Moving Forward with Common Core State Standards:

What Educators Need to Know PRESENTED BY GABRIELA OROZCO GONZALEZ KISHA DAVIS-CALDWELL JUNE 30, 2014

Welcome: Meet the Presenters Gabriela Orozco Gonzalez —  Educator, has taught K-6th Grade, currently teaches 1st & 2nd

Grade Combination class —  Language Arts Performance Task Writer & Mathematics Item Reviewer for the Smarter Balanced Assessment Consortium —  CTA Teacher Leader and CCSS Professional Learning Trainer —  NEA Teacher Ambassador for Smarter Balanced —  NEA Online Facilitator for the NEA GPS Network

Presentation Materials on my blog: Commoncorecafe.blogspot.com

Welcome: Meet the Presenters Kisha Davis-Caldwell —  Educator, taught K-5 (US) 9-12 (Japan), currently an Elementary

Mathematics Coach for Howard County Pubic Schools (MD) —  EdReports: Board of Directors —  NBC Education Nation Common Core Teacher Institute Facilitator —  NEA Common Core Working Group —  Common Core Leadership Cadre MSEA —  MSDE STEM Equity Subcommittee

Math Learning Targets —  Gain  an  awareness  of  the  content  and  structure  

of  the  Common  Core  State  Standards  for   Mathematics —  Understand  the  meaning  of  the  Mathematical   Practices  in  the  CCSSM  and  apply  the  practices  to   your  current  classroom  instruction —  Explore  the  importance  of  fostering  students   deep  conceptual  knowledge

The Assessment Challenge How do we get from here . . . Common Core State Standards specify K-12 expectations for college and career readiness

. . . to here?

All students leave high school college- and career-ready . . . and what can an assessment system do to help?

Smarter Balanced & PARCC Assessments

Standards  based  NOT   textbook  based Your text book can act as an AWESOME resource/ reference book.

Test Worth Taking: PARCC & SBAC —  More challenging than current assessments —  Next-generation design —  Measures college and career readiness —  Aligned to the Common Core State

Standards —  Timely data for students and teachers —  Supports different learning styles and abilities —  Comparable scores across states

Assessment Goals In Mathematics Students will … 8

Solve gradelevel problems

Solve realworld problems

Express mathematical reasoning

by constructing mathematical arguments and critiques

Demonstrate mathematical fluency

Challenges TEACHER

STUDENT

—  Curriculum

ž Collaboration

—  Collection of

ž Explain/Justify

Resources ž Problem —  Assessments —  Professional Learning

Solving

General Mathematics Performance Task Specifications

Three Types of Math Tasks

a b

Webb's Depth of Knowledge (DOK) Bloom's Taxonomy vs. Norman Webb's Depth of Knowledge ž  The Common Core Standards are the cornerstones of the

PARCC and Smarter Balanced assessments. ž  Webb’s Depth of Knowledge (scale of cognitive demand) and Blooms Revised Taxonomy (levels of intellectual ability) are the framework and the structures that will be used to evaluate students. ž  Depth of knowledge, and complexity of knowledge is the heart of the more rigorous assessments being implemented in 2014. They share many ideas and concepts yet are different in level of cognitive demand, level of difficulty, complexity of verbs vs. depth of thinking required, and the scale of cognitive demand.

Domain Distribution (K-12)

Organized by Domains and Clusters

Standards of Mathematical Practices •  Standard 1: Make sense of problems and persevere in solving them •  Standard 2: Reason abstractly and quantitatively •  Standard 3: Construct viable arguments and critique the reasoning of others •  Standard 4: Model with mathematics •  Standard 5: Use appropriate tools strategically •  Standard 6: Attend to precision •  Standard 7: Look for and make use of structure •  Standard 8: Look for and express regularity in repeated reasoning

During the planning process, refer to the DOK Levels

Coherence of Fractions and Multiplying Fractions: multiplying a fraction by a whole number and a fraction by a fraction

4.NF.4a Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

a A. Understand a fraction

1 of as a multiple

b

.

b

For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

€

€

What would a visual fraction model of 5 x ¼ look like? Note: Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

€

4.NF.4a

1 4

€

+

1 1 + 4 4

+

1 1 + = 4 4

1 1 5 x 4 = 14 € € € €

5 4

Draw your own visual fraction model.

