Common Core overview

1. Common Core overview Monica Curiel CLAS 2013-2014

2. Four Aspects of Common Core that Sets it Apart from Current Standards • Close and Critical Reading • Integration of Language Processes and Disciplinary Content • Media/Research Literacy • Text Complexity

3. Overarching goals of the CCSS Ensure that our students are: • Meeting college and work expectations. • Prepared to succeed in our global economy and society. • Provided with rigorous content and applications of higher knowledge through higher order thinking skills. Every teacher, regardless of subject area, including science, social studies, electives, PE, VAPA, etc. is working toward achieving these goals.

4. ELA/Literacy Instructional Shifts* • 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 *Achieve the Core

5. Content Literacy Standards(history/social studies, science, technical subjects) • Complement rather than replace content standards • Are the responsibility of teachers in those subjects • Align with college and career readiness expectations

6. Reading Anchor Standards Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Page 10 CCSS

7. Organization of ELA/Literacy Standards • Grade-specific end-of-year expectations • Developmentally appropriate, cumulative progression of skills and understandings CCSS p. 33

8. According to David Coleman… • “Common Core asks us to simplify and let go of non-essential things we do with kids…” • “Content area teachers will become equal partners in cultivating literacy skills…” • “Reading and writing is the center of knowledge.”

9. Begin implementing CCSS4 Questions to ask yourself now • Are students engaged in discussing a piece of text? • Is it demanding? • Are there text-dependent questions to go with the text? • Do students cite the text when answering questions?

10. Deeper Understanding

11. What’s the Connection to Big Ideas and Essential Questions? • Big ideas and essential questions: • assist students in gaining that deeper understanding of content and skills. • assist teachers in focusing their teaching to help the students gain that deeper understanding. • set a purpose for learning that ties in with the real world-Why does it matter?

12. General Big Ideas for multiple content areas: • Relationships come in many forms. • Structure is dependent on rules. • Systems are made of parts that work together. • Change can be evolutionary or revolutionary.

13. Unwrapping the Standards as a strategy for identifying big ideas and core tasks. Looking at key nouns and verbshelps to identify key learning which can then be taught in the context of big ideas and essential questions.

14. Possible examples Students interpret, analyze, and evaluate informational text in order to extend understanding and appreciation . Big ideas: We interpret information and draw conclusions both from what we read and experience in life.

15. Standard: Comprehend and interpret information from a variety of graphic displays including diagrams, charts, and graphs. Big Idea: Graphic displays of information enhances comprehension and interpretation of information.

16. EssentialQuestions

17. Essential Questions Examples • What traits and characteristics determine a classification? • Where do artists get their ideas? • What determines “value”? • What distinguishes a fluent foreigner from a native speaker? • How does habitat influence how we live? Non Examples • How many legs does a spider have? • Did nature influence Monet? • How many dimes in a dollar? • What is the meaning of the Greek term technology from its Greek root “techne”? • Why were settlements developed around lakes and rivers?

18. Close Reading“It’s a careful and purposeful rereading of a text. It’s an encounter with the text where students really focus on what the author had to say, what the author’s purpose was, what the words mean, and what the structure of the text tells us. Close reading requires that students actually think and understand what they are reading.”–Doug Fisher

19. Use a short passage “Read with a pencil” Note what’s confusing Pay attention to patterns Give students the chance to struggle a bit Creating a Close Reading

20. How to Read Closely… Read this passage silently: There are known knowns. There are things we know that we know. There are known unknowns. That is to say there are things that we know we don’t know. But there are also unknown unknowns. There are things we don’t know we don’t know. ~ Donald Rumsfeld

21. Effective First Readings • What did you just read? • Why is it necessary to reread this text? • What will you do to address your “confusions” as you reread?

22. TEXT-DEPENDENT QUESTIONS Strategies for Close Reading • Standards based questions answered through reading the text • Should be higher level • Give attention to different levels of discourse --text structure --voice --main idea or message --vocabulary --sentence structure --academic vocabulary • Require teacher preparation and student thought

23. Objectives, objectives…. • Content objectives are based on a….. • Standard – State/Common Core • They should include what concepts students will learn • Language objectives should include how students will demonstrate their learning of the concepts • Four areas of language…reading, writing, listening and speaking

24. Lesson PreparationContent Objectives • Sample verbs for writing Content Objectives: • Identify • Solve • Investigate • Distinguish • Hypothesize • Understand • Select • Draw conclusions about

25. Lesson PreparationLanguage Objectives • Sample verbs for writing Language Objectives: • Retell • Define • Find the main idea • Compare • Summarize • Write • Persuade • Rehearse • Illustrate • Label

26. Content Objective: Student will createa graphic organizer to identify colonial grievances in the Declaration of Independence. ObjectivesHistory Language Objective: Identify and describe colonial grievances using the sentence stems: A grievance can be defined as ___________. Three examples of colonial grievances listed in the Declaration of Independence are _______, ________, and ________.

27. CONTENT SWBAT to infer at least two character traits based on the author’s description. LANGUAGE Use complete sentences and quotes from the story to describe the character’s traits based on the descriptions of the author. ObjectivesELA

28. CONTENT The students will be able to use constructions to explore attributes of geometric figures. LANGUAGE The student will be able to use mathematical vocabulary to explain orally or in writing the attributes of geometric figures. ObjectivesMath

29. ObjectivesScience • Content • Students will understand how energy, such as sound energy, can travel through matter. • Language • Students will write a summary with transitions and academic vocabulary explaining how energy can travel through matter.

30. Contact information Monica Curiel monica.curiel@sausd.us Room 300 714-313-6671