Welcome! Please take part in this Activating Strategy:

1. Welcome! Please take part in this Activating Strategy: DIRECTIONS: • Place a Post-It (on each chart displayed around the room) in the area of the rubric that corresponds to your level of knowledge and expertise in reference to the Delaware Prioritized Curriculum and the Common Core State Standards.

2. Rubric for Posters Minnow-I have no experience in this area Sea bass- I have limited experience in this area Dolphin- I have adequate experience in this area Whale- I am an expert in this area

3. What’s in Your Toolbox? • These are all of the items in Section Introduction section of the binder.  • 1.       Agenda • 2.       Introduction Overview • 3.       Teacher Blackboard Directions • 4.       Activating Charts 1-6 • 5.       UbD vs. LFS

4. THE DELAWARE PRIORITIZED CURRICULUM & THE COMMON CORE STATE STANDARDSComponent TwoTrain The TrainerSummer 2010 Denise DiSabatino Allen Gregory Fulkerson Deb Hansen Library/Media/Technology World Languages Visual and Performing Arts Juley Harper Crystal Lancour April McCrae English Language Arts Mathematics Science Diana Roscoe Dusty Shockley John Moyer Mathematics Social Studies Science

5. Why Are You Here? • Delaware is a participating member in the 48-state consortium focused on development and adoption of rigorous, K-12 Common Core Standards in English Language Arts and Mathematics • You are here to receive training about the Delaware Prioritized Curriculum and the Common Core State Standards

6. What will you get out of this training? You will … • receive an overview to the scope, purpose and implementation plan for proposed Delaware Prioritized Curriculum and the Common Core State Standards in ELA and Math following their adoption by the State Board of Education. • learn about where to access the adopted Delaware Prioritized Curriculum and the Common Core State Standards on the DOE website. • become familiar with the general format of the Delaware Prioritized Curriculum and the Common Core State standards.

7. What will you get out of this training? • learn more about the Common Core Comparison that was completed to create a crosswalk between the existing Delaware Prioritized Curriculum and the Common Core State Standards. • become familiar with the impact of the Delaware Prioritized Curriculum and the Common Core State Standards on the new DCAS state assessment in ELA and Math  • explore next steps related to the Delaware Prioritized Curriculum and the Common Core State Standards for planning for the upcoming year’s teaching and learning.

8. Race to the Top Scope of Work (SOW) • Implement rigorous college and career ready standards and link with high-quality formative and summative assessments (SOW Areas 1, 2) • Implement and provide training in rigorous new Common Core Standards, align grade-level expectations to guide curriculum http://www.doe.k12.de.us/rttt/default.shtml

9. Necessary Transitional Steps: Prioritization of Standards • Delaware employed LFS to help with prioritization-completed 2009 Adopt Common Standards • Delaware has had necessary law in place since 1995 • Delaware’s common standards are hosted online with Grade Level Expectations and recommended instructional units

10. Component One… • Provides an overview of the scope, purpose, and implementation plan for the Delaware Prioritized Curriculum and the Common Core State Standards in ELA and Math • Is a series of online modules using Blackboard® • Available July 16, 2010 • Estimated to take 2 hours to complete http://www.doe.k12.de.us/infosuites/staff/ci/de_prit_comstandards.shtml

11. Do you have new staff members who may not have access to Blackboard? As you make changes with staff, just let us know via our help email, component1help@gmail.com

12. Do you still want to register staff for Train the Trainer Sessions? • Please contact Shervon Bolden for registration, 735-4196, sbolden@doe.k12.de.us • http://www.doe.k12.de.us/infosuites/staff/ci/de_prit_comstandards.shtml

13. Component 1 Modules • Module AIntroduction to the Delaware Prioritized Curriculum in ELA, Mathematics, Science and Social Studies and the Common Core State Standards for ELA and Mathematics Essential Question: What are the Common Core Standards and Prioritized Curriculum?

14. Component 1 Modules • Module BPrioritized Curriculum and Common Core State Standards and Comparisons Essential Question: How does the Prioritized Curriculum compare to the Common Core State Standards in ELA and/or Mathematics?

15. Component 1 Modules • Module CImpact of Standards Prioritization and Adoption of Common Core State Standards on the DCAS State Assessment Essential Question: How will adopting the Prioritized Curriculum and the Common Core State Standards impact DCAS?

16. Component 1 Modules • Module DNext Steps for Teaching and Learning Essential Question: How will the Prioritized Curriculum and the Common Core State Standards impact my next steps in planning for instruction?

17. What is Component 2? • A deeper discussion of the standards within each assessed content area. • Secondary teachers and specialists will participate in a half-day session in their primary content area. • Elementary teachers will be provided with a full-day equivalent of component #2, with coverage of all four assessed areas (English Language Arts, Mathematics, Science, Social Studies).

18. What is your role in Component Two? You will… • receive a toolkit of materials needed to lead the trainings in your district and schools. • lead the structured activities for Component Two in your district • involve your teachers in a deeper discussion of the standards within each assessed content area. • provide secondary teachers and specialists in your district/schools with a half-day session in their primary content area. • provide elementary teachers with a full-day equivalent of Component Two with coverage of all four assessed areas (English Language Arts, Mathematics, Science, Social Studies).

19. Who are your facilitators? Delaware Center for Teacher Education • ELA- Carol Vukelich, Bonnie Albertson, Chris Evans • Math/Science- MSERC-Jon Manon and staff • Social Studies- Fran O’Malley Southern Delaware Professional Development Center (SDPDC) • ELA- Tracy Hudson, Aleta Thompson, Patti Bunting, Ann Lewis • Math- Molli Carter • Science- John Moyer, April McCrae, Todd Dunnn • Social Studies- Tim Young

20. Content Area Breakout Sessions

21. More….matching CCSS to DE standards ELA Bonnie Albertson

22. Next Steps for Teaching and Learning • Essential Question: How are DE ELA Prioritized Curriculum and the ELA Common Core State Standards aligned?

