module 2: south dakota common core state standards 101 k-12 in-service welcome university center,...
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Module 2:South Dakota Common Core
State Standards 101K-12 In-service
WelcomeUniversity Center, Room # 162
Address: 4801 North Career Avenue, Sioux Falls, SD
9:00 to 4:00
June 6-7, 2012
Agenda
Introduction to Common Core State Standards
Disaggregating: Practice and Reflection
Lunch
Continuation of Practice and Reflection
Exploring the Standards
Outcomes
• Become familiar with common core standards layout, design, concepts, terminology, vertical alignment, etc.
• Engage in “Disaggregating” process.
• Analyze lessons to ensure alignment to the disaggregated standards.
• Understand and evaluate the purposes and uses of assessment.
Materials Needed• A laptop with wireless capability (you will be
working with a partner and at least one of the two people will need a computer)
• A copy of your grade-level/content area Common Core State Standards (hard copy or electronic copy)
• A copy of at least FIVE lessons that you taught this past year or plan to teach next year.
• An assessment that you administered this past year.
Norms Revisited
Honor Each Other’s Thinking
Honor Private Think Time
Everyone has a Voice
Participation is Expected
Take Care of Your Needs
Turn Cell Phones Off or to Vibrate
Have Some Fun
Getting to Know Each Other
At your table discuss:
1. District you work for, job assignment, years of teaching experience.
2. Personal information you would like to share.
3. Something positive that has happened to you this school year.
4. One thing that probably not many people know!
That’s Me …
When the trainer reads a statement, if it “describes” you, just up and say, “That’s Me”!
DOE Modules
Module 3 – ELA: Focus on Informational Text and Career
Readiness Standards
Module 3 – Math: 8 Standards of Mathematical Practices 201
Module 4: Curriculum Curation
Module 5: Higher-Order Instructional Practices
Module 6: Assessing Higher Order Instructional Practices
Common Core: ELA/Math Standards
Locate copy of Common Core State Standards Document
Either printed copy or online version
http://doe.sd.gov/octe/commoncoreStandards.asp
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Two Types of Standards• Mathematical Practice (recurring throughout the grades)
• Mathematical Content (this will be different at each grade level)
CCSS Mathematics Standards
Math: Common Core Standards
FOOTNOTES
Standards within theCluster
DomainCluster Heading
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Standards of Mathematical Practice
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.
ELA ANCHOR STANDARDS
College and Career Readiness Anchor Standards for Reading
ELA: Common Core Standards
Number assigned to Standard
StrandCode
Strand
Anchor Standard
7.RI.3
Grade
Standard
Reading Competencies
Exploring the Standards
Common Core State Standards – English Language ArtsGrade
Level(s)Literature Informational
TextFoundational
SkillsWriting Speaking
and Listening
Language Total
K 10 10 17 7 8 21 731 10 10 19 7 9 27 822 10 10 11 7 9 25 723 10 10 9 21 10 31 914 9 10 6 25 10 26 865 9 10 6 25 10 24 846 9 10 - 28 10 22 797 9 10 - 28 10 19 768 9 10 - 28 10 21 789-10 9 10 - 28 10 18 7511-12 9 10 - 28 10 17 74
Exploring the Standards
Common Core State Standards – K-5 MathGrade
Level(s)Counting
and Cardinality
Operations & Algebraic Thinking
Number & Operations in
Base Ten
Number & Operations in Fractions
Measurement & Data
Geometry Totals
K 10 5 1 - 3 6 251 - 8 9 - 4 3 242 - 4 11 - 10 3 283 - 9 3 9 14 2 374 - 5 6 14 9 3 375 - 3 9 14 10 4 40
Exploring the StandardsCommon Core State Standards – 6-8 Math
Grade Level(s)
Ratio & Proportional Relationships
Number System
Expressions & Equations
Geometry Statistics & Probability
Functions Totals
6 7 15 12 4 9 - 477 7 11 6 6 13 - 438 - 2 13 12 4 5 36
Common Core State Standards – High School Math
Number & Quantity 32Algebra 34Functions 45Modeling Integrated throughout all strandsGeometry 45Statistics & Probability 36
Exploring the Standards
Common Core State Standards – Literacy Standards to Emphasize in History, Science, Social Studies, Technical Subjects, and Interdisciplinary Writing
Grade Bands History/Social Studies
Science and Technology
Interdisciplinary Writing
Totals
6-8 10 10 20 40
9-10 10 10 20 40
11-12 10 10 19 39
Disaggregating the Standard
Let’s dig in—You will need:• the Disaggregating Template
• the Common Core domain/strand that you choose (1 per group)
• a piece of chart paper
Your Turn
Disaggregated Template
Disaggregating the Standard
At your table:• Determine the content area with which
you will work (ELA or Math)• Determine the grade level with which
you will work• Within that grade level, determine which
standard you want to disaggregate
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
Modeling the Process
Discussion Points:• How to find previous year standard (if applicable)• How to find following year standard (if applicable)
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Modeling the Process: Math
Discussion Points:• Find previous year standard (if applicable)• Find following year standard (if applicable)• Quality will be defined by the Peer Review document
Modeling the Process: ELA
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)
6.RI.6
Your Turn: Standard
Work time
Modeling the Process
Discussion Points:• This is writing the standard in student friendly language• Write an “I can” statement
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Modeling the Process
Discussion Points:• Write the statement in student friendly language• Write an “I can” statement
I can add and subtract numbers to 999 in many ways using a plan that makes sense to me.
