common core learning standards millionaire a dutchess boces production

Common Core LearningCommon Core LearningStandards MillionaireStandards Millionaire

A Dutchess BOCES

Production

A: B:

Cheese Croissant

with Light Sugar

Common Core

Learning Standards

#1What does the acronym CCLS stand for?

C: D:

Curriculum Can Limit Students

Common Core

Literacy Standards

A: B:Knowledge of language

Presentation of

Knowledge and Ideas

#2Which of the following is NOT a strand?

C: D:

Developing and Strengthening

Writing

Research to Present and

Build Knowledge

A: B:

Known Grade

Average

National Governor’s

Agenda

#3What does NGA stand for?

C: D:

National Governor’s Association

No Girls Allowed

A: B:Nebraska Michigan

#4Which of the following states is

NOT part of the CCSS?

C: D:

MexicoWest Virginia

A: B:

Opinion, Non-Fiction

and Narrative

Information, Narrative

and Argument

#5The CCSS asks students to do 3 types of

writing text types. Specifically, what are they?

C: D:

Biography, recipes and

How-To Manuals

Argument, Information

and Memoir

A: B:

Career and College

Readiness

Credence Clearwater

Revival

#6What is CCR stand for?

C: D:

College and Career

Rankings

College and Career

Readiness

A: B:48 44

#7How many CCR’s are there in the CCLS?

C: D:

Not enough32

A: B:CCSSO CCSO

#8Which of the following acronym is

used in the CCLS document?

C: D:LMAOCSS

A: B:APPENDIX

A

APPENDIX B

#9In which appendix would I find

annotated writing samples?

C: D:

All of them have writing

stupid!

APPENDIX C

A: B:Standard 3 CCR 6

#10Which standard means “Do it at grade level?”

C: D:

The last one in each strand

Standard 10

www.engageNY.orgwww.engageNY.org 15

New York State Assessment Transition PlanELA & Math

Revised October 20, 2011

1 New ELA assessments in grades 9 and 10 will begin during the 2012-13 school year and will be aligned to the Common Core, pending funding.

2 The PARCC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York State Board of Regents. The PARCC assessments are still in development and the role of PARCC assessments as Regents assessments will be determined. All PARCC assessments will be aligned to the Common Core.

3 The names of New York State’s Mathematics Regents exams are expected to change to reflect the new alignment of these assessments to the Common Core. For additional information about the upper-level mathematics course sequence and related standards, see the “Traditional Pathway” section of Common Core Mathematics Appendix A.

4 The timeline for Regents Math roll-out is under discussion.

5 New York State is a member of the NCSC national alternate assessments consortium that is engaged in research and development of new alternate assessments for alternate achievement standards. The NCSC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York State Board of Regents.

Assessment – Grade / Subject

2011-12 2012-13 2013-14 2014-15

ELA

Grades 3-8 Aligned to 2005 Standards

Grade 91

Grade 101

Aligned to the Common Core

Grade 11 Regents

Aligned to 2005 Standards

PARCC2

Math

Grades 3-8 Aligned to 2005 Standards Aligned to the Common Core

Algebra I3 Aligned to 2005 Standards Aligned to the Common Core

Geometry3 Aligned to 2005 Standards Aligned to the Common Core4

Algebra II3 Aligned to 2005 Standards

PARCC2

Additional State Assessments

NYSAA Aligned to the Common Core NCSC5

NYSESLAT Aligned to 2005 Standards Aligned to the Common Core

DRAFT

www.engageNY.orgwww.engageNY.org

Common Core: Alignment of the Science & Social Studies Assessments

As of October 20, 2011 (Subject to Revision)Assessment – Grade / Subject

2011-12 2012-13 2013-14 2014-15

Science

Grades 4 & 84 Aligned to 1996 Standards

Grades 4 & 6-84 Aligned to Next Generation Science Standards with Common Core Infusion

Earth Science4 Aligned to 1996 Standards

Aligned to Next Generation Science Standards with Common Core Infusion Living

Environment4

Chemistry4 Aligned to 1996 Standards

Aligned to Next Generation Science Standards with Common Core Infusion Physics4

Social Studies

Grades 6-84 Aligned to 1996 Standards with Common Core Infusion

Global Hist. & Geo.5

Aligned to 1996 Standards Aligned to 1996 Standards with Common Core Infusion

U.S. Hist. & Gov’t.

Aligned to 1996 Standards Aligned to 1996 Standards with Common Core Infusion

4 In conjunction with New York State’s Race to the Top award, there will be new Science assessments in grades 6 and 7 and new Social Studies assessments in grades 6-8. These assessments are expected to include the Common Core Literacy Standards and will be infused with Common Core expectations (e.g., reliance on enduring understandings rather than non-core factual knowledge) to reflect New York State’s adoption of the Common Core. The state-level and national dialogues about learning standards are ever-changing, and should the New York State Board of Regents choose to adopt new learning standards such as the Next Generation Science Standards currently under development by a multi-state consortium of which New York is a lead state, these new assessments will be aligned to new learning standards.

The graphic represents that there will also be a new Gr 8 assessment…

6Pending acceptance and approval of Next Generation Science Standards by Board of Regents. New York State is participating in development of the NGSS.

