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Implementing Wisconsin Common Core Standards Locally. Every Child A Graduate Conference January 14, 2011 Monona Terrace Convention Center Madison, WI. Outcomes. Identify effective strategies for implementing the Common Core Standards

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every child a graduate conference january 14 2011 monona terrace convention center madison wi


Wisconsin Common Core Standards


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
high quality instruction
High Quality Instruction
  • Curriculum, instruction, assessment
  • Engaging
  • Standards-based (CCSS and WMAS)
  • Data-driven
  • Research-based
  • Differentiated
  • Culturally Responsive
design specs
Design Specs

English Language Arts

portrait of students who meet ela standards
Portrait of Students Who Meet ELA Standards


  • 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
  • Overarching targets (parallel for each grade band)
strands of english language arts standards
Strands of English Language Arts Standards
  • 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
old to new english language arts reading informational text
Old to New – English Language Arts“Reading Informational Text”

More Specific

Has many interpretations

standards for disciplinary literacy
Standards for Disciplinary Literacy

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
design specs1
Design Specs


overview of mathematics standards
Overview of Mathematics Standards

Standards for Mathematical Practice

Standards for Mathematical Content

standards for mathematical practice
Standards for Mathematical Practice
  • 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
organization of the standards for mathematical content
Organization of the Standards for Mathematical Content

K-8 Grade Levels/9-12 Conceptual Categories




k 5 domains
K-5 Domains


  • Counting and Cardinality K
  • Operations and Algebraic Thinking K-5
  • Number and Operations in Base Ten K-5
  • Number Operations – Fractions 3-5
  • Measurement and Data K-5
  • Geometry K-5
grades 6 8 domains
Grades 6-8 Domains


  • Ratio-Proportional Relationships 6-7
  • The Number System 6-8
  • Expressions & Equations 6-8
  • Functions 8
  • Geometry 6-8
  • Statistics & Probability 6-8
high school conceptual categories
High School Conceptual Categories
  • Number and Quantity
  • Algebra
  • Functions
  • Modeling
  • Geometry
  • Statistics & Probability
9 12 conceptual categories and clusters
9-12 Conceptual Categories and Clusters
  • 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
implementation strategies
Implementation Strategies
  • 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
wi standards for mathematics
WI Standards for Mathematics

Strategies forUnwrapping & Implementingthe Standards

mathematical practices task
Mathematical Practices Task

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.


Visualize a classroom of students




English Language Arts

What verbs describe what you hope to see them doing?

rigor of the standards
Rigor of the Standards

Revised Bloom’s Taxonomy

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

rigor of the standards1
Rigor of the Standards


  • 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?

what does understand mean
What does Understand mean?

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

  • giving concrete illustrations


  • providing mathematical representations and example applications.
what does mathematical understanding look like
What does mathematical understanding look like?

“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

what does mathematical understanding look like1
What does mathematical understanding look like?

“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

standards that begin with understand
Standards that begin with “understand”

are good opportunities

to connect the practices

to the content.

CCSS: p. 8

understand samples of student writing
Understand: Samples of Student Writing
  • 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)
common core state standards
Common Core State Standards

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]

common core state standards1
Common Core State Standards

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]

common core state standards2
Common Core State Standards

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]

content area or disciplinary literacy
Content Area (or Disciplinary) Literacy
  • Consider how to create a school-wide approach to literacy that includes all contents and disciplines…
unwrapping the ccss for mathematics grade 8
Unwrapping the CCSS for Mathematics (Grade 8)

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

Domain: Functions

Cluster Idea: Define, evaluate, and compare functions.

concepts need to know about functions
Concepts: Need to know about functions
  • Functions



Set of Ordered Pairs


  • Types of Functions



  • Forms of Representations



Numeric (tables)


skills be able to do
Skills: Be able to do
  • Understand (function)
  • Compare (properties)
  • Interpret (equation: y = mx + b)
  • Give examples (non-linear functions)
opportunity to learn
Opportunity to Learn

is a critical factor

in closing the

achievement gap.


Students learn

through the experiences

that teachers provide.

a teacher s effectiveness
A teacher’s effectiveness

is determined by three critical areas of knowledge:

effective teaching
Effective teaching

requires understanding what

students know and need to learn

and then challenging and

supporting them to learn it well.

PSSM 2000

final messages
Final Messages
  • Build and sustain collaboration
    • In your district
    • Across districts
    • Statewide
  • Develop common interpretation
  • Expand and connect professional development
  • Nurture the understanding