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Common Core

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by

Jolene Hori

on 1 November 2012

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Transcript of Common Core

Input 1 Input 3 Advantages Input 2 Output 1 Process History and Purpose of Standards-Based Instruction Understanding the Common Core Los Angeles Unified School District Learn about the Common Core State Standards (CCSS)

Share and collaborate on best methods for implementation

Learn facilitation skills

Answer questions about CCSS

Learn from the insights of others What is standards-based instruction?
Standards-based education reform has more than 20 year history

Law required states to set rigorous content standards for all students and develop assessments to measure student progress against those standards

By holding schools accountable for meeting the standards, the expectation was that schools would redirect efforts and improve student achievement Demands higher student proficiency

Focuses the system on objective, measurable goals

Reinforces best teaching and educational practices

Provides accountability focusing on results Inconsistent implementation of standards and assessment may have negative consequences on students and throughout the system

Some standards do not serve as concrete outcomes on what students should know and be able to do

Overemphasis on skills may be limiting, and diminish opportunities for broader learning Disadvantages Input 4 Privately- 5 minutes
Think and write about your successes and challenges in working with the current state standards.
Write down what questions that you have about a standards-based system?

Share with Tablemates- 10 minutes Current State Standards Grounding Activity Preparing to Unwrap the Common Core State Standards What do the Common Core State Standards ask students to know and be able to do? Preparing to Unwrap the Common Core
State Standards How do the Common Core State Standards create a path for college and career readiness from K-12? How do fewer, deeper, and higher standards allow us to ensure a more coherent and systematic approach to teaching and learning? In your CCSS Spiral Binder, go to Introductory Pages 3-8 Highlight from these introductory pages: Sentences
Phrases
Words Look for items of particular significance and relevance for you personally and/or professionally. Writing Reading

Writing The Common Core State Standards for Literacy in History/Social Studies, Science,
and Technical Subjects are comprised of a set of anchor standards and
Corresponding grade-specific standards that are organized around 2 strands: Reading
Literature K -12
Informational Text K -12
Foundational Skills K -5 Speaking and Listening

Language Conventions

The Common Core State Standards for English Language Arts are compromised of a set of anchor standards and corresponding grade-specific standards that are organized around 4 strands: Grade-Specific Standards
Define end-of-the year expectations and cumulative progressions designed to enable students to meet college and career readiness expectations no later than the end of high school. Organizing Elements
Categorize ideas and standards within the strand Strand
A broad idea that describes the area of focus for an English Language Arts standard.

Anchor Standards
These are college and Career Readiness Standards that “anchor” the Common Core
State Standards. They define general expectations that must be met to ensure students enter college and workforce training programs ready to succeed. Language (L) K - 12
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use Speaking and Listening (SL) K- 12
Comprehension and collaboration
Presentation of knowledge and ideas Writing (W) K -12
Test types and purposes
Production and distribution of writing
Research to build and present knowledge
Range of writing Foundational Skills (RF) K – 5 only
Print Concepts
Phonological awareness
Phonics and word recognition
Fluency Informational Text (RI) K-12
Key ideas and details
Craft and structure
Integration of knowledge and ideas
Range of reading and level of text
complexity Strands and Organizing Elements Reading
Literature (RL) K -12
Key ideas and details
Craft and structure
Integration of knowledge and ideas
Range of reading and level of text
complexity
Common Core State Standards: English Language Arts K-12 Writing
History/Social Studies, Science and
Technical Subjects (WHST) 6 -12
Test types and purposes
Production and distribution of writing
Research to build and present knowledge
Range of writing Science and Technical Subjects (RST) 6 -12
Key ideas and details
Craft and structure
Integration of knowledge and ideas
Range of reading and level of text
complexity Strands and Organizing Elements Reading
History/Social Studies (RH) 6 -12
Key ideas and details
Craft and structure
Integration of knowledge and ideas
Range of reading and level of text
complexity
Common Core State Standards:
Literacy in History/Social Studies, Science and Technical Studies RF Standard Organizing Element Strand Grade-Level Columns Fluency Phonics and Word Recognition Kindergarteners: Reading Standards: Foundational Skills (K – 5) Kindergarteners: Strand Abbreviation RF Reading Standards: Foundational Skills (K – 5) Phonics and Word Recognition Fluency Grade 1 Students Grade 2 Students Grade 1 Students Grade 2 Students 1.RF.3 Output 2 Spiral Notebook Page 18 Spiral Notebook Page 18 Bridge to Practice Reflect and write on:
What do you notice in terms of the developmental continuum of this standard and the level of rigor?
What would the standard look like in the classroom?
What implications does the progression of expectations have for teachers working in different grades of the same school? Writing Journal Alignment Means Every Educator:

Understands what is expected of students

Understands these expectations in the context of the K-12 program

Accepts responsibility for these expectations Alignment Vertical Alignment – Investigation Activity

It is not about developing content knowledge. It is about learning a process to understand alignment and its implications for teaching and learning

It is not about demonstrating our content knowledge. It is about engaging in a collaborative process and constructing meaning using that process

It is not about specific grade-level content. It is about developing a K-12 perspective on alignment

It is not about “the product. “ It is about collegial conversations focused on the standards. W.K.2 W.1.2 W.2.2 K 1 5 3 4 2 W.3.2 W.4.2 W.5.2 W.6.2 6 Writing (Informative/Explanatory Text) Vertical Alignment Chart
Concept (or Big Idea):_______________________________________ Document Reader-Handout 2 How can the learning from this investigation affect the classroom teacher?
How can the learning from this investigation affect the conversations at the grade or department level?
How can the learning from this investigation affect the conversations at the school level?
How can the learning from this investigation guide our work toward our goals?
How will this impact the learning of all students? (at, above and below grade level) Understanding Vertical Alignment:
Bridge to Practice Writing Journal Instructional Alignment Investigation Activity Document Reader-Handout 5 Handout 3 Handout 4 Exploring Vertical Articulation In an analysis of the ELA Standards study the progression of a single standard across the K-12 Grade Span Guiding Questions: What do the Common Core Standards ask students to know and be able to do?
In what context?
To what detail?
How do the expectations change as students move from one grade level to the next? Handout 1 Structure Structure Standards for ELA and Literature Deep Dive Reading Standards for Literature The purpose of standards deconstruction is to understand what is expected of students, and to understand the need for instructional shifts. Locate the Standards for Literature in CCSS Spiral Binder:
K-5 pages 11-13
6-12 pages 39-41
Select Kindergarten, 1st, or 6th Grade and read down through each standard in your selected grade level. Deep Dive Worksheet “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going, so that you better understand where you are now and so that the steps you take are always in the right direction.”


Stephen R. Covey
The Seven Habits of Highly Effective People Goals for Today Noted by the gray bands throughout the standards Spiral Binder-page 62 Final Thought
Paper Airplanes Anchor Standard Handout Gr K-5-page 21
Gr 6- page44
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