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- 1. TEACHING THE HUDSONVALLEYA NEW DEAL FOR YOUTHEleanor’s Traveling Suitcase
- 2. NYS P-12 COMMON CORELEARNING STANDARDSELA and Literacy/ ELA and Literacy inHistory/Social Studies, Science, andTechnical SubjectsMathematics
- 3. WHAT ARE NYS P-12 COMMON CORE LEARNING STANDARDS (CCLS)? Aligned with college and work expectations; Clear, understandable and consistent; 86992 Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Are evidence-based. 3
- 4. NYS P-12 CCLS College and Career Readiness Aspirational Performance Measures Regents Diploma with Advanced Designation 86992 Regents Diploma with Credit-Bearing Course-Ready English Language Arts and Math Scores Other College and Career Readiness Indicators International Baccalaureate Diplomas Advanced Placement Courses Earning College Credits in High School 4 (taken from http://www.corestandards.org/about-the-standards)
- 5. NYS COMMON CORE STANDARDS SHIFTS IMPACT NYS ASSESSMENTS 6 Shifts in ELA Literacy 869921. Balancing informational and Literary Text 1 & 2: Non-fiction Texts2. Building Knowledge in the disciplines Authentic Texts3. Staircase of Complexity 3: Higher Level of Text4. Text-based Answers Complexity5. Writing from Services 4 & 5: Focus on command of evidence6. Academic Vocabulary from text: rubrics and prompts 6: Academic Vocabulary 5
- 6. CCLS-ELA GRADE K-5; 6-12 College and Career Readiness Anchor Standards (CCRAS) 86992 Reading – literature, informational text, (foundational skills, k-5 only) Writing Speaking and Listening Language – progressive skills by grade Range, qualtiy and complexity of student reading 6
- 7. CCLS FOR LITERACY INHISTORY/SS, SCIENCE ANDTECHNICAL SUBJECTS CCRAS – Grades 6-12 Reading 86992 Writing 7
- 8. NYS COMMON CORE STANDARDSSHIFTSIMPACT NYS ASSESSMENTS 86992 6 Shifts in Mathematics 1. Focus 2. Coherence 1: Intensive Focus 3. Fluency 4. Deep Understanding 5. Applications 2: Linking Back 6. Dual Intensity 4, 5 & 6: Mathematical Modeling 8
- 9. CCLS FOR MATHEMATICS,GRADES K-5 Counting and Cardinality: K Operations and Algebraic Thinking: K, 1, 2, 3, 4, 86992 5 Numbers and operations in Base 10: K, 1, 2, 3, 4, 5 Numbers and Operations: Fractions 3, 4, 5 Measurement and Data – K 1, 2, 3, 4, 5 Geometry: k, 1, 2, 3, 4, 5 9
- 10. CCLS FOR MATHEMATICS,GRADES 6-8 Ratios and Proportional Relationships: 6, 7 The number system: 6, 7, 8 86992 Expressions and Equations: 6, 7, 8 Functions: 8 Geometry: 6, 7, 8 Statistics and probability: 6, 7, 8 10
- 11. CCLS FOR MATHEMATICS, HIGHSCHOOL Number and Quantity Algebra 86992 Functions Modeling Geometry Statistics and probability 11
- 12. TIME LINE RFP for modules (units) released2011- Recommend teachers deliver at least one CCLS2012 aligned unit per semester Math and ELA tests aligned with 2005 ELA and Math standards Vendors chosen for curricular modules First 50% of ELA, Math, and The Arts exemplary modulesSummer available2012 Additional training on CCLS Intensive training on the nature of transitional tests2012- On-going rollout in schools via Network Teams Transitional tests align with CCLS for grades 3 – 8 ELA2013 and Math NYSESLAT aligned with CCLSSummer Full menu of ELA, Math, and The Arts exemplars available2013 Ongoing training on curriculum and testing 12
