Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Digging Deeper into the Common Core

589 views

Published on

Presentation given by Anthony Brisson on April 1 and 3, 2016 at the NRCP conference.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Digging Deeper into the Common Core

  1. 1. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook Digging Deeper into the Common Core Anthony Brisson NEA Education Support Professional Quality Senior Policy Analyst
  2. 2. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook Outcomes • Develop an understanding of the Common Core State Standards. • Consider the impact the CCSS will have on your role. • Review unwrapping standards.
  3. 3. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook Three-Minute Video Explaining the CCSS • http://vimeo.com/51933492
  4. 4. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook CCSS ELA/Math Background What They Are… • 46 states and the District of Columbia have adopted CCSS • Designed to provide shared expectations of knowledge & skills students need to be “college and career ready” • An integrated literacy model What They are Not… • A guideline of HOW teachers should teach • An all-inclusive list of what should be taught K-12 • A definition of intervention methods or materials www.corestandards.org (CCSS for ELA & Literacy in History/SS, Science, & Technical Subjects)
  5. 5. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook Instructional Shifts in the Classroom English language arts (ELA) • Building knowledge through content-rich nonfiction and information texts • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language Mathematics • Focus strongly where the standards focus • Coherence: Think across grades and link to major topics within grades • Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application
  6. 6. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook How are the standards organized?
  7. 7. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook CCSS ELA/Literacy Organization • Three main sections – Comprehensive K-5 • Reading Foundational Skills – English language arts 6-12 – History/social studies, science and technical subjects 6-12 • Anchor Standards – Reading Literature – Reading Informational Text – Writing – Speaking and Listening – Language • Grade-specific standards www.corestandards.org (CCSS for ELA & Literacy in History/SS, Science, & Technical Subjects)
  8. 8. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook Identify the Standard RL.5.3 Strand Grade Standard Number
  9. 9. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook ELA Abbreviations • R-Reading – RL-Reading: Literature – RI-Reading: Informational Text – RF-Reading: Foundational Skills • W-Writing • SL-Speaking and Listening • L-Language • RH-Reading History • RST-Reading Science and Technical Subjects • WHST-Writing History, Science and Technical Subjects
  10. 10. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook CCSS Math Organization Two distinct sets of standards: • Content Standards (math concepts) GRADE or COURSE SPECIFIC • Practice Standards (habits of mind) APPLY to K-12
  11. 11. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook Structure of the Standards • Domains are large groups of related standards. Domains change from grade to grade to reflect the changing focus of each grade. Standards from different domains may sometimes be closely related. • Clusters are groups of related standards. Each domain has 1 – 4 clusters. Standards from different clusters may sometimes be closely related. • Standards define what students should understand and be able to do. Domain Cluster Standard
  12. 12. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook Identify the Standard 5.NBT.4 Grade Domain Standard Number 3.OA.C Grade Domain Cluster
  13. 13. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook Math Abbreviations • Elementary • CC-Counting and Cardinality • OA-Operations and Algebraic Thinking • NBT-Numbers & Operations in Base Ten • NF-Numbers & Operations-Fractions • MD-Measurement & Data • G-Geometry • RP-Ratio & Proportional Relationships • NS-The Number System • EE-Expressions & Equations • SP-Statistics & Probability • F-Functions
  14. 14. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook Unwrapping Standards • Skills: What do students need to DO? – Verbs • Knowledge: What do students need to KNOW? – Nouns/noun phrases • Additional criteria: How/How well/With what? – Phrases, adverbs, adjectives that further describe skill and knowledge use • Materials or methods (if included) 14
  15. 15. RI/RH/RST.9-10.4 • Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper) (RI.9-10.4). • Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social studies (RH.9-10.4). • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics (RST.9-10.4). Skills (What do students need to DO?) Knowledge (What do students need to KNOW?) Criteria (How, How well, With what?) Methods Materials (If included in standard)
  16. 16. RI/RH/RST.9-10.4 • Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper) (RI.4). • Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social studies (RH.4). • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics (RST.4). Skills (What do students need to DO?) Knowledge (What do students need to KNOW?) Criteria (How, How well, With what?) Methods Materials (If included in standard) Determine
  17. 17. RI/RH/RST.9-10.4 • Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper) (RI.4). • Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social studies (RH.4). • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics (RST.4). Skills (What do students need to DO?) Knowledge (What do students need to KNOW?) Criteria (How, How well, With what?) Methods Materials (If included in standard) Determine Analyze Meaning of words and phrases Impact of word choice on meaning and tone
  18. 18. RI/RH/RST.9-10.4 • Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper) (RI.4). • Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social studies (RH.4). • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics (RST.4). Skills (What do students need to DO?) Knowledge (What do students need to KNOW?) Criteria (How, How well, With what?) Methods Materials (If included in standard) Determine Analyze Meaning of words and phrases Impact of word choice on meaning and tone Figurative, connotative, and technical meanings Cumulative
  19. 19. RI/RH/RST.9-10.4 • Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper) (RI.4). • Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social studies (RH.4). • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics (RST.4). Skills (What do students need to DO?) Knowledge (What do students need to KNOW?) Criteria (How, How well, With what?) Methods Materials (If included in standard) Determine Analyze Meaning of words and phrases Impact of word choice on meaning and tone Figurative, connotative, and technical meanings Cumulative Text
  20. 20. Considerations about Methods and Materials • Methods and/or materials included?  Must use! • Methods and/or materials not included?  Flexibility! Methods Materials (If included in standard) What is NOT included: Text Analysis does not have to be written. Can be done: • Orally • Using multimedia • Graphically (picture, clip art, comic) • Individually • In a group
  21. 21. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook Your Turn • Pick a standard • Unwrap it—use the handout • Brainstorm all the methods you would use to teach it • List each method separately on your handout 21
  22. 22. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook Skills (Verbs: what students need to DO) Knowledge & Concepts (nouns— what students need to KNOW) Criteria for Proficient Performance (Modifiers, Adverbs, Adjectives) Methods Materials (If included in standard) How will I teach this to reach ALL learners in my classroom? Find the Ks&Ds Topic or Unit Focus: Standard(s): 22
  23. 23. Te a m W o r k M a k e s t h e D R E A M W o r k ! 33rd Annual NRCP Conference April 1-3, 2016 Oak Brook Contact the NEA Anthony Brisson NEA ESPQ 1201 Sixteenth St., NW Suite 613 Washington, DC 20036 abrisson@nea.org Credit: State Education Resource Center, Middletown, CT. – www.ctserc.org

×