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Literacy and Mathematics Tools for Implementing

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.

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Literacy and Mathematics Tools for Implementing

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  1. Literacy and Mathematics Tools for Implementing Alana Sloan and Sherida Britt

  2. Session Objectives • 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.

  3. Common Issues • 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.

  4. Common Common – a social contract that implies shared benefit and ethical treatment Core – essential, irreducible set of knowledge and skills Core

  5. A Debt to the Standards Movement • 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.

  6. Drawbacks of State Standards • Too many standards • Too little curriculum • Textbook no longer defined what students should learn. • “Sudden vacuum in curriculum support” arose (John Kendall, 2011). Select one of the statements above and share an example of how this drawback impacts teaching and learning.

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  8. Common Threads Formative Assessment • 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)

  9. Common Threads Importance of Task • “Task predicts performance.” • “Real accountability system is in the tasks that students are asked to do.” (Elmore et al.)

  10. Jigsaw Reading Activity • 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 .

  11. What’s Different in Math? • 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

  12. CCSS Mathematical Content

  13. Connections Content standards and practices standards Focus and coherence - Focus: Scope and specificity - Coherence: Depth of understanding FOR TEACHERS

  14. What’s Different in Literacy? • 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

  15. What’s Different in Literacy? • Literacy across the content areas • History/Social Studies • Science • Technical Subjects • Recognize students read and write in different ways for different content areas

  16. Literacy Graph

  17. Language Strand and Topics Example • Conventions of standard English • Knowledge of language • Vocabulary acquisition and use

  18. Teaching and Learning Tools Literacy Design Collaborative and Math Assessment Project/Shell Centre for Mathematical Education

  19. Video Clip

  20. Lesson 2 – Interpreting Time-Distance Graphs • 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?

  21. LDC Module: Using Classification to InvestigateLiving Organisms • 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?

  22. LDC Emphasis on Writing • Argumentation • Informational • Narrative

  23. CCSS and the Teacher • 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.

  24. Breaking Down Barriers • 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…

  25. How Can You Prepare? • 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?

  26. A Need for Balance • Balance tasks • Balance time • Balance the new and the old – be thoughtful about the changes you make in your practice.

  27. understanding BY DESIGN DIFFERENTIATED INSTRUCTION FORMATIVE ASSESSMENT STANDARDS-BASED INSTRUCTION LEADERSHIP AND THE COMMON CORE TEXT DEPENDENT QUESTIONS ACADEMIC VOCABULARY ENGAGEMENT AND MUCH MORE . . . COMMON CORE Professional Development Resources Website, Video, Social Networking, and Tools

  28. Free to educators Colorado, Arkansas, North Carolina, and Utah

  29. TEACHER INPUT • The educator input from the state level meetings will help inform the development of our professional development resources.

  30. SHERIDA BRITT • Director, Tools for Teachers • ASCD • sherida.britt@ascd.org • 703-575-5435

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