Unpacking Revised ajedits - Yola

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Unpacking and Transla/ng the Standards

Dr. Ann Johnson [email protected]

** (c) copyright 2011 -‐ Ann Johnson, all rights reserved

1.  h@p://annjohnson.yolasite.com

2.  h@p://curriculum21.com

3.  h@p://typewith.me/CHLfvVNxF0

Where is Your Faculty?

 Background on CCSS

 Curriculum Mapping

 Culture of CollaboraTon

Our Essen=al Ques=ons

•  How can we design curriculum to prepare our learners for their future?

•  How can we integrate the Common Core Standards into our local school curriculum to support student learning?

•  Laying the Foundation: Definition and Purpose •  Unpacking and Translating the Standards •  Ensuring Quality and Precision through Crosswalks

I. Laying the Core Foundation

•  Mapping the Curriculum •  Unit Design •  The Big Picture - Consensus Core Maps

II. Launching The Mapping Process

•  Informing the Maps through the Review of Data •  Developing Benchmark Assessments •  Integrating 21st Century and Literacy Skills into the Maps •  Five Alignment Perspectives to the Common Core – Master Mapping •  Developing an Implementation Plan

III. Sustaining the Core Mapping Process: Informing Curriculum with Assessment Data

•  Upgrading Dated Content, Skills, and Assessments •  Integrating Web 2.0 tools, Digital and Media Literacy •  Versioning: New Structures and Forms •  Responding to the Future

IV. Advancing the Work: 21st Century Upgrades

Four Phase: MAPPING TO THE CORE-‐ ImplementaTon Process

*H. H. Jacobs. (to be released, 2011). Mapping to the Core: Integra/ng the Common Core Standards into Your Local School Curriculum. School Improvement Network PublicaTons: SLC, Utah.

Four Phases of the MTTC Process

I.   Laying the Founda=on II.   Launching the Process III.  Sustaining and Integra=ng the

Process: Informing Curriculum with Assessment Data

IV.  Advanced Mapping Tasks

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Green Flag

•  Culture of Collabora=ve Inquiry

•  Culture of Strategic Communica=on

Red Flag

Culture of Compliance

Cherry Picking

The Challenge We Face…

“We are currently preparing students for jobs that do not exist and teaching them to use technologies that haven’t been invented, in order to solve problems that we do not know are problems yet. We are living in exponenTal Tmes. With changes whirling all around us, the American school has remained remarkably stagnant.” (Shia Happens)

•  By 2023, a $1000 computer will exceed the capabilities of the human brain.

•  By 2049, predictions are that a $1000 computer will exceed the computational capabilities of the human race.

•  The U.S. Department of Labor estimates that today’s learner will have 10-14 jobs by the age of 38.

•  The top 10 in-demand jobs in 2010 didn’t exist in 2004.

•  For students starting a four-year college degree, half of what they learn in their first year of study will be outdated in their third year.

•  A week’s worth of The New York Times contains more information than a person was likely to come across in a lifetime in the eighteenth century.

•  The number of text messages sent and received every day exceeds the planet’s population.

•  The amount of technical information is doubling every 2 years.

•  10% of the 21st Century is over

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Other Advancements… •  Within three years, we will be able to take a test

for DNA at the pharmacy…. We can already take gene test via mail.

•  In vivo technology allows nanoparticle probes on semiconductor quantum dots in the circulatory system to seek out cancerous cells.

•  Scientists in Japan have developed a robot that can aid people with mild dementia by giving verbal reminders about things such as appointments and taking medicine.

•  Scientists have discovered a new planet beyond our own, Goldilocks zone for life: “not to hot, not too cold.”

Other Factors Impac=ng Our Curriculum

•  State, Federal, Local Mandates

•  Societal Changes •  Different Types of Learners •  Advancements and Innova=ons

•  New Standards •  Assessment Data •  Technology and 2.0 Tools

What We Know About Effec=ve Schools

A “guaranteed and viable curriculum is the #1 school-‐level factor impacTng student achievement.”

-‐Marzano, What Works in Schools

The Challenge We Face….

• What do we keep?

• What do we delete?

• What do we create?

Heidi Hayes Jacobs

I. Laying the Founda/on

• Defini=on and Purpose of Standards • Unpacking and TranslaTng the Standards •  Ensuring Quality and Precision through Crosswalks

Common Core State Standards

h@p://corestandards.org

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Standards

Defini/on – Level of quality accepted as norm

•  Types of Standards – State Standards – Common Core – College Readiness (ACT) – NaTonal OrganizaTons –  InternaTonal (AERO)

Why Standards?