DRAFT

Unpacking Standards

UNPACKING LEARNING STANDARDS

STANDARD: RCCR1Read closely to determine what the text says

explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to

support conclusions drawn from text.

• CONCEPTS (nouns) what the students should know.

• SKILLS (verbs) what the students should be able to do.





CONCEPTS (nouns) what the students should know.



explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.

CONCEPTS (nouns) what the students should know.

Inferences, conclusion, textual evidence


• STANDARD:Read closely to determine what the text says




Inferences, conclusion, textual evidence

• SKILLS (verbs) what the students should be able to do.





Inferences, conclusion, textual evidence• SKILLS (verbs) what the students should be able to do.





Inferences, conclusion, textual evidence• SKILLS (verbs) what the students should be able to do.

Read closely, make logical inferences, cite specific textual evidence, support

conclusions


Provides the information ready for the next step.Can be:1. determining adjectives

2. Determining big ideas, then,

3. Determining essential questions.

NOUNS VERBS ADJECTIVES

specific

We’ve gone interactive!

• If you were going to teach this text tomorrow, how would you teach it?

• How long would it take to teach this text effectively?• What are the stages students would need to go through to

engage with this text deeply?• What questions should be asked and in which order?• What is a task we could ask students to answer at the end

to determine whether they have conducted a close reading of this text?

INFORMATIONAL TEXT AND TASKS

APPENDIX B- COMMON CORE LEARNING STANDARDS

SPEED STANDARDS

WRITING STANDARDS MADE SIMPLE

WRITING STANDARDS MADE SIMPLE1. Opinion/Argument Writing


2. Informative/Expository Writing



3. Narrative Writing




4. Produce clear writing that answers the task





5. Do the writing process






6. Use technology






6. Use technology

7. Conduct short research projects with focused questions






6. Use technology


8. Gather information from lots of sources






6. Use technology



9. Draw evidence from the sources






6. Use technology




10. Write lots/ write often/ write varied






6. Use technology




10. Write lots/ write often/ write varied

11. Make connections when you write

Identifying and

Teaching Data Points

Discussion and Description…

before Analysis…

before Planning.

Discussion and Description


STANDARD: W4.2Write informative/explanatory texts to examine a topic and

convey ideas and information clearly. Introduce a topic clearly and group related information in

paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Provide a concluding statement or section related to the information or explanation presented.


STANDARD: W4.2Write informative/explanatory texts to examine a topic

and convey ideas and information clearly. Introduce a topic clearly and group related information in

paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.





UNPACKING LEARNING STANDARDS STANDARD: W4.2Write informative/explanatory texts to examine a topic and

convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections;

include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.





Introduce a topic clearly

group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia


Link ideas within categories of information using words and phrases

Use precise language and domain-specific vocabulary to inform about or explain

Provide a concluding statement or section related to the information or explanation

3- Mostly 2- Partially 1- not evident

W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Analysis







4- Completely 3- Mostly 2- Partially 1- not evident


TASK DESCRIPTION: Students write an essay using key details from the text to explain why John Muir devoted his life to conservation efforts and describe the effect that his work had on preserving the beauty of nature.

“John Muir” Can you believe what one man could do? I read the articel “John Muir theConservationist on the Quarter” by Liana Mahoney. In the article I learned about a man named John Muir. John Muir was born on April 21, 1838. He was a man who loved nature the way it was. He walked more than a thousand miles across the country, through fields and woods admiring nature. John Muir devoted his life to conservation and also to preserving of beauty of nature.

John Muir wrote about the problems too. He wrote that people were cutting down the trees for more farmland. He also wrote places he visited describing their beauty. Soon people started to listen. For example Theodore Roosevelt the president of the united States of America, was convinced that was a need to protect our land.

John Muir hard work paid off. After the visit from the president. president Roosevelt set aside 148 million acres of land for national forest and established five national parks. A law was also passed that says that people cannot build homes or businesses. Thanks to him we can enjoy the parks and all it’s natural beauty.

John Muir worked long and hard every day to keep things in nature just the way they are. Today people continued his work.


Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia













3









3 2









3 2 3









3 2 3 3









3 2 3 3 3









3 2 3 3 3 2



DISCUSSION AND DESCRIPTION1. Write the standard.2. Unpack the standard into data points.3. What does each mean?4.Identify what evidence they would find at each data point.

BEFORE ANALYSIS5. Read, and analyze, what you find within the data points.6. Reach consensus at your table for each data point rating. 7. Read out the data points to facilitator who will enter the data and create a date point sheet on the projector with graphs.

Graphing the results for analysis…

DISCUSSION AND DESCRIPTION1. Write the standard.2. Unpack the standard into data points.3. What does each mean?4.Identify what evidence they would find at each data point.

BEFORE ANALYSIS5. Read, and analyze, what you find within the data points.6. Reach consensus at your table for each data point rating. 7.Read out the data points to facilitator who will enter the data and create a date point sheet on the projector with graphs.

BEFORE PLANNING 8. Identifying the lessons that students need to be taught to show mastery with the standard.9. Discuss the importance of this with the plan of developing CCLS tasks and how this data will be useful to measure growth.







3 2 1 3 1 2

3- Mostly 2- Partially 1- not evident


Characteristics of Effective Feedback

Milestone Tool

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