Module 2: South Dakota Common Core State Standards 101 6-12 ELA - Math

Module 2:South Dakota Common Core

State Standards 101

6-12 ELA - Math

Rapid City,June 4-5

Welcome

Dr. Scott Simpson

[email protected]

http://dsimpson.tie.wikispaces.net/

mailto:[email protected]

http://dsimpson.tie.wikispaces.net/

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.

Norms Revisited

Listen with Engagement

Honor Each Other’s Thinking

Honor Private Think Time

Everyone has a Voice

Be Respectful of all Comments

Participation is Expected

Limit Side Conversation

Take Care of Your Needs

Turn Cell Phones Off or Vibrate

Guided Visualization

Make yourself comfortable, relax, close your eyes if you are comfortable with that…

http://youtu.be/A8FCPTytoXk

Fun Factory Video




Parker Palmer discussion• How might classroom practices “empty” students of

their selfhood and inner authority?

• What kinds of practices could help remind students of their own identity and integrity?

• What “institutional demands” drown out individuals’ capacity to be attentive to their own inner voice of integrity?

• How can we insure that every person (student or teacher) has a Being celebrated ahead of whatever it is we expect them to be Doing?

Play Doh Factory

• How do we honor the self our students bring AND honor the standards-based template we are now called upon to administer?

• What key ideas can help us to deal with students and standards without taking a “Play Doh Factory” approach?

DOE Modules

Module 3 – ELA: Focus on Informational Text and Career

Readiness Standards

Module 3 – Math: 8 Standards of Mathematical Practices 202

Module 4: Curriculum Curation

Module 5: Higher Order Instructional Practices

Module 6: Assessing Higher Order Instructional Practices

Common Core: ELA and Math Standards

Locate copy of Common Core State Standards Document

Either printed copy or online version

http://doe.sd.gov/octe/commoncoreStandards.asp



ANCHOR STANDARDS

College and Career Readiness Anchor Standards for Reading

How to read a Common Core Standards

StrandCode

StrandGrade

How to read a Common Core Standards

Anchor Standard

Standard

How to read Common Core Standards

Number assigned to Standard

StrandCode

Strand

Anchor Standard

7.RI.3

Grade

Standard

Reading Competencies

17

Two Types of Standards• 8 Standards of Mathematical Practice (recurring throughout the grades)

• Mathematical Content (this will be different at each grade level)

Mathematics Standards

18

Standards for 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.

Math: Common Core Standards

FOOTNOTES

Standards within theCluster

Domain

Cluster Headings

Number assigned to Standard 8.F.3

Exploring the StandardsCommon Core State Standards – English Language Arts

Grade Level(s)

Literature Informational Text

Foundational Skills

Writing Speaking and

Listening

Language Total

K 10 10 17 7 8 21 731 10 10 19 7 9 27 822 10 10 11 7 9 25 723 10 10 9 21 10 31 914 9 10 6 25 10 26 865 9 10 6 25 10 24 846 9 10 - 28 10 22 797 9 10 - 28 10 19 768 9 10 - 28 10 21 789-10 9 10 - 28 10 18 7511-12 9 10 - 28 10 17 74


Common Core State Standards – K-5 MathGrade

Level(s)Counting

and Cardinality

Operations & Algebraic Thinking

Number & Operations in

Base Ten

Number & Operations in Fractions

Measurement & Data

Geometry Totals

K 10 5 1 - 3 6 251 - 8 9 - 4 3 242 - 4 11 - 10 3 283 - 9 3 9 14 2 374 - 5 6 14 9 3 375 - 3 9 14 10 4 40

Exploring the StandardsCommon Core State Standards – 6-8 Math

Grade Level(s)

Ratio & Proportional Relationships

Number System

Expressions & Equations

Geometry Statistics & Probability

Functions Totals

6 7 15 12 4 9 - 477 7 11 6 6 13 - 438 - 2 13 12 4 5 36

Common Core State Standards – High School Math

Number & Quantity 32Algebra 34Functions 45Modeling Integrated throughout all strandsGeometry 45Statistics & Probability 36


Common Core State Standards – Literacy Standards to Emphasize in History, Science, Social Studies, Technical Subjects, and Interdisciplinary Writing

