Ccss ppt

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  • Ice breaker
  • In 2011, less than one out of every four high school juniors in Illinois met college ready benchmarks in English, Reading, Math and Science on the ACT In 2009, the U.S. ranked 14th in reading, 17th in science and 25th in math out of 34 countries on the PISA, an international assessment that asks high school students to apply skills to real-world situations.
  • Standards demand a greater focus on informational text literary non fiction Major focus in 6-12
  • Cognitive skills (communicating in writing, analyzing issues, solving problem) Social and affective skills (work independently, to work cooperatively with others, to have confidence, to be conscientious) Meta-cognitive skills(to reflect on the writing process they use; to evaluate the effectiveness of their research strategies, to review their progress over time) Problem based(research, open ended) Concepts and principles based (cause and effect relationship, applications of principles) 2. I t should be motivating, challenging and achievable
  • K6, 1.8,
  • Ccss ppt

    1. 1. Common Core Standards: a tool for the 21st Century Classroom By Sussan Oladipo PresenterMedia.com
    2. 2. Think Aloud Three things you already know about the CCSSTwo reasons why we need the CCSS right nowOne question you have about the implementation of CSSS
    3. 3. Session ObjectivesCommunicate background and major shifts of theCCSSUnpack CCSS standardsCreate CCSS performance tasks
    4. 4. Background and Overview of CCSS Why CCSS? Who is leading the effort? What is the significance of the CCSS work? How is the document organized? What is the implication of the CCSS for educators?
    5. 5. Program for International Students Assessment (Reading)
    6. 6. Four Major ShiftsEmphasizing Informational TextLiteracy standards for all content areasText complexityThe special place of argument
    7. 7. Literature vs. Informational TextGrade Literature Informational Greater focus on informational text,K-4 50% 50% literary non-fiction5-8 45% 55%9-12 30% 70%
    8. 8. Writing Argument/ Informational/ Narrative Persuasive Explanatory Elementary 30% 35% 35% School Middle School 35% 35% 30% High 40% 40% 20% School Retrieved from http://www.isbe.net/common_core/pdf/pub_criteria_ela3- 12.pdf p.10 419
    9. 9. + Types of Informational Texts Historical accounts Debates Memoirs News broadcasts Oral histories Essays Blogs Investigative journalism International newspapers Opinion pieces/ op-eds International NGO reports Manuals Speeches/rhetoric A Constitution or other foundational gov’t document
    10. 10. Informational Text and Complexity+ K-3
    11. 11. + Students Meeting ELA Standards: Develop and build strong content knowledge with increased complexity Demonstrate independence Respond to the varying demands of audience, task, purpose and content discipline Comprehend as well as critique Value evidence Utilize technology and digital media strategically and capably Understand other perspectives and cultures
    12. 12. Standards and LearningWhat should students know and be able to do? • Identify the verbs (skills): What do the students have to do (perform)? • Identify the nouns (concepts and contents): What do the students have to know/produce (thing)?
    13. 13. Writing Standard 7.8What do students need to know and be able to do? Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
    14. 14. Writing Standard 7.8What do students need to do? (verbs) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
    15. 15. Writing Standard 7.8What do students need to produce? (Noun) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
    16. 16. + Technology Connection
    17. 17. + Bloom’s in Technology
    18. 18. + Performance Task 1.Listtypes of skills, concepts and contents students should acquire 2. Design performance task that measures targeted skills 3. Develop explicit performance criteria (rubric)
    19. 19. + Performance Tasks What have students learned? (know and can do?) [RI.K.10] [RI.6.8] [RI.1.7] [RI.7.6] [RI.2.6] [RI.8.2 [RI.3.5] [RI.9–10.9] [RI.4.8] [RI.11–12.8] [RI.5.3] Create performance task using any of these standards
    20. 20. Reflective Thoughts-Think Aloud Are standards worthwhile in teaching and learning? What professional learning needs are needed? What monitoring system works? What resources should be prioritized? Aside from standards, what other factors affecting students should be focused on? 21
    21. 21. ResourcesAinsworth, L. (2003). Unwrapping the standards: A simple process to make standards manageable. Englewood, CO: Lead + Learn Press. Common coreWeber, S. (2008). Benefits of unpacking the standards. Mebane, NCwww.corestandards.orgwww.parcconline.orghttp://www.corestandards.org/assets/Appendix_B.pdf

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