1.Planning and Preparation
2.Classroom Environment
3.Instruction
4.Professional Responsibilities
Secondary Common
Core Team Training
Summer, 2013
Let’s “grapple”!
2. Classroom Environment
1.
Create a “Name Tent” – fold
large, colored card. Write
your name with a marker.
School, Grade
Level, and
What You
Hope to Learn
2.
FOLD
3.
NAME
“Implementation!”
Learning Goals:
 Unpack
Common Core Standards using the
KUD (Know-Understand-Do) method.
 Identify the components of “rigor” and a
Common Core lesson.
 Locate resources on the Okaloosa County
Common Core Website applicable to a
specific grade level or content area.
Success Criteria:
With your Common Core Team, develop an
action plan regarding implementation of
unpacking Common Core Standards.
We’d appreciate it if:
 There
are no “Hogs and Logs”
 Respect all opinions
 Cell phones silenced
Can you relate???
Everyone needs a superhero!
You are OUR superheroes!
There’s been a whole lot of
learning going on!
Math
Representatives
Will Be Meeting In
The Dining Room
3. Instruction
What is Rigor? (using a
Double Entry Journal)
On your Double Entry Journal,
consider a personal experience
that was “rigorous” and put that
experience on the left side in the
top box.
2. On the right side, think of the
experience. What MADE that
experience rigorous?
1.
2. Classroom Environment
3. Instruction
Waiting for Superman
After watching the video,
consider one fact or quote
that you found interesting.
Write that fact or quote on the
Double Entry Journal in the
second box. On the right
side, explain what that fact or
quote tells you about rigor.
1.
2.
3. Instruction
A Few Interesting Facts
Please stand.
2. Classroom Environment
3. Instruction
“Rethinking College
Readiness” by David Conley
Step One – Chunking the Text
2. Step Two – From your text, list
a few facts or quotes in the
third box that seem
“Chunking!”
interesting.
3. Step Three - On the right side,
explain what that fact or
quote tells you about rigor.
1.
What Does It Mean?
College Readiness
2. Classroom Environment
3. Instruction
What Does It Mean?
College Readiness
The level of preparation in
ELA/Math necessary to enroll and
succeed without remediation for
an Associate’s or Bachelor’s
“No
Degree
remediation!”
-David Conley
Director for Educational Policy Research
University of Oregon
What does it mean to be “rigorous”?

It is helpful to remember what rigor is not:
Rigor is not a special program or curriculum for select
students. We are not talking about students that are part
of programs for the gifted. Nor are we discussing
students in special magnet schools. Rigor is for ordinary
students attending traditional public schools.



Rigor is not about severity or hardship. Rigorous
classrooms are both warm and challenging.
Finally—and most important—rigor is not a measure of
the quantity of content to be covered (endless
repetition of chemical formulas or lists of vocabulary
words). Rather, rigor is a measure of that content's
quality.
“Rigor!”
What does it mean to be “rigorous”?
Watch the movie clip from “Lean on Me” and write
down what you notice about the teacher’s
presentation related to:
1. rigorous content
2. cognitive engagement with
support
3. high expectation instruction
4. assessment and
demonstration of learning

http://www.youtube.com/watch?v=McDo9efGmys
2. Classroom Environment
3. Instruction
Definition of “RIGOR”
1.Instruction
Claim: When looking for the elements of rigor, there
must be a presence of ___________________________,
___________________________, and
___________________________.
Support:
Evidence:
“Synthesis!”
Plan learning
experiences
and
instruction
Determine
acceptable
evidence
Identify desired
results
1a, 1c, 1e, 1f
How does Backward Design Facilitate a
Common Core Instructional Sequence?
Establish
Goals Based
on
Unpacked
Standards
Create
Essential
Questions
Based on
Standards
1a, 1b, 1c, 1e, 1f, 3c, 3d
Create
Assessments
Based on
Standards
Check to
Ensure
Assessments
Align with
Standards
Create
Learning
Plan Aligned
to Standards
Students
Take
Assessment
Based on
Standards
1a, 1c, 1e
Why “unpack”???
Standards require a close read
and analyze for meaning
Standards are rarely taught in
isolation
Not all standards are equal in
rigor
1a, 1c, 1e, 1f
KUD… What??
K.U.D.!
K- Know
U- Understand
D- Do
1a, 1c, 1e, 1f
“Real life” KUD
How do you know a child is ready to ride a
bicycle without training wheels?
Know




Handlebars
Pedal(ing)
Break(ing)
Steer(ing)
Do
Understand

Both hands must
be kept on the
handlebars in
order to steer the
bicycle

Uses the
handlebars to
steer the bicycle
in a logical
direction
Now You Try!
“Real life” KUD
How do you know a teenager is
ready to drive a car alone?
Know
Understand
Do
What is the Difference Between
Know, Understand, and Do?
Know
•
•
•
•
•
Facts
Vocabulary
Definitions
Dates
Places
Understand
•
•
•
•
•
•
•
1a, 1c, 1e, 1f
I want students to
understand that…
Essential truths give
meaning to topic
Purposeful
Has transfer power
Allows students to
investigate content
on a variety of
levels
Enduring value
Requires
“uncoverage”
Do
•
•
•
•
Start with a verb
NOT the whole
activity
Thinking skills
Final outcome
based on the
standard, NOT an
activity
Students should
grapple with the
“UNDERSTAND”
goals and how they
apply to the
“KNOW” goals
KUD Template
1a, 1c, 1e, 1f
Understand
Sort
KUD SORT Answers
1a, 1c, 1e, 1f
PRIORITY STANDARDS
Reading Informational Text
8
4
PRIORITY STANDARDS
“Always” in “All Ways”
Reading – Literary and Informational
1 – cite textual evidence/draw inferences
4 – determine meanings of words and phrases
Writing
4 – clear and consistent writing
5 – writing process
9 – draw evidence to support
10 – range of writing
Speaking and Listening
1 – prepare and participate
School Teams KUD
Standards
“Knowing” the steps comes before “Understanding” the outcome
Edge’s
Computer Lab
Explore Common
Core web resources
to support classroom
instruction and lesson
design
Training Room
Explore components
of a Common Core
lesson








Real World
Balance of Text
Multiple Sources
Close reading
Vocabulary study
Writing with
evidence
Purposeful
discussion
Students encounter
complex text with
appropriate scaffold
and support
1a, 1b, 1c, 1d, 1e, 1f
Components
of a Common
Core Lesson
or
Instructional
Sequence
What Instruction is Needed Before
Students are Ready for an RST?
As a team….
1.
2.
Analyze the middle school and/or high school RST task
provided.
Using the instructional materials provided and your
knowledge of the components of a Common Core lesson,
develop a plan to get students ready to tackle this RST.
*What types of lessons using the materials provided
would be needed?
*How would you construct close read lessons using
these materials so they begin to “think like a
scientist”?
*What anchor charts/graphic organizers might
needed?
1a, 1b, 1c, 1d, 1e, 1f
Research Simulation Task (RST)
VOTE YES!
VOTE NO!
1a, 1b, 1c, 1d, 1e, 1f
Research Simulation Task (RST)
1a, 1b, 1c, 1d, 1e, 1f
RST Debrief
 Partner
up with another Common Core
Team.
 Share your learning tasks.
 Provide specific feedback on lessons.
1a, 1b, 1c, 1d, 1e, 1f, 4a
CCSS Website
Sum It Up and
Strategize
As a School Team…
-Debrief on your individual “take-aways”
from today
-Strategize on next steps needed
-Complete School Reflection Pass
4d