Common Core Priorities Back to School 2013-2014
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This document provides guidance for back-to-school priorities, including focusing on teachers knowing reading levels, standards, and math fluency targets for their students. It emphasizes assessing students early through measures of vocabulary, comprehension, complexity, and math fluency. Principals and support staff are encouraged to establish a vision for the year focused on complexity, the real world, investigation, and application. Resources on reading levels, standards, and math fluency targets are provided to aid teachers.
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Common Core Priorities Back to School 2013-2014
- 1. 1
- 2. 2 COMMON CORE PRIORITIES Back to School 2013 - 2014
- 4. 4 BACK TO SCHOOL PRIORITIES • Teachers • Principals, Librarians, Building Support • District Support • Parents & Communities
- 5. 5 Teachers: Three Things to Know • Know Your Reading Band (Lexiles) • Know The Standards (Your Grade) Progression & Complexity (Standard 1) • Know the Math Fluency Target KNOW YOUR STUDENT
- 6. 6 TEXT GAP
- 7. 7 CCR Lexile® Text Measures Grade Historical Text Measures CCR Text Measures 1 230Lto 420L 190L to 530L 2 450L to 570L 420L to 650L 3 600L to 730L 520L to 820L 4 640L to 780L 740L to 940L 5 730L to 850L 830L to 1010L 6 860L to 920L 920L to 1070L 7 880L to 960L 970L to 1120L 8 900L to 1010L 1010L to 1190L 9 960L to 1110L 1050L to 1260L 10 920L to 1120L 1080L to 1340L 11 and 12 1070L to 1220L 1180L to 1390L Source: www.lexile.com. MetaMetrics
- 8. 8 CCR Lexile® Text Measures Grade Historical Text Measures CCR Text Measures 1 230Lto 420L 190L to 530L 2 450L to 570L 420L to 650L 3 600L to 730L 520L to 820L 4 640L to 780L 740L to 940L 5 730L to 850L 830L to 1010L 6 860L to 920L 920L to 1070L 7 880L to 960L 970L to 1120L 8 900L to 1010L 1010L to 1190L 9 960L to 1110L 1050L to 1260L 10 920L to 1120L 1080L to 1340L 11 and 12 1070L to 1220L 1180L to 1390L Source: www.lexile.com. MetaMetrics
- 9. 9 CCR Lexile® Text Measures Grade Historical Text Measures CCR Text Measures 1 230Lto 420L 190L to 530L 2 450L to 570L 420L to 650L 3 600L to 730L 520L to 820L 4 640L to 780L 740L to 940L 5 730L to 850L 830L to 1010L 6 860L to 920L 920L to 1070L 7 880L to 960L 970L to 1120L 8 900L to 1010L 1010L to 1190L 9 960L to 1110L 1050L to 1260L 10 920L to 1120L 1080L to 1340L 11 and 12 1070L to 1220L 1180L to 1390L Source: www.lexile.com. MetaMetrics
- 10. 10 Deconstructed Common Core Standard www.CommonCoreInstitute.org
- 11. 11 FLUENCY Required Fluency K Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 20 Add/subtract within 100 (pencil and paper) 3 Multiply/divide within 100 Add/subtract within 1,000 4 Add/subtract within 1,000,000 5 Multidigit multiplication 6 Multidigit division Multidigit decimal operations 7 Solve px + q = r, p(x + q) = r
- 12. 12 DO NOW • ASSESS for PLACEMENT – Vocabulary Fluency – Text Comprehension – Text Complexity & Interaction – Math Fluency (Computation) – Math Fluency (Cognition)
- 13. 13 HOW FollettShelf Classroom Connections Meaning of Vocabulary 5+ Miss = Too Hard Complex Prompts
- 14. 14 Deconstructed Common Core Standard www.CommonCoreInstitute.org
- 15. 15 Deconstructed Common Core Standard www.CommonCoreInstitute.org
- 16. 16 Webb’s DOK Guide www.CommonCoreInstitute.org
- 17. 17 Webb’s DOK Guide www.CommonCoreInstitute.org
- 18. 18 HOW FollettShelf Classroom Connections Writers sometimes use a “quote”. What does the word “quote” mean? How is a “quote” used? How is a “quote” different from a “detail”? In Lips visited the area for the first time. On her first visit, there were many frogs. On her return visit, the forest was quiet. What might I infer from these two statements? What specific detail supports the idea that there were many frogs in 1992? What one word is most important to support the idea?
- 19. 19 Deconstructed Standards: Search • Focus on Fluency Standards • Assess Fluency from Last Year
- 20. 20
- 21. 21
- 22. 22
- 23. 23 SBAC EXAMPLE
- 24. 24 HOW FollettShelf Classroom Connections What kind of math question could you ask in this text?
