“building the base” with common core state standards
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“Building the Base” with Common Core State Standards. How will the new Common Core improve teaching and learning to ensure that 21 st century high school graduates have the knowledge and skills they need for college or a career?. While you are settling in… Please take online survey!. - PowerPoint PPT PresentationTRANSCRIPT
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How will the new Common Core improve teaching and learning to ensure that 21st century high
school graduates have the knowledge and skills they need for college or a career?
“Building the Base”with Common Core State Standards
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While you are settling in…Please take online survey!
• What are the skills and understandings you believe a 21st century literate person needs to have?
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How will we work together today?
• Sense of responsibility for the group as a community of learners
• Positive Attitude• Active Participation• Valuing Differences
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How will we work together this morning?To
LITERACY and
beyond!
Where is this coming from?
What are the implications?
Why is it important?
Setting the stage
What are the key advances?
How are the standards organized?
What’s the point of the appendices?
Meat and
potatoes
What are the implications for our practice?
How will we share this information with our colleagues? Making
connections
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Setting the stage
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What are we preparing our students for?
“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” –Alvin Toffler
Am I prepared?
?
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Why did this happen?
It made sense then…• Schooling in the Medieval
Age: Learning the rules of the church
• Schooling in the Industrial Age: Preparing factory workers
But now…• Schooling in the Current
Age: The purposes of schooling are changing– New kinds of thinking for new
kinds of problems
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Call for ChangeACRE – Accountability and Curriculum Reform Effort
RttT – Race to the Top
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Has Curriculum Changed?Has Curriculum Changed?Then Reading Writing Arithmetic Gym History and
Geography Science
Then Reading Writing Arithmetic Gym History and
Geography Science
Now Language Arts Mathematics P.E. Social Studies Science
Now Language Arts Mathematics P.E. Social Studies Science
Has it really changed? No, not in 100 years.
What is needed?
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Call for ChangeACRE – Accountability and Curriculum Reform Effort
RttT – Race to the Top
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Has Curriculum Changed?Has Curriculum Changed?Then Reading Writing Arithmetic Gym History and
Geography Science
Then Reading Writing Arithmetic Gym History and
Geography Science
Now Language Arts Mathematics P.E. Social Studies Science
Now Language Arts Mathematics P.E. Social Studies Science
Has it really changed? No, not in 100 years.
What is needed?
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Call for ChangeACRE – Accountability and Curriculum Reform Effort
RttT – Race to the Top
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As of 2012-2013
NC Standard Course of Study will no longer be used
Common Core – Math and ELA standards developed with 44 states ELA – English and Language Arts Mathematics
Essential Standards – new standards developed for other content areas
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Has Curriculum Changed?Has Curriculum Changed?Then Reading Writing Arithmetic Gym History and
Geography Science
Then Reading Writing Arithmetic Gym History and
Geography Science
Now Language Arts Mathematics P.E. Social Studies Science
Now Language Arts Mathematics P.E. Social Studies Science
Has it really changed? No, not in 100 years.
What is needed?
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Call for ChangeACRE – Accountability and Curriculum Reform Effort
RttT – Race to the Top
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As of 2012-2013
NC Standard Course of Study will no longer be used
Common Core – Math and ELA standards developed with 44 states ELA – English and Language Arts Mathematics
Essential Standards – new standards developed for other content areas
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Timeline for Implementation 2011-2012
Professional development on new standards Development of county-wide curriculum based
on new standards Teach the 2004 curriculum Implement Information and Technology
Essential Standards 2012-2013
All content areas implement new standards, curriculum, and tests
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21st Century Skills21st Century Skills Information and communication
skills Thinking and problem-solving Interpersonal and self-direction
skills Global awareness Financial, economic and business
literacy, and developing entrepreneurial skills to enhance workplace productivity and career options
Civic literacy
Information and communication skills
Thinking and problem-solving Interpersonal and self-direction
skills Global awareness Financial, economic and business
literacy, and developing entrepreneurial skills to enhance workplace productivity and career options
Civic literacy
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That’s nice, but…
What will this actually look like for my school?
