Module 2:South Dakota Common Core

State Standards 101K-3 In-service

WelcomeCattail Room

Best Western, Ramkota, Watertown, SD

9:00 to 4:00

June 12-13, 2012

Welcome

Dr. Marilyn Hofermhofer@tie.net

Classroom TeacherTIE

Common Core Trainer

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.

Materials Needed

• Powerpoint and other materials are provided at http://mhofer.tie.wikispaces.net/Presentations

• These can also be found by going to TIE website, www.tie.net and navigating through About Us Tab, Marilyn Hofer, presentations.

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 I read a statement that describes you, just up and say, “That’s Me”!

That’s Me …

If you would like to know something about folks in the room, you will have a chance to say a statement tomorrow.

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

13

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

15

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 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

• Your table will complete each section of template as we move through the process

• When all sections are completed, you will post your KUD statements on chart paper

• Do one together

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

• Person with newest shoes is table leader

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

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

Break

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

Modeling the Process

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

• 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?

Practice Identifying KUD Statements

http://mhofer.tie.wikispaces.net/Presentations

2KUDOverview.docx

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.

65

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

Break

Disaggregating the Standard

On chart paper list:• Standard-write your standard • KUD statements

Making Connections

Exploring the Standards

http://sdccteachers.k12.sd.us

Exploring the Standards

Exploring the Standards

• Individually, select a strand/domain and grade level–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.

Day Two – CCSS Module 2

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 someone 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.usNavigate doe.sd.gov to common core to crosswalk

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

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.

137

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.

Break

Target Method MatchAssessment Methods

Target Method Match

Target Match Method

144

Directions:• Using the assessment descriptions,

determine:– Appropriate Assessment Method, and– Appropriate DOK Level– Place in appropriate box on blank sheet

Target Method Match

145

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

150

• 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.

Thank You!

A stretched mind does not return to its original shape