The document appears to be notes from a teacher training session on the Common Core State Standards (CCSS). It includes an agenda for the day with topics like the transition timeline to CCSS, who has adopted them, the rationale behind CCSS, and how the standards look different in language arts and mathematics. It also discusses how to address CCSS in the classroom with examples like argumentation, population dynamics, and reasoning. Teachers participate in activities to explore lesson planning and authentic learning related to CCSS. Contact information is provided for the state department of education.

1. TIFFANY NEILL | LEVI PATRICK | TERESA BEGLEY
Thursday, August 11, 2011 1

2. Today’s Grouping
Groups (4 core, 4 other)
Math Only...
9-12 Science
9-12 Mathematics
9-12 Language Arts
9-12 Social Studies
Thursday, August 11, 2011 2

3. STAND UP IF...
➡ you know this song.
➡you are secretly wondering if I actually know
this song.
➡you thought you were going to die last night.
➡you have taught for 5 or less years.
➡you have taught for 25 or more years.
➡your summer was just interrupted by the
school year.
➡you are not originally from Oklahoma.
➡you are anxious about Common Core.
Thursday, August 11, 2011 3

4. Who’s Involved?
Thursday, August 11, 2011 4

5. TRANSITION TIMELINE
Transition:
• Teacher development
State Board Adopts • Local curriculum revision
Common Core State • Test development
Standards 2010 - 2014
Transition
June, 2010 Complete
June, 2014
2010 2011 2012 2013 2014
Thursday, August 11, 2011 5

6. WHO’S ON BOARD?
Includes
DC and the
Virgin Islands.
46
6
Thursday, August 11, 2011 6

7. EXPLORING THE RATIONALE
Thursday, August 11, 2011 7

8. RIGOR
Rigorous content appropriate for each
grade level.
rig●or (noun) - the quality of being
extremely thorough, exhaustive, or
accurate
Thursday, August 11, 2011 8

9. DEEP UNDERSTANDING
Deep understanding through concept
attainment.
This is a transition from the lower rungs of
Bloom’s Taxonomy to the top 4 levels.
Thursday, August 11, 2011 9

10. AUTHENTIC EXPERIENCES
Acquisition of
skills through
authentic
experiences.
Thursday, August 11, 2011 10

11. Thursday, August 11, 2011 11

12. Taking a Deeper Look
at the Standards
Task
Rigor = R
Deeper Understanding = D
Authenticity = A
Other = O
Thursday, August 11, 2011 12

13. How Does the Language
look Different?
Thursday, August 11, 2011 13

14. Assessment
Our school has to select a girl for the long jump at the
regional championship. Three girls are in contention. We
have a school jump-off. Their results, in meters, are given
in the accompanying table.
Elsa Miki Aisha
Hans says, “Aisha has the
3.25 3.55 3.67
3.95 3.88 3.78
longest average. She should go
4.28 3.61 3.92
to the championship.”
2.95 3.97 3.62
3.66 3.75 3.85 Do you think Hans is right?
3.81 3.59 3.73 Explain your reasoning.
Thursday, August 11, 2011 14

15. Assessment
Example Topic #1: Science/Technical Texts
Evaluating evidence:
• Compare what the latest science tells us about Genetically
Modified food against the arguments offered for and against
Genetically Modified food.
• Evaluate the hypothesis, data, analysis, and conclusion of
each side, including determining the extent to which each side in
the debate over Genetically Modified food relies on the available
science, argues from an economic perspective or appeals to
political and emotional concerns.
• Verify the data from each author and corroborate or challenge
the conclusion with other sources and information.
Thursday, August 11, 2011 15

16. Assessment
1 Students provide an objective summary of Fredrick
Douglass’s Narrative. They analyze how the central
idea regarding the evils of slavery is conveyed
through supporting ideas and developed over the
course of the text. [RI.8.2]
2 Students trace the line of argument in Winston
Churchill’s “Blood, Toil, Tears and Sweat” address to
Parliament and evaluate his specific claims and
opinions in the text, distinguishing which claims are
supported by facts, reasons, and evidence, and which
are not. [RI.6.8]
Thursday, August 11, 2011 16

17. How Does the Language How Do the Assessments
look Different? Look Different?
Thursday, August 11, 2011 17

18. Key Advances in Language Arts
Reading
•Balance
of
literature
and
informa0on
texts
•Text
complexity
Wri*ng
•Emphasis
on
argument
and
informa0ve/explanatory
wri0ng
•Wri0ng
about
sources
Speaking
and
Listening
•Inclusion
of
formal
and
informal
talk
Language
•Stress
on
general
academic
and
domain-­‐specific
vocabulary
Thursday, August 11, 2011 18

19. Key Advances in Mathematics
Focus
and
Coherence
•Focus
on
key
topics
at
each
grade
level
•Coherent
progressions
across
grade
levels
Balance
of
Concepts
and
Skills
•Content
standards
require
both
conceptual
understanding
and
procedural
fluency
Mathema*cal
Prac*ces
•Foster
sense-­‐making
and
reasoning
in
mathema0cs
College
and
Career
Readiness
•Level
is
ambi0ous
but
achievable
Thursday, August 11, 2011 19

20. Addressing Common Core
in the Classroom
Already Doing New Ideas
Thursday, August 11, 2011 20

21. Walkabout
Each group has a number
post posters around the room
Rotate through posters
(clockwise)
if you see similar ideas, write your
group’s number next to the idea
Thursday, August 11, 2011 21

22. CCSS in the Classroom
Thursday, August 11, 2011 22

23. Argumentation
Thursday, August 11, 2011 23

24. Population Dynamics
Thursday, August 11, 2011 24

25. Reasoning
Thursday, August 11, 2011 25

26. Lesson Planning Activity
Thursday, August 11, 2011 26

27. K20 Authentic Learning & Teaching
Thursday, August 11, 2011 27

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33. State Department of Education
http://sde.state.ok.us
Thursday, August 11, 2011 33

34. Thank you!
We hope to see you
in the Common Core
Cohorts soon!
Thursday, August 11, 2011 34

35. TIFFANY NEILL | LEVI PATRICK | TERESA BEGLEY
Thursday, August 11, 2011 35