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“Face the brutal facts with unwavering optimism.”
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And now…
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Lucy Calkins says…
“Writing is becoming a major force for democracy across the world.
Not only to take in information, but to be able to talk back in ways that are compelling.”
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What are the key advances in ELA CCSS?
Reading
•Text complexity and growth of comprehension
Writing•Text types•Responding to writing•Research
Speaking and Listening
•Flexible communication & collaboration
Language
•Conventions•Effective use•Vocabulary
Standards for reading and writing in social studies, science, and technical subjects• Complement rather than replace content standards in those subjects• Responsibility of teachers in those subjects
Alignment with college and career ready expectations
Foundation of literacy
What resources are we using?
“Fewer, clearer, higher”
Brand new!
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See for yourself…
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Introduction to the ELA CCSS
Read Introduction to the CCSS (pp. 3-7)
Stop and Jot Note 2 changes that will support your practice
Round RobinEach participant shares (no interruptions)
If your idea is similar to prior ones, start by acknowledging peer who had similar ideas
7 min.
3 min.
5 min.
Where is there evidence of the key advances?
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What are the implications for our practice?
Variety of assessments• Basis for an assessment
system that will include multiple measures of student performance
Standards are not curriculum• The curriculum that is
developed will continue to be a local responsibility
• There are multiple ways to teach these standards, and therefore, there will be multiple approaches that could help students accomplish the goals set out in the standards
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What is the organization of the ELA standards?
College &Career Readiness
K-5 ELA
Reading, Writing,
Listening & Speaking, Language
6-12 ELA
Reading, Writing,
Listening & Speaking, Language
6-12 Literacy
R and W in Social Studies,
Science, Technical Subjects
Anchor Standards
Sections
Strands
Appendices
Appendix A Appendix B Appendix C Research; glossary Text exemplars; Student writing
performance tasks samples
pp. 10, 18, 22,
25
CCSS p. 9
CCSS p. 34
CCSS p. 59
In your folder
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What is the organization of the ELA standards?
CCR Anchor Standards• Broad expectations
consistent across grades and content areas
• Based on evidence about college and workforce training expectations
• Range and content p. 10
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What is the organization of the ELA standards?
K-12 Standards• Grade-specific end-
of-year expectations• Developmentally
appropriate, cumulative progression of skills
• One-to-one correspondence with CCR standards p. 11
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See for yourself…
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Line Up/Call Out!
1. Find a “Golden Ticket” from inside your folder
2. Read the standard3. Meet with colleagues who also have cards4. Arrange yourselves in a line that shows
developmental progression5. Call out your standards from most
fundamental to most challengingShhh!
Find the “answers”: pp. 11-12, 36
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Anchor Standard 4Reading Standards for Literature
• Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific work choices shape meaning or tone.
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Anchor Standard 4
• K: Ask and answer questions about unknown words in a text• 1: Identify words and phrases in stories or poems that
suggest feeling or appeal to the senses• 2: Describe how words and phrases supply rhythm and
meaning• 3: Determine the meaning of words and phrases as they are
used in a text, distinguishing literal from non-literal• 4: Determine the meaning of words as they are used in a
text, including those that allude to significant characters found in mythology
• 5: Determine the meaning of words and phrases that are used in a text, including figurative language such as metaphors and similes
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Anchor Standard 4• 6: Determine the meaning of words and phrases that are used in a text,
including figurative and connotative meanings, analyze the impact of specific word choice on meaning and tone
• 7: Determine the meaning of words and phrases that are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds
• 8: Determine the meaning of words and phrases that are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone
• 9-10: Determine the meaning of words and phrases that are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
• 11-12: Determine the meaning of words and phrases that are used in a text, including figurative and connotative meanings; analyze the impact of word choice on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, and beautiful
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DEVELOPMENTAL STAIRCASE OF THE COMMON CORE STANDARDS
KINDERGARTEN
GRADE ONE
GRADE TWO
GRADE THREE
GRADE FOUR
GRADE FIVE
GRADE SIX
GRADE SEVEN
GRADE EIGHT
GRADES NINE AND TEN
GRADES ELEVEN AND TWELVE
INCREASIN
G DEPTH A
ND BREADTH O
F COMPLE
XITY
COLLEGE AND CAREER READINESS
COLLEGE AND CAREERREADINESS
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Developmental Staircase
1. Choose one anchor standard in writing (p. 18)2. Add it to the bottom of the staircase handout3. Follow its progression through grades K-124. Write each grade-specific standard on the given
lines in the staircase for the standard you chose5. Pick a table presenter. One table member will
share out their noticings with the larger group!
