Common Core State Standards
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Common Core State Standards. Session 7 6-12 Social Studies, Science, & CTE . Day 2 – Session 7 11:15-4:30. OUTCOMES Participants will increase their knowledge of: Formative assessment & CPALMS tools;

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Common core state standards

Common Core State Standards

Session 7

6-12 Social Studies, Science, & CTE


Day 2 session 7 11 15 4 30

Day 2 – Session 711:15-4:30

OUTCOMES

Participants will increase their knowledge of:

  • Formative assessment & CPALMS tools;

  • The Comprehension Instructional Sequence as a way to teach thorough comprehension of complex texts;

  • Differentiated instruction and the Common Core Literacy Standards;

  • Incorporating Problem Solving/Response to Intervention to Maximize Student Outcomes;

  • The clarity and purpose of Learning Goals, scales, and learning activities; and

  • Addressing the needs of all learners – working with English language learners.


Cpalms florida teachers standards instructional tool and formative assessments

CPALMS – Florida Teachers’ Standards Instructional Tool and Formative Assessments

by Rabieh Razzouk and FCR-STEM


Parking lot questions

Parking Lot Questions

  • A question you need to park (save) until the end of a presentation.

  • It's a fancy way of saying, "Please hold all questions until the end of the presentation."


Common core state standards

Day 2 – Session 7Comprehension Instructional SequenceContent Area Lesson:What Thawed the Last Ice Age?


Comprehension instructional sequence cis

Comprehension Instructional Sequence(CIS)

Step One


Topic question

Topic Question

Before reading:

What are our responsibilities as citizens regarding mankind’s impact on the environment?


Predictive writing

Predictive Writing

Before text reading: Use the Complex Text-Based Question Handout to record your answer to this question:

Predict which primary factorsmay cause global warming to occur.

Base your response on your current background knowledge.


Vocabulary front loading

Vocabulary Front Loading

Words for Vocabulary Word Wall:

  • Words introduced in this article:

    Circumpolar, Deglaciation, Paleoclimatologist

  • Word introduced previously in text-reading:

    Sediment, Proxies, Albeit


Text marking

Text Marking

  • Listen as the facilitator reads the first few paragraphs of the following text:

    What Thawed the Last Ice Age?

  • Mark the text with the following codes:

    • F – this section of text shows a finding from research

    • O – this section of text shows a research observation

    • H – this section of text shows a scientific hypothesis


Text marking1

Text Marking

After text marking:

  • In small groups, compare and discuss differences in text coding.

  • Support your suggested answers from the text.


First writing response after reading

First Writing Response After Reading

After the initial reading, answer the following question on your handout:

According to the text, what are the primary factors that may cause global warming to occur?


Parking lot questions1

Parking Lot Questions

  • A question you need to park (save) until the end of a presentation.

  • It's a fancy way of saying, "Please hold all questions until the end of the presentation."


Lunch

LUNCH


Directed note taking

Directed Note-taking

Guiding Question: Using evidence from the article, what are the primary factors that may cause global warming to occur?

  • Natural CO2 increase

  • Orbital change

  • Human Activity

  • Ocean Current Shifts

    Be sure to utilize the text features such as statistics, charts, graphs, photographs, and illustrations as you take notes.


After directed note taking

After Directed Note-taking

Compare notes in pairs or small groups.

Place a star next to the most significant note in each category:

  • Natural CO2 increase

  • Orbital change

  • Human Activity

  • Ocean Current Shifts


After directed note taking1

After Directed Note-taking

Based on the information from the article and your notes, take positions and discuss which of the following factors has had the most significant impact on global warming. Use the text to justify all positions.

  • Natural CO2 increase

  • Orbital change

  • Human Activity

  • Ocean Current Shifts

    As part of whole class discussion, record responses in multiple choice format.


Differentiated instruction and the common core literacy standards

Differentiated Instruction and the Common Core Literacy Standards

by Florida’s Inclusion Network (FIN) and

Florida Diagnostic and Learning Resource System (FDLRS)


Common core state standards

Differentiated Instruction and the Common Core Literacy Standards

Presented by:

The Florida Inclusion Network (FIN)

and

The Florida Diagnostic & Learning Resources System (FDLRS)


Common core state standards

“The fact that students differ may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to kids.”

Theodore Sizer, Brown University


Differentiated instruction is

Differentiated instruction is…

...the recognition of and commitment to plan for student differences. A differentiated classroom provides different avenues to acquire content, to process or make sense of information and ideas, and to develop products.


The goals

The goals...

... of a differentiated classroom are to maximize student growth and to promote the success of each student.


Common core state standards

D.I. = Complex Decision-making

Through a variety of instructional strategies such as:

RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering…Learning/Interest Centers…Independent Studies…Multiple Intelligence Preferences…Orbitals...Complex Instruction…etc.


