Common Core State Standards

• http://youtu.be/5s0rRk9sER0

SHIFTS in Common Core

What’s Changed?

K through grade 5

• • • 10 reading standards for informative text 10 reading standards for literary text Writing standards explicitly call for opinion pieces, narratives, and informational or explanatory text

Grades 6 through 12

• • • • 10 reading standards for literature 10 reading standards for informational text Writing standards that explicitly call for arguments, narratives, and informational or explanatory text An additional set of standards for reading and writing in history/social studies, science, and technical studies.

Language Arts

• • • • • • Balancing informative and literary texts (K-5) Knowledge in all disciplines Staircase of complexity Text-based answers Writing from sources Academic vocabulary

Math Shifts

• • • Greater focus on fewer topics K – 2 Concepts, skills, problem solving related to addition/subtraction 3 – 5 Concepts, skill, problem solving related to multiplication and and division of whole numbers and fractions 6 Concepts, skills, ratios, relationships of early algebraic expressions and equations Linking topics/thinking across grade levels Rigorous pursuit of conceptual understandings, procedural skills, application

“Doing” Math

Problem Solving Conceptual Understanding Computation and Procedural Skills

Sample CCSS Lessons

• Teaching Channel: “College Talk” (1 min.) – CCSS: ELA.L.2.5

• Teaching Channel: “Monster Match: Using Art to Improve Writing” (5 min.) – CCSS: ELA.W.3.6 ELA.W.3.4

CCSS Binders

Summer Work 2013

Binder overview

– – – – – – Year divided into 10 Units Units have 3 cycles • 1 cycle can be 1 week Same standard taught in each cycle; however, depth of standard deepens throughout the unit Units focus changes between Reading for Literature and Reading for Information • Units 1, 3, 5, 7, 9 are RL • Units 2, 4, 6, 8, 10 are RI Writing Prompts for each Cycle • Rotate between Informative, Narrative, and Argument/Persuasive Summative Assessment after each Unit

Scope and sequence

• • • • Determined standards taught within a specific Unit and Cycle Created measurable objectives for each standard Determined which measurable objectives will be taught in a specific Unit and Cycle Developed a guideline for choosing resources within each unit that will address the standards

Overview of Scope and Sequence

• • Standard Identification: 2.RL.1

– 2 = Grade Level – RL = Reading for Literature – 1 = the standard number under Reading for Literature Objective Identification: 2.RL.1.2

– 2 = Grade Level – RL = Reading for Literature – 1 = the standard number under Reading for Literature – 2 = the objective number assigned to the standard

Scope and Sequence

PBVUSD Binder Team Work

• Standard Objectives – – Assigned objectives to specific days within a cycle Created student outcomes for specific objectives • Resource Development – Identified text and other resources that could be used to teach the objective – Developed a series of weekly text based writing prompts • Rotate between Informative, Argumentative, and Narrative

Unit Text Requirements Example from Unit 2

Unit Two/Cycle Two/Lesson One

Unit Two Writing Prompts

Binder team work

• End Result – Scope and Sequence – Standards with Measure Objectives – 10 Unit Plan with 3 Cycles – Weekly Text Based Writing Prompts – Daily Lesson Guides • Objectives • Student Outcomes • Daily Resource Guide

If we teach students as we taught

yesterday’s

, we rob them of

tomorrow

.

John Dewey

Rigorous questions

, tasks, and assessments are essential to driving

higher order thinking

.

DOK-Video

DOK Levels and Examples

• • Level 1: Recall and Reproduction  Use a dictionary to find the meaning of words  Provide a routine procedure such as measuring length  Describe physical features of a place Level 2: Skills and Concepts (greater depth of understanding is required to be able to explain how or why a concepts works)  Compare desert and tropical environments  Identify and summarize the major events, solutions, conflicts in literary text  Organize, represent and interpret data Level 1 and 2 questions generally have a

wrong or right answer.

• Level 3: Conceptual and Strategic Thinking  Analyze and describe the characteristics of various types of literature  Create an open sort and define the rule and explain  Solve non-routine problems • Level 4:Extended Thinking  Analyzing author’s craft (e.g. style, bias, literary techniques)  Conduct an investigation, from specifying a problem to designing and carrying out an experiment, to analyzing data and forming conclusions  Write and produce an original play Levels 3 and 4 can have

multiple steps

,

more than one possible answer

and

can be done more than one way.

Depth Of Knowledge Activity

•

Read passage

•

Label questions with the DOK level

•

Discuss with a partner why you selected the particular level (key words, type of task…)

DOK ______

After listening to the teacher read Eric Carle’

s The Grouchy Ladybug , The Very Clumsy Click Beetle,

and

The Very Hungry Caterpillar

over time, use the information from these books, the passage above, and other non fiction material to construct an informational poster about one insect.

DOK ________

Observe two different insects over a period of a week and create a Double Bubble Map of their similarities and differences, including behavior, eating habits, physical traits, etc.

Orally compare the data.

DOK _______

Recall the four stages of an insect’s life cycle and label them in the correct sequence using a Flow Map. (egg, larva, pupa, and adult)

DOK _______

At the culmination of the insect unit, assume the perspective of an insect. Create a journal entry in which you survive a 24 hour period in our classroom. Create a second journal entry in which you survive a 24 hour period on our playground. In a third journal entry, prove which habitat is best suited for your survival.

Project-Based Learning

• • • • Speaking and Listening Standards CCSS.ELA-Literacy.SL.5.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. CCSS.ELA Literacy.SL.5.1a

discussion.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under CCSS.ELA-Literacy.SL.5.1b

Follow agreed-upon rules for discussions and carry out assigned roles.

CCSS.ELA-Literacy.SL.5.1c

making comments that contribute to the discussion and elaborate on the remarks of others.

Pose and respond to specific questions by CCSS.ELA-Literacy.SL.5.1d

conclusions in light of information and knowledge gained from the discussions.

Review the key ideas expressed and draw

• CCSS.ELA-Literacy.SL.5.4

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

• • • What is Project-Based Learning?

What does PBL look like?

How does it compare to teacher-centered instruction?

Project-Based Learning

What is Project-Based Learning?

• • Project-Based Learning (PBL) is a learning by doing approach to education. “Rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and create high-quality, authentic products and presentations.”

• http://www.youtube.com/watch?feature=play er_embedded&v=LMCZvGesRz8&noredirect= 1

Project Based Learning Explained

• “Project Based Learning is generally done by groups of students working together toward a common goal. Performance is assessed on an individual basis, and takes into account the quality of the product produced, the depth of content understanding demonstrated, and the contributions made to the ongoing process of project realization.”

• Project-Based Learning is an instructional approach that is designed to actively engage students in the learning process, while seeing the effects of their research. Compared with teacher-centered instruction, which is centered around the teacher leading the instruction and discussion, PBL lets students be in charge of their own learning, but still allowing the teacher to be the facilitator.

• • Buck Institute for Education – http://www.bie.org/ Edutopia – http://www.edutopia.org/project-based-learning

More Information on Project Based Learning