THECSDANDCCSS

1. THECSDANDCCSS What does the Common Core mean for us and our students?

2. Learning Goal Establish a common understanding about the shifts the Common Core will promote and district expectations in working toward implementation.

3. Introductions Teacher leadership

4. Brian Graham

5. Melissa Levison

6. Rob Mattson

7. Jeff Snell

8. Why the Common Core?How these Standards are Different Moving towards implementation in the Camas School District www.achievethecore.org

9. Why are we doing this? State developed Consistency around student learning outcomes Federal accountability with varied state assessments Coverage mentality v. depth Resources and support

10. Principles of the CCSS Fewer - Clearer - Higher • Aligned to requirements for college and career readiness – focus on outcome – value teacher decision making to achieve outcome • Based on evidence • Honest about time for coverage compared to depth

11. crumple & toss (5 min) http://www.online-stopwatch.com/full-screen-stopwatch/ Write down something you already know. • The Common Core is… • The Common Core will… Crumple and toss to the center Select a crumpled paper & introduce yourself • Read the Common Core statement • One word to describeyour thoughts of the skit !

12. a clip and flip (7 minutes) http://www.online-stopwatch.com/full-screen-stopwatch/ Form 2 groups at your table with a tablet for each Scan the QR code that will take you to a short video about the Common Core As a group, decide two of the most important learning from the video and share with the other group at your table

13. Shifting Practices For Student Learning Success – English Language arts

14. ELA/Literacy: 3 shifts Building knowledge through content-rich nonfiction Reading, writing, and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language

15. Shift 1

16. Shift 2

17. What makes Casey’s experiences at bat humorous? What can you infer from King’sletter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? Non-Examples and Examples Not Text-Dependent Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

18. Shift 3

19. Tier 2 High frequency words used by mature language users across several content areas. Examples of Tier 2 words are obvious, complex, establish and verify. Tier 3 Words that are not frequently used except in specific content areas or domains. Medical, legal, biology and mathematics terms are all examples of these words. A Focus on Academic Vocabulary Tier 1 Tier 2 & Tier 3 "Reading Sage: Common Core State Standards for English Language Arts." Reading Sage. N.p., 27 Aug. 2011. Web. 23 Aug. 2013. <http://reading-sage.blogspot.com/2011/08/common-core-state-standards-for-english.html>. Tier 1 Basic words that commonly appear in spoken language. Examples of Tier 1 words are clock, baby, happy and walk.

20. Pause and Reflect

21. ELA Exploration Activity Rob Mattson & Melissa Levison

22. Unpacking A Standard: Comparing GLEs to Common Core Standards

23. Unpacking A Standard: Comparing GLEs to Common Core Standards

24. Unpacking A Standard:Understanding the Lingo • CCSS . ELA - Literacy . RI . 3 . 2 • Determine the main idea of a text; recount the key details and explain how they support the main idea. Common Core State Standard English Language Arts Reading Informational Text Grade 3 Standard 2

25. CCSS.ELA – Literacy.RI.3.2 • Determine the main idea of a text; recount the key details and explain how they support the main idea. Unpacking A StandardStep 1 Circle verbs

26. CCSS.ELA – Literacy.RI.3.2 • Determine the main idea of a text; recount the key details and explain how they support the main idea. Unpacking A StandardStep 2 Underline parts of the standard that need direct instruction.

27. CCSS.ELA – Literacy.RI.3.2 • Determine the main idea of a text; recount the key details and explain how they support the main idea. Unpacking A StandardStep 3 – Identify the Big Idea Come up with a ‘big idea” that puts the standard/s in your own words. My students will need to read an informational text to figure out the main idea. After reading they will need to be able to identify key details and convey how they support the main idea.

28. Unpacking A StandardStep 4: Develop an Essential Question My students will need to read an informational text to figure out the main idea. After reading they will need to be able to identify key details and convey how they support the main idea. Come up with an essential question that could be engaging to students. How does the story “Boy, They Were Wrong About the Dinosaurs!” support the author’s main message in the statement, “we think that many of our own past guesses about dinosaurs were just as wrong as those of Ancient China”?

29. Unpacking A StandardStep 5: Brainstorm Instructional Strategies Brainstorm ways that instruction at your grade level could address these standards. Practice with familiar and easily accessible texts to build confidence with identifying main idea and supporting details. Graphic organizers to track development of main idea and details. Modeling of metacognition and thinking through the main idea/details. Connecting main idea and supporting details to personal stories that are familiar to students. Story-mapping Drawing out the main idea and details

30. Unpacking A Standard Using the grade-specific standards at your table choose one standard to focus on with a partner. Using the “unpacking the standards” template work through the following: Circle verbs Underline parts of the standard that need direct instruction. Come up with a ‘big idea” that puts the standard/s in your own words. Come up with an essential question that could be engaging to students. Brainstorm ways that instruction at your grade level could address these standards.

31. Debrief Take 5 minutes and do a quick WHIP AROUND at your table with each pair sharing the standard, essential question and a couple of strategies for addressing that standard.

32. Shifting Practices For Student Learning Success – Mathematics

33. Mathematics: 3 shifts Focus: Focus strongly where the Standards focus. Coherence: Think across grades, and link to major topics within grades. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.

34. Mathematics: 1 • Focus: Focus strongly where the Standards focus. • Narrow and Deepen vs. Mile wide inch deep • Strong Foundational skills • Conceptual understanding • Procedural skill and fluency • Applying mathematics

35. Mathematics: 2 • Coherence: Think across grades, and link to major topics with grades. • Build new learning on prior knowledge • Each standard is not a new event rather an extension

36. Mathematics: 3 Rigor: in major topics pursue… conceptual understanding procedural skill and fluency application. …with equal intensity

37. CCSS Design and Organization 37

38. Pause and Reflect

39. CCSS Design and Organization

40. Priorities in Mathematics

41. Progression of Standards

42. Focusing attention within Number and Operations

43. Mathematical Practices 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.

44. Standards for Mathematical Practices 44 Graphic

45. Math Exploration Activity Brian Graham

46. http://www.online-stopwatch.com/full-screen-stopwatch/ Jigsaw Standards of Mathematical Practice • Assign a standard of practice to each teacher at your table group. • Read the assigned standard of practice(5 min) • 3. Make a T-chart and list the following: • What would teachers be doing? • What would students be doing? (5 min) • Round table share out at your table. • Rotate in numerical order. (10 min.)

47. Principles of the CCSSContinuous Growth in Camas Fewer - Clearer - Higher • Aligned to requirements for college and career readinessCCSS & TPEP through PLC • Based on evidence – Working collaboratively in PLCs impacts student learning • Honest about time – Permission to go deeper

48. Timeline Awareness and Exploration 2013-14 • Select a focus area to get familiar with how they work (Criterion 4) • Dialogue in PLCs (Criterion 8) • Experiment with Common Assessment • Attend district supported training (Criterion 8) • Start experimenting with shifts (Criteria 1, 2, 4) Implementation 2014-15

49. Reflection – Solo think – Group Sink I’m excited about… I’ve got questions about… I’m going to start by… The support I need is… Use the QR code to share some of the discussion to the above starters.

50. I’m excited about….