4.NF.4a

5 groups of

1 4

4.NF.4b Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

B. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) What would a visual fraction models of 3 x 2/5 and 6 x 1/5 look like? Note: Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

4.NF.4b

What would the visual model of 6 x 1/5 look like?

4.NF.4c Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

C. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

What would a visual fraction model of 5 x 3/8 look like? Note: Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

4.NF.4c

3 8

€

€

3 8

€

3 3 + 8€8

€ € € € €

3 8

3 8

3 8 3 8

+

€

3 3 + 8€ 8

+

€

15 8

=

7 8

1or

4.NF.4c

3 8

€

€

3 8

€

3 8

3 8

3 3 3 3 3 15 + + + + = or 8 8€8 8 8€ 8

€ € € € €

€

€

3 8 7 1 8

Illustrative Math —  Videos that help teacher uderstanding —  http://www.illustrativemathematics.org/

fractions_progression —  View Multiplications of Fractions, Part 1

Model

Numbers

(Draw a picture or diagram, or make a list, table, chart, or graph).

(Show how worked each part of the problem).

Words

Answer

To solve this problem, first I had to _____________________________. Then, I________________________. Next, I _______________________. After that, I ___________________. Finally, I found out that __________ ______________________________.

5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. A. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd. B. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas

Build It! 3 4

X

4

—  Use the available manipulatives and also draw a

number line representation.

€

Let’s Discuss —  How do you know your representation shows ¾ x

4? —  What value do you see in the various representations? —  How would these models support student understanding and help students see the patterns that are emerging?

own.

€

X

1 2

2 3

Use the method of your choice. Show your work and be prepared to discuss at your table €

Visual Modeling

1 2

x

2 3

Talk to a partner about your strategies and solution. Then, come to an agreement €about a visual € model for your solution.

Multiplying Fractions

—  Ms. Anderson buys ½

of a pan of brownies that is 2/3 full.

1 2 2 1 x = = 2 3 6 3

Lines

1 X 2

2 3

Try representing this number on a number line.

€

€

Starting with a context…

—  Allows for sense-

making. —  Builds understanding behind procedure. —  Gives students multiple entry points.

Let’s Practice: Multiplying Fractions —  Mr. Gregg buys ¾ of a pan of brownies that is

½ full.

Work with a partner to show this problem using an area model as well as represented on a number line.

Multiplying Fractions —  Mr. Gregg buys ¾ of a

pan of brownies that is ½ full.

3 1 3 x = 4 2 8

Let’s Practice Some More: Multiplying Fractions —  On Wednesday, the farmers at the Tellish Farm

picked 5/6 of a barrel of tomatoes. On Thursday, the farmers picked ¾ as many tomatoes as on Wednesday. How many barrels of tomatoes did the farmers pick on Thursday? Work with a partner to show this problem using an area model as well as represented on a number line. Are there circumstances where a particular model or strategy become a challenge?

CCSC Parental Support —  Set high expectations of independence-guide not answer —  Encourage more math at home —  Field trips to the store —  In math, have students explain processes rather than

rote memorization —  Have children provide evidence and reasons why —  Expect to learn new ways

Mathematics Assessment Samples: Fraction Sense

Math Assessment Samples: More than P = 2L + 2W

Math Assessment Samples: More than Procedural Understanding

CCSSM  Resources  

Books Magazines Technology Resources

CCSSM K-6 Every Grade, Every Standard —  For Parents ¡ 

https://smart.wikispaces.hcpss.org/SMART+Pages

—  For Teachers ¡ 

https://grade4commoncoremath.wikispaces.hcpss.org/

¡  http://commoncoretools.wordpress.com/

Video  Resources          

—  Betterlesson.com   —  https://learnzillion.com/       —  Discovery  Education/United  Streaming   ¡  http://streaming.discoveryeducation.com/  

