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Powerpoint for Elementary teachers in RCSD

Powerpoint for Elementary teachers in RCSD

Common Core

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  • The Common Core Initiative will help even the playing field for all students and help the students of Mississippi better compete with other students for college entrance, scholarships, and entry into the workforce.
  • The Common Core State Standards narrows the number of standards taught at each grade level but deepens the degree of understanding required for each standard.
  • Implementation of the Common Core State Standards will require teachers to plan lessons where application of knowledge is key. Students must be able to use knowledge gained to solve problems that occur in everyday life. Fewer skills are taught at each grade level but deep understanding and ability to use the information is vital. Teachers must be able to use the data drawn from formative and summative assessments to shape instruction on a daily basis.
  • Students will no longer be asked to only answer multiple choice questions. They will be required to research information, problem solve, work with others, reflect on ideas in essays and reports.
  • The CCSS will tell the teachers what the students must be able to do but not how to teach it. Instructional strategies will have to be developed that support the standards or clusters of standards in order to ensure success for all students.
  • This timeline shows the trainings that the state will be offering on the Common Core. Rankin County has decided to begin implementation on the CCSS fully in k-2 this year and grades 3-12 will investigate the language arts and math standards. Implementation will be a multi-year process of weaving the CCSS into classroom instruction until it has replaced the Mississippi State Frameworks. Assessments will become live for all tested grades in 2014-2015. The assessments will come from the PARCC consortium which Mississippi has partnered with.
  • Assessments will be given four times a year. The first three focused assessments will be given at the end of the first three nine weeks and can be used to inform instruction. The end of the year assessment will be a comprehensive exam and scores will be combined with the focused assessments to determine the accountability score.
  • The third focused assessment will contain two parts, one assessing ELA and Math and the other Speaking and Listening. Both are required assessments but the Speaking and Listening Assessment will not be used for accountability.
  • The Common Core is set up with domains, standards and clusters of standards. The Domain shown is Number and Operations in Base Ten and is abbreviated NBT. The 3 represents the grade level.
  • College and Career Readiness Anchor Standards are located before the grade level standards in the document and are the road map teachers should follow throughout the elementary grades to ensure student success.

Ccss training of the trainers Ccss training of the trainers Presentation Transcript

  • Training of Trainers Mathematics and English/Language Arts September 1, 2011
  • What is the CCSS Initiative?
    • An initiative of the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO)
    • A significant and historic opportunity for states collectively to develop and adopt a core set of academic standards in Mathematics and English/Language Arts
  • Why is this initiative important?
    • Provides consistency across states
    • Allows for equal access
    • Prepares students to compete globally
    • Allows for more focused professional development
    • Allows for the development of a common assessment
  • What are the Common Core State Standards (CCSS)?
    • Fewer, clearer, and higher
    • Aligned with college and work expectations
    • Rigorous content requiring higher-order thinking and application of knowledge
    • Internationally benchmarked
  • Instructional Delivery System
    • TEACHERS must know how to :
    • plan intentionally for rigorous and deep learning experiences.
    • design and utilize formative assessment that ensures retention and the ability to apply learning .
    • create a learning environment that fosters deep thinking , engagement of students , integration of subject areas, and problem-based learning experiences.
  • Shift from “What’s Taught” to “ What Students Need to Be Able to Do”
    • To succeed in 21 st century college and careers,
    • students need to be able to:
    Solve problems Manage themselves Adapt to change Analyze/conceptualize Reflect on/improve performance Communicate Work in teams Create/innovate/critique Engage in learning throughout life
  • What is not included in the CCSS?
    • How teachers should teach
    • Intervention strategies to support students
    • Textbooks to help with implementation
  • MDE Implementation Timeline Grades K – 2 3 – 5 6 – 8 9 – 12 Training Follow Up Training Follow Up Summer 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Summer 2012 Training Follow Up Follow Up Training Follow Up Follow Up Summer 2013 Follow Up Follow Up K-12 follow-up sessions will occur around the state in late summer 2013.
          • Proposed implementation schedule pending funding and additional PARCC resources
          • Intended to get MS ready for CCSS and Assessment as early as possible
  • Partnership for Assessment of Readiness for College and Careers (PARCC)
    • PARCC is a 25-state consortium working together to develop next-generation K-12 assessments in English and math. 
