We Want to Hold Your Hand

1. We Want to Hold Your Hand So many standards, so little time! ASCD: Impacting Learning in the Classroom December 4, 2013

3. Presenters Gretchen Lawler Jen Long Jessica Mooberry Jen Peterson Fifth Grade Teachers Erskine Elementary School Susan Van Woert Elementary Language Arts and Social Studies Facilitator

4. Norms Respectful Operating Procedures • Cell phones, tablets • Minimal side bars Respond quickly to refocus signal Be present and engaged

5. Today’s Outcomes To learn about a process for • Aligning our district’s priority standards to instruction • Instructional decision-making based on CCSS • Using authentic common formative assessments • Determining proficiency To have time to turn, talk, process … To walk away with tools, strategies, and ideas to apply with your own students

6. huffingtonpost.com

9. College and Career Readiness Anchor Standards (CCR) Speaking and Listening Language Writing Reading Text Type and Purposes Clusters Key Ideas and Details Conventions of Standard English Comprehension and Collaboration Production and Distribution of Writing Craft and Structure Knowledge of Language Presentation of Knowledge and Ideas Integration of Knowledge and Ideas Research to Build and Present Knowledge Vocabulary Acquisition and Use Range of Reading and Level of Text Complexity Range of Writing Strands

10. College and Career Readiness Anchor Standards (CCR) Speaking and Listening Language Writing Reading Text Type and Purposes Clusters Key Ideas and Details Conventions of Standard English Comprehension and Collaboration Production and Distribution of Writing Craft and Structure Knowledge of Language Presentation of Knowledge and Ideas Integration of Knowledge and Ideas Research to Build and Present Knowledge Vocabulary Acquisition and Use Range of Reading and Level of Text Complexity Range of Writing Strands

11. Our District Priority Standards Craft and Structure

12. Four Shifts for Planning Instruction • Focusing on Academic Vocabulary • Balancing Informational and Literary Texts • Building Knowledge in the Disciplines • Considering Text Complexity • Expecting Text-Based Answers • Writing from Sources/Evidence

14. Focusing on Academic Vocabulary

18. A better word for social is interactive. A better word for big is colossal. A better word for bigger is more massive.

20. Power Flowers

21. Science I hypothesize the beetles will like the wet section because they live underground which is where the water collects. I claim that beetles prefer the driest soil out of the three other environments because the evidence shows that 20 beetles out of 30 beetles went to the dry zone after twenty-four hours.

22. Math

24. Balancing Fiction and Nonfiction

27. Writing

28. Science and Social Studies

29. Considering Text Complexity Structure Vocabulary Conventional language Knowledge demands • Lexile Levels • Readability Measures: • Word length • Frequency • Sentence Length • Text cohesion Quantitative Qualitative Reader and Task

30. More Exposure to Grade Level Texts

31. More Exposure to Grade Level Texts • Use same story… a variety of needs • Adapt text for a variety of units • Make mindful decisions –scaffold and support all learning levels • Empower students • Help students develop awareness of independent reading choices • Have permission not to know everything • … yet

32. Reader and Purpose: Matching Text to Task

33. Expecting Text-Based Answers Craft and Structure

34. Reading Standard Number One Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.4.1 and RI.4.1) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.5.1 and RI.5.1)

35. Finding Evidence

37. Formative Assessment: Inference

39. Science

40. Determining Proficiency

42. Access to Resources Used Today ASCD Iowa Website

43. Timeline: Elementary Standards 2012 Math: All IA Core ELA: Writing and Language Strands 2008 Student Learning Expectations (SLE) Committee Work 2010 Revisions All Teacher PD: Writing Emphasis 2009 Initial Implementation All Subjects 2013 ELA: Reading Reading Foundational Skills Listening and Speaking

44. 2013 ELA Standards Work • District Identified: • Two Priority Standards • Four Critical Areas • Grade Level Teacher Teams to Determine: • District Priority Standards • Proficiency • Scaffolded Skills Performance Assessments Aligned with Priority Standards and Critical Areas 2013-14 ELA Added: Reading Literature and Informational Texts Reading Foundational Skills Listening and Speaking

45. Today’s Outcomes To learn about a process for • Instructional decision-making based on the CCSS • Aligning our district’s priority standards to instruction • Using authentic common formative assessments • Determining proficiency To have time to turn, talk, process … To walk away with tools, strategies, and ideas to apply with your own students

46. Questions/Feedback

47. Continue the conversation… Jen Long jlong@cr.k12.ia.us Gretchen Lawler glawler@cr.k12.ia.us Jessica Mooberry jmooberry@cr.k12.ia.us Jen Peterson jpeterson@cr.k12.ia.us Susan Van Woert svanwoert@cr.k12.ia.us