Motivating Students to Higher Academic Achievement

by meeting the Common Core State Standards

WELCOME

“In the future, how we educate our

children may prove to be more

important thanhow much we

educate them.” - Thomas Friedman

The Common Core Basics

What is the Common Core?• Common standards across member states • Designed to foster college and career readiness• Internationally benchmarked

Why is the Common Core important?• Provide consistent expectations for all• Prepare students for global success• Allow for collaboration between states

The Key ELA Shifts in CCSS

Shift 1Text Complexity

Staircase of Complexity Measuring Text Complexity

Shift 2Range of Text

Balancing Informational and Literary TextLiterature within other Disciplines

Shift 3 Text AnalysisAnalysis, Infer and Use Evidence

Shift 4 Writing to Sources Writing to Multiple Sources and Research

Shift 5 Academic Vocabulary

Shift 6 Structure and Coherence

The Key ELA Shifts in CCSS

Text Complexity • Be strategic about academic vocabulary instruction

Every Career Choices/Career Choices and Changes chapter has academic vocabulary.

• Get the gist the first read through and ask “what did we get?” instead of “what didn’t we get?”…this allows the students to do more of the workBoth texts encourage Socratic teaching & value students’ opinion and interpretation.

• If necessary read less but more closely• Take time to slow down, read and reread• Read together and create scaffolding and strategies.

Due to the differentiation required with reading, especially in middle school & high school, this concept & standard is not only met but encouraged throughout the entire text/curriculum!

Continuing Shifts in CCSS

Read like a detective.Write like an investigative reporter.

Analysis, Inference, and Use Evidence

Insist on text based answers in both writing and conversation.

Celebrate the text as the first source.

Resist illuminating the students before they ever read.

Focus on the text with less broad general questions and more text specific questions.

Text AnalysisCollege and Career Readiness, English Language Arts Anchor Standards

1. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well structured event sequences.‐

2. Use narrative techniques such as dialogue, pacing and description to develop experiences, events and/or characters.

3. Use a variety of transition words, phrases and clauses to convey sequence and signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

4. Use precise words and phrases, relevant descriptive details and sensory language to convey experiences and events.

5. Provide a conclusion that follows from the narrated experiences or events.

Career Choices• Envisioning the Future paragraph (Chapter 1)• The Message Center (Chapter 2)• How Do I Want to Be Remembered (Chapter 3)

…and many more!

ELA Standard:Demonstrate knowledge of 18th, 19th, and early 20th century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Possible Essential Questions:Whose story is it? Why does it matter?

In what ways does creative choice impact an audience?

Learning Targets:I can identify various works of American literature from different time periods.

I can identify two or more texts from the same period that have similar themes or topics.

“Hope” by Emily Dickinson (Possibilities, page 172)Read “Hope,” then locate (online or in library) the poem “I Measure Every Grief I Meet.”

Compare and contrast the two poems.

Research specific time period poetry; include 18th, 19th, & 20th century poetry by female American poets.

Research the results of a specific movement or philosophy; search examples: existential poetry, realism poetry, poetry of the Harlem Renaissance.

ELA Common Core State Standard:

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Possible Essential Questions:

Am I clear about what I just read?

What are the key ideas and details presented in the text?

What is the connection between the plot and the main idea or theme?

Learning Targets:

I can identify a theme and/or central idea.

I can analyze the relationship between the plot, characters, and theme of the text.

I can compose an objective summary stating key points of the text without infusing my own opinions.

“Ex-Basketball Player” by John Updike (Possibilities, page 273)

Read the poem.

Assignment: What is the theme of the poem?

Complete a character analysis for Flick Webb, then create an objective summary of the poem that explains the relationship of Flick Webb to the theme of the poem.

CCSS Mathematics

Shifts: Focus and CoherenceFOCUSSpend more time on fewer concepts. Take great care with the concepts that are in the standards – so students have a deep foundation.

COHERENCEAll math flows together with a few simple principles – authors were charged with developing a progression first.When students learn new topics we must relate to what they already know – this is not a new subject each year.

Coherence

• All math flows together with a few simple principles – authors were charged with developing a progression first.

• When students learn new topics we must relate to what they already know – this is not a new subject each year.

CCSS for Mathematics:Two Types

Standards for Mathematical Practice

• Carry across all grade levels (K-12)

• Describe habits of mind of a mathematically expert student

1. Make sense of problems & persevere in solving them.2. Reason abstractly & quantitatively.3. Construct viable arguments & critique the reasoning

of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for & make use of structure.8. Look for & express regularity in repeated reasoning.

Standards for Mathematical Practice

Common Core State Math StandardsFocus and Coherence

When students learn new topics we must relate them to what they already know. No other topic, regardless of age or grade level, does this more than MONEY!

Career Choices/Career Choices and Changes

Chapter Four – The BudgetMeets and addresses the following mathematical conceptual categories represented by the standards:

• Number and Quantity• Functions• Algebra

• Modeling• Statistics and Probability

Math Common Core State Standards

Lesson: Renting or Owning Your Home (Lifestyle Math, page 18)

Mathematical Practices:#2 - Reason abstractly and quantitatively.#3 - Construct viable arguments and critique the reasoning of others.

Standard:Reason quantitatively and use units to solve problems. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities Possible Essential Questions:In what way can the choice of units, quantities, and levels of accuracy impact solutions?How can the use of appropriate units help solve real world problems?

Learning Targets:I can choose appropriate units for real world problems involving formulas.I can use and interpret units when solving formulas.I can display my findings on graphs and data displays.

Math Common Core State Standards

Lesson: Math Baseball (Lifestyle Math, page 66)

Mathematical Practices:#2 - Reason abstractly and quantitatively.#4 - Model with mathematics.#7 - Look for and make use of structure.

Standard:Know precise definitions of angle, circle, perpendicular line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.Distinguish between correlation and causation.

Possible Essential Questions:When does a function best model a situation?How does the Pythagorean theorem apply to finding the distance between two points?

Learning Targets:I can use and apply the Pythagorean theorem.I can apply mathematical practice and functions to real world situations.I can discuss, explain, and write validity to math into a world situation.

Instructional Planning

NO MORE TEACHING BY TELLING• Look at potential instruction through the eyes

of your students• Teach students to use self-questioning and

think aloud techniques• Think beyond content• Problem solving, project based learning, and

reality based instruction works every time• Add humor and incorporate everyday life

Thank you for your time!

Lynn AndersonCertified Career Choices Trainer and Professional Development Provider

lyasmin@aol.com (865) 660-4999