Module 2: South Dakota Common Core State Standards 101 Oelrichs School District October 5, 2012

1. Module 2:South Dakota Common Core State Standards 101Oelrichs School DistrictOctober 5, 2012

2. Welcome

3. Agenda • Introduction to Common Core State Standards • Disaggregating: Practice and Reflection • Lunch • Continuation of Practice and Reflection • Exploring the Standards

4. 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.

5. 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

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

7. 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.

8. 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

9. 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

10. CCSS Mathematics Standards Two Types of Standards • 8 Standards of Mathematical Practice (recurring throughout the grades) • Mathematical Content (this will be different at each grade level)

11. 8 Standards of Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

12. Math: Common Core Standards Cluster Heading Domain Standards within the Cluster

14. Content Standards Progression

15. ELA ANCHOR STANDARDS College and Career Readiness Anchor Standards for Reading

16. ELA: Common CoreStandards RI.7.3

17. Exploring the Standards

18. Exploring the Standards

19. Exploring the Standards

20. Exploring the Standards

21. Disaggregating the Standard You will need: • the Disaggregating Template • the CC domain/strand that you choose (1 per group) • a piece of chart paper

22. Disaggregated Template

23. 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

24. 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

25. Modeling the Process • Discussion Points: • How to find previous year standard (if applicable) • How to find following year standard (if applicable)

26. 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

27. Modeling the Process: ELA 6.RI.6 • Discussion Points: • How to find previous year standard (if applicable) • How to find following year standard (if applicable)

28. Your Turn: Standard Work Time

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

30. Modeling the Process I can add and subtract numbers to 999 in many ways using a plan that makes sense to me. • Discussion Points: • Write the statement in student friendly language • Write an “I can” statement

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

32. Your Turn: Student Friendly Language Work Time

33. 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

34. Modeling the Process

35. Modeling the Process

36. Practice Identifying KUD Statements

37. 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

38. Dissecting Standards into KUD • Determinean author's point of view or purpose in a text and explain how it is conveyed in the text.

39. 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.

40. Modeling the Process • Expanded notation • Commutative property of addition • Associative property of addition

41. Modeling the Process

42. Your Turn: KNOW Work Time

43. 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.

44. 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.”

45. 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.

46. Modeling the Process

47. Your Turn: DO Work Time

48. Developing Statement of Understanding • 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.

49. 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

50. 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.