- 25. 25 Math = Real World Get into the REAL WORLD Early! Visit Often!
- 26. 26 DO NOW • ASSESS for PLACEMENT – Vocabulary Fluency – Text Comprehension – Text Complexity & Interaction – Math Fluency (Computation) – Math Fluency (Cognition)
- 27. 27 Teachers: Three Things to Know • Know Your Reading Band (Lexiles) – Scholastic Reading Inventory – NWEA • Know The Standards (Your Grade) Progression & Complexity (Standard 1) – BEGIN with the END in MIND (look back) • Know the Math Fluency Target – Beyond Computation
- 28. 28 KNOW YOUR STUDENT • Teacher: Interest is in the REAL WORLD • Media Center: Focus on the Intersection of Real World and STRETCH Low Medium High • Support Complexity: Suggest Titles to Support Curriculum
- 31. 31 Lexile Filter
- 33. 33 The Real World… Is in the Real World
- 35. 35
- 37. 37 BUILDING SUPPORT • Establish Vision – By the end of this year, each student shall.. – Consider elements of COMPLEXITY, REAL- WORLD, INVESTIGATION, APPLICATION – Include a measure – Give PERMISSION and TIME – The AGENDA for the next 9 weeks
- 38. 38 ELA: DOK 3
- 39. 39 Math: DOK 2
- 40. 40 PARCC Example, Grade 3 (3.NF.1) Teacher: Creates Media Specialist: Recommends Content, Shares Leaders: Put it on the agenda
- 42. 42 How might you discuss… What discussion starters might I use? What writing prompt might I give? Where do I find good examples? - Everyday Math - GO! math
- 43. 43
- 45. 45 Vision Skills+ + Incentives + Resources + Action Plan = Sustainable Change Skills + Incentives + Resources + Action Plan = Confusion Vision + Incentives + Resources + Action Plan = Anxiety Vision Skills+ + Resources + Action Plan = Resistance Vision Skills+ + Incentives + Action Plan = Frustration Vision Skills+ + Incentives + Resources = Treadmill Curriculum Mapping Implementation Key Questions: Resources -- "Do we have tools, time, and training to map effectively?" Action Plan -- "Over the next three years, do we have attainable timelines and goals? Who will be the responsible parties for implementations, monitoring, and feedback?" Vision -- "Why are we doing this?" Skills -- "How do we build effective maps?" Incentives -- "How will mapping improve teaching and learning?" Conditions for Successful Implementation Plan Plan Plan Plan Plan Vision: The “Why are we doing this?” to combat confusion. Skills: The skill sets needed to combat anxiety. Incentives: Reasons, perks, advantages to combat resistance Resources: Tools and time needed to combat frustration. Plan: Provides the direction to eliminate the treadmill effect. Knoster, T., Villa, R., & Thousand, J. (2000)
- 46. 46 LEADERSHIP SUPPORT • Put your vision and priorities on the agenda • Use every opportunity to discuss authentic instruction, lessons, challenges • Identify Skill Needs – Finding Content (Low-Med-High, Assess) – Pairing Content (Huckelberry, Mississippi) – Leading Discussion / Independence – Managing Classrooms / New Activities
- 47. 47 A Culture of Using Data Daily
- 48. 48 TOOLS: DISTRICT SUPPORT! TOOLS My Reading Paths Notice & Note DOK Guide Deconstructed Standards
- 49. 49 HAVE YOU Assessed Refined Re-organized Shared MANAGED YOUR LIBRARY COLLECTION? Follett District Manager
- 52. 52 Toffler (1979), The definition of "illiterate" The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. Parents & Community
- 53. 53 CSI: My House • What is your child interested in? • Read to them • Discuss with them • Encourage them
- 54. 54 A Vocabulary Rich Environment!
- 55. 55
- 56. 56
- 57. 57 • 4 to 5 Pages Weekly • Authentic Audience • Use of Technology • Use of Thesaurus What is holding us back? IMAGINE THE IMPACT
- 59. 59
- 61. 61 • MEASURE EARLY & OFTEN • MAP to Real COMPLEXITY • EMBED INQUIRY – TIME, FOCUS, DEPTH • SYNTHESIS through WRITING & SPEECH • LEADERSHIP DEVELOPMENT MOVE ALL KIDS! SUMMARY
- 62. 62 COREpedia.org
- 63. 63 MY GIFT: ONE GRADE LEVEL
- 64. 64 LET US HELP! YOU WILL GET Information Request: GRANT INFO Research White Paper RETURN IT! LET US HELP YOU! Tim.Edwards@CollegeCareer.org
- 66. 66