Responsive learning environment

Responsive Learning Environment

  • Key ingredient is the “mood”

  • Lighting: natural is best

  • Temperature: 68°–74°

  • Color

  • Music: 60–80 beats per minute

  • Humor

  • The operation and tone of the classroom

  • Rules, furniture arrangement, procedures, visuals, etc.


Clarity about the learning goal

Clarity about the Learning Goal

  • Common Core State Standards

  • Common Core Connectors


Continuous assessment and adjustment

Continuous Assessment and Adjustment

“The goal is no longer to teach a unit and then see who got it, but rather to understand student progressions toward learning goals throughout a unit and adjust teaching as necessary to guide each student to success.

The Differentiated School , by Tomlinson, Brimijoin, & Narvaez


Assessment

“Assessment is today’s means of understanding how to modify tomorrow’s instruction.”

“Assessment should always have more to do with helping students grow than cataloging their mistakes.”

Assessment

Carol Ann Tomlinson


Flexible grouping and respectful work

Flexible Grouping and Respectful Work

  • Concrete, representational, and abstract experiences

  • Interesting and engaging tasks related to the curriculum

  • Variety of grouping strategies


Common core state standards

Now let’s look at some ways the lesson introduced earlier might be differentiated


What thawed the last ice age

What Thawed the Last Ice Age?

The teacher…

  • Prompts discussion: What are our responsibilities as citizens regarding mankind’s impact on the environment?

    • This discussion could be a pre-assessment.

    • Some students may need assistive, augmentative communication.

  • Reads aloud to students as they mark text

    • Some students may need digital content and highlight electronically.

    • Some students may benefit from previewing the text, their notes page, and a graphic organizer.


  • What thawed the last ice age1

    What Thawed the Last Ice Age?

    The students…

    • Read and/or listen to the text

      • Some students will need digital content with a screen reader and to highlight electronically.

    • Participate in directed note-taking

      • Instead of doing this as an independent activity, break students into small, mixed-readiness groups (or pairs). Students may use whichever note-taking device that works best for them and students who are at a higher readiness level could coach their peers if needed.

      • Some students will need cloze notes, some a structured note-taking form, some talk-to-text software.


    Tiered assignments

    Tiered Assignments:

    Predict which primary factors may cause global warming to occur.

    • Tier 1–List possible primary factors

    • Tier 2–Depict possible primary factors through drawing or diorama

    • Tier 3–Create a story from the perspective of someone impacted by global warming predicting possible primary factors

    • Tier 4–Create a word map showing the interconnecting factors that may lead to global warming and its impact


    Four corners

    Four Corners:

    Predict which primary factors may cause global warming to occur.

    • One different cause of global warming will be posted in each corner of the classroom.

    • Prior to reading passage #2, students will identify which of four causes they believe has the greatest impact on global warming by moving to the corresponding corner of the classroom.

    • After reading/listening to the passage, the students will once again identify which of the four causes they believe has the greatest impact on global warming.

    • Each group will identify passages from the text that provide support for their position.


    Vocabulary instruction

    Vocabulary Instruction:

    • Direct students to locate words introduced in the text by paragraph number.

      • Use matching colored highlighter tape or electronically highlight.

    • Model for students how to derive word meaning(s) from word parts and/or context. Record meanings of word parts and words on chart paper.

      • Use lower level examples for some students, use graphic representations.

      • Display common prefixes, roots, and suffixes around the room.


    Text marking2

    Text-marking:

    F - this section of text shows a finding from research

    • What did they find?

      O - this section of text shows a research observation

    • What did they see?

      H - this section of text shows a scientific hypothesis

    • What did they think?


    Common core state standards

    • Model for students by reading the text aloud and coding a portion of the text. Students follow along (some with a screen reader) and mark their copy (some using removable tabs). Students proceed to code the rest of the text independently or in their groups/pairs.

      • Use MS Word AutoSummarize.

    • Students share text markings with table group or partner.


    Directed note taking1

    Directed Note-Taking

    • Directed Note-Taking - Record notes containing the most important information relevant to the guiding question

      • Guiding Question: Using evidence from the article, what are the primary factors that may cause global warming to occur?

        • Use highlight tape or electronic highlighting

          • Natural CO2 Increase

          • Orbital Change

          • Human Activity

          • Ocean Current Shifts

  • Students may prefer a color-coded word map and/or graphic depiction.


  • Common core state standards

    • Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text.

      • Some students may need assistive, augmentative communication.

    • Students create a first draft written response to the essential question:According to the text, what are the primary factors that may cause global warming to occur?

