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Crossing the Bridge to Common Core & Essential Standards Day 4

Crossing the Bridge to Common Core & Essential Standards Day 4. Heidi Elmoustakim Secondary Literacy Specialist 9-12 Southern High School. Student Learning Targets Assignment. Why is the Common Core so important?. Our world is changing faster than our schools and classrooms are!.

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Crossing the Bridge to Common Core & Essential Standards Day 4

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  1. Crossing the Bridge to Common Core & Essential StandardsDay 4 Heidi Elmoustakim Secondary Literacy Specialist 9-12 Southern High School

  2. Student Learning Targets Assignment

  3. Why is the Common Core so important? Our world is changing faster than our schools and classrooms are!

  4. Interquartile Ranges Shown (25% - 75%) 1600 1400 1200 Text Lexile Measure (L) 1000 800 600 High School Literature College Textbooks Military High School Textbooks Personal Use Entry-Level Occupations SAT 1, ACT, AP* College Literature * Source of National Test Data: MetaMetrics

  5. Same materials… Same instruction… Same assessments… Same feedback… SAME RESULTS! Don’t be this person…

  6. Nostalgia is like a grammar lesson:  you find the present tense, but the past perfect!  ~Owens Lee Pomeroy Common Core is our present and future… it is time to get comfortable with it.

  7. Begin with the end in mind…SBAC • Smarter Balanced Assessment Consortium • North Carolina is a governing state • Next generation assessments for implementation in 2014-2015 • Samples, research, data, and item specifications are available on their website http://www.smarterbalanced.org/

  8. Course Overviews Standards Included in Units • Literature & Informational text reading standards paired • Italicized standards notate Gap Standards that are new for North Carolina. • Bold standards notate Power Standards that are heavily weighted on Standardized Tests. • Italicized and Boldindicates the standard is both a Gap and a Power Standard.

  9. Course Overviews Unit Titles • suggested concepts to unify instruction • concept based unit plans available • teachers may develop their own units using appropriate alternate concepts • DPS Unit Plan Template is the district standard for planning instructional units

  10. Sample Unit… a closer look

  11. Concept Based Instruction UNDERSTAND CONCEPT KNOW DO

  12. Concept Based Unit Planning Process

  13. Concept Based Unit Planning Process (continued)

  14. KUDO Student Checklists by grade level • Developed by grade level PLCs • Complete checklists available by grade level on DEPOT • Can be used by students for self assessment and reflection • Helps students become self-advocates

  15. Instruction & Assessment Calendars • Units provide pacing and sequencing for CCSS. • District assessments are created according to the pacing and sequencing from these units.

  16. Close reading of a text • Shorter texts or excerpts of longer texts • Think aloud/Question the Author type questions • Helps struggling students grapple and persist with difficult texts • Helps advanced students extend thinking and make complex connections

  17. Department & PLC Performance Task*must submit both tasks before leaving today • Your department must complete and submit the formative assessment plan and products. • Your building PLCs must complete and submit the close reading script. PLC leaders may pick up their exemplar text on their way out.

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