Grade Bands History/Social Studies

Science and Technology

Interdisciplinary Writing

Totals

6-8 10 10 20 40

9-10 10 10 20 40

11-12 10 10 19 39

Disaggregating the Standard

You will need:• the Disaggregating Template

• a piece of chart paper

Disaggregated Template


At your table:• Determine which grade level you will

work with

• Within that grade level, determine which “essential” standard you want to disaggregate


• We will model the process

• Your table will complete each section of template as we move through the process– Person with the closest birthday is the leader

• When all sections are completed, you will post your KUD statements on chart paper

Modeling the Process: ELA

Discussion Points:• How to find previous year standard (if applicable)• How to find following year standard (if applicable)

Modeling the Process

Discussion Points:• How to find previous year standard (if applicable)• How to find following year standard (if applicable)

Modeling the Process: ELA

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)

6.RI.6

http://sdccteachers.k12.sd.us/



Modeling the Process: Math

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


Discussion Points:• This is writing the standard in student friendly language• Write an “I can” statement


Discussion Points:• This is writing the standard in student friendly language• Write an “I can” statement

35


Discussion Points:• Write the statement in student friendly language• Write an “I can” statement

Your Turn: Student Friendly Language

Work time


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

Practice Identifying KUD Statements

KUD Activity

• Determine whether each statement is a Know, Understand or Do.

• Write a K, U or D next to 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

Dissecting Standards into KUD

• Standard: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.

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.



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.”



Your Turn: DO

Work time

• 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.

Developing Statement of Understanding

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.



Your Turn: UNDERSTAND

Work time

Completed KUD

Completed KUD

KUD Activity

• What changes, if any, need to be made to your original selections?


Discussion Points :• Key vocabulary needed to know/understand to work with the standard• List key vocabulary; not necessarily defined at this point


Discussion Points :• Key vocabulary teachers need to know/understand to work with the standard• List key vocabulary; not necessarily defined at this point

63


Discussion Points :• Key vocabulary know/understand to work with the standard• List key vocabulary from the standard

Your Turn: Key Vocabulary

Work time


Discussion Points:• How might the grade level expectation be applied at home, on the job or in a real-

world, 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.



world, 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.

67



world, 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.

Your Turn: Relevance

Work time


Discussion Points:• As you are developing, pay attention to your practices.• When developing Know, Understand, Do think about how these can be applied.

Reading Competencies:Demonstrate independence.Build strong content knowledge.Respond to the varying demands of audience, task, purpose and discipline.

Comprehend as well as critique.Value evidence.Use technology and digital media strategically and capably.Come to understand other perspectives and cultures.


On chart paper list:• Standard• KUD statements

Making Connections


http://sdccteachers.k12.sd.us

Exploring the StandardsCommon Core State Standards – English Language Arts

Grade Level(s)

Literature Informational Text

Foundational Skills

Writing Speaking and

Listening

Language Total

K 10 10 17 7 8 21 731 10 10 19 7 9 27 822 10 10 11 7 9 25 723 10 10 9 21 10 31 914 9 10 6 25 10 26 865 9 10 6 25 10 24 846 9 10 - 28 10 22 797 9 10 - 28 10 19 768 9 10 - 28 10 21 789-10 9 10 - 28 10 18 7511-12 9 10 - 28 10 17 74


Common Core State Standards – K-5 MathGrade

Level(s)Counting

and Cardinality

Operations & Algebraic Thinking

Number & Operations in

Base Ten

Number & Operations in Fractions

Measurement & Data

Geometry Totals

K 10 5 1 - 3 6 251 - 8 9 - 4 3 242 - 4 11 - 10 3 283 - 9 3 9 14 2 374 - 5 6 14 9 3 375 - 3 9 14 10 4 40

Exploring the StandardsCommon Core State Standards – 6-8 Math

Grade Level(s)

Ratio & Proportional Relationships

Number System

Expressions & Equations

Geometry Statistics & Probability

Functions Totals

6 7 15 12 4 9 - 477 7 11 6 6 13 - 438 - 2 13 12 4 5 36

Common Core State Standards – High School Math

Number & Quantity 32Algebra 34Functions 45Modeling Integrated throughout all strandsGeometry 45Statistics & Probability 36


Common Core State Standards – Literacy Standards to Emphasize in History, Science, Social Studies, Technical Subjects, and Interdisciplinary Writing

Grade Bands History/Social Studies

Science and Technology

Interdisciplinary Writing

Totals

6-8 10 10 20 40

9-10 10 10 20 40

11-12 10 10 19 39


• Individually, select a strand/domain and grade level– Your table can 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



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 idea you are still confused about from today?

