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Common Core Standards –Implementing Effective Tier One InstructionPowerPoint Presentation

Common Core Standards –Implementing Effective Tier One Instruction

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Common Core Standards –Implementing Effective Tier One Instruction

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Common Core Standards –Implementing Effective Tier One Instruction

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Common Core Standards –Implementing Effective Tier One Instruction

September 26, 2013

Facilitated by: Amy Kilbridge

Theron Blakeslee

- Practice strategies for comprehending complex text in all content areas
- Make connections between the literacy standards and other content areas including the mathematical practices
- Share collective knowledge about assessments

- House scheduled to vote today to “positively affirm” implementation of the Common Core and restore funding.

- “This House recognizes that a high quality education to develop independent thought is an important part of being a successful person; and Michigan students compete nationally and internationally for work opportunities and better careers and, as such, a high quality education is an important base for their success in this global competition.”

- Write what types of reading and writing you ask your students to do on sticky notes.
- Place the sticky notes on chart papers around the room by content area.
- Gather around the chart paper for your content area and group sticky notes into categories.
- Discuss the items on your chart paper.

- Read page 10 and 11 from Reading for Understanding, “Protecting Them from Boredom.” Mark/highlight important points.
- Choose one “Golden Sentence” that resonates with you to share with your table after you read.
- Begin list of reading strategies on chart paper

- Read the right margin note on p. 60 (first page of handout on range and content of student reading.
- Highlight/underline key points.
- Discuss with your partner.

- Reading a math text or word problem is a different kind of reading from a novel or magazine.
- Students need to learn to slow down, to pay attention to each word and each idea.
- The goal is to connect the concepts in the passage with each other and with what the student already knows.

- Choose a couple of strategies from the purple reading bookmark to use as you read “Using Ratio to Express a Rate.”
- What strategies did you find most useful?
- How might you use this in your classroom?
- Discuss at your table.
- Connection: Standard 7 for Science and Technical Subjects. (p. 62)
- Add new strategies to chart paper

- Watch the Physics lesson and note strategies used by the teacher to help students read complex text with difficult vocabulary words.
- Discuss how we get students to comprehend this level of complex text in all subject areas with a partner.
- Whole group discussion

https://www.teachingchannel.org/videos/problem-solving-with-technology

- Look at Standard 8 in the Literacy Standards for Social Studies, (p. 61) Science and Technical Subjects. (p. 62)
- Read the ACT Science Passage on Acupuncture
- Mark up the text, distinguishing among facts, reasoned judgment and speculation. (Standard 8)

- What did you do?
- Where did you do it?
- What difference did it make?
- List any new strategies on chart paper

- Look at Literacy Standard 2 in the Literacy Standards for History/Social Studies (p.61) and Science and Technical Subjects (p. 62)
- Use the T-chart to take notes as you read, and determine the central idea of the text.
- Write a one sentence summary.
- Share summaries at your table
- Add any new strategies to the chart paper.

- 3 Types listed in the Anchor Standards for Writing. (Text Types and Purposes p. 63
- Arguments
- Informative
- Narrative

- Definition
- A reasoned, logical argument
- Demonstrating that the writer’s position, belief, or conclusion is valid

- Purpose
- Change reader’s point of view
- Bring about some action on reader’s part
- Ask reader to accept writer’s explanation

- Genre
- essay, letter, editorial

- Definition
- Text
- That conveys information accurately

- Purpose
- To increase reader’s knowledge of subject
- To help reader understand a procedure or process
- To provide reader with enhanced understanding of concept

- Genre
- literary analyses, reports, summaries, comparisons, instructions, manuals, memos, resumes

- Definition
- A written product
- That conveys real or imagined experiences
- Using time as the structure

- Purpose
- To entertain
- To inform
- To instruct
- To persuade

- Genre
- fictional stories, memoirs, anecdotes, autobiographies

Emphasis on valid reasoning and using evidence goes across content areas

Sample Unit:

An integrated curriculum unit aligned to the Common Core Standards

Costa Rica Group Study Abroad curriculum projects: http://globaleducators.wikispaces.com/

- 3) Construct viable arguments: Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. ... They justify their conclusions, communicate them to others, and respond to the arguments of others.

- Which number is larger, 3,402 or 3,375. Explain why it is larger.
- Is the sum of two even numbers always an even number? If you think it is, explain why.
- Is the point (25, 30) on the line that contains the points (5, 6) and (12, 15)? Explain and justify your answer.

- Choose to read a 4th, 6th, 7th or 11th grade example.
- Using the corresponding rubric, comment on the writing sample you read.
- Pair up with someone who read the same sample and share observations.

- Look at what the authors of the Common Core Standards say about the writing.
- Whole Group Discussion
- Resource: Argument Template

- Read the Student Learning Goals for Your Content Area.
- Choose any four you would like to work on.
- Discuss as a group.

- Updates: New round of pilot testing in the spring of 2014. Updates can be found at: http://www.smarterbalanced.org/
- Pilot schools share with the group

- There is a high volume of typing. Early instruction in keyboarding would be helpful.
- Students are asked to listen or view materials and answer questions. Good to practice this.
- Students need to practice using the mouse to click and drag.
- Performance task item involves the writing process: brainstorm, rough draft, revise and edit – all in one sitting.
- Some terms like “simple” vs. “deep” meaning should be reviewed with students.

- http://www.inghamisd.org/academic-services/mtss/commoncore/
- Go to InghamISD.org
- Click Wiki Spaces on left under Find Out More
- Click Common Core

- http://www.literacydesigncollaborative.org/

- Questions/Next Steps
- Feedback forms
- Thanks for participating today