      • Variations for the written response: Use sticky notes quick writes, collaborative partners (use a peer scribe), written conversations, choose from a list, depict graphically


    Reading 3 question generation

    Reading #3: Question generation

    • Teacher models re-reading a portion of the text and generates one or two questions.

    • Students continue to review/scan the text and use their recorded notes to generate questions about information in the text collaboratively or independently.

      • Some students will need a model showing how to turn a simple question into a complex question.

      • A Bloom’s flip book or Webb’s Depth of Knowledge chart may be helpful.

      • Some will need assistance through the use of probing questions.


    Final written response to complex text based question

    Final Written Response to Complex Text-Based Question

    According to the text and extended text discussion, which factor is most likely the primary cause for global warming to occur?

    • Students create a dialogue among the listed factors, each stating their case as to why they should be the primary cause.

    • Students demonstrate graphically the various factors and show primary by size or position

    • Students compose a RAFT activity stating the case for the primary cause.

    • Student groups design and debate the case for each of the causes.


    Things to keep in mind while planning and teaching

    Things to keep in mind while planning and teaching…

    • There is a time for choice and a time for teacher directed activities.

      • When students are given choices in all situations, “their strengths become stronger, and their weaknesses become weaker.” (Chapman, 2005)

    • Students should be engaged in activity during all lessons.

    • Lessons should emphasize critical and creative thinking to increase the rigor of the lesson.

    • Be clear on key concepts and “big ideas” to help students form a framework for their new information.


    What about when people say we aren t preparing them for the real world

    What about when people say: “We aren’t preparing them for the real world!”

    • Differentiated instruction (done right)…

      • Guides students to think on their own

      • Helps students accept significant responsibility for learning

      • Develop a sense of pride in what they do

      • Makes learners an active participant in their evaluations

      • Prepares students for a better quality of life


    Resources for differentiating instruction from fin and fdlrs

    Resources for Differentiating Instruction from FIN and FDLRS


    Fdlrs online pda modules

    FDLRS Online PDA Modules


    More di resources for teachers

    More DI Resources for Teachers

    And Targeted Workshops on Differentiating Instruction, Accommodations, Cooperative Learning, Formative Assessment for Differentiating Instruction, and others.


    Common core state standards

    For more information about differentiating instruction contact:

    The Florida Inclusion Network (FIN)

    www.FloridaInclusionNetwork.com

    and

    The Florida Diagnostic & Learning Resources System (FDLRS)

    www.FDLRS.org


    Parking lot questions2

    Parking Lot Questions

    • A question you need to park (save) until the end of a presentation.

    • It's a fancy way of saying, "Please hold all questions until the end of the presentation."


    Incorporating problem solving response to intervention to maximize student outcomes

    Incorporating Problem Solving/Response to Intervention to Maximize Student Outcomes

    by Rebecca Sarlo, University of South Florida


    Common core state standards

    1. Set a Goal and ID How to Measure that Goal

    Define

    What do we want students to know and be able to do?

    8. Evaluate if Goal in #1 was Achieved

    7. Evaluate if Barriers were Eliminated or Reduced

    2. ID Resources & Barriers

    3. Prioritize Barriers

    Evaluate

    Is it working?

    Analyze

    Why is this not occurring?

    6. Develop Follow-up Plan

    4. ID Strategies to Eliminate or Reduce Barriers

    Implement

    What are we going to do about it?

    5. Develop Action Plan


    Expected level of performance

    Expected Level of Performance

    Learning Objective

    Students will:

    • Utilize text craft and structure to figure out the key ideas and details of grade-level text

    • Understand how the writer connects text structure and idea development to concisely express the meaning of the article

    • Recognize the ways a writer weaves together the mutually dependent elements of form and idea in the expression of meaning


    Goal level of performance

    Goal Level of Performance

    • All students will demonstrate mastery of all components of the learning objective as measured by:

    • Informal formative assessment (e.g., teacher questioning and observation, classroom discussions)

    • Formal formative assessment (i.e., performance on writing assignment measured with structured rubric)


    Understanding barriers to learning

    Understanding Barriers to Learning

    • Understand the barriers which preclude students from mastering the learning objective with initial instruction is a prerequisite to developing effective supplemental instruction

    • Anticipating barriers to mastery (e.g., student engagement) and building in supports to remove the barriers will increase the likelihood that initial instruction will be effective


    Instructional intervention design

    Instructional/Intervention Design

    A comprehensive understand of barriers to mastery of learning objectives allows for development of effective instruction and interventions.

    For example:

    • If student understanding of key vocabulary is a barrier then explicit pre-teaching of vocabulary should be included within the instructional design.

    • If content area text is significantly above students’ independent reading level (e.g., 2 or more years), previewing and pre-teaching content and allowing the student to practice close reading strategy with independent level text within reading intervention course prior to instruction may be effective.