See you tomorrow9:00 a.m.

Day Two – CCSS Module 2

http://youtu.be/SdgVNSS-tz0

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

Listen with Engagement

Honor Each Other’s Thinking

Honor Private Think Time

Everyone has a Voice

Be Respectful of all Comments

Participation is Expected

Limit Side Conversation

Take Care of Your Needs

Turn Cell Phones Off or Vibrate

Hunt Institute Common Core Videos

http://www.youtube.com/user/TheHuntInstitute

http://www.youtube.com/user/TheHuntInstitute

What is the ONE idea you are still confused about from yesterday?

What we learned …

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

Steps 1

Series of Lessons

Step 1

Utilize http://sdccteachers.k12.sd.us

As a team, complete Step 1 for both sets of lessons

Lesson Descriptions

Lesson Descriptions

Your Turn

Lesson Descriptions1. With which

standard do the series of lessons align?

7EE3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

2. Why would you use this series of lessons?

The lessons allow students an opportunity to experience a variety of different types of problems involving simple calculations to more in-depth reasoning and solving real-life situations using rational integers. The final project provides engagement as it affects their personal life. All of the situations provided apply towards the final project.

3. What do you expect students to learn from this series of lessons?

Essentially students have learned the process of calculating numbers in any form in previous standards. This series of lessons allow students to apply what they have already learned in a real-life situation and determine the reasonableness of their answer. Students will learn more about how the National Debt is determined and it impacts their life.

Step 1

Utilize http://sdccteachers.k12.sd.us

As a team, complete Step 1 for both sets of lessons

Your Turn

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 (ELA)

At this time, the person presenting the lesson is

the only person recording on their template.

KUD Coverage (ELA)

Which KUDs align with this lesson?

KUD Coverage (ELA)

Theme Activity


KUD Coverage (ELA)

Lesson Descriptions (Math)Description of series

of lessons, with assignments and assessments (if

applicable).

Pre-assessment determining level of understanding for calculating problems using rational integers. Pre-assessment will include real-life problems as well as computational problems.

In cooperative groups, students will solve a problem determining the best cell phone plan.

Using dry-erase boards, students will be presented a problem to solve mentally and record the solution.

A series of interactive problems on-line and through software programs requiring calculations using rational integers in all forms; properties of operations; and conversions between forms of numbers.

Variety of real-life problems that necessitate solving using positive and negative rational numbers in determining costs. (i.e., sales tax, sale items, cost of living increase/decrease, mortgage rates, etc.)

Researching costs of credit card plans. Solving a late-payment situation with a given credit card plan.

Gathering and applying information and data regarding the national debt including studying and creating budgets and graphs.

Interactive game, “Where Does Your Money Go?” (Estimating percentage of Federal Budget spent on various departments.)

Interactive site, “How Does Government Affect Me?” Final assessment: Project – How does the National Debt Affect My Life?

(Project will include creating a personal budget and determining the impact of the National Debt on that budget.)

KUD Coverage (Math)

At this time, the person presenting the lesson is

the only person recording on their template.

http://sdccteachers.k12.sd.us/home



Lesson Number/Description

Know I want students to understand that … (These will become your learning targets)

Do

1. Students work through real life problems involving interest on credit cards and interest charges relating to national debt.

PercentsDecimalsFractionsPositive rational numbersNegative rational numbers

I want students to understand the effect that interest charges have on real world situations such as credit cards, automobile purchases and the national debt.

Calculate percent increase or decrease of purchases , mortgage rates, and interest charges.

2. In cooperative groups, students will solve a problem determining the best cell phone plan.3. Using dry-erase boards, students will be presented a problem to solve mentally and record the solution


KUD Coverage (Math)

Real-life applicationsWinter Wonderland

Work Time

Reflection Questions

How did/can this process help discover how well the intent of the standard was

covered?

Break

Step 3

DOK/Webb Levels

Why Webb Leveling

SMARTER Balanced Assessment in 2015 will be based on Webb Leveling Computer generated test

Results available in two weeks 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

We have been a “Blooms” state Blooms Taxonomy describes the type of thinking

Webb Leveling• Depth of which we expect students to demonstrate

understanding of the content• Webb’s describes complexity of both the content and the

task required• Use, Acquire, Extend

DOK Article

Directions: Read DOK article 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 article.