-‐ Establish a “staircase” of increasing complexity in content and skills across the grades and subjects

-‐ Provide building blocks for successful classrooms

-‐ Ensure a consistent core curriculum for all students

English Language Arts •  CCR anchor standards are idenTfied by their strand, CCR status, and number (R.CCR.6, for example).

•  Individual grade-‐specific standards can be idenTfied by their strand, grade, and number (or number and le@er, where applicable), so that RI.4.3, for example, stands for Reading, InformaTonal Text, grade 4, standard 3

Example •  Anchor Standard – Reading •  Strand – Informa=onal Text

ELA Standards

•  Reading for Literature •  Reading Informa=onal Text

•  Reading: Founda=onal Skills (K-‐5) •  Wri=ng

•  Speaking and Listening •  Language

Literacy in History/Social Studies, Science, and Technical Subjects – Grades 6-‐12 (integrated in K-‐5)

English Language Arts

•  Reading Literature & Informa=onal Text – Key Ideas & Details – Craa & Structure –  IntegraTon of Knowledge & Ideas – Range of Reading & Level of Text Complexity

•  Founda=on Skills (K-‐5) – Phonics & Word RecogniTon – Fluency

English Language Arts •  Wri=ng

–  Text Type & Purpose –  ProducTon & DistribuTon of WriTng –  Research to Build & Present Knowledge –  Range of WriTng

•  Speaking & Listening –  Comprehension & CollaboraTon –  PresentaTon of Knowledge & Ideas

•  Language –  ConvenTons of Standard English –  Knowledge of Language –  Vocabulary AcquisiTon

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Mathema=cs Standards for Mathema=cal Prac=ce Standards for Mathema=cal Content •  Standards define what students should understand and be able to do.

•  Clusters are groups of related standards. Note that standards from different clusters may someTmes be closely related, because mathemaTcs is a connected subject.

•  Domains are larger groups of related standards. Standards from different domains may someTmes be closely related.

MathemaTcal Content Example Number and OperaTons in Base Ten 3.NBT -‐ Domain Use place value understanding and proper=es of opera=ons to perform mul=-‐digit arithme=c. Standard

1.  Use place value understanding to round whole numbers to the nearest 10 or 100. Clusters

2.  Fluently add and subtract within 1000 using strategies and algorithms based on place value, properTes of operaTons, and/or the relaTonship between addiTon and subtracTon.

3.  MulTply one-‐digit whole numbers by mulTples of 10 in the range 10-‐90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properTes of operaTons.

Standards for Mathema=cal Content

Grades K -‐ 2

•  CounTng & Cardinality (K only)

•  OperaTons & Algebraic Thinking

•  Number & OperaTons in Base Ten •  Measurement & Data

•  Geometry

Grades 3 -‐ 6

•  OperaTons & Algebraic Thinking

•  Number & OperaTons in Base Ten •  Number & OperaTons -‐ FracTons

•  Measurement & Data

•  Geometry

Grade 7

•  RaTos & ProporTonal RelaTonships

•  The Number System

•  Expressions & EquaTons •  Geometry

•  StaTsTcs & Probability

Grade 8

•  The Number System

•  Expressions & EquaTons •  FuncTons

•  Geometry

•  StaTsTcs & Probability

MathemaTcs Common Core Grades 1-‐5

Opera=ons and Algebraic Thinking •  Addi=on, subtrac=on, mul=plica=on, division •  Paierns and expressions •  Numerical expressions •  Whole numbers

Numbers and Opera=ons in Base Ten •  Place Value •  Coun=ng Sequence •  Proper=es and Opera=ons •  Mul=-‐Digit Arithme=c

Numbers and Opera=ons – Frac=ons (Grades 3-‐5) • Frac=ons as numbers • Frac=on equivalents • Decimal nota=ons

• Add and Subtract Frac=ons

Measurement and Data • Measurable aiributes • Classifica=on and Categoriza=on • Time • Length units • Represent and interpret data • Geometric measurements

Geometry • Shapes and their aiributes • Classifica=on • Graphing

Standards for Mathema=cal Content for High School

• Number and QuanTty

•  Algebra •  FuncTons • Modeling

• Geometry •  StaTsTcs & Probability

Standards for Mathema=cal Prac=ces 1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quan=ta=vely.

