Module 2:South Dakota Common Core

State Standards 101

Oelrichs School District

October 5, 2012

Welcome

Dr. Pam Langeplange@tie.net

TIE Development Coordinator

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.

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 to Vibrate

That’s Me …

When the trainer reads a statement, if it “describes” you, just up and say, “That’s Me”!

That’s Me …

I’m originally from SD.I have grandchildren.I love shoes.I am anxious to learn (more) about the CCSS.I love spinach.I would rather be golfing, at the beach, riding my bike, drinking a mojito, etc.I am ready to go to work.

Where are we????

• BLT “re-formed”• Set classroom expectations• Held data retreat

• Did you set goals from the retreat?• Worked with lesson planning template• What did I miss?Next steps:

• Integrating Common Core State Standards

Common Core: ELA/Math Standards

Locate copy of Common Core State Standards Document

Either flip charts, printed copy or online version

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

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

• Mathematical Content (this will be different at each grade

level)

CCSS Mathematics Standards

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8 Standards of 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

DomainCluster Heading

Content Standards Progression

ELA ANCHOR STANDARDS

College and Career Readiness Anchor Standards for Reading

ELA: Common Core Standards

Number assigned to Standard

StrandCode

Strand

Anchor Standard

RI.7.3

Grade

Standard

Exploring the Standards

Common Core State Standards – English Language ArtsGrade

Level(s)Literature Informational

TextFoundational

SkillsWriting 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

Exploring the Standards

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

Exploring the Standards

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

• the CC domain/strand that you choose (1 per group)

• a piece of chart paper

Disaggregated Template

Disaggregating the Standard

At your table:• Determine content area to work with

(ELA or Math)

• Determine which grade level you will work with

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

Disaggregating the Standard

• We will model the process

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

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

Modeling the Process

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

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Modeling the Process: Math

Discussion Points:• Find previous year standard (if applicable)• Find following year standard (if applicable)• Quality will be defined by the Peer Review document

Modeling the Process: ELA

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

6.RI.6

Your Turn: Standard

Work Time

Modeling the Process

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

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Modeling the Process

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

I can add and subtract numbers to 999 in many ways using a plan that makes sense to me.

Modeling the Process

Discussion Points:• This is writing the standard 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

Modeling the Process

Modeling the Process

Practice Identifying KUD Statements

KUD Card Sort

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

• Write a K, U or D inside the box of 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

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.

Modeling the Process

• Expanded notation• Commutative property of

addition• Associative property of

addition

Modeling the Process

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.”

Modeling the Process

• Students will construct expanded notation for numbers up to 1000.

• Students will prove/explain answers using manipulatives.

• Students will apply place value to solve mental math problems.

Modeling the Process

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.

Modeling the Process

I want students to understand that• Strategies and algorithms are the

processes to add/subtract within 100.

• The value of a digit determines its place value position.

• Adding and subtracting can be used to solve each other.

Modeling the Process

Your Turn: UNDERSTAND

Work Time

KUD Card Sort

• What changes need to be made to your original card sort?

Modeling the Process

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

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Modeling the Process

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

Fluently – easily, flexibly, and accurately Within – without exceedingStrategies – ways to solve the problemAddend – A number which is involved in addition.Algorithms – a process or procedures used to solve mathematical problems

Modeling the Process

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

Your Turn: Key Vocabulary

Work Time

Modeling the Process

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.

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Modeling the Process

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. • Quality Indicators are defined on the Peer Review document.

To be able to use mental addition and subtraction when making buying items.To be able to check to make sure I received the correct change.

Modeling the Process

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.

Your Turn: Relevance

Work Time

Disaggregating the Standard

On chart paper list:• Standard – write out your

standard • KUD statements

Making Connections

Exploring the Standards

http://sdccteachers.k12.sd.us

Exploring the Standards

Exploring the Standards

• Individually, pairs, groups, grade levels (any of the above) select a strand/domain– 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

Exploring the Standards

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?

Integrating into Lesson Planning

How will:• student-friendly language help in developing

lessons?

• you utilize KUD statements in developing lessons?

Please Chart Answers

KUD Coverage

Theme Activity

KUD Coverage

Which KUDs align with this lesson?

KUD Coverage

Which KUDs align with this lesson?

Work Time

Work Time

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 (for MC)

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 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)

Work Time

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

Webb Revisited

With table team, select one learning activity and differentiate the activity to reflect each Webb Level

• You can use an activity from one you brought or one from the activities from worksheet

Chart by Webb Level

Reflection

What did you learn about your lesson from this process.

Be ready to share

Assessments

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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.

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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

Target Match Method

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Directions:• Using the assessment descriptions,

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

Target Method Match

Let’s Examine an Assessment

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/