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What does the developmental staircase show us about college and career readiness?
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Time for a brain break!
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As you are settling in…Please record on Post-its:
What insight(s) willyou share with your colleagues who are
not here?
What question(s) do you want to have answered
before you leave?
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Are you ready to dig deeper?
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What are the key advances in ELA CCCSS?
Reading
•Text complexity and growth of comprehension
Writing•Text types•Responding to writing•Research
Speaking and Listening
•Flexible communication & collaboration
Language
•Conventions•Effective use•Vocabulary
Standards for reading and writing in social studies, science, and technical subjects• Complement rather than replace content standards in those subjects• Responsibility of teachers in those subjects
Alignment with college and career ready expectations
What resources are we using?
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Which reading skills differentiate students who meet/exceed benchmark in reading?
• The clearest differentiator was students’ ability to answer questions associated with complex texts.
• The most important implication of this study was that a pedagogy focused only on “higher-order” thinking was insufficient to ensure that students were ready for college and careers
• While the reading demands of college, workforce training programs, and citizenship have held steady or risen over the past fifty years or so, K–12 texts have, if anything, become less demanding.
“Reading Between the Lines,” ACT, 2006 [Appendix A, p. 2]
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Appendix A: What are our expectations for teaching and learning reading?
“This finding is the impetus behind the Standards’ strong emphasis on increasing text complexity as a key requirement in reading.”
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What is the CCSS model of text complexity?
Quantitative
Reader and Task
Qualitative
Levels of meaning, structure, language conventionality and clarity, and
knowledge demands
Readibility measures and other scores of text complexity
Reader: Motivation, knowledge, experiences
Task: Purpose and complexity
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Text complexity• Describes the idea that there are
three dynamic factors that make texts more or less difficult for any given reader.
• We are also complex and others react to us in different ways, depending on the context and how well they know us.
• This activity draws an analogy between the complexity of a person and the complexity of texts.
Get to know Catherine!
1. Read information about Catherine, in each of three categories.
2. Consider your own background and interests, relative to Catherine’s.
3. Reflect on what you know about Catherine/yourself, and discuss: how would you plan a successful interaction with Catherine?
Are you hard to read?
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Are the texts I use hard to read?
2. Review your group’s feature of text complexity.• Resource: “Range of Text Complexity”
3. Discuss and determine the level of text complexity, for your group’s category
• Resource: Text Complexity packet (p. 2)• Remember to write down evidence, and be prepared to share
with the whole group!
4. Extend: How do characteristics of the reader, and features of the task, make the text more or less complex?
• Resource: Text Complexity packet (p. 3)
1. Read the academic text.• Resource: “Amusement Park Physics”
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Appendix B: What does text complexity look like in our practice?
Text exempl
ars
Level of COMPLEXITY and QUALITY the CCSS requireThe RANGE of texts students should encounterGuideposts to select texts of similar complexity, quality, and range
Performance
tasks
Supplement text exemplarsIllustrate application of CCSS to appropriate textsRelevant reading standards are notedHow does this connect
to text complexity and Appendix A?
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What are the key advances in ELA CCCSS?
Reading
•Text complexity and growth of comprehension
Writing•Text types•Responding to writing•Research
Speaking and Listening
•Flexible communication & collaboration
Language
•Conventions•Effective use•Vocabulary
Standards for reading and writing in social studies, science, and technical subjects• Complement rather than replace content standards in those subjects• Responsibility of teachers in those subjects
Alignment with college and career ready expectations
“Fewer, clearer, higher”
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Why do we teach/learn/use writing?