3. Construct viable arguments and criTque the reasoning of others.

4. Model with mathemaTcs.

5. Use appropriate tools strategically.

6. A@end to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

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Know what your standards document have in them!

"Unwrapping" the Standards: A Simple Process to Make Standards Manageable

Paperback, 2003 Author: Larry Ainsworth

CC Informational Text – 4th Grade Key Ideas and Details

•  Draw on details and examples from a text to support statements about the text.

•  Determine the main ideas and supporting details of a text; summarize the text.

•  Describe the sequence of events in an historical or scientific account, including what happened and why, based on specific information in the text.





CC Reading Standards – 1st Grade Key Ideas and Details

•  Ask and answer questions about key information and events in a text.

•  Identify the main topic, main ideas, and key details of a text.

•  Describe the connection between key events or ideas in a text.

CC Reading Standards – 1st Grade Key Ideas and Details

•  Ask and answer questions about key information and events in a text.

•  Identify the main topic, main ideas, and key details of a text.

•  Describe the connection between key events or ideas in a text.

Perform opera=ons with mul=-‐digit whole

numbers and with decimals to hundredths – CC 5th grade 5. Fluently mulTply mulT-‐digit whole numbers using the standard algorithm.

6. Find whole-‐number quoTents of whole numbers with up to four-‐digit dividends and two-‐digit divisors, using strategies based on place value, the properTes of operaTons, and/or the relaTonship between mulTplicaTon and division. Illustrate and explain the calculaTon by using equaTons, rectangular arrays, and/or area models.

7. Add, subtract, mulTply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properTes of operaTons, and/or the relaTonship between addiTon

and subtracTon; relate the strategy to a wri@en method and explain the reasoning used.

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Unpacking the Standards

 IdenTfy the standards for the unit  Underline the verbs and the nouns  Examine the Verbs for preciseness – ask “What would this look like in the classroom?” and “What would I see the student do to produce evidence of this?” Change the verb if necessary.

 PrioriTze the nouns into two groups: 1)  Items of content and 2)  Clarifiers that make the skills precise

Perform opera=ons with mul=-‐digit whole numbers and with decimals to hundredths

5. Fluently mul=ply mul=-‐digit whole numbers using the standard algorithm.

6. Find whole-‐number quo=ents of whole numbers with up to four-‐digit dividends and two-‐digit divisors, using strategies based on place value, the proper=es of opera=ons, and/or the relaTonship between mulTplicaTon and division. Illustrate and explain the calcula=on by using equaTons, rectangular arrays, and/or area models.

7. Add, subtract, mul=ply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properTes of operaTons, and/or the relaTonship between addiTon

and subtracTon; relate the strategy to a wri@en method and explain the reasoning used.

CCLS:Math, 5th Grade , Number & Opera=ons—Frac=ons 5.NF Use equivalent frac=ons as a strategy to add and subtract frac=ons.

1. Add and subtract fracTons with unlike denominators (including mixed numbers) by replacing given fracTons with equivalent fracTons in such a way as to produce an equivalent sum or difference of fracTons with like denominators.

2. Solve word problems involving addiTon and subtracTon of fracTons referring to the same whole, including cases of unlike denominators, e.g., by using visual fracTon models or equaTons to represent the problem. Use benchmark fracTons and number sense of fracTons to esTmate mentally and assess the reasonableness of answers.

CCLS:Math, 5th Grade , Number & Opera=ons—Frac=ons 5.NF Use equivalent frac=ons as a strategy to add and subtract frac=ons.

1. Add and subtract frac=ons with unlike denominators (including mixed numbers) by replacing given fracTons with equivalent frac=ons in such a way as to produce an equivalent sum or difference of fracTons with like denominators.

2. Solve word problems involving addi=on and subtrac=on of frac=ons referring to the same whole, including cases of unlike denominators, e.g., by using visual frac=on models or equaTons to represent the problem. Use benchmark frac=ons and number sense of frac=ons to es=mate mentally and assess the reasonableness of answers.