- 13. TIME LINE2013- Full implementation of CCLS in all schools2014 Regents Algebra and Geometry aligned to CCLS NYSAA Alignment with CCLSSumme Ongoing training on CCLS implementation Intensive training on PARCC (if Regentsr 2014 adopt)2014- Full implementation of CCLS PARCC assessments (if Regents adopt)2015 Algebra II aligned to CCLS 13
- 14. NYS PARTICIPATION INNATIONAL WORK The Arts: Dance, Music, Theater, Visual Arts Development of new, national arts education standards in fall 2012 86992 Impact NYS Arts education – develop exemplars aligned with CCLS Science NYS is a lead State Partner in writing Next Generation Science standards Draft will be released in November 2012 14
- 15. TRANSITION TO ASSESSMENTS
- 16. School Transition of State Assessments Year (as of 3/1/12, subject to change)2012- • Grades 3-8 ELA Test aligned to Common Core 13 • Grades 3-8 Math Testes aligned to Common Core • NYSESLAT aligned to Common Core • Regents Exam in English aligned to2013- Common Core 14 • Regents Exam in Algebra I aligned to Common Core • Regents Exam in Geometry aligned to Common Core • NYSAA in ELA and Math aligned to Common Core 16
- 17. School Transition of State Assessments Year (as of 3/1/12, subject to change)2014- • PARCC Assessments are scheduled to be operational and are subject to adoption by the Board of Regents2015 • Regents Exam in Algebra II aligned to Common Core • Regents Exams in Living Environment, Earth Science, Chemistry, & Physics aligned to Next Generation Science Standards • Grades 4, 6*, 7* & 8 Science aligned to Next Generation Science Standards * • Regents Exams in Global (Possible split. If so, Global I – 2015 and Global I in 2016), & Regents Exam in US History & Government aligned with the 2012 CC aligned SS Standards * • Grades 6-8 Social Studies aligned with the 2012 CC aligned SS standards • NYSAA in SS and Science aligned to Common Core 17 * Pending the availability of funding
- 18. ELEANOR’S TRAVELINGSUITCASEAlignment with the NYS Learning Standards
- 19. UNITS Unit I – Overview Unit II – The Progressive Era Unit III – Home & Personal Sanctuary Unit IV – Val-Kill Industries, Arthurdale, and National Youth Administration/Woodstock Resident Work Center Unit V – Passport to the World Unit VI – The Journalist Unit VII – Human Rights Unit VIII – Social Justice
- 20. UNITS• All units are aligned to the New York State Learning Standards: – P-12 Common Core for ELA/Literacy – Social Studies• Some units are also aligned with: – The Arts, – Health, Physical Education, and Family and Consumer Sciences – P-12 Common Core for Mathematics – Science
- 21. UNIT PLANS• Title • Vocabulary• Lesson grade level • Technology required• Time requirement • Materials needed• Essential question(s) • Background information• Objectives of the lesson • Student activities• Alignment with human – Anticipatory set rights issue(s) – Activity• Student skills • Culminating activity• Concepts • Resources• NYS Learning Standards
- 22. UNIT VI – THE JOURNALISTSTANDARDS ALIGNMENT• Social Studies Standard 1: History of the United States and New York• Elementary: KI 1 PI 1, 3; KI 2 PI 1, 2; KI 3 PI 2, 3; KI 4 PI 1, 2, 3• Intermediate: KI 1 PI 1; KI 2 PI 3; KI 3 PI 2, 3; KI 4 PI 1, 2, 4• Commencement: KI 1 PI 2; KI 2 PI 2, 4; KI 3 PI 1, 3; KI 4 PI 1, 2, 3• • Social Studies Standard 2: World History• Elementary: KI 1 PI 1, 2; KI 2 PI 1; KI 3, PI 1, 2, 3; KI 4 PI 1, 2, 3• Intermediate: KI 1 PI 1, 3; KI 2 PI 1; KI 3 PI 1, 2, 3; KI 4 PI 1, 2, 3• Commencement: KI 1 PI 3, 4, 5; KI 2 PI 3, 4, 5; KI 3 PI 1; KI 4 PI 2, 4
