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June 6-7, 2012

Module 2: South Dakota Common Core State Standards 101 K-12 In-service Welcome University Center, Room # 162 Address: 4801 North Career Avenue, Sioux Falls, SD 9:00 to 4:00. June 6-7, 2012. Welcome. Agenda. Introduction to Common Core State Standards

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June 6-7, 2012

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  1. Module 2:South Dakota Common Core State Standards 101K-12 In-serviceWelcomeUniversity Center, Room # 162Address: 4801 North Career Avenue, Sioux Falls, SD9:00 to 4:00 June 6-7, 2012

  2. Welcome

  3. Agenda • Introduction to Common Core State Standards • Disaggregating: Practice and Reflection • Lunch • Continuation of Practice and Reflection • Exploring the Standards

  4. Outcomes • Become familiar with common core standards layout, design, concepts, terminology, vertical alignment, etc. • Engage in “Disaggregating” process. • Analyze lessons to ensure alignment to the disaggregated standards. • Understand and evaluate the purposes and uses of assessment.

  5. Materials Needed • A laptop with wireless capability (you will be working with a partner and at least one of the two people will need a computer) • A copy of your grade-level/content area Common Core State Standards (hard copy or electronic copy) • A copy of at least FIVE lessons that you taught this past year or plan to teach next year.  • An assessment that you administered this past year. 

  6. Norms Revisited • Honor Each Other’s Thinking • Honor Private Think Time • Everyone has a Voice • Participation is Expected • Take Care of Your Needs • Turn Cell Phones Off or to Vibrate • Have Some Fun

  7. Getting to Know Each Other At your table discuss: District you work for, job assignment, years of teaching experience. Personal information you would like to share. Something positive that has happened to you this school year. One thing that probably not many people know!

  8. That’s Me … When the trainer reads a statement, if it “describes” you, just up and say, “That’s Me”!

  9. DOE Modules Module 3 – ELA: Focus on Informational Text and Career Readiness Standards Module 3 – Math: 8 Standards of Mathematical Practices 201 Module 4: Curriculum Curation Module 5: Higher-Order Instructional Practices Module 6: Assessing Higher Order Instructional Practices

  10. Common Core:ELA/Math Standards Locate copy of Common Core State Standards Document Either printed copy or online version http://doe.sd.gov/octe/commoncoreStandards.asp

  11. CCSS Mathematics Standards Two Types of Standards • Mathematical Practice (recurring throughout the grades) • Mathematical Content (this will be different at each grade level)

  12. Math: Common Core Standards Cluster Heading Domain Standards within the Cluster

  13. Standards of Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and 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.

  14. ELA ANCHOR STANDARDS College and Career Readiness Anchor Standards for Reading

  15. ELA: Common CoreStandards 7.RI.3

  16. Reading Competencies

  17. Exploring the Standards

  18. Exploring the Standards

  19. Exploring the Standards

  20. Exploring the Standards

  21. Disaggregating the Standard Your Turn Let’s dig in— You will need: • the Disaggregating Template • the Common Core domain/strand that you choose (1 per group) • a piece of chart paper

  22. Disaggregated Template

  23. Disaggregating the Standard At your table: • Determine the content area with which you will work (ELA or Math) • Determine the grade level with which you will work • Within that grade level, determine which standard you want to disaggregate

  24. Disaggregating the Standard • We will model the process • Your table will complete each section of template as we move through the process • Person with newest shoes is table leader • When all sections are completed, you will post your KUD statements on chart paper

  25. Modeling the Process • Discussion Points: • How to find previous year standard (if applicable) • How to find following year standard (if applicable)

  26. Modeling the Process: Math • Discussion Points: • Find previous year standard (if applicable) • Find following year standard (if applicable) • Quality will be defined by the Peer Review document

  27. Modeling the Process: ELA 6.RI.6 • Discussion Points: • Find strand: http://sdccteachers.k12.sd.us/ • How to find previous year standard (if applicable) • How to find following year standard (if applicable)

  28. Your Turn: Standard Work time

  29. Modeling the Process • Discussion Points: • This is writing the standard in student friendly language • Write an “I can” statement

  30. Modeling the Process I can add and subtract numbers to 999 in many ways using a plan that makes sense to me. • Discussion Points: • Write the statement in student friendly language • Write an “I can” statement

  31. Modeling the Process • Discussion Points: • This is writing the standard in student friendly language • Write an “I can” statement

  32. Your Turn: Student Friendly Language Work time

  33. Clarity about Curriculum If a teacher isn’t clear about what all students should (KNOW) UNDERSTAND and be able to DO when the learning experience ends, he or she lacks the vital organizer around which to develop a powerful lesson. --Tomlinson, 1999

  34. Modeling the Process

  35. Modeling the Process • The value of a digit in our number system is determined by its place value position • Expanded notation • Commutative property of addition • Associative property of addition • Strategies and algorithms are the processes to add/subtract within 100. • Properties can help make adding/subtracting numbers fluent within 1,000. • Adding and subtracting can be used to solve each other. • Students will construct expanded notation for numbers up to 1000. • Students will prove/explain answers using manipulatives. • Students will apply place value to solve mental math problems.

  36. Modeling the Process

  37. Practice Identifying KUD Statements

  38. KUD Sort • Determine whether each statement is a Know, Understand, or Do categories • Write a K, U, or D inside the box of each statement • We will revisit this at the end of this section

  39. Dissecting Standards into KUD • Determinean author's point of view or purpose in a text and explain how it is conveyed in the text.

  40. Developing the ‘Know’ • These are the facts, definitions, dates, places, names, processes, and examples you want students to know to master the standard • Nouns or Short Phrases (bulleted list not sentences) • Bulleted lists or statements, not complete sentences • Include essential facts that are new…..do not include a list of prior knowledge, facts, or definitions that student may use to learn new content.

  41. Modeling the Process • Expanded notation • Commutative property of addition • Associative property of addition

  42. Modeling the Process

  43. Your Turn: KNOW Work time

  44. Developing ‘Do’ Statements • Action statements, start with a verb • Student performance provides evidence indicating mastery of the standard(s).     • Describes procedural, application, or extended thinking. • States that students: can explain, can interpret, can apply, have perspective, can empathize, or have self-knowledge, etc. • Does not describe a specific learning activity.

  45. DO Misconception Alert!!! • The “do” is the learning outcome • This outcome may be demonstration of mastering an standard, evidence of a thinking skill, or basic skill of a discipline. • YES, “The students will compare two novels to determine common themes.” • The “do” is NOT what will happen in the lesson or what the teacher will do. NOT, “The students will complete a RAFT assignment in cooperative groups”; NOT, “The teacher will read a story to the class and will ask students to complete one of three task cards based on their interests.”

  46. Modeling the Process • Students will construct expanded notation for numbers up to 1000. • Students will prove/explain answers using manipulatives. • Students will apply place value to solve mental math problems.

  47. Modeling the Process

  48. Your Turn: DO Work time

  49. Developing Statement of Understanding • These are the written statements of truth, the core to the meaning(s) of the lesson(s) or unit. • These are what connect the parts of a subject to the student’s life and to other subjects. • It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or the experience. • Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exist within the understandings.

  50. Example UNDERSTAND Statements • Essential Truths That Give Meaning to the Topic • Begin with “I want students to understand THAT….” • Multiplication is another way to do addition • People migrate to meet basic needs • All cultures contain the same elements expressed differently • Entropy and enthalpy are competing forces in the natural world • Voice reflects the author

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