Purposes for writing
To persuadeTo explainTo convey
experience
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Appendix C: What are our expectations for student writing?
Annotati
ons: criteria re
quire
d t
o
meet t
he Sta
ndar
ds f
or
partic
ular ty
pes
of
writi
ng (arg
ume
nt, i
nf
or
mative/ex
pla
nat
ory,
narrative)
Differe
nces i
n i
ndivi
dual
dev
el
opment a
nd i
n t
he c
onditi
ons
under
whic
h st
ude
nts
were ex
pecte
d t
o
work
Lower gra
des: i
ncl
ude “
opi
ni
on”
writi
ng, a ty
pe
of arg
ume
nt i
n
whic
h st
ude
nts give reas
ons f
or t
heir
opi
ni
ons/
prefere
nces.
Samples of student writing
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What are our expectations for student writing?
2. Reflect: What grade student do you think wrote this?
3. Anchor: Use writing standards for this narrative task to justify your estimate of the child’s grade
K-5: ELA pp. 19-216-12: ELA pp. 42-47
1. Listen: Exemplar, “Getting Shot and Living through it”
There’s a copy in your folder!
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What are our challenges and responsibilities for this year?
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Thank you for sharing your thinking and learning this morning! Have a fun lunch.
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While you are settling in…Please record on Post-its:
• What are your hopes and fears for the Common Core State Standards in Mathematics?
• Stop and jot: 2 hopes and 2 fearsHOPES for Math Standards:
1.
2.
FEARS aboutMath Standards:
1.
2.
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What are your hopes and fears for the CCSS in Mathematics?
Hopes• Number sense and problem
solving, become independent thinker
• Bridge the gap
Fear• Some may be
developmentally inappropriate – how to make accessible?
• Gap between students and standards
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How will we work together this afternoon?To MATH
and beyond!
What are the implications of adopting CCSS?
Why is it important? Bringing it together
What are the key advances?
How are the standards organized?
What are the implications for practice and content?
Meat and
potatoes
What are the implications for our practice?
How will we share this information with our colleagues? Making
connections
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Let’s refresh our memory…
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What are the key elements of CCSS?
•It’s a state-led effort to establish a shared set of clear educational standards for English language arts & Literacy in History/Social Studies, Science, Technical Subjects and mathematics that states can voluntarily adopt.•CCSS build upon strengths of existing state standards.State-led•It’s designed to ensure that students graduating from high school are prepared to go to college or enter the workforce.•CCSS are aligned with college and work expectations.
College and Career Readiness (CCR)
•It’s designed to give parents, teachers, and students clear understanding of what is expected of them. •CCSS are focused and coherent.
Clear, consistent expectations
•It’s internationally benchmarked to guarantee that our students can compete in the emerging global marketplace.•CCSS are based on international evidence and research.
Global economy
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What matters most in CCSS development?
Align with the best evidence on CCR
expectations[Developmental Progress]
Build on the best standards work of the states and
other countries[Based on International
Research]
Maintain a focus on what matters most for
readiness[Fewer, Clearer, Higher]
Establish a shared responsibility for
literacy development[Integrated Model]
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Why is this important?
For students?
For parents
?
For teachers
?
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There are only three ways to improve student learning at scale:
Instructional Core
1. Increase the level of knowledge and skill that the teacher brings to the instructional process
2. Increase the level and complexity of the content that students are asked to learn (e.g. task selection)
3. Change the role of the student in the instructional process (e.g. passive recitation to active meaning making)
(Richard Elmore)
CCSS
Our p
racti
ce
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What are the implications for shifts in teaching practice?
Expectations for learning are changing…
• Communicate• Adapt to change• Collaborate• Problem solve• Analyze and conceptualize• Reflect on and improve
performance• Self-manage• Create, innovate and criticize• Cross specialist borders
Worldwide reform initiatives promote…
• Higher-order skills with rich content
• Standards that are fewer, higher, and deeper allow more time to apply
• Project work and tasks requiring research, analysis, application, self-assessment, and production
• Expanded assessment of these intellectual skills, including the use of performance tasksHow does this apply
to assessment?
