In transitioning to common core standards the role of the teacher becomes one of facilitator, engaging students in the processes that will extend their thinking. This promotes a learning environment in which students take an active role in their own learning. Students will have access to technology and opportunities to interact and collaborate with their peers. .

1. Common Core Classrooms
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2. The Instructional Shift
In transitioning to common core standards the role of the teacher becomes one
of facilitator, engaging students in the processes that will extend their thinking.
This promotes a learning environment in which students take an active role in
their own learning. Students will have access to technology and opportunities
to interact and collaborate with their peers.
The following key practices are features of
common core classrooms.

3. Progressive Lesson Goals
Common core standards involve higher order thinking skills of text analysis
based on evidence. Several lessons are needed for students to master each
grade level common core standard. Therefore, daily lessons need to be broken
into manageable steps for students to gain the required understanding and
practice needed to achieve each standard. Lessons should be taught in specific
and logical order, easier to more complex. Therefore, at the start of each lesson,
it is essential for teachers to explain to students:
– the understanding they are expected to gain (daily goal),
– its relevance to them (build motivation)
– and how students can demonstrate their understanding

4. Coherent Lessons
The teacher must be skillful in creating
an environment that is deliberate and
purposeful, yet guided and influenced
by students' creativity and discovery.
Throughout all lessons students have
access to materials, references, and
supports that align with lesson goals.

5. Coherent Lessons
For example, in preparing an introduction lesson in progression
toward the attainment of the third grade common core standard R13.8:
Describe the logical connection between particular sentences and paragraphs in text, a
teacher might choose to:
• review the compare and contrast structure
• provide a chart listing clue words that can be referenced during the reading
• explain to students that they will read a non-fiction passage about frogs and
toads
• have students Identify and underline the clue words used in the passage
(annotation)
• In partners, have students answer the question - What is the confusion about
frogs and toads? Have students prepare to show their thinking
Supports included: review of compare and contrast structure, chart for reference, non-
fiction passage using referenced clue words, underlining clue words to use as evidence
to answer the question

6. Monitor the Classroom
Teachers circulate the classroom to monitor the quality of discussions, refocus
students who are off task, assist students in need of support, and prompt and
encourage students who are ready to extend their understanding. In addition,
teachers gain important knowledge interacting with their students. This
knowledge is used to inform future lessons. Based on students’ responses, the
teacher may decide to continue as planned or revise proceeding lessons.

7. Integration of Technology
As active participants in their learning, students will have access to computers
in their classrooms. In addition to keyboarding skills, students will be expected
to conduct searches to locate, analyze, and evaluate information. For example,
in a proceeding lesson of comparing and
contrasting frogs and toads, students may be
asked to use the internet to locate articles that
provide additional information on frogs and
toads.

8. Provide Opportunities for Collaboration
Depending on the learning goal of the lesson(s) collaborative activities will
vary in complexity: comparing notes, sharing information, answering
questions, explaining how ideas are connected in the text, arguing a point,
discussing different perspectives,
or working together to research
a topic. To promote responsibility,
learning, and fairness each student
is held accountable for his/her
contribution to the final product.

9. Activity Videos
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