Sample Content

A. Equivalent frac=ons (Adding and Subtrac=ng)

• fracTons with unlike denominators (including mixed numbers)

• equivalent fracTons (like denominators) • adding and subtracTng fracTons with like denominators • a/b + c/d = (ad + bc)/ bd • word problems

• visual fracTon models or equaTons as examples • mental esTmaTon • reasoning of answers

Precise Skills A1. Solve addiTon and subtracTon problems with fracTons with unlike

denominators

A2. Solve addiTon and subtracTon problems using mixed numbers with unlike

denominators

A3. Replace given fracTons with equivalent fracTon producing like

denominators

A4. Solve word problems involving fracTon with unlike denominators. Students

must use visual fracTon models or equaTons to represent the problem.

A5. Es=mate mentally and Assess reasonableness of answers. Students must

use benchmark fracTons and number sense of fracTon to support answers.

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Big Idea or Major Concept

Declara/ve statement that describes concepts that transcends grade levels and courses.

• Serve as an umbrella concept • May be thought of as a linchpin/organizer • Holds the main idea • Goes to the heart of the subject • Serves as a conceptual anchor for making facts more understandable and useful

Sample Big Ideas/Main Concepts

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Essen=al Ques=ons TYPES of UNIT QUESTIONS

Essential Questions Concept-Related Big Ideas / Enduring

Understandings (Janet Hale)

Topical Questions Unit-Specific , Factual Learning

Direct-Answer Questions

Foundational /Yes/No/Factual

Isolated Questions

Essen=al Ques=ons •  How can I become a “good” reader?

•  Where do we find cells? •  What are paierns and where do we

find them? •  What is my story?

•  How are “form” and “func=on” related in nature?

•  What “truths” can we learn from fic=on? •  How do we develop into effec=ve writers?

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Assessments / Evidence •  Once you have unpacked the standards, populated content,

skills, big ideas, essenTal quesTons, and a Ttle… you are ready to work on the assessments…

•  Assessments are answers to the Essen=al Ques=ons. These will be evidence of both the standards and the Big Ideas. (labeled in assessment box)

•  Assessments are tangible products or performances of the skills (wri@en as nouns and oaen Tghtly aligned using same alpha-‐numeric from the beginning)

•  Assessments are idenTfied by DOK levels and if they are summa=ve or forma=ve (Also labeled in assessment box)

•  Assessments are DIRECTLY aligned to the standard – labeled right in the box.

What would we accept as evidence of learning?

…In pairs or triads, brainstorm possible assessments that would allow the students to demonstrate their understanding…

Steps in the Process…

•  Determine the Anchor Headings/Strand •  Identify your Big Idea/Major Concept •  Develop your Essential Questions (reword

your Big Idea/major concept, others?) •  “Unpack the Core Content” •  Include corresponding precise skills for

each piece of content (cross check with standards)

•  Check level of understanding for alignment with standards

•  Identify the assessments that would allow students to demonstrate understanding

Cross-‐walking: Avoiding Confusion and Gaining Clarity

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• www.curriculum21.com

• Go to the Learning Commons – bo@om right hand corner for Crosswalks

FACTORING IN THE DATA

…Do you and your colleagues have a clear understanding of the nonnegoTables in the standards? …What might be the next steps?

Class of 2025

Class of 2028

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Preparing for the Future

Text Type and Purpose 8th Grade Common Core

Write informaTve/explanatory texts to examine a topic and convey ideas, concepts and informaTon through the selecTon, organizaTon, and analysis of relevant content.

•  Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and informaTon into broader categories; include formaung (e.g., headings), graphics (e.g., charts, tables), and mulTmedia when useful to aiding comprehension.

•  Develop the topic with relevant, well-‐chosen facts, definiTons, concrete details, quotaTons, or other informaTon and examples.

•  Use appropriate and varied transiTons to create cohesion and clarify the relaTonships among ideas and concepts.

•  Use precise language and domain-‐specific vocabulary to inform about or explain the topic.

•  Establish and maintain a formal style.

•  Provide a concluding statement or secTon that follows from and supports the informaTon or explanaTon presented.

Text Type and Purpose 8th Grade Common Core

Write informa=ve/explanatory texts to examine a topic and convey ideas, concepts and informa=on through the selec=on, organiza=on, and analysis of relevant content.

•  Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and informa=on into broader categories; include formaung (e.g., headings), graphics (e.g., charts, tables), and mulTmedia when useful to aiding comprehension.

•  Develop the topic with relevant, well-‐chosen facts, definiTons, concrete details, quota=ons, or other informaTon and examples.

•  Use appropriate and varied transi=ons to create cohesion and clarify the rela=onships among ideas and concepts.

