Common Core Priorities Back to School 2013-2014
•Als PPT, PDF herunterladen•
1 gefällt mir•997 views
Empfohlen
Weitere ähnliche Inhalte
Ähnlich wie Common Core Priorities Back to School 2013-2014
Ähnlich wie Common Core Priorities Back to School 2013-2014 (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Common Core Priorities Back to School 2013-2014
- 1. 1
- 2. 2 COMMON CORE PRIORITIES Back to School 2013 - 2014
- 4. 4 BACK TO SCHOOL PRIORITIES • Teachers • Principals, Librarians, Building Support • District Support • Parents & Communities
- 5. 5 Teachers: Three Things to Know • Know Your Reading Band (Lexiles) • Know The Standards (Your Grade) Progression & Complexity (Standard 1) • Know the Math Fluency Target KNOW YOUR STUDENT
- 6. 6 TEXT GAP
- 7. 7 CCR Lexile® Text Measures Grade Historical Text Measures CCR Text Measures 1 230Lto 420L 190L to 530L 2 450L to 570L 420L to 650L 3 600L to 730L 520L to 820L 4 640L to 780L 740L to 940L 5 730L to 850L 830L to 1010L 6 860L to 920L 920L to 1070L 7 880L to 960L 970L to 1120L 8 900L to 1010L 1010L to 1190L 9 960L to 1110L 1050L to 1260L 10 920L to 1120L 1080L to 1340L 11 and 12 1070L to 1220L 1180L to 1390L Source: www.lexile.com. MetaMetrics
- 8. 8 CCR Lexile® Text Measures Grade Historical Text Measures CCR Text Measures 1 230Lto 420L 190L to 530L 2 450L to 570L 420L to 650L 3 600L to 730L 520L to 820L 4 640L to 780L 740L to 940L 5 730L to 850L 830L to 1010L 6 860L to 920L 920L to 1070L 7 880L to 960L 970L to 1120L 8 900L to 1010L 1010L to 1190L 9 960L to 1110L 1050L to 1260L 10 920L to 1120L 1080L to 1340L 11 and 12 1070L to 1220L 1180L to 1390L Source: www.lexile.com. MetaMetrics
- 9. 9 CCR Lexile® Text Measures Grade Historical Text Measures CCR Text Measures 1 230Lto 420L 190L to 530L 2 450L to 570L 420L to 650L 3 600L to 730L 520L to 820L 4 640L to 780L 740L to 940L 5 730L to 850L 830L to 1010L 6 860L to 920L 920L to 1070L 7 880L to 960L 970L to 1120L 8 900L to 1010L 1010L to 1190L 9 960L to 1110L 1050L to 1260L 10 920L to 1120L 1080L to 1340L 11 and 12 1070L to 1220L 1180L to 1390L Source: www.lexile.com. MetaMetrics
- 10. 10 Deconstructed Common Core Standard www.CommonCoreInstitute.org
- 11. 11 FLUENCY Required Fluency K Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 20 Add/subtract within 100 (pencil and paper) 3 Multiply/divide within 100 Add/subtract within 1,000 4 Add/subtract within 1,000,000 5 Multidigit multiplication 6 Multidigit division Multidigit decimal operations 7 Solve px + q = r, p(x + q) = r
- 12. 12 DO NOW • ASSESS for PLACEMENT – Vocabulary Fluency – Text Comprehension – Text Complexity & Interaction – Math Fluency (Computation) – Math Fluency (Cognition)
- 13. 13 HOW FollettShelf Classroom Connections Meaning of Vocabulary 5+ Miss = Too Hard Complex Prompts
- 14. 14 Deconstructed Common Core Standard www.CommonCoreInstitute.org
- 15. 15 Deconstructed Common Core Standard www.CommonCoreInstitute.org
- 16. 16 Webb’s DOK Guide www.CommonCoreInstitute.org
- 17. 17 Webb’s DOK Guide www.CommonCoreInstitute.org
- 18. 18 HOW FollettShelf Classroom Connections Writers sometimes use a “quote”. What does the word “quote” mean? How is a “quote” used? How is a “quote” different from a “detail”? In Lips visited the area for the first time. On her first visit, there were many frogs. On her return visit, the forest was quiet. What might I infer from these two statements? What specific detail supports the idea that there were many frogs in 1992? What one word is most important to support the idea?
- 19. 19 Deconstructed Standards: Search • Focus on Fluency Standards • Assess Fluency from Last Year
- 20. 20
- 21. 21
- 22. 22
- 23. 23 SBAC EXAMPLE
- 24. 24 HOW FollettShelf Classroom Connections What kind of math question could you ask in this text?
