Harrisburg Elementary Common Core

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  • Read through the list and star the one that you are sure that it will be no problem for you Use some other marking to identify one that may be extra challenging for you. Turn and buzz with your neighbor about this and how they can help you. ** Things to think about with roles-give your recorder/tech a break! Can we live with these? Do we want to add anything?
  • This is the site we will be working from today. The PPT is on the site, so feel free to follow along.
  • This is just a reminder from Carol Ann Tomlinson about the importance of Know Understand and Do. I have a sheet for you to use right now that is a 2-Column table. On the left you will see examples in the area of Know, Understand and Do, and on the right there is a place for you to take notes. There is a back side also. We are going to go through the KUD with reading and math. We will start with math, so use the front side to take notes as we move forward.
  • Reading sort cards Sorting activity
  • Read through sample standard. We will be looking closely at our assigned standard to determine the Know / Understand / and Do (KUD) 7/07/2011
  • Discussion Points : A stem for “know” are nouns Everything students need to demonstrate mastery of the standard Cross off the statements that don ’t belong as a “Know” statement Which of these statements are examples of “Know” statements? Are these written in the correct format? If not, is there a way to change the wording so that it would be a “Know” statement
  • If you were to preface this statement with the phrase “I want students to understand that”….these would make sense
  • Discussion Points : A stem for “Understand” is underlying meaning of standard Everything students need to demonstrate mastery of the standard Underline the statements that don ’t belong as a “Do” statement Which of these statements are examples of “Understand” statements? Are these written in the correct format? If not, is there a way to change the wording so that it would be a “Understand” statement?
  • Discussion Points : A stem for “Do” are verbs These are: Everything students need to demonstrate mastery of the standard Underline the non-example statements that don ’t belong as a “Do” statement Which of these statements are examples of Do statements? Are these written in the correct format? If not, is there a way to change the wording so that it would be a Do statement? The ones that are underlined are understandings!!
  • Now that we ’ve worked through this example Standard, take a moment to look back at your sort. Are there some statements that you would like to move to a different column based on your knew information? Revise their Sort
  • Please write out the standard and the Name of the Standard (I.E 3.nb.2) Do not just add the number. Calibrate your work with the peer review template. 5 th Grade you should be including the 6 th grade standard 7/07/2011
  • Domains: larger groups of related standards Cluster Headings: overview & quick summary of the mathematical ideas within a domain Clusters: groups of related standards Standards: define what students should understand and be able to do 7/07/2011
  • Write the statement in student friendly language Write an “I can’ statement. Notice that the student lang. is inclusive of the same terminology used in the standard. (add and subtract, not plus and take away-that is part of the rigor and relevance piece) Quality indicators are defined on the Peer Review document 7/07/2011
  • Unpack this with participants: Know: Place value, properties of operations Understand: Students will understand that there is a relationship between addition and subtraction. Do: add and subtract, use strategies 7/07/2011
  • Examples of Know….. Remember a stem for “know” are nouns Keep in mind the 8 standards of mathematical practices Everything students need to demonstrate mastery of the standards Quality indicators are defined on the Peer Review document Turn and talk to your elbow, which ones are “knows”; how do you know? 7/07/2011
  • Talk to you elbow partner and decide which are understandings. Keep in mind the 8 standards of mathematical practices Everything students need to demonstrate mastery of the standard Quality Indicators are defined on the Peer Review document 7/07/2011
  • Keep in mind the 8 standards of mathematical practices Everything students need to demonstrate mastery of the standard Quality Indicators are defined on the Peer Review document Keep in mind the 8 Standards of Mathematical Practice Your “DO”s will often reflect verbs from the Webb Levels 3 & 4 see handout 7/07/2011
  • Model how to add comments to the google document to do their assignment. There are directions from Matt in an e-mail. Good descriptive comments (specific) NOT something like “ditto” or “great job”
  • 7/07/2011
  • How might the grade level expectation be applied at home, on the job or in a real-world, relevant context? Include at least one example. Stem for the conversation with students to answer the question “why do I have to learn this?”. This component of the template leads to student engagement, implementation of 21 st Century Skills, and preparation for college and careers. Quality Indicators are defined on the Peer Review document. 7/07/2011
  • Complete this section of the document on line at this time. Make sure you calibrate with the PR template to make sure you have meet the requirements
  • Discussion Points: This is writing the standard in student friendly language Write an “I can” statement Quality Indicators are defined on the Peer Review document. Take a look at this Student Friendly Language and talk about how we could improve it. After they complete this part they will take a 10 minute break.
