welcome to common core state standards (ccss) overview please sign in
TRANSCRIPT
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Welcome to Common Core State Standards
(CCSS) overview
please sign in
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CCSS Knowledge Continuum
Put your initials both post-it notes.
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Introductions
Norms
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Place the blue post-it on continuum Fold your nametag tent Introduce yourself to your partner Listen to your partner’s introduction Introduce your partner to your table
Tasks
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Goals/Objectives…
1) Become familiar with the Common Core State Standards (CCSS) documents.
Read and discuss elements of the Standards.
2) Become familiar with Webb’s Depth of Knowledge and samples of new assessment items.
Read, discuss, and write summaries of Depths of Knowledge.
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Common Core State StandardsCCSS
Idaho’s assessment will come from the SMARTER Balanced Assessment Consortium–
Sbac
Go into effect school year 2013-2014, with assessment piece in spring 2015 (grades 3-11)
Three pillars of the new Standards:
Focused, Coherent, Rigorous
Council of Chief State School Officers (CCSSO) and the National Governors Association Center
for Best Practices (NGA Center) led the Standards’ development process in consultation
with teachers, parents, experts and administrators.
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Common Core OverviewThink-Aloud
The English/Language Arts Anchor Standards
The Think-Aloud graphic organizer
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15-minute break
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Common Core Overview4-2-1
The Standards for Mathematical Practice (SMP) document
The 4-2-1 graphic organizer
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4-2-1 Reading Strategy for SMP
Silently read your Standard and individually generate four words that capture the most important aspects of the passage. Write these on your graphic organizer.
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4-2-1 Reading Strategy for SMP
Find a partner with the same Practice Standard number and share your list. Then create a common list of four words. Write these next to your original four words.
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4-2-1 Reading Strategy for SMP
Each pair joins with another pair who has the same SMP. The four work together to narrow the list to two words. Write these two words on your graphic organizer.
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4-2-1 Reading Strategy for SMP
Determine the one word that best represents the Standard.
Use the words from your graphic organizer to write a summary of the Standard.
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Lunch
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SMP Kid-friendly Language
Refer to your summary and the original Standard, write a heading that your students and their parents can easily understand.
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SMP Kid-friendly Language Poster
Create a poster with…
Your new heading
A non-linguistic representation of the Practice Standard
Silent Gallery Walk
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15-minute break
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DOK Text Rendering
Webb’s Depth of Knowledge Guide
The pink Text Rendering sheet
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Sentence:
Phrase:
Word:
Depth of Knowledge Text Rendering
curricular elements may all be categorized based upon the cognitive demands required to produce an acceptable responsecentral verbs alone are not sufficient information to assign a DOK level
complexity,
thinking
The DOK level should be assigned based upon the cognitive demands required by the central performance described in the objectiveEach grouping of tasks reflects a different level of cognitive expectations, or depth of knowledge, required to complete the task.
Ove
rvie
w
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Summary
Connections to personal experience or other knowledge
Depth of Knowledge Text Rendering
The Depth of Knowledge level is assigned based on cognitive demands required and reflects text complexity.
There is a distinction between complexity and difficulty
Related to Bloom’s but fewer categories
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Sentence:
Phrase:
Word:
Depth of Knowledge Text RenderingD
OK
1
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Text Rendering Protocol
Read Webb’s Depth of Knowledge Levels 2-4 and record a sentence, a phrase, and a word for each one.
Record any connections that you made and a summary of what you read.
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Text Rendering Protocol 1st Round: Each person shares a
significant sentence. 2nd Round: Each person shares a
significant phrase. 3rd Round: Each person shares a
significant word. Repeat for DOK 3 and 4. Add notes to your summary as
necessary.
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Bloom’s v. Webb’s
Bloom’s: What type of thinking (verbs) is needed to complete at task?
Webb’s: How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content?
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Kno
wle
dge
Skill Concept
Strategic Thinking
Comprehension
Synthesis
Evaluation
Recall
Application
Ana
lysi
s
Extended Thinking
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Sample Assessment Items
Read items and determine …
the DOK
the grade level
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Complexity v. Difficulty
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Goals/Objectives…
1) Become familiar with the Common Core State Standards (CCSS) documents.
Read, discuss, and classify elements of the Standards.
2) Understand the shift from Idaho State Standards (ISS) to CCSS.
Explain some ways in which current ISS and CCSS differ.
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Common Core Shifts-ELA
Building knowledge through content-rich nonfiction
Reading, writing and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language
From: www.acheivethecore.org
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Common Core Shifts-Math
Focus strongly where the Standards focus
Coherence: Think across grades, and link to major topics within grades
Rigor: In major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity
From: www.acheivethecore.org
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What Next?
What are the questions your school will have?
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Closure
Ticket out the door… what can you take away from this training that will facilitate implementation of the CCSS at your school?
Revisit the continuum with a different colored Post-it. Where are you now? Moving back is okay, it has happened!
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Thank you!