23. CCSS Anchor Standards and Delaware Standards

24. Terms….

25. More Terms….

26. Anticipation Guide • True/False: The secondary “match” between CCSS standards and DE PIs is stronger than the elementary match. • True/False: The weakest match between CCSS grade level standards and DE GLEs can be found at grade 4. • True/False: Grade Level match between GLEs and CCSS grade level indicators is stronger at 5th and 6-8th grades • Which of the content strand(s) has/have some kind of a “weak” match – literature, informational, reading foundations, writing, speaking/listening, language? • Which of the content strand(s) has/have the strongest match – literature, informational, reading foundations, writing, speaking/listening, and/or language?

27. ELA Common Core State Standards Analysis 100% It doesn’t get any better than that!

28. CCSS match to DE PIs

29. Grade Level match between GLEs and CCSS grade level indicators

30. CCSS match within content strands –

31. Anticipation Guide • True/False: The secondary “match” between CCSS standards and DE PIs is stronger than the elementary match. • True/False: The weakest match between CCSS grade level standards and DE GLEs can be found at grade 4 • True/False: Grade Level match between GLEs and CCSS grade level indicators is stronger at 5th and 6-8th grades • Which of the content strand(s) has/have some kind of a “weak” match – literature, informational, reading foundations, writing, speaking/listening, language? • Which of the content strand(s) has/have the strongest match – literature, informational, reading foundations, writing, speaking/listening, and/or language?

32. Segment 1 Essential Question How will Race to the Top’s (RTTT’s) focus on the Common Core State Standards (CCSS) inform teaching and learning in Delaware? Treasure Hunt

33. Treasure Hunt-Numbered Heads • Count of by 1’s and 2”s • 1s locate the answers to the odd numbered items • 2s locate the answers to the even numbered items • Be prepared to share

34. Find Someone who Knows • At the signal get up and move around the room to find individuals who know the answers to items you did not complete. • Discuss those items and be ready to share out.

35. Segment 1 Train the Trainer, Juley Harper, July 2010 Common Core Comparison-Multiple Match

36. Segment 1 Train the Trainer, Juley Harper, July 2010 Common Core Comparison-No Match

37. Segment 1 Train the Trainer, Juley Harper, July 2010 CCSS Anchor Standards and Delaware Standards

38. Segment 1 Train the Trainer, Juley Harper, July 2010 CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and challenges.

39. Segment 1 Train the Trainer, Juley Harper, July 2010 How do we read the CCSS? CC=Common Core 2= Grade R= Reading L=Literary 3=3rd bullet • CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and challenges. • DE.2.4 (Lit).4.a.1: Read stories and relate characters’ experiences to shape own decisions by asking questions: * I felt like that character when I…* If that happened to me, I would…* I can relate to that character because one time… DE=Delaware 2= Grade 4.4a=Standard and Performance Indicator Lit=Literary 1=1st bullet

40. Segment 1 Train the Trainer, Juley Harper, July 2010 How do the two standards align? • CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and challenges • DE.2.2(Rea) .4bL.2 Identify other characters in a story or in a poem • DE.2.2(Rea) .4d.1 Retell a story, identifying the main characters and major events in a literary text • DE.2.2(Rea) .4g. Make connections between ideas/ characters in stories (e.g., what story that we have read does this remind me of?) • DE.2.2(Rea) .4g.2 List similarities and differences between ideas/characters in text(s) • DE.2.4(Lit).4a.1 Read stories and relate characters' experiences to shape own decisions by asking questions: * I felt like that character when I.... * If that happened to me, I would.... * I can relate to that character because one time.... • DE.2.4(Lit).3a.2 Acknowledge the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities • DE.2.2(Rea) .6a.2 Explain personal connections to the topics, events, characters, and actions in texts

41. Burning Question With your partner discuss any AHA or OH NO thoughts you had during this segment of training. What questions/observations do you have regarding the ELA Common Core State Standards?

42. Segment 2 ELA EQ: How are the DE Prioritized Curriculum and the CCSS alike and different? • Anticipation Guide (or Make a Match) • Find Delaware KUD Gr. 2 and 7 Text Features and Text Structures in Segment 3 Section in notebook. (Color Coded) • Move to follow Anticipation Guide Segment 2

43. CCSS/DE ELA Prioritized Curriculum KUD Text Structures and Text Features 1s Examine Gr. 2 KUD 2s Examine Gr. 7 KUD Look for similarities and differences between CCSS (on the left) and the DE PIs (on the right)

44. T-Chart On the T-Chart in your binder work with your partner to record your observations about the similarities and differences between the CCSS and DE Prioritized Curriculum –Specific to Text Structures at the 2nd and 7th levels.

45. Give One Get One Meet with at least two other pairs to add two similarities or differences to your T-Chart.

46. Explanation of KUDs and Color-Coding of KUDs Red- Knowledge (Knows) Blue-Skills (Dos) Purple-Concepts (Understands)

47. A More Detailed Comparison Contrast Create a foldable 1. Fold a sheet of paper into 6 sections 2. Label each left hand box (front and back) with the following categories: a. Organizational format b. Goal of each document c. Specificity of the skills, knowledge understandings at each grade level d. Text recommendations e. Scope and Sequence for language instruction f. Early Reading Standards

48. Work in Pairs With your partner look through both of these documents and record your observations about each Left –CCSS Right- DE Prioritized Curriculum Pair Square to Share

49. Now What do You Think? Revisit Anticipation Guide

50. Common Core StandardsComponent 2Segment 3: Comparing CCSS/DE and district curriculum Summer, 2010