phase i lecture six. phase i national pathway for common core implementation
TRANSCRIPT
Phase I
LECTURE SIX
Phase I
NATIONALPATHWAY
FOR COMMON COREIMPLEMENTATION
Brief Review:Deconstructed Standards
Product: Using Requirements and Standardsfor Lessons
Resources:Lesson Tools & Links
TODAY’S OVERVIEW
Readings for this section: Explore & Review Them
Remember that we will take our time!
From Root Canal to … CANDY!
SCOPE & SEQUENCE
WHAT IS “DECONSTRUCTION”
A LITTLE KNOW-HOWGOES A LONG WAY!
PHASE IPHASE IUnderstand CCSSUnderstand CCSS
“Deconstructed Standards” Understand and Use the Common Core
Identify Skills in the StandardsIdentify Learning TargetsIdentify “Fluency Priorities in Math”
Essential for all training, curriculum alignment, implementation
Classifying TargetsClassifying Targets
ProductsThe ability to create tangible products, such as term papers, science fair projects, and art sculptures that meet certain standards of quality and present concrete evidence of academic proficiency.
ReasoningThe ability to use knowledge and understanding to figure things out and solve problems.
PerformanceThe development of proficiency in doing something where it is the process that is important such as playing a musical instrument, reading aloud, speaking in a second language or using psychomotor skills.
KnowledgeMastery of substantive subject content where mastery includes both knowing and understanding it.
SCAFFOLD TO LEARNING TARGETS
Easy to Use Deconstructed Standards
Pair to Learning Targets for Instruction & Assessment
Learning Progression
Draw a basic number line from 0 to 10
Locate simple whole
numbers on a number line
Place halves in fraction form on a number
line
Locate tenths in decimal form
on a number line
Indicate the approximate location of
thirds, fourths, and fifths on a number line
Identify and locate the
approximate location of decimals in
hundredths on a number line
Compare fractions,
decimals and mixed numbers by identifying their relative position on a number line
Standard: Identify the relative position of simple positive fractions, positive mixed numbers, and positive decimals and be able to evaluate the values based on their position on a number line.
Required FluencyK Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 20
Add/subtract within 100 (pencil and paper) 3 Multiply/divide within 100
Add/subtract within 1,000 4 Add/subtract within 1,000,000 5 Multidigit multiplication 6 Multidigit division
Multidigit decimal operations 7 Solve px + q = r, p(x + q) = r
Grade 8: Critical AreasIn Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
PROFICIENCY
FLUENCY
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Target: Reasoning / Assmt: Constructed Response
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Target: Reasoning / Assmt: Constructed Response
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Target: Reasoning / Assmt: Constructed Response
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Lexile® levels today and with Common Core – Rigor Increased 2-3 Grade Levels
CurrentTypical text measures
(by grade)
Common CoreText complexity grade bandsand associated Lexile ranges
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Target: Reasoning / Assmt: Constructed Response
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To Argue . . . and Inform . . . in WritingCCSS Requires Argument / Evidence-based Writing
Source: National Assessment Governing Board (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA. ACT, Inc.
It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purpose across grades outlined by NAEP.
Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework
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Target: Reasoning / Assmt: Constructed Response
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SecondFirst ThirdKindergartenNumber Sense
OperationsMeasurement
Consumer ApplicationsBasic Algebra
Advanced AlgebraGeometric ConceptsAdvanced Geometry
Data DisplaysStatistics
ProbabilityAnalysis
TrigonometrySpecial Topics
FunctionsInstructional Technology
I. Memorize Facts, Definitions, FormulasII. Perform ProceduresIII. Demonstrate UnderstandingIV. Conjecture, Analyze, Generalize, ProveV. Solve Non-Routine Problems/Make
Connections
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Target: Reasoning / Assmt: Constructed Response Determine the Truth of a Mathematical Statement
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McDonald’s ClaimWikipedia reports that 8% of all Americans eat
at McDonalds every day. In the US, there are approximately 310 million Americans and 12,800 McDonalds. The average McDonald’s store can serve 1,500 people a day.
Do you believe the Wikipedia report to be true? Create a mathematical argument to justify your position.
(Briars, Feb 2011)
STANDARDS FOR MATHEMATICAL PRACTICE IN A CLASSROOM
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Target: Reasoning / Assmt: Constructed Response Determine the Truth of a Mathematical Statement
“Is the Statement… True? Create a Mathematical Argument to Justify Your Position?”
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Percentage distribution of literary and informational passages
– Non Fiction is Key
Source: National Assessment Governing Board. Reading Framework for the 2009 National Assessment of Educational Progress. Washington, D.C.: American Institutes for Research, 2007.
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Target: Reasoning / Assmt: Constructed Response
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Non-Fiction: Life of a Leader (Civil Rights)Ficton: Langston Hughes (I, Too, Sign America)
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Target: Reasoning / Assmt: Constructed Response
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Non-Fiction: Life of a Leader (Civil Rights)Fiction: Langston Hughes (I, Too, Sign America)Exemplar: EngageNY Stuffed with Pizza
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Achieve3000 EMAIL Question: Why would you want to excavate an ancient city?