Modeling the Process
Discussion Points:• This is writing the standard in student friendly language• Write an “I can” statement
Your Turn: Student Friendly Language
Work time
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
Modeling the Process
Modeling the Process
• Strategies and algorithms are the processes to add/subtract within 100.
• Properties can help make adding/subtracting numbers fluent within 1,000.
• Adding and subtracting can be used to solve each other.
• Students will construct expanded notation for numbers up to 1000.
• Students will prove/explain answers using manipulatives.
• Students will apply place value to solve mental math problems.
• The value of a digit in our number system is determined by its place value position
• Expanded notation• Commutative property of addition• Associative property of addition
Modeling the Process
Practice Identifying KUD Statements
KUD Sort
• Determine whether each statement is a Know, Understand, or Do categories
• Write a K, U, or D inside the box of each statement
• We will revisit this at the end of this section
Dissecting Standards into KUD
• Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
Know Understand DO
Developing the ‘Know’
• These are the facts, definitions, dates, places, names, processes, and examples you want students to know to master the standard
• Nouns or Short Phrases (bulleted list not sentences)
• Bulleted lists or statements, not complete sentences
• Include essential facts that are new…..do not include a list of prior knowledge, facts, or definitions that student may use to learn new content.
Modeling the Process
• Expanded notation• Commutative property of addition• Associative property of addition
Modeling the Process
Your Turn: KNOW
Work time
Developing ‘Do’ Statements
• Action statements, start with a verb• Student performance provides evidence
indicating mastery of the standard(s). • Describes procedural, application, or extended
thinking.• States that students: can explain, can
interpret, can apply, have perspective, can empathize, or have self-knowledge, etc.
• Does not describe a specific learning activity.
DO Misconception Alert!!!• The “do” is the learning outcome• This outcome may be demonstration of mastering an
standard, evidence of a thinking skill, or basic skill of a discipline.
• YES, “The students will compare two novels to determine common themes.”
• The “do” is NOT what will happen in the lesson or what the teacher will do. NOT, “The students will complete a RAFT assignment in cooperative groups”; NOT, “The teacher will read a story to the class and will ask students to complete one of three task cards based on their interests.”
Modeling the Process
• Students will construct expanded notation for numbers up to 1000.
• Students will prove/explain answers using manipulatives.
• Students will apply place value to solve mental math problems.
Modeling the Process
Your Turn: DO
Work time
• These are the written statements of truth, the core to the meaning(s) of the lesson(s) or unit.
• These 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 the experience.
• Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exist within the understandings.
Developing Statement of Understanding
Example UNDERSTAND Statements
• Essential Truths That Give Meaning to the Topic
• Begin with “I want students to understand THAT….”– Multiplication is another way to do addition– People migrate to meet basic needs– All cultures contain the same elements expressed
differently– Entropy and enthalpy are competing forces in the natural
world– Voice reflects the author
Understand - MISCONCEPTION ALERT!!!
• If a teacher finds it difficult to distinguish between the “KNOW” and the “UNDERSTAND” it is likely because the statement is pitched too low and as written, it lacks an essential truth; is focused only on facts and skills.
• KNOW: Columbus came to the New World in 1492.