    • PARCC benefits:
    • Students will know if they are on track to graduate and ready for college and careers.
    • Teachers will receive regular results available to guide learning and instruction.
    • Parents will be provided clear and timely information about the progress of their children.
    • States will have valid results that are comparable across the 25 member states.
  • PARCC – Two Types of Summative Assessments
      • One to three tasks that assess a
    • few “keystone” standards/topics
    • Given at three points during the
    • school year, near the end of quarters
    • Results within 2 weeks to inform
    • instruction and intervention
    • Taken on computer, with mixed
    • item types
    • Scored entirely by computer for
    • fast results
    Scores from both focused & end-of-year assessments will be combined for annual accountability score. Center for K – 12 Assessment & Performance Management at ETS FOCUSED ASSESSMENTS END OF YEAR COMPREHENSIVE ASSESSMENT
  • The PARCC System English Language Arts and Mathematics, Grades 3 - 11 Center for K – 12 Assessment & Performance Management at ETS
    • Focused
    • ASSESSMENT4
    • Speaking
    • Listening
    25%
    • Focused
    • ASSESSMENT 1
    • ELA
    • Math
    50%
    • Focused
    • ASSESSMENT 2
    • ELA
    • Math
    90% END OF YEAR COMPREHENSIVE ASSESSMENT 75%
    • Focused
    • ASSESSMENT 3
    • ELA
    • Math
    PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials Summative assessment for accountability Required, but not used tor accountability
  • Structure Sample from CCSS - Mathematics
  • Domains for K-2 CCSS Mathematics
    • Counting and Cardinality (CC) [K only]
    • Operations and Algebraic Thinking (OA)
    • Number and Operations in Base Ten (NBT)
    • Number and Operations in Fractions (NF) [Starts in Grade 3]
    • Measurement and Data (MD)
    • Geometry (G)
  • Referencing the CCSS Mathematics Examples 2.G.1 2 .G.1 - Grade level 2. G .1 - Geometry Domain 2.G. 1 - Standard K.CC.4b K .CC.4b - Grade level K. CC .4b - Counting and Cardinality Domain K.CC. 4b - Standard
  • Common Core State Standards for English/Language Arts
    • College and Career Readiness (CCR) Anchor Standards drive the grade-specific standards.
    • Grade-specific standards define what students should know and be able to do by the end of each year to progress toward achievement of the anchor standard.
  • College and Career Readiness Anchor Standards for Reading p. 10
    • Key Ideas and Details
      • 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
      • textual evidence when writing or speaking to support conclusions drawn from the text.
      • 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting
      • details and ideas.
      • 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
    • Craft and Structure
      • 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and
      • figurative meanings, and analyze how specific word choices shape meaning or tone.
      • 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,
      • a section, chapter, scene, or stanza) relate to each other and the whole.
      • 6. Assess how point of view or purpose shapes the content and style of a text.
    • Integration of Knowledge and Ideas
      • 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as
      • well as in words.
      • 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well
      • as the relevance and sufficiency of the evidence.
      • 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
      • approaches the authors take.
    • Range of Reading and Level of Text Complexity
      • 10. Read and comprehend complex literary and informational texts independently and proficiently.
  • College and Career Readiness Anchor Standards for Writing p. 18
    • Text Types and Purposes
      • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      • 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
      • 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    • Production and Distribution of Writing
      • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
    • Research to Build and Present Knowledge
      • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
      • 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
      • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Range of Writing
      • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
  • College and Career Readiness Anchor Standards for Speaking and Listening p. 22
    • Comprehension and Collaboration
      • 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
      • 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
      • 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
    • Presentation of Knowledge and Ideas
      • 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
      • 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
      • 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
  • College and Career Readiness Anchor Standards for Language p. 25
    • Conventions of Standard English
      • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
      • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Knowledge of Language
      • 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening .
    • Vocabulary Acquisition and Use
      • 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
      • 5. Demonstrate understanding of word relationships and nuances in word meanings.
      • 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
  • Structure Sample from CCSS - ELA Reading Standards for Informational Text K-5 RI Kindergartners: Grade 1 students: Grade 2 students: Key Ideas and Details
    • With prompting and support, ask and answer questions about key details in a text.
    • Ask and answer questions about key details in a text.
    • Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
    2. With prompting and support, identify the main topic and retell key details of a text 2. Identify the main topic and retell key details of a text. 2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 3. Describe the connection between two individuals, events, or pieces of information in a text. 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
  • Referencing the CCSS ELA Examples RI.2.3 Strand: Reading College and Career Readiness Anchor Standard for Reading #3 RI .2.3 - Reading Informational Text RI. 2 .3 - Grade level RI.2. 3 – Grade specific standard W.3.1a Strand: Writing College and Career Readiness Anchor Standard for Writing #1 W .3.1a - Writing W. 3 .1a – Grade level W.3. 1a – Grade specific standard
  • CCSS Math Terminology
    • Review and list the key terms of the MS Curriculum Framework for Math.
    • Review and list the key terms of the CCSS for Math.
    • Compare and contrast the structure of the MS Curriculum Framework and the CCSS key terms.
    • Discuss as a group.
    (See Structure and Key Terms Activity Worksheet)
  • CCSS ELA Terminology
    • Review and list the key terms of the MS Curriculum Framework for ELA.
    • Review and list the key terms of the CCSS for ELA.
    • Compare and contrast the structure of the MS Curriculum Framework and the CCSS key terms.
    • Discuss as a group.
    (See Structure and Key Terms Activity Worksheet)
  • Work Session 1: Unpacking ELA CCSS
    • Directions:
    • Follow the steps in the process listed below to develop understanding of the standard by unpacking it into parts.
      • Identify key terms/vocabulary , key nouns , and key verbs in the CCSS that may be unfamiliar to students.
      • Come to agreement on the definition of each term.
      • Write the identified words and definitions in language that students will readily understand ( student-friendly ) and that teachers can easily explain to students.
      • Develop “I can” statements for students to understand the language of the standard.
      • Use the activity sheets to record answers.
  • Work Session 1: Unpacking ELA CCSS Activity 1-A: Unpacking
    • Directions:
    • Identify key words of the CCSS indicated below.
    • Write definitions, student-friendly language, and “I can” statements in the appropriate box.
    • ELA RI.K.3
    • With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
  • Work Session 1: Unpacking ELA CCSS Activity 1-C: Unpacking
    • Directions:
    • Identify key words of the CCSS indicated below.
    • Write definitions, student-friendly language, and “I can” statements in the appropriate box.
    • ELA RL.1.6
    • Identify who is telling the story at various points in a text.
  • Work Session 1: Unpacking ELA CCSS Activity 1-E: Unpacking
    • Directions:
    • Identify key words of the CCSS indicated below.
    • Write definitions, student-friendly language, and “I can” statements in the appropriate box.
    • ELA SL.2.1
    • Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
      • 1a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
      • 1b. Build on others’ talk in conversations by linking their comments to the remarks of others.
      • 1c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
  • Work Session 2: Unpacking Math CCSS
    • Directions:
    • Follow the steps in the process listed below to develop understanding of the standard by unpacking it into parts .
      • Identify key terms/vocabulary , key nouns , and key verbs in the CCSS that may be unfamiliar to students.
      • Come to agreement on the definition of each term.
      • Write the identified words and definitions in language that students will readily understand ( student-friendly ) and that teachers can easily explain to students.
      • Develop “I can” statements for students to understand the language of the standard.
      • Use the activity sheets to record answers.
  • Work Session 2: Unpacking Math CCSS Activity 2-C: Unpacking
    • Directions:
    • Identify key words of the CCSS indicated below.
    • Write definitions, student-friendly language, and “I can” statements in the appropriate box.
    • Math 2.G.1
    • Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Note: Students do not need to learn formal names such as “right rectangular prism.”
  • Work Session 2: Unpacking Math CCSS Activity 2-D: Progression
    • Directions:
    • Refer to the CCSS Math 2.G.1, Math 1.G.1, Math K.G.4 in activities 2A - 2C.
    • Discuss as a group the guiding questions below.
    • Guiding Questions:
      • How does the content progress from one grade level to the next?
      • What prerequisite instruction may be needed for each standard?
      • What skills will be developed from one grade to the next?
  • Work Session 3: Using Resources for ELA CCSS
    • The CCSS document provides three appendices for English Language Arts.
      • Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms
      • Appendix B: Text Exemplars and Sample Performance Tasks
      • Appendix C: Samples of Student Writing
  • Work Session 3: Using Resources for ELA CCSS Activity 3-C: Performance Tasks
    • Directions:
    • Using Performance Tasks from Appendix B
    • Refer to the Sample Performance Tasks for Informational Text (K-1).
    • Select three of the performance tasks and refer to the ELA CCSS identified.
    • Discuss and record how each of the selected performance tasks addresses the standard.
    • Discuss other ways that teachers could use the performance tasks.
  • Work Session 3: Using Resources for ELA CCSS Activity 3-D: Writing Samples
    • Directions:
    • Using Writing Samples from Appendix C
    • Read the excerpt.
    • Discuss the questions below.
    • Questions:
      • Does the writer identify the name of the book?
      • Does the writer state an opinion about the book?
      • According to the CCSS for kindergarten on page 19 of CCSS ELA, is this writing sample grade-appropriate? Explain.
      • What conclusions can you make about the writer of this sample?
  • Work Session 3: Using Resources for ELA CCSS Activity 3-D Writing Samples Continued
    • Directions:
    • Using Writing Samples from Appendix C
    • Read the excerpt.
    • Discuss the questions below.
    • Questions:
      • Does the writer identify the name of the book?
      • What facts does the writer supply about the topic?
      • How does the writer provide closure?
      • How does the writer demonstrate command of some of the conventions of standard written English?
      • Is this writing sample grade-appropriate according to the Writing CCSS for Grade 1 on page 19 of CCSS ELA? Explain.
  • Work Session 3: Using Resources for ELA CCSS Activity 3-D Writing Samples Continued
    • Directions:
    • Using Writing Samples from Appendix C
    • Read the excerpt.
    • Discuss the questions below.
    • Questions:
      • How does the writer establish a situation in time and place appropriate for what is to come?
      • How does the writer recount a well-elaborated sequence of events using temporal words to signal event order?
      • Give examples of how the author includes details to describe actions, thoughts, and feelings.
      • How does the author provide a sense of closure?
      • How does the author demonstrate a growing command of the conventions of standard written English?
      • Is this writing sample grade-appropriate according to the writing CCSS for Grade 2 on page 19 of the CCSS ELA?
  • Work Session 4: Focusing on Mathematical Practices
    • Mathematical Practices
    • 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.
  • Work Session 4: Focusing on Mathematical Practices
    • Activity 4-A: Understanding
    • Mathematical Practices
    • Directions:
    • Refer to pages 6-8 of the CCSS Mathematics.
    • Review mathematical practices.
    • Identify key words or phrases that help with understanding the mathematical practices.
    • Use the activity sheet to record information.
    • Discuss as a group.
  • Work Session 4: Focusing on Mathematical Practices Activity 4-B: Teaching Strategy
    • Directions:
    • Read the geometry teaching strategy indicated in Activity 4-B.
    • As a group, discuss the guiding questions below.
    • Guiding Questions:
      • How does the teaching strategy align to the CCSS for grades K-2? List the CCSS.
      • Indicate the mathematical practice(s) addressed in the strategy.
      • What are ways that a teacher may modify the strategy?
  • Work Session 4: Focusing on Mathematical Practices Activity 4-C: Teaching Strategy
    • Directions:
    • Read the teaching strategy indicated in Activity 4-C regarding composing and decomposing numbers.
    • Discuss as a group the guiding questions below.
    • Guiding Questions:
      • How does the teaching strategy align to the CCSS for grades K-2? List the CCSS.
      • Indicate the mathematical practice(s) addressed in the strategy.
      • What are ways that a teacher may modify the strategy?
  • Work Session 5: Identifying Challenging Standards Activity 5-A: Math
    • Directions:
    • Identify two CCSS for Mathematics per grade level that will be most challenging for teachers.
    • Indicate reasons why the standards chosen may be most challenging.
    • Discuss possible ways to address the challenging standards.
  • Work Session 5: Identifying Challenging Standards Activity 5-B: ELA
    • Directions:
    • Identify two CCSS for English Language Arts per grade level that will be most challenging for teachers.
    • Indicate reasons why the standards chosen may be most challenging.
    • Discuss possible ways to address the challenging standards.
  • Common Core Websites
    • Common Core
    • http://www.corestandards.org/
    • PARCC
    • http://PARCConline.org
    • MDE Website
    • www.mde.k12.ms.us (hot topics)