The Core FourELA, Math, Science & Social

Studies

Christy Ramage, Rebecca Champion, Michelle VanPortfliet, Mary Ann Hilton,

Brett Cunningham, Jimmy Menard,Cami Brocksmith & Kristen Rossheim

What was the question?

I choose “C”…

Not possible without team collaboration Perfect start-up kit does not exist Building from ground up is a positive Utilize blended curriculum NEW Model for Instructional Planning- Course

Descriptions/Learning Goals/Lesson Plans UDL (Universal Design for Learning) is a curriculum

design framework used to ensure that materials, methods, and assessments are usable by all students.

Shared Vision

Teach 1 Core type of writing for every 2 FCAT

types Blended curriculum=99% CCSS and 5 NGSS Focus on speaking and writing NOT JUST

READING! With Core, build prior knowledge with text not

talk. 70/30-Informational vs. Literary exposure ALL

DAY!!! Text-Dependent vs. Text Based

Questioning=levels playing field in the classroom

ELA-”Growing a group of thinkers”

K-2 ELA

K-2 ELA Cont.

K-2 Cont.

Examine the progression of the

verbs across the grade levels Determining text complexity from

a measure of multiple aspects and not solely numerical

Text Complexity Rubric Unpacking the Standards

ELA 3-5 Resources

ELA 3-5 Reading

ELA 3-5 Speaking and Listening

ELA 3-5 Writing

Practices and standards go hand in hand- is

important for students to know practices in order to meet standards

The practices will allow students to become thinkers and explainers in math, NOT “I did it in my head” students.

Vertical Planning – It is important for grade levels to know what students should know coming into your grade as well as what they need to know going out. Teachers should understand the standards for both the grade level prior to and after their grade level.

“Old” problem (little or no rigor) Tina had 10 balloons. She gave 7 of them away. How many balloons did Tina have then?

“New” problem (with rigor)Burger Barn has 1 small table that can seat 4 people. They also have 1 large table that can seat double that amount. 15 people came in at lunch time. How many people did not get a seat?

What does this look like in my classroom?

Students need to not only be able to

explain their strategy, but compare theirs with other classmates.

Teachers model with tools, symbols, pictures and words.

Explain thinking clearly-definitions, examples, non-examples, facts, etc.

Look for patterns and/or connections.

Incorporating the 8 practice standards into weekly lesson plans will lead to

deeper more precise math practices. Math talks are essential in getting students to understand the reasons behind math and students need to get used to defending their answers rather than just going through the steps to find the answer. The process is just as important as the end!

Inside Mathematics

PRACTICE STANDARDS BY GRADE

Standard 1: Make sense of problems and persevere in solving them Standard 2: Reason abstractly and quantitatively Standard 3: Construct viable arguments and critique the reasoning of others Standard 4: Model with mathematics Standard 5: Use appropriate tools strategically Standard 6: Attend to precision Standard 7: Look for and make use of structure Standard 8: Look for and express regularity in repeated reasoning

Social Studies 6-8

Integrating common core with our new generation standards of social studies is crucial in analyzing, and understanding of historical times.

Learning Goals are important for students to be aware of before a unit of study. **Make sure you review these on a daily basis (I can statements)

Your lessons and activities throughout the unit should hit what your learning goal is to achieve.

Stations are important part of integrating Common Core strategies with history. Using primary sources and Document Based questions are examples.

Scales are not rubrics Scales are used to show the proficiency of your class. Students are to understand and know what is expected of them.

Remember Social Studies teachers are reading teachers too!!

Importance of Interactive Science Notebooks (ISN)

Integrating Science Into ELA Series of 3 “close readings” of a complex informational text Wrapped around an Essential Question Content is science-based, but focus is comprehending text and

writing in response to text Each reading has its own purpose and tool Each reading uses a gradual release process, followed by

discussion I Do: Teacher reads first 2-4 paragraphs aloud and models use of

tool in a “think aloud” process We Do: Teacher reads next 2-4 paragraphs aloud and supports

student use of tool You Do: Students use tool independently

3-5

CCSS Science Lesson Plan T

emplate Science Template Science Template Cont. Science Blended Curriculum

Science Resources

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A ‘Road Map’ to Instructional Planningbut before beginning, download Course Description in CPALMS

Begin with the course description: Choose a unit of study and the Big Idea(s)/Learning Goals

Identify your Science Big Ideas/ Benchmarks/Targets from the course description for your Grade Level

Using the course descriptions for your grade level, choose ELA and Math Benchmarks which will support the Science benchmark(s) (chunking/grouping/clusters)

For each benchmark (or small chunk/group/cluster of benchmarks), develop a Progression Scale – What do you expect students be able to know/do related to the benchmarks within this goal?

From the Progression Scale, choose ‘like’ objectives and group them (written from student perspective, “I can…”)

Using this ‘like’ group of objectives, plan a lesson - the activities will be used to support the learning and measure the learning gains.

1a1b

2a 2b

3

1c

Coreplanner.com Defining the Core-Broward County CCSS Websi

te ICPALMS-Visualizer CCSS Appendixes A-C

Appendix A-for Rigor/text to give to colleagues

Appendix B-Student Samples (Below FL standard)Appendix C-Exemplar Texts

EduClipper-Pinterest for Educators

Common Core, Links Galore!