• UNDERSTAND: When faced with conflict, individuals and groups either adapt or migrate to seek better conditions.
Modeling the Process
I want students to understand that• Strategies and algorithms are
the processes to add/subtract within 100.
• The value of a digit determines its place value position.
• Adding and subtracting can be used to solve each other.
Modeling the Process
Your Turn: UNDERSTAND
Work time
KUD Sort
• What changes need to be made to your original determination?
Modeling the Process
Discussion Points :• Key vocabulary needed to know/understand to work with the standard• List key vocabulary; not necessarily defined at this point
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Modeling the Process
Discussion Points :• Key vocabulary to know/understand to work with the standard• List key vocabulary from the standard
Fluently – easily, flexibly, and accurately Within – without exceedingStrategies – ways to solve the problemAddend – A number which is involved in addition.Algorithms – a process or procedures used to solve mathematical problems
Modeling the Process
Discussion Points :• Key vocabulary teachers need to know/understand to work with the standard• List key vocabulary; not necessarily defined at this point
Your Turn: Key Vocabulary
Work time
Modeling the Process
Discussion Points:• How might the grade level expectation be applied at home, on the job or in a real-
world, relevant context?• Include at least one example. • Stem for the conversation with students to answer the question, “why do I have to
learn this?”• This component of the template leads to student engagement, implementation of
21st Century Skills, and preparation for college and careers.
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Modeling the Process
Discussion Points:• How might the grade level expectation be applied at home, on the job or in a real-
world, relevant context?• Include at least one example. • Stem for the conversation with students to answer the question “why do I have to
learn this?”.• This component of the template leads to student engagement, implementation of
21st Century Skills, and preparation for college and careers. • Quality Indicators are defined on the Peer Review document.
To be able to use mental addition and subtraction when making buying items.To be able to check to make sure I received the correct change.
Modeling the Process
Discussion Points:• How might the grade level expectation be applied at home, on the job or in a real-
world, relevant context?• Include at least one example. • Stem for the conversation with students to answer the question “why do I have to
learn this?”.• This component of the template leads to student engagement, implementation of
21st Century Skills, and preparation for college and careers.
Your Turn: Relevance
Work Time
Disaggregating the Standard
On chart paper list:• Standard-write your standard • KUD statements
Making Connections
Exploring the Standards
Exploring the Standards
• Individually, select a strand/domain and grade level– Your table can work with different grade
levels• Using the CCSS website, explore all
standards in your selected strand/domain• Fill out graphic organizer while exploring
the site• Each person will report out to table group
Exploring the Standards
As you explore, think about:• How do these standards differ from what you
have worked with in the past?• What jumps out at you as you explore?• What are some big “ah-ha’s”?• What might assessments look like?• How do standards in this strand/domain “fit”
together?
Muddiest Point
What is the ONE area you still have questions about?
See you tomorrow9:00 a.m.
Agenda
Lesson Analysis
KUD Revisited
Webb Leveling
Lunch
Continuation of Practice and Reflection
Assessment
Outcomes
• Become familiar with common core standards layout, design, concepts, terminology, vertical alignment, etc.
• Engage in “Disaggregating” process.
• Analyze lessons to ensure alignment to the disaggregated standards.
• Understand and evaluate the purposes and uses of assessment.
Norms Revisited
Honor Each Other’s Thinking
Honor Private Think Time
Everyone has a Voice
Participation is Expected
Take Care of Your Needs
Turn Cell Phones Off or to Vibrate
Have Some Fun
What we learned, clarification from yesterday’s exit slips
What we learned …
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
Modeling the Process
Modeling the Processhttp://mhofer.tie.wikispaces.net/Presentations
Understanding the Understand
…we lose them if we don’t have our “suitcases” as we go along.
Understanding the UnderstandNeed four “travelers.”• College student traveling
home for summer break• Woman facilitator
traveling to make conduct a training
• Grandfather traveling to his grandson’s first birthday party
• Teacher of the year traveling to Washington to receive award.
Experiment
That’s Me …
When the trainer reads a statement, if it “describes” you, just up and say, “That’s Me”!
Five Steps in Lesson Review
1. Series of Lessons
2. KUD Alignment
3. Depth of Knowledge/Webb Level Reflection
4. Assessment
5. Reflection
Find a Partner
Find a grade-level partner–Can be someone at your table but
must be in same grade level
Step 1
Series of Lessons
Lesson DescriptionsDescription of a series of lessons, with assignments and assessments (if applicable).