Math Resources —  National  Council  of  Teachers  of  Mathematics  (NCTM)  

 www.nctm.org  

www.nctm.org/standards/mathcommoncore/   http://illuminations.nctm.org/     —  Teaching  Children  Mathematics  Magazines    

 

 

Language Arts Learning Targets ¨  Key  Shifts  in  Literacy  Instruction ¨  Standards-­‐Based  Instruction ¨  Curriculum  Development  Planning  Teams ¨  Examine  a  CCSS  Anchor  Standard ¨  Review  a  CCSS  Lesson  Design  Template ¨  Become  familiar  with  a  performance  task  and  task  

planner ¨  Example  of  a  performance  task   All  our  presentation  materials  are  listed  at:   Commoncorecafe.blogspot.com

“Literacy instruction is a shared responsibility, based on the philosophy that teachers in the content areas can and should use their expertise in their disciplines to help students meet challenges of reading and writing in their respective fields.”

Curriculum Curriculum Mapping is a long-range plan captured in a graphic organizer that represents a collection of Standardsbased units. It is informed by the benchmarks and curriculum objective, student data, including an analyses of student work and projected assessment timelines. It is a document that should be modified based on student needs and reviewed and revised yearly.

Curriculum Development Planning Teams „ Focus on a Common Core Standards Based

Education „ Establish a Professional Learning Community „ Prioritize Standards „ Deconstructing Standards „ Collaborative Lesson/Unit of Study Planning „  Lesson Study through teacher mentoring „ Performance Based Assessments

Curriculum Planning A Standards-based unit is a subset of a curriculum map. It provides a plan of action for implementation of the benchmarks and curriculum objectives, anchoring them in a real world context through essential questions. A unit includes: –  Prioritized Standards –  Essential questions and stems –  Benchmarks and curriculum objectives –  Ongoing and culminating assessments –  Instructional resources such as textbooks, literature,

technology, etc.

Standard CC.2.R.L.1 Key Ideas and Details: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Activities that address Standard

Assessment I can identify, answer and show the key ideas in fiction and non-fiction texts according to who, what, where, when, why, and how. [RL.2.1].

CCSS Planning and Implementation —  Planning meetings with grade

level representatives: ¡  Examine

Standards, then Prioritize ¡  Pacing Overviews ¡  Assessment Calendar ¡  Unit Overviews and/or Unit Plans ¡  Create Assessments ¡  Revise Assessments

Standards, SBAC Claims, & Question Stems

Questions Stems

Review the Claim

CCSS Prioritized and Mapped

Unit of Study Planning

Unit of Study Planning (continued)

CCSS Lesson Planning

Assessments: What Will They Look Like?

Understanding Assessments ¨ FORMATIVE: checking on learning as

students progress

¨ SUMMATIVE: checking on learning at the

end of the learning experience

¨ “When the cook tastes the soup, that’s

formative; when the guests taste the soup, that’s summative.” (Stake, 2005)

General English Language Arts and Literacy

Performance Task Specifications

Performance Task Planner

Performance Task Planner (Second Page)

Performance Task Planner (Third Page)

George Washington Reading Passage ž  Main  idea  explicitly  

stated  in  first  two  lines.   ž  Vocabulary  is  simple     ž  Basic  informa:on  is   included  in  the  text,  not   allowing  much  room  for   building  content   knowledge     Less   complex

ž  Vocabulary   “rich”     —  Content  Knowledge   Example  of  ques:oning:   — 

Explain how George Washington helped America evolve into the nation it is today. Support your answer with two examples from the passage.  

More complex 66

Sample passage

Use multiple text sources

Biography.com !

Video mini clips on historical figures Mini Clip of George Washinton's Biography

Text Dependent Questions —  America was very different during George

Washington’s lifetime. What evidence from the passage supports this conclusion? —  What did Washington’s presidential leadership

show the people of America? —  America was very different during George

Washington’s lifetime. What evidence from the passage supports this conclusion?