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What’s been going on in the world of math education?
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Did it work?
According to results on the 8th grade PISA in 2006:
• U.S. is 29th of 40 top nations in Science
• U.S. is 35th of 40 top nations in Math
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NAEP & NY STATE TEST RESULTS: NYC MATH PERFORMANCE | % PROFICIENT
NAEP NY State Test NAEP NY State Test
2003 2009 2003 2009 2003 2009 2003 2009
4th Grade 8th Grade
Despite gains, only 39% of 4th graders and 26% of 8th graders are proficient on national math tests.
Closer to home…
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So…
WHAT ARE WE GOING TO DO ABOUT IT?
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And now…
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There are many ways to organize curricula. The challenge, now rarely met, is to avoid those that distort mathematics and turn off students.
— Steen, 2007
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What are the key advances in Math CCSS?
Focus and Coherence
• Focus on key topics at each grade level.• Coherent progressions across grade levels.
Balance of Concepts and Skills
• More time to teach and reinforce core concepts from K-12• More focus on “big ideas” and the structure of mathematics
Mathematical Practices
• Foster reasoning and sense-making in mathematics.• Focus on mastery of complex concepts in higher math via hands-on learning.
College and Career Readiness
• Level is ambitious but achievable.
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How do the advances promote mathematical understanding?
• …what students should understand and be able to do in their study of mathematics.
These standards define…
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What might this look like in practice?
Keep this in mind!
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How are the standards organized?Mathematical Practice
Mathematical Content
Critical Areas
Overview
Domains, Clusters, Standards
Varieties of expertise that math educators
should seek to develop in their students
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What are the Standards for Mathematical Practice?
2. Match: Put each “puzzle piece” in its place on the template
3. Extend: Use the blank template to bullet out or summarize each standard
--You may want to “link” partnerships--The first one has been done for you!
1. Find: (1) envelope, with standards descriptions “puzzle pieces” inside; (2) template with standards headings
Shhh…You can check
your answers on pp. 6-8!
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Time for a brain break!
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As you are settling in…Please record on Post-its:
What insight(s) willyou share with your colleagues who are
not here?
What question(s) do you want to have answered
before you leave?
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Are any of the practices in play?
• Video: “The Turkey Problem”– 3rd grade math class– Math in the City
• Solve: How long will it take to cook a turkey that weighs 24 pounds and takes 15 minutes per pound to cook?
• Write down verbatim what a student or teacher says that might be an example of the mathematical practices at play.
1. Make sense of problems and persevere
in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of
structure
8. Look for and express regularity in repeated reasoning
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Are any of the practices in play?
What did you observe in the video?
• Kids to kid conversations – referring back to each other
• Open-ended for them – how to solve the problem
• Multiple entrypoints• Had the foundation – what
they knew (content)• Different processes• Evaluating each other’s
reasoning and arguments• Checking precision/accuracy
What does a teacher teach to make this happen?• Accountable talk• Numbers that will lend
themselves to strategies• How to work in a group and share
out• Motivation – long term,
connection to real life/real world• Plan around who you want to
share and why• Force them to visualize• Teach about different processes• Classroom culture
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Where do the mathematics practices show up?
• The practices show up in student discourse. What are the students saying? Are they reciting what they already know or grappling with new ideas? Are they passively answering teacher questions or wondering about and challenging each other’s thinking?
• Change the role of the student in the instructional process (e.g. passive recitation to active meaning making)– Elmore
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The Role of Talk in Learning
• How important is it that students talk through the mathematics in class?
• How important is it that students listen well to the ideas of other students, even if the student speaking is incorrect?
• How well do the adults in your setting listen to one another with an ear toward understanding and possibility?
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Questions to ponder…
• What is required in a classroom for productive academic discourse?
• What’s so hard about increasing student discourse?
