big picture view

Big Picture View

Dr. Marie Alcock

WWW.LSALEARNING.COM

Integrating the Common Core Standards into Your Local School Curriculum

Lsalearning.com/workshops

Our Essential Questions

How can we design curriculum to prepare our learners for their future?

How can we integrate the Common Core Standards into our local school curriculum to support student learning?

STANDARD CURRICULUM

INSTRUCTIONASSESSMENT

Standards -Based Classroom

Four Phases•Implementation Process

Where is your faculty?

Background on CCSS

Curriculum Mapping

Culture of Collaboration

CURRICULUM 21

Phase I

Phase I•Laying the Foundation

Building Level Work

• Anatomy of the Standards (CCLS)

• Mathematical Practices and Capacities of a Literate Individual

• Six Shifts (Math & Literacy)

• Year-long Context (progressions in context)

• Unpacking Standards (content & skills)

Sample Year-Long Context

Introduction Unit 1 Spiraled

Introduction Unit 2 Spiraled

RL 1-3W3, W4L1, SL 1

RI 1-3W2, W5

SL 4W4

L1, SL1Unit 3 Unit 4

RI 4-10W1, W6 - 9L2, SL 2, 5

RI 1-3W4-5

L1, SL1, 4

RL 4-10SL 6L3

RL 1-3W1, W6-9

SL 4-5

Unit 5 Unit 6

W10SL 3

RI 6-9W6-9

SL 1-2, 4-6

RL 1-10W3, W4-10

SL 4-6L1-3

Phase II

12

Phase II•Launching the Process

13

Building Level Work

• UbD Unit planning (big ideas & essential questions)

• Consistency and flexibility

• Unit Planning “diamonds of alignment”

• Assessment Literacy (DOK, formative, summative, descriptive, evaluative, standards based)

Standards

Big Ideas Essential Questions

Content Skills

Resources Activities

Assessment / Evidence

Sample Unit Format

Standards (Consistent)

Big Ideas (Consistent /

Flexible)

Essential Questions (Consistent /

Flexible)Content

(Consistent / Flexible)

Skills (Consistent /

Flexible)Resources

(Flexible)Activities (Flexible)

Assessment / Evidence (Consistent / Flexible)

Sample Consensus

1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.

 2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.

CCLS: MATH, NUMBER & OPERATIONS—FRACTIONSCCLS: MATH, NUMBER & OPERATIONS—FRACTIONS

Grade 5

Grade 5

5.NF Use equivalent fractions as a strategy to add and subtract fractions.5.NF Use equivalent fractions as a strategy to add and subtract fractions.

1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.

 2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.

CCLS: MATH, NUMBER & OPERATIONS—FRACTIONSCCLS: MATH, NUMBER & OPERATIONS—FRACTIONS

Grade 5

Grade 5

5.NF Use equivalent fractions as a strategy to add and subtract fractions.5.NF Use equivalent fractions as a strategy to add and subtract fractions.

Big Idea(s)/Ma

jor Concept(s)

Essential Questions

Core Content

Skills Evidence

A Quantity can be represented numerically n various ways.

There are multiple ways to solve a problem.

1. Why are there so many different ways to represent something? (MP #7)

2. How do I determine which problem solving strategy to use when solving a problem?

A. Equivalent fractions (Adding and Subtracting)* fractions with unlike denominators (including mixed numbers)* equivalent fractions (like denominators)* adding and subtracting fractions with like denominators* a/b + c/d=(ad +bc)/ bd* word problems* visual fraction models or equations as examples* mental estimation* reasoning of answers

A1. Solve addition and subtraction problems with fractions with unlike denominatorsA2. Solve addition and subtraction problems using mixed numbers with unlike denominatorsA3. Replace given fractions with equivalent fraction producing like denominatorsA4. Solve word problems involving fraction with unlike denominators. Students must use visual fraction models or equation to represent problemA5. Estimate mentally and Assess reasonableness of answers. Students must use benchmark fractions and number sense of fraction to support answer

A-1 Blue Print Design Summative Performance TaskEQ #1 representing Math Practice 7DOK 4sketchup.google.com for blueprints. You will have to download the program. Students will need computer time to complete items.

A-1-3 Test with some computation 10 questions (Type: Brief Response) Summative: Test: Common DOK 1 and DOK 2

A-4 Essay Question- How do I determine which problem solving strategy to use when solving a problem?(Type: Brief Response)Summative: Essay Test:DOK 3

Strand: Numbers and Operations- Fractions 5th GradeStrand: Numbers and Operations- Fractions 5th Grade

Phase III

21

Phase III•Informing Maps with Assessments

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23

only the student can improve his or her performance

•The purpose of assessment is to provide FEEDBACK

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Building Level Work

• 5 types of Alignment (internal, external, cumulative, horizontal, to student, global)

• Curriculum Mapping as a verb (review process using several types of data to make decisions)

• Benchmarking common assessments (examine student work)

• Integration of literacy building wide

• Descriptive or Evaluative feedback

Phase IV

26

Phase IV•Advancing Maps into the Future

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28

Advancing maps into the futurePreparing for next standards from CCSSO

Integrating 21st century skills

Replacing dated content

Upgrading to contemporary assessment types

Map professional development

Rethinking school formats and leadership protocols

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Next standards and work from CCSSO •and Work from CCSSO

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Global Competencies

•EdSteps & Asia Society

Building Level Work

• Upgrades (digital, media, global)

• Integration of literacy (active literacy, vocabulary, note-taking, RWLS)

• “Right Now Skills” (Curriculum21)

• Differentiation

Resources• Quality Unit Maps =

Jacob’s Protocols

• Checklist for maps

• Read through guide

• Graphic Organizer

• Samples

• Network

Thank youContact us at www.LSALearning.com