In this unit, students will explore addition and subtraction within 1000 using place value, the properties of operations, and the relationship of addition and subtraction. (Many of the assignments are used as formative assessments).• Construct expanded notation for numbers AND construct
numbers from expanded notation (FA)• Prove/explain answers using manipulatives (FA)• Apply place value to solve mental math problems (FA)• Solve non-routine story problems involving addition and
subtraction (FA)• Solve problems that relate addition to subtraction• Use the commutative and associative properties of addition to
explore relational thinking. (FA)• Complete a performance task that involves an understanding of
addition and subtraction using multiple concepts and strategies. (SA)
• Complete a teacher developed math test with short answer responses. (SA)
Lesson Descriptions
Lesson DescriptionsQuestions from Step 1: Responses
1. With which standard does/ do the lesson(s) align?
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operation, and/or the relationship between addition and subtraction.
2 Why would you use this series of lessons?
This series of lessons allows students to develop flexibility and conceptual understanding of addition and subtraction. It provides students with multiple strategies to solve addition and subtraction problems while focusing on conceptual understanding.
3. What do you expect students to learn from this series of lessons?
Students will learn fluency, flexibility and conceptual understanding of addition and subtraction.
Lesson Descriptions
Your Turn
Step 1
Utilize http://sdccteachers.k12.sd.us
As a team, complete Step 1 for both sets of lessons
Step 2
KUD Alignment
KUD Coverage
• Using the disaggregated standard from the CCSS Website, determine which Know, Understand and Do (KUD) components are aligned to this series of lessons.
• Write lesson number/description.
• Determine the appropriate KUD from disaggregated standard that aligns with each lesson. – You may have multiple KUDs aligned with each lesson.
KUD Coverage
At this time, the person presenting the lesson is
the only person recording on their template.
Modeling KUD Coverage
Lesson # and Description
Know Understand Do
1. Place Value Activity: Student count objects and determine value of numbers.
The value of a digit in our number system is determined by its place value position.
2. Students play a place value game using, place value mats and three ten-sided die.
Commutative property of addition
The value of a digit in our number system is determined by its place value position
Construct expanded notation for numbers up to 1000.
3. Students use the commutative and associate properties of addition to explore relational thinking.
Associative property of addition
Strategies and algorithms are processes that help us compute numbers. Which KUDs
align with this lesson?
Theme Activity
KUD Coverage
Which KUDs align with this lesson?
KUD Coverage
Which KUDs align with this lesson?
Work Time
Work Time
Reflection Questions
How did the KUD Process help align the lessons with
the standard?
Stipend Reimbursement
• W-9 form submitted to the state• invoice --If the training is one or more
consecutive days, only one invoice per teacher needs to be submitted.
Grad credit & renewal credit
• DOE will e-mail the Graduate credit and renewal credit
link out to teachers once the University have provided the link.
• Graduate Credit: 3 days of workshop = 1 credit at $40 a credit.
• Teachers will need to ‘bank’ hours for each module to earn credit. A possibility of 3 credit if teachers take module 1-6.
• Continuing Education Contact Units/Credit (CEU’s) – Same concept applies.
Break
Step 3
Depth Of Knowledge
Webb Levels
Why Webb Leveling
SMARTER Balanced Assessment in 2015 will be based on Webb Leveling
Computer generated test Results available in two weeks (for MC)
Leveled
Type of assessment questions
South Dakota gets same vote as California
Technology
Grades: 3-8 and 11 (maybe 9, 10 – course assessment)
Why Webb Leveling
South Dakota has been a Blooms state Blooms Taxonomy describes the type of thinking
Webb Leveling• Depth at which students are expected to demonstrate
understanding of the content• Webb’s describes complexity of both the content and the
task required• Use, Acquire, or Extend Information
DOK Article
Read Webb’s Depth of Knowledge excerpts using the following marks:
X I thought differently
+ New and important information
! Wow
? I don’t get it
* VERY important to remember
DOK Reflection
Stand up and find a partner you have not worked with so far
Discussion:
• Two things you learned from reading DOK excerpts.
• One question you still have about DOK.
Examples of Webb Levels
ELA Examples:• List three presidents.• List three presidents who have impacted our
nation the most in your lifetime.
Math Examples:• Make a conjecture about the number zero.• Prove that this conjecture about number zero
is true with all numbers.