  • Discussion Points : Key vocabulary teachers need to know/understand to work with the standard List key vocabulary; not necessarily defined at this point Quality Indicators are defined on the Peer Review document
  • Discussion Points: As you are developing, pay attention to your practices. I do it, we do it, you do it
  • We will model completing each section of the template Then, your table complete that section using the standard you have been assigned 7/07/2011
  • Harrisburg Elementary Common Core

    1. 1. Working with the Common Core Standards Dana Berg, ESA2
    2. 2. Agenda <ul><li> Revisiting the Know, Understand, and Do </li></ul><ul><li> Critical Friends Feedback on the Google Site </li></ul><ul><li> Editing & Updating Your Disaggregated Standard </li></ul><ul><li> Peer Review </li></ul><ul><li> Continue to Disaggregate Standards for Math </li></ul><ul><li> Examine the ELA Standards </li></ul><ul><li>Continue to Disaggregate Standards for ELA </li></ul>
    3. 3. Outcomes <ul><li>Revisit and make improvements to your previous work with the common core standards </li></ul><ul><li>Ensure that the disaggregation process has been completed fully and accurately in order to continue your work with the standards </li></ul><ul><li>Gain fluency and familiarity with the standards </li></ul><ul><li>Understand the level of rigor and depth of each standards </li></ul>
    4. 4. Group Norms <ul><li>Listen with engagement </li></ul><ul><li>Honor each others thinking </li></ul><ul><li>Honor private think time </li></ul><ul><li>Everyone has a voice </li></ul><ul><li>Be respectful of all comments </li></ul><ul><li>Participation is expected </li></ul><ul><li>Limit side-conversations </li></ul><ul><li>Take care of your needs </li></ul>
    5. 5. Google Site https://sites.google.com/a/edec.org/harrisburg/
    6. 6. Clarity About Curriculum <ul><li>“ If a teacher isn’t clear about what all students should (know) understand and be able to do when the learning experience ends, he or she lacks the vital organizer around which to develop a powerful lesson.” </li></ul><ul><li>--Tomlinson, 1999 </li></ul>
    7. 7. Practice identifying KUD Statements
    8. 8. Dissecting Standards into KUD <ul><ul><li>3.RL.2 Recount stories including fables, folktales and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. </li></ul></ul>Fables Folktales Myths Central Message Lesson Moral Students will understand that diverse cultures impact literature Recount Determine Explain Know Understand Do
    9. 9. Developing the ‘Know’ <ul><li>The facts , definitions , dates , places , names , processes , and examples you want students to know in order to master the standard. </li></ul><ul><li>Nouns or Short Phrases </li></ul><ul><li>Bulleted lists or statements, not complete sentences </li></ul><ul><li>Include essential facts that are new… do not include a list of prior knowledge, facts or definitions that student may use to learn new content. </li></ul>
    10. 10. Modeling the Process Fables, folktales and myths Explain the central message, lesson or moral Identify Key details 3.RL.2 Recount stories including fables, folktales, and myths from diverse cultures; determine central message, lesson or moral and explain how it is explain how it is conveyed through key details in the text.
    11. 11. Statements of Understanding <ul><li>written statements of truth , </li></ul><ul><li>the core to the meaning(s) of the lesson(s) or unit. </li></ul><ul><li>what connect the parts of a subject to the student ’ s life and to other subjects. </li></ul><ul><li>It is through the understanding component of instruction that we teach our students to truly grasp the “ point ” of the lesson or experience. </li></ul><ul><li>Understandings are purposeful. </li></ul><ul><li>They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exist within the understandings </li></ul><ul><li>What they are… </li></ul><ul><li>You need to know that… </li></ul>
    12. 12. Understand Statement Examples <ul><li>Understandings are Essential Truths That Give Meaning to the Topic </li></ul><ul><li>Multiplication is another way to do addition. </li></ul><ul><li>People migrate to meet basic needs. </li></ul><ul><li>All cultures contain the same elements expressed differently. </li></ul><ul><li>Voice reflects the author. </li></ul>
    13. 13. Understand – MISCONCEPTION ALERT! <ul><li>If it is difficult to distinguish between the ‘KNOW’ and the ‘UNDERSTAND’ it is likely because the statement is pitched too low and as written, it lacks an essential truth; is focused only on facts and skills. </li></ul><ul><li>KNOW: Columbus came to the New World in 1492. </li></ul><ul><li>UNDERSTAND: When faced with conflict, individuals and groups either adapt or migrate to seek better conditions. </li></ul>
    14. 14. Modeling the Process Fables, folktales and myths are often stories of mythical or supernatural beings or events The oral history of a culture influences behavior Culture is essential for shaping our core values Students will understand that diverse cultures impact literature 3.RL.2 Recount stories including fables, folktales, and myths from diverse cultures; determine central message, lesson or moral and explain how it is conveyed through key details in the text.