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How are the standards organized?Mathematical Practice
Mathematical Content
Critical Areas
Overview
Domains, Clusters, Standards
Varieties of expertise that math educators
should seek to develop in their students
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How are the standards organized?Mathematical Practice
Mathematical Content
Critical Areas
Overview
Domains, Clusters, Standards
* The “what” that is to be taught at each grade level* Goal: balance concepts, skills and application* Some topics are moved from one grade to another
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WHAT?
Main ideas of that grade
What student is working towards the entire year
WHY?
Based on NCTM’s focal points
Some of the most important aspects of CCSS
Effective way to look at growth across grades
Starting point for rubric development
Critical focus areas: another new term??
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Can we use the critical focus areas to develop a continuum for mathematical understanding?
2. Record the critical focus areas from each grade. • You may find it helpful to summarize or bullet point
3. Reflect: look across the grade span – how are trends developed?
4. Share your grade span with the rest of your table• Each participant can complete the entire packet (K-2, 3-5, 6-8)
1. Select a grade span to focus on (K-2, 3-5, or 6-8).• Each grade span should be covered at your table!
5. Apply your learning!• What are the key trends across the grade spans?• How can this be useful in our teaching practice?
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Reflect…
• Compare your work to the continuum you’ve created
• Think about this activity/process and its significance for teachers
• How will you turnkey this?
BONUS!Did you find a critical
focus area that is addressed in the
“Block Stack” problem?
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What do you notice in creating a continuum of critical areas?
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How are the standards organized?Mathematical Practice
Mathematical Content
Critical Areas
Overview
Domains, Clusters, Standards
Varieties of expertise that math educators
should seek to develop in their students
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How are the standards organized?Mathematical Practice
Mathematical Content
Critical Areas
Overview
Domains, Clusters, Standards
* The “what” that is to be taught at each grade level* Goal: balance concepts, skills and application* Some topics are moved from one grade to another
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How are the Content Standards organized?
Developing a common language
Domains
Larg
er g
roup
s of
rela
ted
stan
dard
s
Clusters
Gro
ups
of re
late
d st
anda
rds Standards
What students should know and be able to do
Looking through the document
• Page 15: What do you think is the domain? The cluster? The standard?
• What connections can you make to the NYS Standards?
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How are the Content Standards organized?
p. 5
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Grade Level Overview Continuum
• What do you notice?• What are its components?
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Let’s dig deeper!
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“Looking at Student Work” Jigsaw
1. Count off by 4’s
2. Meet in your expert groups• 1 and 2: Elementary (Name that Number)• 3 and 4: Middle School (An Architect Needed)
3. Engage in “Looking at Student Work” activity4. Discuss and plan how to share information
5. Turnkey information in home groups6. Observe commonalities (between Elementary and MS)
7. Share out with whole group: What commonalities do you notice?
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Elementary School Game:“Name That Number”
Review the task1. In what ways does this
piece address elementary school standards?
2. What would need to improve to better meet these standards?
ReflectWhat are key standards developed
by this game?
What would a student need to understand, know, and be able to do to play this game successfully?
How does this game support the development of this knowledge?
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Middle School Task:“An Architect Needed!”
Review the task1. In what ways does this
piece address middle school standards?
2. What would need to improve to better meet these standards?
Reflect• What connections can you
make to what you know about MS math standards?
• How would you need to shift your scaffolding to support students in meeting these standards?
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So…
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What is expected of my school?
• Each school should provide its teachers with at least two introductory experiences to CCSS
• Continue to work towards goal of 90% engaged in collaborative inquiry
• As part of this effort, at least 20% of teacher teams in each school should focus their efforts on preparing for the new standards
• Integrated in Quality Review rubricWhere are we setting the bar?
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What are our challenges and responsibilities for this year?
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Resources
• Contact Rebecca Odessey, your Network Instructional Coach!– [email protected]– (718) 828-2974
• CFN 109 CCSS website: www.cfn10.org/home/corestandards
• CCSSI website: www.corestandards.org
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