BUILDING AWARENESS
OF THE COMMON CORE
Aug. 29
PRE-VIEWING
 Teaching Channel videos showcase schools that have been piloting
Common Core State Standards
 Elementary
 http://tinyurl.com/cxmezjs
 Middle
 http://tinyurl.com/cjz49kv
 High
 http://tinyurl.com/d5mt363
POINTS TO CONSIDER
As you think about the closing of one school year
and begin the transformation into another, file away
just one number:
65 percent
…..
…..fully 65 percent of today’s grade-school kids may end up
doing work that hasn’t been invented yet.
THINK ABOUT IT….
Think back
50 years…. could
educators then have predicted the
worldwide impact of the Internet, which emerged
globally in 1994, or the mobile phone?
These technologies have not just become tools of
learning, but networking and knowledge sharing, as
well as innovation and entrepreneurship….
From 60’s television to today's tools
Remember the Star Trek Communicator…..
…and now today we have the Smart Phone
“The illiterate of the 21st century will not be
those who cannot read and write, but those
who cannot learn, unlearn, and relearn.”
--Alvin Toffler
BEYOND THE BUBBLE TESTS: THE NEXT
GENERATION OF ASSESSMENTS
“I am convinced that this new generation of
state assessments will be an absolute gamechanger in public education.”
--Education Secretary Arne Duncan
September 2, 2010
AGENDA
 Overview Objectives
 CCSS vs. NGSSS
 CCSS Assessment examples
 Crosswalk Activity
 High Impact Anchor Literacy Strategies
 Process time
 Extended learning options
 Exit slip
OBJECTIVES
Teachers will be able to:
increase their Knowledge of Content and Pedagogy
(VSET 1A).
locate the Common Core State Standards that apply
to their courses.
compare the level of rigor required by the CCSS
with the level of rigor currently expected of
students.
OBJECTIVES
Teachers will be able to:
 determine which of the CCSS they currently teach and at
what level.
 understand that the CCSS do not just require new standards
to be taught, but they also require teaching that requires
students to think more deeply and at higher levels.
 apply the high impact anchor literacy strategy in their
classrooms.
 participate in the extended learning options
of their choice.
TRANSITIONS TO
COMMON CORE STATE STANDARDS
NGSSS
 Standards-based instruction
 Test item specifications guide
development of curriculum maps
 Focus mini-assessments aligned to
CCSS
 Standards-based instruction facilitated by
learning goals
 Big ideas and learning goals guide the
development of curriculum maps
individual benchmarks and used to  Learning progressions or scales
describe expectations for student
monitor student progress
progress in attaining the learning goals
 Teaching benchmarks in isolation
results in long lists of tasks to master Assessments used to monitor student
progress are aligned directly to the
learning progressions or scales
 Teaching big ideas narrows the focus and
allows students to delve deeper for a
greater depth of understanding
11
CCSS AND PARCC
ASSESSMENT EXAMPLES
ELEMENTARY PARCC
ASSESSMENT EXAMPLES
MIDDLE SCHOOL PARCC
ASSESSMENT EXAMPLES
HIGH SCHOOL PARCC
ASSESSMENT EXAMPLES
COMMON CORE STATE STANDARDS
Where to Locate CCSS: www.corestandards.org
English
Pdf
Website
Math
Pdf
Website
All Other Subjects
For Social Studies, Science, Technical Subject
Areas, and All Others
COMMON CORE STATE STANDARDS
There’s an App for That!
Name: Common Core App
Download Info—click on button below
Available for iPhone and Android
Common Core
App
FLORIDA’S COMMON CORE STATE
STANDARDS IMPLEMENTATION TIMELINE
ANCHOR LITERACY STANDARDS
College and Career Readiness Anchor
Standards
Required of all subject
areas in K-12
Reading and Writing
CROSSWALK ACTIVITY
 Instructions
 Break into homogeneous teams
 End with group debrief
CLASSROOM CONNECTION
 District focus comes from high-impact anchor literacy strategies offered
at state CCSS by Just Read Florida
 One Anchor Literacy Strategy will be incorporated into each
professional development day
 Expectation is to use the highlighted strategy at least once each week
between sessions
THIS SESSION’S STRATEGY
Make close reading and rereading
of texts central to lessons.
 What does this mean?
 What does this mean
for my content area?
WHAT IS CLOSE READING?
What good readers do to get the
most meaning from complex text
A process that entails reading and
rereading multiple times, each time
with a different purpose and focus
Micro-reading: the attentive reading
of a text
A finely detailed, very specific
examination of a text.
WHAT IS CLOSE READING?
May require breaking text into smaller segments
for some students
Short text: use entire text for a close read
Longer text: select specific text segments for a
close read; then, relate those segments to the
whole work
CLOSE READING HELPS STUDENTS TO:
Understand the purpose in reading
See ideas in a text as being interconnected
Look for and understand systems of meaning
Engage in a text while reading
Get beyond “surface” reading or skimming
Formulate questions and seek answers to the questions
while reading
VIDEO
CLOSE READING
AND RE-READING
 Thinking Tools
REFLECTING ON NEW KNOWLEDGE
4A ON 1A
What have you learned today about CCSS and
NGSS?
About the level of assessments?
About the level of rigor and depth expected?
About which items you already do well, need to
teach more deeply, and need to incorporate into
your teaching?
About how you will incorporate this
month’s anchor literacy strategy?
EXTENDED LEARNING OPTIONS
 Resources/Tools
 PD360 Videos
 Quick Tips
 VIMS Newsletter
 Webinars
 Increase understanding of Standards-Referenced Grading
and how to use Pinnacle Instruction
 Action Research Project Option (can be connected to PGP)
 ALL Extended Learning Options can be used as action steps
for your PGP, no matter which component you choose to
focus on
EXIT SLIP
 How can you incorporate this session’s literacy strategy in your
classroom next week?
 Which extended learning option sounds most intriguing to you?
 Respond to these questions on Edmodo