Module 2: South Dakota Common Core State Standards 101 K-6 ELA & Math Sara Fridley...

Module 2:South Dakota Common Core

State Standards 101

K-6 ELA & MathSara Fridley

sara.fridley@k12.sd.us

Outcomes

• Become familiar with common core standards – Layout & design– Concepts– Terminology– Webb Levels

• Explore resources– Disaggregated documents– Appendices

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Major Shifts

Copyright 2012 CESA 7, Green Bay, WI

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Common Core State Standards

Since 2011

Smarter Balanced

Assessment2014-15

Educator Effectiveness

2014-15

Accountability Reform

2011-12 to 2014-15

Longitudinal Data System

2013

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DOE Resources

• Common core field items embedded in D-STEP

• Assessment of Common Core in 2014-15

NOTE: If CCSS is NOT implemented this year, the current 9th grade students will miss out on a chunk of standards they will be tested over as juniors.

Smarter Balanced Assessment

• http://www.smarterbalanced.org

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

Common Core: ELA/Math Standards

Locate copy of Common Core State Standards Document

Either printed copy or online version

http://doe.sd.gov

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

8 Standards for Mathematical

Practice

http://commoncoretools.files.wordpress.com/2011/03/practices.pdf

Cracking the CodeDOMAIN

CLUSTER HEADINGS

Standards within the CLUSTERS

Domain Code

Conceptual Category(Algebra)

Common Core: Mathematics Standards

Ties in SD & CC

Math Standards

6-8 Grade Span

Algebra

Geometry

Measurement

Number Sense

Statistics & Probability

Geometry (K-HS)

Ratios & Proportional Relationships (6-7)

Number System (6-8)

Expressions and Equations (6-8)

Statistics & Probability (6-HS)

Functions (8-HS)

SD Math Standards

Common Core Standards

Reading Competencies

ANCHOR STANDARDS

College and Career Readiness Anchor Standards for Reading

How to read a Common Core Standards

StrandCode

StrandGrade

How to read a Common Core Standards

Anchor Standard

Standard

How to read a Common Core Standards

Number assigned to Standard

StrandCode

Strand

Anchor Standard

7.RI.3

Grade

Standard

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 Standards

http://sdccteachers.k12.sd.us

Disaggregated Standards

Exploring the Standard

• Select a standard to explore• Print a copy of the disaggregated

standard

Progressions & “I Can . . .”

Discussion Points:• What are the major differences between your grade level and the previous one?• Is this standard similar to the old SD Standards or very different?

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

KUD Activity

• Identify the category for each example

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.

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.”

• 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.

KUD Example

Discussion Points :• How would you use the KUD section of this document when building a lesson?

Key Vocabulary

Discussion Points :• Key vocabulary teachers need to know/understand to work with the standard• Do you use the key vocabulary correctly in the classroom?• Do you also use common synonyms and antonyms for these words in the classroom?

Relevance

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.

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?

DOK

&

Webb Levels

Why Webb Leveling

We have been a “Blooms” state Blooms Taxonomy describes the type of thinking

Webb Leveling• Depth at which we expect students to demonstrate

understanding of the content• Webb’s describes complexity of both the content and the

task required• Use, Acquire, Extend

Depth of Knowledge (Webb)

DOK Article

Directions: Read DOK article using the following marks:

! Wow

? I don’t understand this yet

* 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 article.

• 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 the past century.

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 the past century and why.

How might you alter the impact?

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)

Let’s practice one together!

Which Webb Level?

Teacher will explain the genres of fiction and non-fiction and poetry to the students. Show students some examples of each genre and explain why a particular book is in a certain genre. Students will get into pairs and play matching game with squares that contain definitions and genres.

Use? Acquire? Extend?

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?

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.

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Thinking About Assessment

80 percent of assessments given in classrooms are geared toward low-level

thinking.

Decisions about assessment happen about every three to four minutes.

Assessment Alignments

• Is the assessment type a good match for the Depth of Knowledge required?

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 Match

Let’s Examine an Assessment

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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

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My Resources