    Response to instruction

    Response to Instruction

    • Learning objectives were measured by analyzing student writing samples utilizing a structured rubric.

    • Students whose current level does not reflect mastery of the learning objectives should be re-taught.

    • If more than 20% of the students have not mastered the learning objective, the initial instruction was ineffective and the large group should be re-taught.


    Learning goals scales and learning activities clarity and purpose

    Learning Goals, Scales, and Learning Activities – Clarity and Purpose

    by Shane Fairbairn, Northeast Florida Educational Consortium


    Central message

    Central Message

    What will I do to establish and communicate

    learning goals to my students, track student

    progress on those goals, and celebrate success

    in meeting or making progress on those learning

    goals?


    Content

    Content

    The content of this module has been reviewed by the Florida Department of Education and found to be:

    • Consistent with contemporary research on instructional practices that, done correctly and in appropriate circumstance, have a significant probability of a positive impact on student learning.

    • Appropriate content for Florida teachers at all grades and in all subjects.


    Content1

    Content

    • Aligned with Florida’s plan of action for implementing standards-based instruction.

    • Consistent with all district classroom teacher evaluation systems with indicators focused on proficient use of learning goals with scales.


    Module objectives

    Module Objectives

    At the conclusion of this course, the teacher will

    be able to:

    • create clear learning goals aligned to course standards.

    • develop a scale for each learning goal that guides progress toward mastery.


    Module objectives1

    Module Objectives

    At the conclusion of this course, the teacher will

    be able to:

    • align learning activities with the purpose of the learning goal.

    • communicate expectations to learners regarding purposeful learning activities.


    Module objectives2

    Module Objectives

    The teacher will understand how to:

    • distinguish between learning goals and learning activities.

    • identify clear learning goals.


    Course structure

    Course Structure

    • Divided into seven mini-modules.

    • Focused on enabling teachers to create, apply, communicate, and monitor learning goals, scales, and learning activities.

    • Culminates in a finished product for the Learning Goals Repository on CPALMS.


    Sections

    Sections

    • Introduction

    • Clear Learning Goals

    • Scales

    • Purposeful Learning Activities

    • Communicating Expectations and Tracking Progress

    • Module Activities

    • Review


    Standards based instruction

    Standards-Based Instruction


    Learning goals repository

    Learning Goals Repository

    Brief overview


    Learning goal

    Learning Goal


    Learning goal1

    Learning Goal


    Learning goal2

    Learning Goal


    Addressing the needs of all learners working with english language learners

    Addressing the Needs of All Learners – Working with English Language Learners

    by Diane StaehrFenner


    Common core state standards

    Day 2 – Session 7ContinuedComprehension Instructional SequenceContent Area Lesson:What Thawed the Last Ice Age?


    Comprehension instructional sequence cis1

    Comprehension Instructional Sequence(CIS)

    Step Two


    Question generation

    Question Generation

    • What was the source of CO2 in the Southern Ocean?

    • 2. How much of an impact could global warming have on agriculture?

    Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups.


    Question generation1

    Question Generation

    • Share questions with the whole group to identify which are common, and which questions are most relevant to the topic and/or significant to learning

    • Record/post common and relevant/significant questions on the Question Generation Poster for future use in:

    • extended text discussion

    • seeking answers in text-reading throughout the remainder of the chapter/unit

    • focusing on unanswered questions in collaborative inquiry.


    Comprehension instructional sequence cis2

    Comprehension Instructional Sequence(CIS)

    Step Three


    Text based essential questions

    Text Based Essential Questions

    According to the text and extended text discussion, which factor is most likely the primary cause for global warming to occur?

    Use information from notes to help write final response on the Essential Question Handout.

    Share answers in small groups.


    The comprehension instructional sequence facilitates students

    The Comprehension Instructional Sequence Facilitates Students:

    • Using background knowledge, i.e., predicting, inferring

    • Identifying key ideas from text

    • Learning and using text structures

    • Monitoring comprehension and employing fix-up strategies

    • Using a variety of reading strategies effectively

    • Paraphrasing, explaining, and summarizing information to construct conclusions

    • Engaging in question generation

    • Extended text discussion and writing


    Parking lot questions3

    Parking Lot Questions

    • A question you need to park (save) until the end of a presentation.

    • It's a fancy way of saying, "Please hold all questions until the end of the presentation."


    Reflective journal

    Reflective Journal

    Please take a moment to reflect on the instructional implications of the Comprehension Instructional Sequence.

    What are the instructional implications of the Comprehension Instructional Sequence for your course(s)?


    Looking ahead at day 3 session 7 mathematical practices and questioning techniques

    Looking Ahead atDay 3 – Session 7Mathematical Practices and Questioning Techniques


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