K-5 Standards

1. K-5 Standards Welcome Lead Teachers

2. Media and Technology Pencils

3. Information Technology Essential Standards 5 Strands of ITES: Sources of Information Informational Text Technology as a Tool Research Process Safety and Ethical use

4. ITES – Key Points • understand the 5 strands • understand it is to be implemented by ALL classroom teachers in collaboration with SLMC & ITF • integration of 21st Century information AND technology tools AND content • technology is a tool (it should not drive instruction)

5. A Deeper Dive into ITES… • http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy • http://www.celt.iastate.edu/teaching/RevisedBlooms1.html • http://www.livebinders.com/play/play/163455 • http://blog.learningtoday.com/Portals/60233/docs/BloomingOrangev1.pdf • http://www.schrockguide.net/bloomin-apps.html • http://www.byrdseed.com/differentiator/ • http://coolcatteacher.visibli.com/share/6A9aNq

6. Digital Literacy Being "digitally literate" requires development of cognitive and social processes along a continuum from consumption to production.  These processes are: 1.  locating and consuming digital content, 2.  creating digital content, and  3.  communicating digital content. Spires, H., Bartlett, M., & Garry, A. (2012). Digital Literacies and Learning: Designing a Path Forward. White paper funded by the Friday Institute for Educational Innovation. 

7. Goals of Digital Literacy • searching & finding • sorting & organizing • evaluating • managing • creating & sharing • safe and constructive social networking

8. Science

9. Session 1: Guiding Questions Focus: Preparing for Classroom Instruction What do we want students to learn? • (2009) Raising the Bar and Closing the Gap: Whatever it Takes Where did we start? • What have we done (process and product) so far? I, III, IV, V

10. How does this picture relate to many people’s idea of science teaching?

11. breadth and DEPTH

13. Remember Retrieving relevant knowledge from long-term memory • Recognizing—identifying • Recalling—retrieving

14. Understand Construct meaning • Interpreting—clarifying, paraphrasing, representing, translating • Exemplifying— illustrating, instantiating • Classifying—categorizing, subsuming • Summarizing— abstracting, generalizing • Inferring—concluding, extrapolating, interpolating, predicting • Comparing—contrasting, mapping, matching • Explaining—constructing models

15. Apply Carry out or use a procedure in a given situation • Executing—carrying out • Implementing—using

16. Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose • Differentiating—discriminating, distinguishing, focusing, selecting • Organizing—finding coherence, integrating, outlining, parsing, structuring • Attributing—deconstructing

17. Evaluate Make judgments based on criteria and standards • Checking—coordinating, detecting, monitoring, testing • Critiquing—judging

18. Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure • Generating—hypothesizing • Planning—designing • Producing—constructing **Must go through all parts

19. Session 2: Guiding Questions • How do we design data-driven instruction to meet the needs of all learners? Focus: Preparing for Classroom Instruction How will we know if they learned it? How will we respond when they don’t learn it? How will we respond when they already know it? (2009) Raising the Bar and Closing the Gap: Whatever it Takes I, II, III, IV, V

20. Here’s Polly………….

21. English Language Arts

22. ELA/Literacy Shift 1: Building Knowledge through Content-Rich Nonfiction and Informational Text

23. Shift 2 Reading and Writing Grounded in Evidence from the Text

24. Shift 3 Regular Practice with Complex Text and its Academic Vocabulary

25. Finding Rich & Worthy Text Online • NC Wise Owl is the best online resource for your students to use for research and you to use to find documents relating to the topic you are teaching. • It is for all ages. • Text is appropriate and you can find many primary source documents. • Password is: wiseowl • http://ncwiseowl.org

26. Text Dependent Questions • A text-dependent question forces students to go back to the text.  It is a question they could not answer if they did not read, and even if they did read, they will still need to refer back to the text to answer the question.  In his research in both Texas and Vermont, David Coleman found that 80% of the questions students in grades kindergarten through twelve were asked to answer did not require them to go back to the text.