- 23. UNIT VI – THE JOURNALISTCOMMON CORE STANDARDSALIGNMENT• Reading for Informational • Reading for Text K—5 Informational Text 6—• K-1, 2, 3, 8; 12• 1-1, 2, 3, 8; • 6-1, 2, 3, 4, 6, 7, 8, 10;• 2-1, 2, 3, 8, 10; • 7-1, 2, 3, 4, 5, 6, 8, 10;• 3-1, 2, 3, 6, 10; • 8-1, 2, 3, 4, 5, 6, 8, 10;• 4-1, 2, 3, 5, 6, 8, 10;• 5-1, 2, 3, 5, 6, 8, 10 • 9/10-1, 2, 3, 4, 5, 6, 8, 10;• Writing Standards K—5 • 11/12-1, 2, 3, 4, 5, 6, 10• K-1, 2, 3, 5, 6, 8, 11; • Writing 6—12• 1-1, 2, 3, 5, 6, 8, 11; • 6-1, 2, 3, 4, 5, 6, 10;• 2-1, 2, 3, 5, 6, 7, 8, 11; • 7-1, 2, 3, 4, 5, 6, 10;• 3-1, 2, 3, 4, 5, 6; • 8-1, 2, 3, 4, 5, 6, 10;• 4-1, 2, 3, 4, 5, 6, 8, 10, 11; • 9/10-1, 2, 3, 4, 5, 6, 10, 11;• 5-1, 2, 3, 4, 5, 6, 8, 9, 10, 11 • 11/12-1, 2, 3, 4, 5, 6, 10, 11
- 24. EXAMPLE OF AN ACTIVITY• Activity 1: Reading “My Day” • Hand out the guiding questions sheet for the “My Day” articles.• Hand out the June 7, 1944 “My Day” article. Read the excerpt about women and math out loud.• Facilitate a brief discussion about the theme(s) addressed in the excerpt, student reaction to Mrs. Roosevelts opinion, and speculation about what the response of her readers might have been at the time. Use the guiding questions in the teacher’s guide to assist you in leading the discussion.• Separate the class into pairs. There are 16 “My Day” articles that have been preselected.• Assign one article per pair. Instruct the students to read the article and answer the questions from the guiding questions sheet.• After completing the activity, ask the students to share their responses to the article with the class.
- 25. Student Worksheet II: to be used with “My Day” columns and other writings Eleanor Roosevelt in Words, Deeds, and Pictures Directions: Use the “My Day” column, article, and/or photo you’ve chosen to answer the following questions. Why did you choose the article you did? What specifically is Mrs. Roosevelt doing in your article or photo? What issue does that address? Do you agree that the issue is important? Why or why not? Do you think the issue is still important today? Why or why not? Have things changed or improved on this particular issue since Mrs. Roosevelt wrote her column? How? (If they haven’t, explain why you think so.) How should this issue be addressed today?
- 26. EXAMPLE:MY DAY, JUNE 7, 1944This is the beginning of a • In Mrs. Roosevelt’s view, Dlong, hard fight, a fight for Day was the beginning of aports where heavy materials long hard fight. Highlightof war must be landed, a the sentence that supportsfight for airfields in the this view.countries in which we must • The boys over there mustoperate. Day by day, miles of have been preparing forcountry may be taken, lost A. The beginning of a longand retaken. That is what we hard fighthave to face, what the boys B. The day of victorywho are over there have been which will be a happypreparing for and what must and glorious daybe done before the day of C. Day by day, miles ofvictory. That day is coming country must be taken,surely. It will be a happy and lost, and retakenglorious day. How can wehasten it?
- 27. THANK YOU ElizabethSheffer NYSUT Educational Services 1-800-342-9810 x 6642 esheffer@nysutmail.org www.nysut.org

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