- 25. 25 Math = Real World Get into the REAL WORLD Early! Visit Often!
- 26. 26 DO NOW • ASSESS for PLACEMENT – Vocabulary Fluency – Text Comprehension – Text Complexity & Interaction – Math Fluency (Computation) – Math Fluency (Cognition)
- 27. 27 Teachers: Three Things to Know • Know Your Reading Band (Lexiles) – Scholastic Reading Inventory – NWEA • Know The Standards (Your Grade) Progression & Complexity (Standard 1) – BEGIN with the END in MIND (look back) • Know the Math Fluency Target – Beyond Computation
- 28. 28 KNOW YOUR STUDENT • Teacher: Interest is in the REAL WORLD • Media Center: Focus on the Intersection of Real World and STRETCH Low Medium High • Support Complexity: Suggest Titles to Support Curriculum
- 31. 31 Lexile Filter
- 33. 33 The Real World… Is in the Real World
- 35. 35
- 37. 37 BUILDING SUPPORT • Establish Vision – By the end of this year, each student shall.. – Consider elements of COMPLEXITY, REAL- WORLD, INVESTIGATION, APPLICATION – Include a measure – Give PERMISSION and TIME – The AGENDA for the next 9 weeks
- 38. 38 ELA: DOK 3
- 39. 39 Math: DOK 2
- 40. 40 PARCC Example, Grade 3 (3.NF.1) Teacher: Creates Media Specialist: Recommends Content, Shares Leaders: Put it on the agenda
- 42. 42 How might you discuss… What discussion starters might I use? What writing prompt might I give? Where do I find good examples? - Everyday Math - GO! math
- 43. 43
- 45. 45 Vision Skills+ + Incentives + Resources + Action Plan = Sustainable Change Skills + Incentives + Resources + Action Plan = Confusion Vision + Incentives + Resources + Action Plan = Anxiety Vision Skills+ + Resources + Action Plan = Resistance Vision Skills+ + Incentives + Action Plan = Frustration Vision Skills+ + Incentives + Resources = Treadmill Curriculum Mapping Implementation Key Questions: Resources -- "Do we have tools, time, and training to map effectively?" Action Plan -- "Over the next three years, do we have attainable timelines and goals? Who will be the responsible parties for implementations, monitoring, and feedback?" Vision -- "Why are we doing this?" Skills -- "How do we build effective maps?" Incentives -- "How will mapping improve teaching and learning?" Conditions for Successful Implementation Plan Plan Plan Plan Plan Vision: The “Why are we doing this?” to combat confusion. Skills: The skill sets needed to combat anxiety. Incentives: Reasons, perks, advantages to combat resistance Resources: Tools and time needed to combat frustration. Plan: Provides the direction to eliminate the treadmill effect. Knoster, T., Villa, R., & Thousand, J. (2000)
- 46. 46 LEADERSHIP SUPPORT • Put your vision and priorities on the agenda • Use every opportunity to discuss authentic instruction, lessons, challenges • Identify Skill Needs – Finding Content (Low-Med-High, Assess) – Pairing Content (Huckelberry, Mississippi) – Leading Discussion / Independence – Managing Classrooms / New Activities
- 47. 47 A Culture of Using Data Daily
- 48. 48 TOOLS: DISTRICT SUPPORT! TOOLS My Reading Paths Notice & Note DOK Guide Deconstructed Standards
- 49. 49 HAVE YOU Assessed Refined Re-organized Shared MANAGED YOUR LIBRARY COLLECTION? Follett District Manager
- 52. 52 Toffler (1979), The definition of "illiterate" The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. Parents & Community
- 53. 53 CSI: My House • What is your child interested in? • Read to them • Discuss with them • Encourage them
- 54. 54 A Vocabulary Rich Environment!
- 55. 55
- 56. 56
- 57. 57 • 4 to 5 Pages Weekly • Authentic Audience • Use of Technology • Use of Thesaurus What is holding us back? IMAGINE THE IMPACT
- 59. 59
- 61. 61 • MEASURE EARLY & OFTEN • MAP to Real COMPLEXITY • EMBED INQUIRY – TIME, FOCUS, DEPTH • SYNTHESIS through WRITING & SPEECH • LEADERSHIP DEVELOPMENT MOVE ALL KIDS! SUMMARY
- 62. 62 COREpedia.org
- 63. 63 MY GIFT: ONE GRADE LEVEL
- 64. 64 LET US HELP! YOU WILL GET Information Request: GRANT INFO Research White Paper RETURN IT! LET US HELP YOU! Tim.Edwards@CollegeCareer.org
- 66. 66