READY, SET…READY, SET…READY, SET…LAUNCH
Mission Statement: The CCSS 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. (www.corestandards.org)
L earn, laugh, lunch
A ctive participation
U se respectful interchanges
N ew ideas to be explored
C ell phones stowed away
H alt sidebars and have a fun,
productive day
Today’s Learning Targets:
· To develop common language and shared
understanding of the Common Core State
Standard (CCSS) documents.
· To learn to navigate the CCSS template
(disaggregating, or unpacking tool).
Mission:
Building a community of
lifelong learners, one student
at a time.
Vision:
Rapid City Area Schools
Staff
District Direction
All Rapid City Area School
students will achieve to their
full potential.
Guaranteed, Viable, Relevant Curriculum
(Common Core State Standards)
Comprehensive
System of
Assessment
All Students
Learning At
High Levels
Instructional Practices




Balanced Literacy
Inquiry Mathematics
Technology Literacy
Diverse Opportunities for
Learning Success
Four critical questions will drive our work in order to ensure that all students learn at high levels:
1.
2.
3.
4.
What do we want students to learn?
How will we know if our students are learning?
How will we respond when students do not learn?
How will we enrich and extend the learning for students who are proficient?
RCAS Elementary Literacy
Understand the framework and format.
Develop common language.
Develop an understanding of the actual
standards. (Unpacking or Disaggregating)
Connect the standards to teaching practices and
student learning behaviors.
(Teaching, Learning, Assessment)
Develop a systematic plan for “chunking” the
standards into manageable pieces.
(Mapping, Pacing, Guaranteed Curriculum)
Portrait of Students who meet the standards
Pg. 7
Independent
Comprehend and critique
Strong content knowledge
Value evidence
Respond to varying demands
Use technology and digital media
Understand other perspectives and cultures
Capabilities
College and Career Readiness (CCR)
Anchor Standards
Pg. 10
4 Strands: Reading, Writing,
Speaking and Listening, Language
Reading Anchor
Standards
Pg. 10
Informational
Text
RI
Literature
RL
Key Ideas and
Details
Craft and
Structure
Integration of
Knowledge and
Skills
Range of
Reading and
Text Complexity
Reading
Standards for
Literature and
Informational Text
Foundational
Skills K- 1
Standards 1-4
1.Print Concepts
K-1
2. Phonological
Awareness K-1
Foundational
Skills 2-5
Standards 3-4
3. Phonics and
Word Recognition
4.Fluency
1. Understand the code: RL, RI, RF, W, SL, L
R.CCR.2 (Reading. CCReadiness Anchor Standard 2)
RL.3.2 (Reading Literature.3rd Grade.2nd Standard)
1.
2.
3.
4.
Choose a standard.
Write it in the template box.
Write the anchor standard that grounds it.
Write the correlating standard for the grade level
below and above.
5. Discuss the relevance and application of this
standard to real life.
6. Tables signal when finished. Prizes for efficiency.
Highlight verbs and “big nouns” or concepts in the standard.
KNOW and UNDERSTAND: Determine the amount of
cognitive load placed on the learner. (You might craft some
simple learning targets here.) Use resources to help…Webb
leveling and Bloom’s Taxonomy.
DO: How might a student demonstrate knowledge or
understanding for this target? Write ideas or craft simple
criteria for success statements.
Identify any key vocabulary that supports this standard.
Application and Synthesis
How might I teach this standard?
What instructional strategies would support student
learning in this area?
What resources do I have available to help me with
lesson planning?
When will I teach this standard?
How will I calibrate my lessons and assessments
to my teammates and district grade level?
Building a
Reading Life
Sept.
Following Characters
Into Meaning
Narrative Standards
Oct. Nov. Dec.
RCAS
RCAS Reading
Reading
Workshop
Workshop
Units
Units
Navigating
Nonfiction
Informational Standards
Jan. Feb. Mar
Going Deeper with
Complex Texts
Apr. May
Unit I
Building a
Reading
Life
Unit Focus
Standards
RL2
RI2
Power
Standards
RL10, RI10
TRL
RF4 Fluency
Unit Targets
District Targets
Stamina
Routines & Habits
Engagement
Reading Volume
Retell
Summarize
Main Idea
Determining
Importance
Details
Unit II Following Characters into Meaning
Unit Focus
Standards
RL
1, 3, 5, 6, 7, 9
District Targets
Personal Response
Using Text Evidence
Empathizing with
Characters
Making Connections
Power
Standards
RL10, RI10
TRL
RF4 Fluency
Unit Targets
Questioning
Predicting
Inferring
Compare and
Contrast
Point of View
Unit III Navigating Nonfiction
Unit Focus
Standards
RI 1, 3, 4, 5, 6,
7, 8, 9
District Targets
Inquiry
Research
Using Multiple
Resources
Critical Reading
Power
Standards
RL10, RI10
TRL
RF4 Fluency
Unit Targets
Summarizing
Synthesis
Determining
Importance
Text Features
Text Structures
Unit IV Going Deeper with Complex Texts
Unit Focus
Standards
RL 4, 7, 9
RI 6, 7, 8, 9
District Targets
Supporting your
thinking with
evidence
Differing
perspectives
Power
Standards
RL10, RI10
TRL
RF4 Fluency
Unit Targets
Synthesis
Reasoning
Cause /Effect
Infer Meaning
• “I can lead in my classroom by taking the standards from
paper to practice.”
• “I can lead in my grade level team by exploring, discussing, and
creating in a collaborative way.”
• “I can lead in my school by sharing ideas and supporting my
principal’s efforts in moving our school forward toward full
implementation of the CCSS.”
• “I can lead in our school district by working with cross-district
teams, communicating with my literacy leader, and sharing
ideas.
1. A Greater Pool of Resources
“When yesterday you might have shared your lesson across
the hall, under the CCSS you’ll be able to share lessons
with teachers across the country” (Kendall, 2011).
2. Increased Collegiality
“A shared language is the essential first step for
communication” (DuFour & Eaker, 1998; Kohm & Nance, 2009).
The Common Core will provide great opportunity for an
unprecedented level of discourse.
3. Increased Professionalism
One hallmark of a profession is mastery of a body of
knowledge.
In education, the greater the challenge is for students,
the more crucial it is that teachers have both a mastery of
content and an understanding of teaching and learning.
Understanding Common Core Standards
by John Kendall
RCAS Elementary Literacy