    15. 15. Developing ‘Do’ Statements <ul><li>‘ Do’ statements are action statements and begin with a verb. </li></ul><ul><li>Student performance provides evidence of mastery of the standard(s). </li></ul><ul><li>‘ Do’ statements describe procedural, application or extended thinking. </li></ul><ul><li>State that students can explain, interpret, apply, empathize or have perspective or self-knowledge, etc. </li></ul><ul><li>‘ Do’ statements do not describe a specific learning activity </li></ul>
    16. 16. ‘ DO’ Statement Misconception Alert! <ul><li>The ‘Do’ is the Learning Outcome </li></ul><ul><ul><li>May be Demonstration of Mastering a Standard </li></ul></ul><ul><ul><li>Evidence of a Thinking Skill </li></ul></ul><ul><ul><li>A Basic Skill of a Discipline </li></ul></ul><ul><li>Example: Compare two novels to determine common themes. </li></ul><ul><li>Non-Examples: (Not what happens in the lesson or what the teacher will do) </li></ul><ul><li>The students will complete a RAFT assignment in cooperative groups. </li></ul><ul><li>The teacher will read a story to the class and ask students to complete one of the three task cards based on their interests. </li></ul>
    17. 17. Modeling the Process Understand how fables and trickster tales are used in different cultural contexts to point out human strengths and weaknesses Key details define the moral of the story Recount stories including fables, folktales, and myths from diverse cultures 3.RL.2 Recount stories including fables, folktales, and myths from diverse cultures; determine central message, lesson or moral and explain how it is explain how it is conveyed through key details in the text.
    18. 18. Practice identifying KUD Statements
    19. 19. Modeling the Process: Math <ul><li>Find previous year standard (Kdg. will be the exception) </li></ul><ul><li>Find following year standard (this will be applicable at every grade level) </li></ul><ul><li>Keep in mind the Domain and Cluster Heading </li></ul><ul><li>Quality will be defined by the Peer Review document </li></ul>
    20. 20. Components: K-8 grade level Mathematics Standards DOMAIN CLUSTER HEADINGS Standards within the CLUSTER FOOTNOTES
    21. 21. Modeling the Process I can add and subtract numbers to 999 in many ways using a plan that makes sense to me. 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Must be written as an “I can” statement
    22. 22. Dissecting Standards into KUD <ul><ul><li>Standard: Fluently add and subtract within 1000 using strategies based on place value, properties of operations , and/or the relationship between addition and subtraction. </li></ul></ul>Know Understand Do <ul><li>Place Value </li></ul><ul><li>Properties of Operation </li></ul><ul><li>TSWUT there is a relationship between addition and subtraction </li></ul><ul><li>Add and subtract </li></ul><ul><li>Use Strategies </li></ul>
    23. 23. Modeling the Process <ul><li>Keep in Mind : </li></ul><ul><li>Stems for “know” are nouns </li></ul><ul><li>Decompose and Recompose numbers </li></ul><ul><li>Use addition and subtraction to solve non-routine problems </li></ul><ul><li>Expanded notation </li></ul><ul><li>Commutative property of addition </li></ul><ul><li>Associative property of addition </li></ul><ul><li>Fluently add and subtract numbers </li></ul>Students will understand that: 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
    24. 24. Developing Statements of Understanding <ul><li>S of U (statements of understanding) are written statements of truth , the core to the meaning(s) of the lesson(s) or unit. </li></ul><ul><li>S of U are what connect the parts of a subject to the student ’s life and to other subjects. </li></ul><ul><li>It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or experience. </li></ul><ul><li>Understandings are purposeful. They focus on the key ideas that require students to understand information & make connections while evaluating relationships that exist within the understandings. </li></ul>
    25. 25. Modeling the Process <ul><li>Students will understand that: </li></ul><ul><li>students solve problems using addition and subtraction processes. </li></ul><ul><li>there is a relationship between the properties of operations and solutions of additions problems. </li></ul><ul><li>students use addition to check subtraction. </li></ul><ul><li>the value of a digit in our number system is determined by its place value position </li></ul>3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
    26. 26. Modeling the Process <ul><li>Discussion Points : </li></ul><ul><li>A hint for identifying the “Do” are verbs </li></ul><ul><li>Construct expanded notation for numbers up to 1000. </li></ul><ul><li>Prove/explain solutions using manipulatives. </li></ul><ul><li>add two-digit numbers within 1000. </li></ul><ul><li>Apply place value to solve mental math problems. </li></ul><ul><li>Use a variety of strategies to solve addition problems. </li></ul><ul><li>Story problems can be solved using various addition strategies. </li></ul>3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
