
87
Curriculum Development
What components or items should we
consider when building or developing
curriculum?
88
School Code
Public education provides planned instruction to enable students to attain
academic standards under § 4.12. Planned instruction must consist of at
least the following elements:
(1) Objectives (i.e. competencies) of a planned course, instructional unit or
interdisciplinary studies to be achieved by all students.
(2) Content, including materials and activities, and estimated instructional
time to be devoted to achieving the academic standards. Courses,
instructional units or interdisciplinary studies of varying lengths of time may
be taught.
(3) The relationship between the objectives of a planned course,
instructional unit or interdisciplinary studies and academic standards
specified under § 4.12 and any additional academic standards as
determined by the school entity.
(4) Procedures for measurement of the objectives of a planned course,
instructional unit or interdisciplinary studies.
89
Next Steps
• Does your current local curriculum meet all
the requirement of Chapter 4 in the areas of
curriculum and planned instruction?
• What components are missing?
90
Next Steps
What are some tools necessary for curriculum
development?
•PA Common Core Standards*
•Assessment Anchors and Eligible Content*
•Curriculum Frameworks*
•Emphasis Guides*
•PA Common Core Crosswalks*
•Local Resources and Assessments
•Mapping Tool
•Other
*SAS  Standards  Common Core
91
SAS Component Frameworks
Learning
Progressions
Unit Plans
A segment of the
learning progression
focused on a critical
topic or theme
necessary for success
within a course/grade
level. Each unit
includes samples of
sequenced lesson
plans.
Lesson Plans
A written guide that
specifically outlines
the intended learning
outcomes. It provides
clear learning
objectives,
instructional
procedures,
strategies, resources
and materials, and
tools to assess
student progress.
Standards
Standards
Describe what students should
know and be able to do at the
end of a specific grade.
Subject:
Math = 2.
Content Strand:
Numbers, Number Systems,
and Number Relationships
=2.1.
Grade Level:
11 = 2.1.11.
Standard:
Model and compare values of
irrational and complex
numbers
= 2.1.11.A
Assessment
Anchors
Assess. Anchors
Describe what students should know
and be able to do at the end of a specific
grade. Ties standards to assessment
reporting.
e.g. M11.A.1: Demonstrate an
understanding of numbers, ways of rep.
numbers, relationships among numbers,
and number systems.
Anchor Descriptors
More specific descriptors that can be
used for instructional purposes. Both
they and the descriptors (which appear
one per page) are part of the Anchor.
e.g. M11.A.1.1: Represent and/or use
numbers in equivalent forms….
Curriculum
Framework
A set of declarative
statements of
enduring
understandings for
all students at all
grade/course levels.
Helps teachers identify how deeply
they need to cover an Anchor and/or
the range of the content they should
teach to best prepare their students
for the PSSA.
e.g. M11.A.1.1.1: Find the square root
of an integer to the nearest tenth using
either a calculator or estimation.
M11.A.1.1.2: Express numbers and/or
expressions using scientific notation.
M11.A.1.1.3: Simplify square roots.
They frame student
inquiry and promote
critical
thinking. They
should assist in
learning transfer.
Concepts
Describe what
students should
know, key
knowledge, as a
result of this
instruction, specific
to grade level.
Competencies
Eligible Content
Essential Qs
Big Ideas
Describe what
students should be
able to do, key skills,
as a result of this
instruction, specific to
grade level.
Vocabulary
TIER 3 vocabulary Key terminology
linked to the
standards, big Ideas,
concepts and
competencies in a
specific content area
and grade level.
Exemplars
Performance tasks that can be used
for assessment, instruction, or
professional development. They
provide educators with concrete
examples of assessing students'
understanding.
Materials & Resources
Resources for teaching- including: simulations, manipulatives, etc. Aligned, tagged, and quality controlled to optimize classroom utility
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Curriculum Framework
Essential Qs
Big Ideas
What strategies and models help us understand how to solve
multiplication and division problems and how multiplication and
division are related/connected?
Numbers, measures, expressions, equations, and inequalities can
represent mathematical situations and structures in many
equivalent forms.
Concepts
Multiplication and division of whole numbers and the relationship between operations
Vocabulary
Equivalent Forms
Multiple
Competencies
Develop an understanding of multiplication and division of whole numbers by building on knowledge of the
base ten system/operations and through the use of representations (e.g., equal-sized groups, arrays, area
models, equal "jumps" on number lines, successive subtraction, partitioning, and sharing) in order to
describe relationships, make estimations, and solve problems.
Standard
2.5.3.A: Develop a plan to analyze a problem identifying the information needed
to solve the problem… etc.
Anchor
Exemplars
Insects have 6 legs.
How many legs are on 3 insects?
How many legs are on 6 insects?
M.3.A.2: Understand the meaning of operations and the relationships between them.
Anchor Descriptor
M.3.A.2.1: Understand the meaning of operations and the relationships between
them.
Eligible Content
M.3.A.2.1.1
Represent multiplication as repeated
addition.
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Curriculum Mapping
http://www.pdesas.org/
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Next steps in Curriculum
• What do you need?
• How can the data reports help you?
• What are your immediate and long-term
goals?
• What is your timeline?
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3-2-1
• List 3 new learnings.
• List 2 next steps.
• List 1 question or concern.
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Any Questions?
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