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Common core state standards presentation: AD Stephens


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Common core state standards presentation: AD Stephens

  1. 1. Common Core State Standards Where are we going… and how do we get there?
  2. 2. Quick Think  Bat and Ball  A baseball bat and ball cost $1.10 together. The bat costs $1.00 more than the ball. How much does the ball cost?
  3. 3. Introduction  The Common Core State Standards were developed to ensure all students in the United States are learning at the same high level standards and are graduating high school having the appropriate knowledge to be college and career ready
  4. 4. Mathematics Key Points  The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals  The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels  Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8  The middle school standards are robust and provide a coherent and rich preparation for high school mathematics  The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.
  5. 5. ELA Key Points  Reading: Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective  Writing: The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades  Speaking and Listening: The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.  Language: The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading.
  6. 6. Common Core Tools  Survey of Enacted Curriculum  .htm  Common Core Placemats for ELA and Math
  7. 7. Application  From your review of the survey of enacted curriculum, you can identify gaps between current state standards and CCSS.  Make yourself a curriculum map or list and write down the gaps between the standards. Also write down gaps between the standards and what is in the your school’s curriculum  Focus some of your instruction on teaching these topics to fill in the gaps
  8. 8. Three Tiers of Vocabulary  Not all words have equal importance in language instruction. So, how do we know which vocabulary words to teach?  We consider three types of vocabulary, or three tiers of vocabulary, for teaching and assessing word knowledge.  A word's frequency of use, complexity and meaning help to determine into which tier it will fall.
  9. 9. Tier 1 – Basic Vocabulary  Tier 1 consists of the most basic words. These words rarely require direct instruction and typically do not have multiple meanings. Sight words, nouns, verbs, adjectives, and early reading words usually occur at this level.  Examples of Tier 1 words are book, girl, sad, dog, and orange
  10. 10. Tier 2- High Frequency/Multiple Meaning Words  Tier 2 words are high frequency words that occur across a variety of domains. These words occur often in mature language situations such as adult conversations and literature, and therefore strongly influence speaking and reading.  Following is a list of standards for Tier 2 words: Important for Reading Comprehension Contain Multiple Meanings Used across a variety of environments Characteristic of mature language learners Increased descriptive vocabulary (words that allow students to describe concepts in a detailed manner)
  11. 11. Activity  How many Tier 2 words can you find in this passage?  Johnny Harrington was a kind master who treated his servants fairly. He was also a successful wool merchant, and his business required that he travel often. In his absence, his servants would tend to the fields and cattle and maintain the upkeep of his mansion. They performed their duties happily, for they felt fortunate to have such a benevolent and trusting master.
  12. 12. Tier 2 Words from Passage Tier 2 Words Students’ Expressions merchant salesperson or clerk required have to tend take care of maintain keep going perform did fortunate lucky benevolent kind
  13. 13. Tier 3- Low-Frequency, Context-Specific Vocabulary  Tier 3 vocabulary consists of low-frequency words that occur in specific domains.  Domains include subjects in school, hobbies, occupations, geographic regions, technology, weather, etc.  We usually learn these words when a specific need arises, such as learning amino acid during a chemistry lesson. Examples of Tier 3 words are: economics, Revolutionary War, crepe
  14. 14. Text Complexity Grade Band Current Lexile CCSS Lexile K - 1 N/A N/A 2 - 3 450L – 725L 450L – 790L 4 - 5 645L – 845L 770L – 980L 6 - 8 860L – 1010L 955L – 1155L 9 - 10 960L – 1115L 1080L – 1305L 11 - CCR 1070L – 1220L 1215L – 1355L
  15. 15. College and Career Readiness Anchor Standards for Writing  Text Types and Purposes  Production and Distribution of Writing  Research to Build and Present Knowledge  Range of Writing
  16. 16. Revisit: The Gettysburg Address  What do we mean by ―close reading‖ with the Common Core State Standards?  Using the example of The Gettysburg Address, how might we create a Common Core lesson  First, read The Gettysburg Address to yourself
  17. 17. The Gettysburg Address, 1863 Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any other nation, so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who gave
  18. 18. their lives that the nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we cannot dedicate - we cannot consecrate - we cannot hallow this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us, the living, rather, to be dedicated to the unfinished work which they who fought here have so nobly advanced. It is rather for us to be here dedicated to the great task remaining
  19. 19. before us - that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion - that we here highly resolve that these dead shall not have died in vain - that this nation, under God, shall have a new birth of freedom - and that government of the people, by the people, for the people, shall not perish from the earth.
  20. 20. A Common Core Approach  1. Read The Gettysburg Address to yourself.  2. Reread and paraphrase Paragraphs 1 & 2. Share your paraphrase with a partner. Paraphrase Paragraph 1: Paraphrase Paragraph 2:  We will read The Gettysburg Address aloud.
  21. 21. A Common Core Approach Reread the text and use the guiding questions to self- assess your close reading and understanding of Lincoln's message.  3. According to Lincoln, what made this nation new?  4. What is being tested by war?  5. What if Lincoln had used the verb "start" instead of "conceive"? (lines 2 and 4)  6. How does Lincoln establish what is at stake in this war in the first two sentences of The Gettysburg Address?
  22. 22. A Common Core Approach  7. Record the contextual meaning of dedicate as it is used in each instance and discuss your meanings with a partner. Dedicated, line 3 Dedicated, line 7 Dedicate, line 9 Dedicate, line 16
  23. 23. A Common Core Approach  8. Write an essay Essay Prompt: In the last paragraph of The Gettysburg Address, Lincoln shifts the focus of his speech away from what he says is his purpose at the end of the second paragraph. What reasons does he give for the shift in focus? What does Lincoln think is the task left to those listening? Use evidence from the text to support your analysis. Formulate an answer to these questions in a thoughtful brief essay.
  24. 24. A Common Core Routine for Close Reading  1. Read a text to self - cold reading, no prior practices.  2. Re-read in chunks.  3. Paraphrase in writing.  4. Discuss in own language, aloud, safely.  5. Read aloud for accessibility.  6. Identify hard words. Learn word meanings from a partner.  7. Re-read several times, using specific prompts which require looking for very specific details - using the text
  25. 25. Practice Creating Close Reading Lessons  Go to and choose a reading passage. Write up a lesson plan for that reading passage, similar to the way The Gettysburg Address lesson was written. THE CHALLENGE:  You have to create the Prompts!
  26. 26. Rubric for Evaluation of Lesson  Do you have a suggestion for Pairing?  Do you use Text Dependent questions  What level of Cognitive Demand are your Prompts or Activities?  Do you include Persuasive Writing?  Do you include Vocabulary Study?
  27. 27. Using Exemplars  They exist in the Common Core Standards documents.  The assessment consortia are publishing regularly.  Use them by deconstructing the lesson and creating a routine... so teachers can independently implement a Common Core Lesson!
  28. 28. Common Core Tools  Spelling City   Lexile Framework For Reading   Illustrative Mathematics 
  29. 29. Application  From your review of the survey of enacted curriculum, you can identify gaps between current state standards and CCSS.  Make yourself a curriculum map or list and write down the gaps between the standards. Also write down gaps between the standards and what is in your school’s curriculum  Focus some of your classroom instruction on teaching these topics to fill in the gaps
  30. 30. Activity McDonald’s Claim  Wikipedia reports that 8% of all Americans eat at McDonalds every day. In the US, there are approximately 310 million Americans and 12,800 McDonalds. The average McDonald’s store can serve 1,500 people a day.  Do you believe the Wikipedia report to be true?  Create a mathematical argument to justify your position.