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Every Child A Graduate Conference January 14, 2011 Monona Terrace Convention Center Madison, WI

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Implementing

Wisconsin Common Core Standards

Locally

Every Child A Graduate Conference

January 14, 2011

Monona Terrace Convention Center

Madison, WI

- Identify effective strategies for implementing the Common Core Standards
- Identify avenues for educator involvement in development and implementation activities around the Common Core Standards
- Consider your role to support the development of literacy for all students in all subject areas

- Curriculum, instruction, assessment
- Engaging
- Standards-based (CCSS and WMAS)
- Data-driven
- Research-based
- Differentiated
- Culturally Responsive

English Language Arts

Students:

- Demonstrate independence
- Build strong content knowledge
- Respond to the varying demands of audience, task, purpose, and discipline
- Comprehend as well as critique
- Value evidence
- Use technology and digital media strategically and capably
- Come to understand other perspectives and cultures

Overview of English Language Arts Standards

Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

College and Career Readiness Anchor Standards (CCR) for each strand:

- Reading
- Writing
- Speaking and Listening
- Language

- Reading: Text complexity and growth of comprehension
- Grades K-5: Literature and Informational Text
- Grades K-5: Reading Standards – Foundational Skills
- Grades 6-12: Literature and Informational Text

- Writing: Text types, responding to reading, and research
- Speaking and Listening: Flexible communication and collaboration
- Language: Conventions and vocabulary

More Specific

Has many interpretations

Grades 6-12: Standards for Literacy in History/Social Studies, Science, & Technical Subjects

- Based on CCR Anchor Standards for:
- Reading
- Writing

- Technical subjects: defined as workforce-related subjects; technical aspects of wider fields of study such as art and music

Mathematics

Standards for Mathematical Practice

Standards for Mathematical Content

Framework for Mathematics

- Make sense of problems and persevere in solving them
- Reason abstractly and quantitatively
- Construct viable arguments & critique the reasoning of others
- Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated reasoning

K-8 Grade Levels/9-12 Conceptual Categories

Domains

Clusters

Standards

Grades

- Counting and CardinalityK
- Operations and Algebraic ThinkingK-5
- Number and Operations in Base TenK-5
- Number Operations – Fractions3-5
- Measurement and DataK-5
- GeometryK-5

Grades

- Ratio-Proportional Relationships 6-7
- The Number System 6-8
- Expressions & Equations 6-8
- Functions 8
- Geometry 6-8
- Statistics & Probability 6-8

- Number and Quantity
- Algebra
- Functions
- Modeling
- Geometry
- Statistics & Probability

- Number and Quantity
- The Real Number System
- Quantities
- The Complex Number System
- Vector and Matrix Operations

- Algebra
- Seeing structure in expressions
- Arithmetic with Polynomials, Rational Expressions
- Creating Equations
- Reasoning with Equations and Inequalities

- Functions
- Interpreting functions
- Building functions
- Linear, quadratic and exponential models
- Trigonometric Functions

- Modeling

9-12 Conceptual Categories and Clusters

- Statistics and Probability
- Interpreting categorical & quantitative data
- Making Inferences & Justifying Conclusions
- Conditional Probability and Rules of Prob.
- Using Probability to Make Decisions

- Geometry
- Congruence
- Similarity, Right Triangles and Trigonometry
- Circles
- Expressing Geometric Properties with Equations
- Geometric Measurement and Dimension
- Modeling with Geometry

Parents and Communities

- 12 CESAs – divided into regions
- Collaboratively designed CCSS training
- district teams
- train-the trainer

- Foundations – investigations
- Additional training in the works to dig deeper
- What’s next…. Phase II

Strategies forUnwrapping & Implementingthe Standards

Ray is covering 2 countertops with 3” by 6” tiles.

- Countertop A is 15” by 18”
- Countertop B is 9” by 9”.
Decide whether Ray will be able to cover the entire surface with whole tiles with no gaps or overlaps.

Justify your answer.

Framework for Mathematics

Visualize a classroom of students

DOING

Mathematics

or

English Language Arts

What verbs describe what you hope to see them doing?

VERBS for “Doing”

Revised Bloom’s Taxonomy

Revised taxonomy of the cognitive domain following Anderson and Krathwohl, 2001

Task:

- Select two:
- Domains for mathematics
- Strands for ELA

- Highlight/circle all of the verbs.
- Determine the appropriate RBT level of each verb and place them in the corresponding RBT level.
- Discuss your findings.
At which levels do most verbs appear?

Understand is used in the CCSS to mean that students can explain the concept with mathematical reasoning, including:

- giving concrete illustrations
and

- providing mathematical representations and example applications.

“One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from.

“Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.”

Common Core Standards, 2010

“Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices.”

Common Core Standards, 2010

are good opportunities

to connect the practices

to the content.

CCSS: p. 8

- Annotated to illustrate the criteria required to meet the CCSS in types of writing:
- Argument (Opinion through grade 5)
- Informative/explanatory
- Narrative

- Illustrates range of accomplishment by grade
- Illustrates range of writing conditions (homework, on demand, research projects)

Reading – Fourth Grade Example

Students compare and contrast a firsthand account of African American ballplayers in the Negro Leagues to a secondhand account of their treatment found in books such as Kadir Nelson’s We Are the Ship: The Story of Negro League Baseball, attending to the focus of each account and the information provided by each. [RI.4.6]

Reading – Eighth Grade Example

Students analyze Walt Whitman’s “O Captain! My Captain!” to uncover the poem’s analogies and allusions. They analyze the impact of specific word choices by Whitman, such as rack and grim, and determine how they contribute to the overall meaning and tone of the poem. [RL.8.4]

Reading – Tenth Grade Example

Students analyze how Abraham Lincoln in his “Second Inaugural Address” unfolds his examination of the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points, and the connections that are drawn between them. [RI.9–10.3]

- Consider how to create a school-wide approach to literacy that includes all contents and disciplines…

Critical Area: Grasping the concept of a function and using functions to describe quantitative relationships.

Domain: Functions

Cluster Idea: Define, evaluate, and compare functions.

- Functions
Input

Output

Set of Ordered Pairs

Properties

- Types of Functions
Linear

Non-linear

- Forms of Representations
Algebraic

Graphic

Numeric (tables)

Verbal

- Understand (function)
- Compare (properties)
- Interpret (equation: y = mx + b)
- Give examples (non-linear functions)

is a critical factor

in closing the

achievement gap.

Students learn

through the experiences

that teachers provide.

is determined by three critical areas of knowledge:

requires understanding what

students know and need to learn

and then challenging and

supporting them to learn it well.

PSSM 2000

- Build and sustain collaboration
- In your district
- Across districts
- Statewide

- Develop common interpretation
- Expand and connect professional development
- Nurture the understanding