literacy and mathematics tools for implementing
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Literacy and Mathematics Tools for Implementing. Alana Sloan and Sherida Britt. Session. Objectives. By the end of this session, participants will be able to: Identify differences in CCSS and state standards. - PowerPoint PPT PresentationTRANSCRIPT
Literacy and Mathematics Tools for Implementing
Alana Sloanand
Sherida Britt
By the end of this session, participants will be able to:
Identify differences in CCSS and state standards.Describe the importance of formative assessment
and student tasks to CCSS implementation.Compare CCSS-inspired mathematics lessons and
literacy modules to current practice.Identify strategies for getting a head-start on CCSS
implementation.
Objectives Session
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What are the most important issues facing your school/district? What is unique about the students, parents and community you serve? What learning approaches have worked well with your particular
population of students? What are the learning challenges?
No talking.Draw a picture on the chart paper to illustrate your answer.You can draw your picture anywhere on the paper, at the same time as everyone else.After everyone has drawn illustration, share with the group.
IssuesCommon
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Core
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Common
Common – a social contract that implies shared benefit and ethical treatment
Core – essential, irreducible set of knowledge and skills
• Systemic approach focused on students• Agreement on what students should learn• Professional organizations published standards and
argued that educators “were best equipped to identify what students should know and be able to do” (John Kendall, 2011)
• States aligned policy and reform efforts to help schools and districts determine shared goals for students.
Standards MovementA Debt to the
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• Too many standards• Too little curriculum• Textbook no longer defined what students should learn.• “Sudden vacuum in curriculum support” arose (John
Kendall, 2011).
State StandardsDrawbacks of
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Select one of the statements above and share an example of how this drawback impacts teaching and learning.
+
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• What is formative assessment?• Assessment for learning• “Systematic process to gather evidence and provide
feedback about learning while instruction is under way” (Heritage et al., 2009)
• Must be planned and “seamlessly integrated” into classroom instruction (Popham, 2009)
Formative AssessmentCommon Threads
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• “Task predicts performance.” • “Real accountability system is in the
tasks that students are asked to do.” (Elmore et al.)
Common ThreadsIMPORTANCE OF TASK
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• In your small groups, each participant selects a “segment” of the article to read (A,B,C,D,etc)
• Each member then informs the rest of the group on his/her segment
• Discuss and chart key ideas about CCSS .
Jigsaw Reading Activity
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• Two sets of standards Standards for Mathematical Content Standards for Mathematical Practice
• Emphasis on procedural skill and fluency, conceptual understanding, and real-world application
• Focus on college- and career- readiness
in Math?What’s Different
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© ASCD 2012. | Common Core State Standards
COMMON CORE STATE STANDARDSMATHEMATICS GRADES K-8
Domains are large groups of related standards.Clusters are groups of related standards.Standards define what students should understand and be able to do.
Domains ClustersContent
StandardsK 1 2 3 4 5 6 7 8
Counting and Cardinality (CC)Operations and Algebraic Thinking (OA)Number and Operations in Base Ten (NBT)Measurement and Data (MD)Geometry (G)Number and Operations--Fractions (NF)Ratios and Proportional Relationships (RP)The Number System (NS)Expressions and Equations (EE)Statistics and Probability (SP)Functions (F)
8 Standards for Mathematical Practice: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.
Grades K-8
Grades
Various for each
grade, within
Domains
Various for each grade,
within Clusters
CCSS Mathematical Content
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MATHEMATICS GRADES 9-12
Conceptual Categories portray a coherent view of mathematics that crosses traditional course boundaries.Domains are large groups that progress across grades.Clusters are groups of related Content Standards.Content Standards define what students should understand and be able to do.
Conceptual Categories ClustersContent
Standards
Modeling
Number and Quantity (N)
Algebra (A)
Functions (F)
Geometry (G)
Statistics and Probability (S)
The Real Number System (N-RN) Quantities (N-Q) The Complex Number System (N-CN) Vector & Matrix Quantities (N-VM) Seeing Structure in Expressions (A-SSE)
Conditional Probability and the Rules of Probability (S-CP) Using Probability to Make Decisions (S-MD)
Various , within
Domains
Various , within
Clusters
Interpreting Categorical and Quantitative Data (S-ID) Making Inferences and Justifying Conclusions (S-IC)
Arithmetic with Polynomials and Rational Expressions (A-APR) Creating Equations (A-CED) Reasoning with Equations and Inequalities (A-REI) Interpreting Functions (F-IF) Building Functions (F-BF)
Expressing Geometric Properties with Equations (G-GPE) Geometric Measurement and Dimension (G-GMD) Modeling with Geometry (G-MG)
Trigonometric Functions (F-TF)(In multiple domains; one of the Standards for Mathematical Practice) Congruence (G-CO) Similarity, Right Triangles, and Trigonometry (G-SRT) Circles (G-C)
Linear, Quadratic, and Exponential Models (F-LE)
Domains
Grades 9-12
8 Standards for Mathematical Practice: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.
FOR TEACHERS
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Connections
Content standards and practices standardsFocus and coherence
- Focus: Scope and specificity- Coherence: Depth of understanding
• Reading• Text complexity as the central factor in assessing
students’ grade-by-grade progress• Writing
• Emphasis on argumentation based on perceived merit of claims and proof offered
• Language• Emphasis on “general academic” and “domain-
specific” words and phrases
What’s Different in Literacy?