Webb Level
List three presidents
List three presidents that have impacted our nation in your lifetime and why.
How might you alter the impact?
Webb Leveling Activity
Locate the Handout“Using the Webb’s
Leveling Taxonomy”
Webb Leveling Activity
• Determine where each of the following learning activities fall on Webb (Use, Acquire, Extend)
• Determine where each of the following learning activities fall on Webb leveling (Level 1, 2, 3, 4)
Work Time
Work Time
Standard DOK
• What Depth of Knowledge would you say your standard(s) is/are written to:– Acquire, Use, Extend– Level 1, 2, 3, 4
• What should your “series of lessons” portray?– Look back at your Webb Level of Lessons Step 3
Webb Level
Webb Level
Webb Level of Lessons• Examine each lesson activity and
record under correct Webb Level Column. (ex: Vocab)
• Determine why it meets the selected Webb Level.
Webb Level
Webb Revisited
With table team, select one learning activity and differentiate the activity to reflect each Webb Level
• You can use an activity from one you brought or one from the activities from worksheet, Practice: Using the Webb’s Leveling Taxonomy
Chart by Webb Level
Reflection
What did you learn about your lesson from this process?
Be ready to share
Workshop Evaluation
Evaluation was emailed to you all.Please complete…
then, take a break!
Step 4
Assessment
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Thinking About Assessment
Eighty percent of assessments given in classrooms are geared toward low-level
thinking.
Decisions about assessment happen about every three to four minutes.
Assessment
There are many purposes for assessment…..
We may want to assess where a student is.
We may want to assess where a student is…
going.
We may want to assess what a student has learned.
But ultimately we want to know what to do next in order to close the gap.
Summative & Formative Assessment
Summative Assessment:How much have students learned at a particular point in time?
Formative Assessment:How can we use assessments to help students learn more?
Summative Assessment
The purpose of summative assessment is: to measure student achievement at a
particular point in time for reporting and accountability;
to sort students in rank order; and
to maximize student learning through standardized tests.
Formative Assessment
The purpose of formative assessment is: to promote further improvement of
student learning during the learning process and
to involve students in the ongoing assessment of their own achievement.
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Formative Assessments
Formative assessment results are used primarily by students, educators, and parents.Results are used for:
helping students see and hit the target(s) and
identifying student needs and drives instruction.
It isn’t the method that determines whether the assessment
is summative or formative…
…it is how the results are used.
Target Method MatchAssessment Methods
Target Method Match
Target Match Method
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Directions:• Using the assessment descriptions,
determine:– Appropriate Assessment Method, and– Appropriate DOK Level– Place in appropriate box on blank sheet
Target Method Match
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Discussion:• What big “ah-has” did your team have when
determining DOK levels?
• How important is it to utilize multiple assessment methods?
• Why is it important to utilize multiple assessment methods?
Target Method Match
Let’s Examine an Assessment
Let’s Examine an Assessment
Websites for Math Tasks
• Progression framework sites:• http://ime.math.arizona.edu/progressions/ • http://commoncoretools.files.wordpress.com/2011/07/ccssatlas_2011_07_06_0956_p1p2.pdf• http://www.nciea.org/publications/Math_LPF_KH11.pdf
• Annenberg Foundation• http://www.learner.org/• • Enriching Mathematics• http://www.nrich.maths.org• CCSS tools• http://www.achievethecore.org/ • Smarter Balanced Assessment Consortium • http://www.smarterbalanced.org/•
Inside Mathematics• http://www.Insidemathematics.org • William McCallum: Illustrative Mathematics Project• http://illustrativemathematics.org/ • SD Counts ESA 6/7 site with “Math Links”• http://sdcounts.tie.wikispaces.net/home• • SD Counts ESA 3 site• http://sddial.k12.sd.us• Click on Region 3 ESA; Click on the Grants tab; Click on SD Counts link• • NCTM Illuminations • http://illuminations.nctm.org/
Assessment Practices
Locate Assessment Practices Handout
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• Determine types of assessment to use for series of lessons/standard– summative and formative
• Consider how assessment is aligned to KUD of standard?
• Determine Depth of Knowledge Level and Assessment Methods for summative assessments.
Assessment Practices
Step 5
Lesson Reflection
• What strengths did you find in the analysis?
• What are some areas that might need improvement?
• List revisions that might need to be made.