    27. 27. Take Aways <ul><li>KNOW (facts, dates, rules, people, etc.) </li></ul><ul><li>UNDERSTAND (complete sentences, statements of truth or insight – want students to understand that…) </li></ul><ul><li>DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills ---verbs) </li></ul>
    28. 28. KUD Activity <ul><li>On the sheet that is handed out to you, look through each of the statements pair with your elbow partner and determine if the statement is a know, understand or a do. </li></ul><ul><li>Once you have completed this part of the process, turn and talk with a pair behind or in front of you and compare your conclusions. Discuss any discrepancies you may have. </li></ul><ul><li>We will review your answers at the end. </li></ul>
    29. 29. Google Site KUD Critical Feedback <ul><li>Review and make comments on all KUD sections in your grade level for Math and ELA standards </li></ul>
    30. 30. Commenting on Google Docs <ul><li>Adding Comments to a Google Document </li></ul><ul><ul><li>Highlight a phrase </li></ul></ul><ul><ul><li>Go to “ insert”, then to comment </li></ul></ul><ul><ul><li>Sign your name following the comment </li></ul></ul>
    31. 31. Modeling the Process <ul><li>Keep in mind: </li></ul><ul><li>Key vocabulary teachers need to know/understand to work with the standard </li></ul>Fluently, strategies, place value, addend, algorithms, within Standard: 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
    32. 32. Modeling the Process <ul><li>Keep in Mind: </li></ul><ul><li>How might the grade level expectation be applied at home, on the job or in a real-world, relevant context? </li></ul><ul><li>A stem for the conversation with students to answer the question “why do I have to learn this?”. </li></ul>To be able to use mental addition and subtraction when buying items. To make sure the correct change was given. 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
    33. 33. Modeling the Process   Recount stories including fables and folktales from diverse cultures; determine the central message, lesson, or moral Recount stories including fables, folktales and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.   Determine a theme of a story, drama or poem through details in the text; summarize the text. RL (Reading Standards for Literature K-5) Key Ideas and Details 3 3.RL.2 4.RL.2 2.RL.2
    34. 34. How to read a Common Core Standards 7.RI.3 Number assigned to Standard
    35. 35. Modeling the Process I can retell a story from different cultures to tell others what the story means by using words from the story. 3.RL.2 Recount stories including fables, folktales and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
    36. 36. Modeling the Process Culture Fables Folktales Myths Central message, lesson, moral
    37. 37. Modeling the Process To be aware of other cultures To make personal connections to the lessons taught in fables, folktales and myths To appreciate differences in other people <ul><li>Discussion Points: </li></ul><ul><li>How might the grade level expectation be applied at home, on the job or in a real-world, relevant context? </li></ul><ul><li>Include at least one example. </li></ul><ul><li>Stem for the conversation with students to answer the question “Why do I have to learn this?” </li></ul><ul><li>This component of the template leads to student engagement, implementation of 21 st Century Skills, and preparation for college and careers. </li></ul>
    38. 38. Modeling the Process
    39. 39. Disaggregating Standards <ul><li>You Will Need: </li></ul><ul><li>The Disaggregating Template </li></ul><ul><li>The Disaggregating Peer Review Document </li></ul><ul><li>Your disaggregated Common Core Standard written on a piece of post it paper </li></ul>
    40. 40. Peer Review Template
    41. 41. Peer Review Process <ul><ul><li>Review Template on your own (5 minutes) </li></ul></ul><ul><ul><li>Ask clarifying questions (5 minutes) </li></ul></ul><ul><ul><ul><li>Complete Written Feedback (3 minutes) </li></ul></ul></ul><ul><ul><ul><li>Critical Friends Talk about… (5 minutes) </li></ul></ul></ul><ul><ul><ul><ul><li>“ I likes” </li></ul></ul></ul></ul><ul><ul><ul><ul><li>“ I wonders” </li></ul></ul></ul></ul><ul><ul><ul><li>“ Next steps” </li></ul></ul></ul><ul><ul><li>Share feedback with home group (15 minutes) </li></ul></ul>
    42. 42. Time to Work!
    43. 43. Disaggregating
    44. 44. See You Soon <ul><li>Thanks so much for your hard work </li></ul><ul><li>Dana Berg: ESA 2 [email_address] </li></ul>

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