South Dakota Common Core State Standards Module 2

1. South Dakota Common Core State StandardsModule 2 K – 6 Aberdeen – June 12 and 13

2. WELCOME • WHO Am I? • Karen Taylor: TIE • ktaylor@tie.net

3. Agenda 9:00 – 11:30 • Introduction • Disaggregating: Practice and Reflection 11:45 – 12:45 Lunch on Your Own 12:30 – 4:00 • Continuation of Practice and Reflection • Exploring the Standards

4. Phase I Outcomes

5. Norms

6. Getting to Know YOU! • 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!

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

8. DOE Modules Module 3 – ELA: Focus on Informational Text and Career Readiness Standards Module 3 -Math: 8 Standards of Mathematical Practices 202 Module 4: Curriculum Curation Module 5: Higher Order Instructional Practices Module 6: Assessing Higher Order Instructional Practices

9. Graduate Credit Information The SD DOE will email the link to register for credit to participants when it is available. • Every three days of workshops is equal to ONE graduate credit or CEUs • Teachers will need to bank hours for each workshop to earn credits. • There is a possibility of 3 graduate credits, if participants take modules 1 – 6. • $40 per credit hour

10. Common Core: English Language Arts Standards Locate copy of Common Core State Standards Document Either printed copy or online version http://doe.sd.gov/octe/commoncoreStandards.aspx

11. Cracking the Code What does it all mean? Let’s take a look…

12. Components: K-8 grade level Mathematics Standards

13. How to read a Common Core Standards

14. How to read a Common Core Standards

15. How to read a Common Core Standards 7.RI.3

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

17. 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.

18. ANCHOR STANDARDS College and Career Readiness Anchor Standards for Reading

19. Exploring the Standards

20. Exploring the Standards

21. Exploring the Standards

22. Exploring the Standards

23. Disaggregating Standards You Will Need: • The Disaggregating Template • A Piece of Chart Paper and a Marker Process: • We will model a section then you will complete that section for the standard you have been assigned at your table.

24. Disaggregation Template

25. Disaggregating the Standard At your table: • Determine the content area (Math or ELA) • Determine which grade level • Within that grade level, determine which “essential” standard you want to disaggregate

26. 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

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

28. Modeling the Process: Math • Discussion Points: • Find strand: http://sdccteachers.k12.sd.us/ • Find previous year standard (if applicable) • Find following year standard (if applicable) • Quality will be defined by the Peer Review document

29. 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)

30. Your Turn: Standard Work time

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

32. Modeling the Process I can add and subtract numbers to 999 in many ways using a plan that makes sense to me. 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Must be written as an “I can” statement

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

34. Your Turn: Student Friendly Language Work time

35. 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

36. Modeling the Process

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

38. Practice identifying KUD Statements

39. Break

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

41. S Modeling the Process • Decompose and Recompose numbers • Expanded notation • Commutative property of addition • Associative property of addition • Addition and Subtraction Strategies. Students will understand that: 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. • Keep in Mind : • Stems for “know” are nouns

42. Modeling the Process

43. Your Turn: KNOW Work time

44. Developing ‘Do’ Statements • ‘Do’ statements are action statements and begin with a verb. • Student performance provides evidence of mastery of the standard(s). • ‘Do’ statements describe procedural, application or extended thinking. • State that students can explain, interpret, apply, empathize or have perspective or self-knowledge, etc. • ‘Do’ statements do not describe a specific learning activity

45. ‘ DO’ Statement Misconception Alert! The ‘Do’ is the Learning Outcome • May be Demonstration of Mastering a Standard • Evidence of a Thinking Skill • A Basic Skill of a Discipline Example: • Compare two novels to determine common themes. Non-Examples: (Not what happens in the lesson or what the teacher will do) • The students will complete a RAFT assignment in cooperative groups. • The teacher will read a story to the class and ask students to complete one of the three task cards based on their interests.

46. S Modeling the Process • Construct expanded notation for numbers up to 1000. • Prove/explain solutions using manipulatives. • Add two-digit numbers within 1000. • Apply place value to solve mental math problems. • Use a variety of strategies to solve addition problems. • Story problems can be solved using various addition strategies. • Decompose and Recompose Numbers 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. • Discussion Points : • A hint for identifying the “Do” are verbs

47. Modeling the Process

48. Your Turn: DO Work time

49. Developing Statements of Understanding • S of U (statements of understanding) are written statements of truth, the core to the meaning(s) of the lesson(s) or unit. • S of U 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 experience. • Understandings are purposeful. They focus on the key ideas that require students to understand information and make connectionswhile evaluating the relationships that exist within the understandings.

50. Examples of ‘Understand” Statements Statements of Understanding are Essential Truths That Give Meaning to the Topic Begin with “I want students to understand THAT…” • multiplication is another way to do addition. • voice reflects the author • people migrate to meet basic needs • all cultures contain the same elements expressed differently