• 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 Level Examples

List even numbers.

List odd numbers

Prove that this conjecture about number zero is true with all numbers

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)

Let’s practice first one together

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?

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 ones you brought or one from the activities from worksheet

Chart by Webb Level

Discussion

Whole Group Discussion

Reflection

What did you learn from this process?

What insights can you share?

Workshop Evaluation

Evaluation was emailed to you all.Please complete…

then, take a break!

Step 4

Assessment

131

Thinking About Assessment

80 percent of assessments given in classrooms are geared toward low-level

thinking.

Decisions about assessment happen about every three to four minutes.

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.

140

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.

It isn’t the method that determines whether the assessment

is summative or formative…

…it is how the results are used.

Target Method MatchAssessment Methods

Target Method Match

145

Directions:

• Locate the blank Target Method Match matrix in your handout!

Target Method Match

146

Directions:• Using the assessment descriptions,

determine:– Appropriate Assessment Method, and– Appropriate DOK Level– Place in appropriate box on blank sheet

Target Method Match

147

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?

Target Method Match

Let’s Examine an Assessment

Assessment Practices


Let’s Examine an Assessment

Websites for Math TasksInside Mathematicshttp://www.Insidemathematics.org

William McCallum: Illustrative Mathematics Projecthttp://illustrativemathematics.org/

SD Counts ESA 6/7 site with “Math Links”http://sdcounts.tie.wikispaces.net/home SD Counts ESA 3 sitehttp://sddial.k12.sd.usClick on Region 3 ESA; Click on the Grants tab; Click on SD Counts link NCTM Illuminations http://illuminations.nctm.org/

Progression framework sites:http://ime.math.arizona.edu/progressions/ http://commoncoretools.files.wordpress.com/2011/07/ccssatlas_2011_07_06_0956_p1p2.pdfhttp://www.nciea.org/publications/Math_LPF_KH11.pdf

Annenberg Foundationhttp://www.learner.org/ Enriching Mathematicshttp://www.nrich.maths.org

CCSS toolshttp://www.achievethecore.org/

Smarter Balanced Assessment Consortium http://www.smarterbalanced.org/

https://webmail.k12.sd.us/owa/redir.aspx?C=f8a7eb9e89034fceb25c439ac91755e9&URL=http://www.insidemathematics.org/

https://webmail.k12.sd.us/owa/redir.aspx?C=f8a7eb9e89034fceb25c439ac91755e9&URL=http://illustrativemathematics.org/

https://webmail.k12.sd.us/owa/redir.aspx?C=f8a7eb9e89034fceb25c439ac91755e9&URL=http://sdcounts.tie.wikispaces.net/home

https://webmail.k12.sd.us/owa/redir.aspx?C=f8a7eb9e89034fceb25c439ac91755e9&URL=http://sddial.k12.sd.us/esa/index.htm

https://webmail.k12.sd.us/owa/redir.aspx?C=f8a7eb9e89034fceb25c439ac91755e9&URL=http://illuminations.nctm.org/

https://webmail.k12.sd.us/owa/redir.aspx?C=f8a7eb9e89034fceb25c439ac91755e9&URL=http://ime.math.arizona.edu/progressions/

http://commoncoretools.files.wordpress.com/2011/07/ccssatlas_2011_07_06_0956_p1p2.pdf

http://commoncoretools.files.wordpress.com/2011/07/ccssatlas_2011_07_06_0956_p1p2.pdf

http://www.nciea.org/publications/Math_LPF_KH11.pdf

http://www.nciea.org/publications/Math_LPF_KH11.pdf

http://www.learner.org/

http://www.nrich.maths.org/

https://webmail.k12.sd.us/owa/redir.aspx?C=f8a7eb9e89034fceb25c439ac91755e9&URL=http://www.achievethecore.org/

https://webmail.k12.sd.us/owa/redir.aspx?C=f8a7eb9e89034fceb25c439ac91755e9&URL=http://www.smarterbalanced.org/


Locate Assessment Practices Handout

154

• 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.


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.

Common Core Blues

Thanks to High School ELA

http://youtu.be/SdgVNSS-tz0

Documents

Module 2: South Dakota Common Core State Standards 101 6-12 ELA - Math