Deliberate Instruction of Vocabulary

Vocabulary – Constructing Meaning

Mapping out facts and ideas

73

Organizing Paragraph Structure

Writing Assessment Informative Essay

74

75

Informative Essay (Continued)

Principles that Guided Next Generation ELD Standards Development Process

1. ELLs need opportunities to interact in meaningful ways.

2. ELLs need opportunities to learn about how English works.

3. ELLs need opportunities to learn foundational literacy skills (if they haven’t already learned them).

Interacting in Meaningful Ways

C. Productive (creation of oral presentations and written texts)

B. Interpretive (comprehension and analysis of written and spoken texts) A. Collaborative (engagement in dialogue with others)

Modes of Communication

Peer editing, sharing stories, and engaging in collaborative discussions

Academic Language Development: Choosing vocabulary that is tier 1, 2, or 3

Learning to use English for immediate needs as well as beginning to understand and use academic vocabulary and other features of academic language.

Buddy reading and brainstorming ideas

Students discussing vocabulary and constructing questions to examine during class discussion

Applying their growing language skills in more sophisticated ways appropriate to their age and grade level.

Classroom activities to promote academically-engaged classroom dialogue

Using video clips as stimuli to promote a constructive conversation in the classroom

Steps in Structuring an Academic Class Discussion

Teacher Academic Language Guide Steps to Introduce New Vocabulary

Discuss Ground Rules for Class Discussion

Vocabulary Exercise —  Write the word:

Perseverance per·se·ver·ance Definition: The quality that allows someone to continue trying to do something even though it is difficult Sentence: His perseverance was rewarded, after many rejections, he finally made the football team.

Source: Duracell: Trust Your Power - NFL's Derrick Coleman, Seattle Seahawks

Mouse Video (Nolan Cheese Commercial)

Oliver Jeffers: Picture Book Maker

Vocabulary: Constructing Meaning

Students Draw Illustrations to Show Sequence of Events

Use Visuals in Thinking Maps

Students need to engage with ž  Grade-­‐appropriate  materials  for  exposure  

to  structures,  content,  vocabulary;   ž  Instruc:onal-­‐level  materials  that  allow   them  to  progress;   ž  Easy  materials  that  allow  them  to  prac:ce.   —  If  familiar/interes:ng,  material  can  be   more  challenging.    

Timing Matters —  Greater  scaffolding  is  provided  at  the  

beginning  of  tasks.   —  Scaffolding  supports  an  increasing  level  of   complexity.   —  Include  a  plan  for  removing  the  scaffolding.  

Advice — Time for Planning (I find that planning

during team meetings is best) — Ongoing Professional Learning — Follow-up Coaching with fellow colleagues — Patience and Understanding

Common Core Resources 1. Thinkfinity Check out the right side of the page, where they have a great resource center. See what standards aligned resources are available by filling out the Keywords or State Standards tab. 2. Educore Created with funds from the Bill & Melinda Gates Foundation, they have a plethora of resources to help you get aligned with Common Core Standards. 3. Readworks ReadWorks provides over 1,000 non-fiction reading passages with question sets to support reading activities.

Common Core Resources 4. Readwritethink Engage your students in online literacy learning with these interactive tools that help them accomplish a variety of goals— from organizing their thoughts to learning about language—all while having fun. 5. BetterLesson Use Better Lesson to browse thousands of rich Math and ELA lessons from high-performing Master Teachers. 6. We Give Books We Give Books is a new digital initiative that enables anyone with access to the Internet to put books in the hands of children who don't have them, simply by reading online.

Common Core Resources Largest Professional Learning Community in the Nation: What is this? The NEA Great Public Schools Network is a place where people come together to share ideas and resources to improve student success. It is free and open to all! Check it out at gpsnetwork.org. Click on the following link to join my online community: http://cc3ela.groups.gpsnetwork.org