Q: Write three sentences describing a Hexagon, using Math vocabulary
Q: What is the relationship between an equilateral triangle and a square?
50%
Math Fluency: 2.OA.2
Add & subtract within 20 / mental model
End Bell: Addition Puzzler Activity
PREPARED TO BE A CHANGER!
PLAN FOR ACTION!
A LITTLE KNOW-HOW AND SIMPLE TOOLS..
CAN GET CLASSROOMS MOVING!
YOU ARE ALREADY ARMED!
AND NOW.. FOR A LITTLE
MATH GEEKERY!
LESSON DESIGN (HUNTER)
1) Anticipatory Set - A short activity, dispatch or prompt that focuses the students' attention and ties previous lessons to today's lesson.2) Purpose - An explanation of the importance of this lesson and a statement concerning what students will be able to do when they have completed it.3) Input - The vocabulary, skills, and concepts to be learned. 4) Modeling - The teacher demonstrates what is to be learned5) Guided Practice - The teacher leads the students through the steps necessary to perform the skill using multiple modalities.6) Checking For Understanding - The teacher uses a variety of questioning strategies to determine if the students are understanding.7) Independent Practice - The teacher releases students to practice on their own.8) Closure - A review or wrap-up of the lesson.
UBD
Understanding by Design, or UbD, is a tool utilized for educational planning focused on "teaching for understanding". The emphasis of UbD is on "backward design", the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction.
The principal shifts in K-2 center around more rigorous, early development of domain specific vocabulary in ELA, and inclusion of conceptual mathematics, especially in the area of geometry.
K-2
SEC WEBSITE (GRADES K, 1: MATH)
Number SenseOperations
MeasurementConsumer Applications
Basic AlgebraAdvanced Algebra
Geometric ConceptsAdvanced Geometry
Data DisplaysStatistics
ProbabilityAnalysis
TrigonometrySpecial Topics
FunctionsInstructional Technology
MATH: 3 Things to Look ForLanguage ReasoningGeometry.. Inside a Coherent Approach
NATIONAL RESEARCH COUNCIL, 2009
In the relations core, children learn to perceive, say, discuss, and create the relations more than, less than, and equal to on two sets. Initially they use general perceptual, or length, or density strategies to decide whether one set is more than, less than, or equal to another set.
Gradually these are replaced by more accurate strategies: They match the entities in the sets to find out which has leftover entities, or they count both sets and use understandings of more than/less than order relations on numbers
RELATIONS / OPERATIONS
Eventually, in Grade 1, children begin to see the third set potentially present in relational situations, the difference between the smaller and the larger set.
In this way, relational situations become the third kind of addition/subtraction situations: comparison situations.
CREATE YOUR OWN SEQUENCEOF “LOOK FORS”
YOU DO NOT HAVE TO WAIT FOR
YOUR “CURRICULUM MAPS”
OPERATIONS VOCABULARY
Problems expressed in words (word problems) can now be solved,although many children may need to act out some word problems in order to understand the meanings of the situation or of some of the words (see research summarized in Fuson 1992a, 1992b).
Through such experiences relating actions and words, children gradually extend their vocabulary of words that mean to add —in all, put together, altogether, total—and of words that mean to subtract—are left, take away, eat, break.
For children, making math drawings is also a creative activity in which they are somehow showing in space actions thatoccur over time.
Discussing and sharing solutions to word problems and acting out addition/subtraction situations can provide extended experiences for language learning.
Children can begin posing such word problems as well as solving them, although many will need help with asking the questions, the most difficult aspect of posing word problems. As with all language learning, it is very important for children to talk and to use the language themselves, so having them retell a word problem in their own words is a powerful general teachingstrategy to extend their knowledge and give them practice speaking in English.
GEEK SPEAK (IS GOOD!)
In general, the amount and kind of language that occurs in the classroom among teachers and children is frequently related to outcomes for children.
Correlational research with preschoolers demonstrates that, during large-group times, teachers’ explanatory talk and use of cognitively challenging vocabulary are related to better learning outcomes for children (Dickinson and Tabors, 2001).
MAPPING & PLANNING TOOL USERS:
PUT IT ALL IN YOUR CONTENT LIBRARY..
DOCUMENTS
LINKS
PPTS
MEDIA
A LITTLE MORE STUFF
ARE YOUR TEACHERS STARTING TO MOVE?
WHICH LESSON APPROACH WILL YOU USE?
THERE ARE LOTS OF TOOLS.. HAVE YOU STARTED WITH ONE OR TWO?
CAPACITY BUILDING GRANT
Classroom Lesson PlannerCCSS Tool Kit I and Tool Kit II Instructional Design Templates / Lesson PlannerCurriculum Mapper Deconstructed Standards
Faculty Institutes (Half the Cost)
ACHIEVE3000 Literacy Certification(Wait for Next Week!)
CURRICULUM ANALYSISALIGNED UNITS & LESSON PLAN TOOL
Kristy [email protected]
www.clihome.com
1.630.282.1635
Great Work!