•  Use precise language and domain-‐specific vocabulary to inform about or explain the topic.

•  Establish and maintain a formal style.

•  Provide a concluding statement or secTon that follows from and supports the informaTon or explanaTon presented.

Reading Standards – Grades 11-‐12   Cite specific textual evidence to support analysis of

primary and secondary sources, connecTng insights gained from specific details to an understanding of the text as a whole.

  Determine the central ideas or informaTon of a primary or secondary source; provide a accurate summary that makes clear the relaTonships between the key details and ideas.

  Evaluate various explanaTons for acTons or events and determine which explanaTon best accords with textual evidence, acknowledging where the text leaves ma@ers uncertain.

Reading Standards – Grades 11-‐12   Cite specific textual evidence to support analysis of

primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

  Determine the central ideas or informaJon of a primary or secondary source; provide a accurate summary that makes clear the relaJonships between the key details and ideas.

  Evaluate various explana=ons for acTons or events and determine which explana=on best accords with textual evidence, acknowledging where the text leaves ma@ers uncertain.

5.NF Apply and extend previous understandings of mul=plica=on and division to mul=ply and divide

frac=ons. 3. Interpret a fracTon as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fracTons or mixed numbers, e.g., by using visual fracTon models or equaTons to represent the problem.

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5.NF Apply and extend previous understandings of mul=plica=on and division to mul=ply and divide

frac=ons. 3. Interpret a fracTon as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fracTons or mixed numbers, e.g., by using visual fracTon models or equaTons to represent the problem.

Content B. Division and mul=plica=on of Frac=ons

• symbols for division (a/b = a÷b) • previous understanding of mulTplicaTon connecTon to fracTons or whole numbers by fracTons

• visual fracTon models to explain as examples

Precise Skills B1. describe a fracTon as division of the

numerator by the denominator

B2. Solve word problems involving division

of whole numbers that produce fracTons or

mixed numbers

B3. Explain how to mulTply fracTons

including whole numbers

STATE GOAL 20A: Know and apply the principles and components of health-‐related

fitness •  20.A.4a Interpret the effects of exercise/physical acTvity on the level of health-‐related fitness

•  20.A.4b ParTcipate in various types of fitness training programs (e.g., circuit, cross and interval training) and describe the character-‐is=cs and benefits of each

•  20.B.4a Record and interpret health-‐related physiological data (e.g., blood pressure, body mass index, oxygen exchange), with and without the use of technology.

•  20.B.4b Prepare an individual health-‐related fitness profile and evaluate fitness level on each component.

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STATE GOAL 20: Achieve and maintain a health-‐enhancing level of physical fitness based upon con=nual self-‐assessment.

Key Ideas and Details

•  Determine the level of physical acTvity necessary to sustain a lifeTme of fitness and health

•  Establish fitness expecta=ons based on fitness assessment data

•  Research informa=onal text and resources to design an individual lifeTme fitness plan

•  Model a lifelong understanding of posiTve habits for overall health and fitness

IL: PD: Foreign Languages IL: Stage B 28. Communication

28C Students who meet this standard can understand written passages in the target language.

  Relate the written form to the spoken form of familiar language (e.g., simple greetings, basic vocabulary, numbers, dates, time).

  Demonstrate understanding of cognates. 28D Students who meet this standard can use the target language to

present information, concepts and ideas for a variety of purposes to different audiences.

  Copy simple sentences in the target language.   Complete a simple fill-inthe- blank activity in the target language

(e.g., form requesting name, address, age, telephone number, email).

  Use simple phrases to describe people and objects from school and home (e.g., the baby is little, the young man, the book is large, the white house).

IL: PD: Foreign Languages IL: Stage B 28. Communication

28C Students who meet this standard can understand written passages in the target language.

  Relate the written form to the spoken form of familiar language (e.g., simple greetings, basic vocabulary, numbers, dates, time).

  Demonstrate understanding of cognates. 28D Students who meet this standard can use the target language to

present information, concepts and ideas for a variety of purposes to different audiences.

  Copy simple sentences in the target language.   Complete a simple fill-in the-blank activity in the target language

(e.g., form requesting name, address, age, telephone number, email).   Use simple phrases to describe people and objects from school

and home (e.g., the baby is little, the young man, the book is large, the white house).

Documents

Unpacking Revised ajedits - Yola