27. To help teachers understand text-dependent questions, achievethecore.org, created by the Student Achievement Partners, has created exemplar lesson plans and has published its “Guide to Creating Questions for Close Analytic Reading.”  Good text-dependent questions, according to the guide, cause students to do at least one of the following tasks: • Analyze paragraphs on a sentence by sentence basis and sentences on a word by word basis to determine the role played by individual paragraphs, sentences, phrases, or words • Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another • Prove each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole • Examine how shifts in the direction of an argument or explanation are achieved and the impact of those shifts • Question why authors choose to begin and end when they do • Note and assess patterns of writing and what they achieve • Consider what the text leaves uncertain or unstated

28. For a student to complete any of these tasks, he or she would have to read and comprehend the text and revisit the text to analyze it.  While asking these kinds of questions requires planning in advance–I know I would have a challenging time making them up on the spot!–it is a different kind of planning than we are used to because instead of preparing to give away all the information, we are planning to ask probing questions that guide students in uncovering the information.

29. Academic Vocabulary Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly). Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable. (CCSS, Appendix A, pg. 33)

30. Rubric for Academic Vocabulary

31. Math

32. Math Problem A zoo has several ostriches and several giraffes. They have 30 eyes and 44 legs. How many ostriches and how many giraffes are in the zoo?

33. Problem Solution15 Animals with 44 Legs10 Giraffes and 5 Ostriches have 40 +10 = 50 legs 9 Giraffes and 6 Ostriches have 36 +12 = 48 legs 8 Giraffes and 7 Ostriches have 32 +14 = 46 legs 7 Giraffes and 8 Ostriches have 28 +16 = 44 legs

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

35. Insanity: doing the same thing over and over again and expecting different results.Albert Einstein

36. Our Goals Understand how the three shifts address these four questions: • What do we want students to know and be able to do? • How can we ensure that all children have the opportunity to learn? • What do you do if they don’t know it? • What do you do if they know it?

37. Educating the Whole Child

38. How does Common Core mathematics prepare students to be future ready? • How does Common Core mathematics connect to other content areas? • What are the implications for meeting the needs of all learners as related to Common Core mathematics?

39. Three Mathematical Shifts Focus What do we want students to know and be able to do? Coherence How will we know when they know it? What will we do when they don’t know it? Rigor What will we do when they know it?

40. FOCUS Rather than racing to cover everything in today’s mile-wide, inch-deep curriculum, teachers use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom.

41. Hong Kong/ U.S. Data • Hong Kong had the highest scores in the most recent TIMSS. • Hong Kong students were taught 45% of objectives tested. • Hong Kong students outperformed US students on US content that they were not taught. • US students ranked near the bottom. • US students ‘covered’ 80% of TIMSS content. • US students were outperformed by students not taught the same objectives. nces.ed.gov/timss/

42. Points to Ponder • After reading sample CCSSM standards for their grade, ~80% of educators say CCSSM is “pretty much the same” as their former standards. • If CCSSM places a standard they currently teach in a different grade only about ¼ of the teachers would drop it. Bill Schmidt, Achieve

43. Points to Ponder • 85%of teachers say the textbook is main resource to determine what to teach- rather than the standards. Barbara Reyes

44. Effective Instructional Tasks “Tasks that demand engagementwith conceptsand that stimulatestudents to make purposefulconnectionsto meaningor relevantmathematical ideaswhich lead to a different set of opportunitiesfor student thinking.” Stein, Smith, Henningsen, & Silver, 2000, p. 11

45. What are Features of a Good Task? • It challenges the learners to think for themselves. • It offers different levels of challenge. • It encourages collaboration and discussion. • It has the potential for revealing patterns or leading to generalizations. • It invites children to make decisions. nrich.maths.org

46. What are Features of a Good Task? • It begins where the students are; accessible to wide range of learners. • It is seen as something to make sense of. • It requires justifications and explanations for answers and methods. • The focus is on making sense of the mathematics involved and thereby increasing understanding. Van de Walle & Lovin, 2004

47. Three Mathematical Shifts Focus What do we want students to know and be able to do? Coherence How will we know when they know it? What will we do when they don’t know it? Rigor What will we do when they know it?

48. Coleman & Zimba (2012) www.achievethecore.org

49. Fraction Coherence Document

50. Three Mathematical Shifts Coherence How will we know when they know it? What will we do when they don’t know it? Focus What do we want students to know and be able to do? Rigor What will we do when they know it?