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• Literacy across the content areas• History/Social Studies• Science
Technical Subjects• Recognize students read and write in different
ways for different content areas
What’s Different in Literacy?
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Literacy Graph
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College & Career
Readiness Anchor
StandardsReading (R.CCR)
Strands:(Grades K-12)
Reading-Literature (RL)
Reading-Informational Text (RI)
Strands:(Grades 6-12)
Reading-Literacy in History/ Social Studies
(RHSS)
Reading-Literacy in Science & Technical
Subjects (RSTS)
College & Career Readiness Anchor
StandardsWriting (W.CCR)
Strands:Writing (W)
(Grades K-12)
Writing-Literacy in History/ Social
Studies, Science, and Technical Subjects
(WHSST)(Grades 6-12)
College & Career Readiness Anchor
StandardsSpeaking & Listening
(SL.CCR)
Strands:Speaking &
Listening (SL)(Grades K-12)
College & Career Readiness
Anchor StandardsLanguage (L.CCR)
Strands:Language (L)(Grades K-12)
#s 1, 2, 3 #s 1, 2, 3 Text Types & Purposes #s 1, 2, 3Comprehension & Collaboration #s 1, 2
Conventions of Standard English
#s 4, 5, 6 #s 4, 5, 6Production & Distribution of Writing #s 4, 5, 6
Presentation of Knowledge & Ideas #3
Knowledge of Language (Grade 2 and up)
#s 7, 8, 9 #s 7, 8, 9Research to Build & present Knowledge #s 4, 5, 6
Vocabulary Acquisition & Use
#10 #10Range of Writing (Grade 3 and up)
Foundational Skills
Print Concepts (Grades K-1)Pholological Awareness
(Grades K-1)Phonics & Word
Recognition (Grades K-5)Fluency (Grades K-5)
Craft & Structure
Integration of Knowledge & Ideas
Range of Reading & Level of Text Complexity
Language StandardsReading Standards Writing Standards Speaking & Listening Standards
Key Ideas & Details
Language Strand and Topics Example
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• Conventions of standard English• Knowledge of language• Vocabulary acquisition and use
Teaching and Learning Tools
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Literacy Design Collaborative and Math Assessment Project/Shell Centre for Mathematical Education
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Video Clip
• Discussion:• How does this lesson compare to what is currently
happening in classrooms?• What’s new? What’s the same?• Where is the emphasis in the lesson – teacher or
student? How do you know?• How could this formative assessment lesson inform
instruction?
Lesson 2 – Interpreting Time-Distance Graphs
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LDC Module: Using Classification to Investigate Living Organisms
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Discussion:
How does this module compare to what is currently happening in classrooms?
What’s new? What’s the same? Where is the emphasis in the module? How could this module extend students’ content knowledge
and literacy skills?
• Argumentation• Informational• Narrative
on WritingLDC Emphasis
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• CCSS provide what students need to be successful.• Teachers provide how – the pathway for getting
students there. Teacher creativity is more important than ever. Teacher must use expertise to select strategies
appropriate to content and adapt strategy to help each student succeed.
CCSS and the Teacher
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• Shared language nationally and across state lines to talk about student achievement
• Central to collegiality and dialogue• “Mastery of a body of knowledge” provides “the
opportunity for an unprecedented level of discourse” (John Kendall, 2011)
It takes time to learn a new language, so give yourself time…
Breaking Down Barriers
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• Crosswalk state standards and CCSS. Keep it simple. Color code - Familiar? Familiar but more rigorous? Unfamiliar?
• Teach beyond the textbook.• Identify critical areas for PD.• Develop a process for revising curriculum resources.• Develop transition support documents.• Example: How do you bridge state emphasis on
persuasive writing and CCSS emphasis on argumentation?
How Can You Prepare?
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• Balance tasks• Balance time• Balance the new and the old – be thoughtful
about the changes you make in your practice.
A Need for Balance
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© ASCD 2012. | Common Core State Standards
Professional Development Resources
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Website, Video, Social Networking, and Tools
UNDERSTANDING BY DESIGN
DIFFERENTIATED INSTRUCTION
FORMATIVE ASSESSMENT
STANDARDS-BASED INSTRUCTION
LEADERSHIP AND THE COMMON CORE
TEXT DEPENDENT QUESTIONS
ACADEMIC VOCABULARY
ENGAGEMENT
AND MUCH MORE . . .COM
MO
N C
ORE
Free to educators
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Colorado, Arkansas, North Carolina, and Utah
The educator input from the state level
meetings will help inform the development of
our professional development resources.
INPUTTEACHER
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Director, Tools for Teachers
ASCD
703-575-5435
SHERIDA BRITT
© ASCD 2012. | Common Core State Standards