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Common Core

Transcript: Key Ideas and Details 1. Read 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 the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. http://educationnorthwest.org/resource/1280 http://www.successforall.org/CommonCore/?gclid=CI6t39et3rICFStgMgodx2QAog http://www.corestandards.org/ http://www.metrofamilymagazine.com/November-2011/The-Impact-of-Common-Core-State-Standards-on-Your-Student/ http://www.nassp.org/tabid/3788/default.aspx?topic=The_Common_Core_Challenge_for_ELLs http://www.corestandards.org/assets/application-for-english-learners.pdf http://www.ride.ri.gov/Instruction/DOCS/CommonCore/DL/August_CCSS.pdf http://educationnorthwest.org/resource/1756 http://www.commoncore.org/ourreports.php http://teaching.about.com/od/assess/f/What-Are-Some-Pros-And-Cons-Of-The-Common-Core-Standards.htm http://commoncore.pearsoned.com/index.cfm?locator=PS11So Disadvantages for Teachers Language Grow vocabularies help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language. Common Core State Standards "College and Career Readiness" History of the Common Core Standards Math Standards for grades K-12 Standards for Mathematical practice: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Model with mathematics Use appropriate tools strategically. Construct viable arguments and critique the reasoning of others. Attend to precision Look for and make use of structure. Look for and express regularity in repeated reasoning High School Elements of Math Standards Anchor Standards for Speaking and Listening Anchor Standards for Writing Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and

Common Core

Transcript: The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce. Consistent standards will provide appropriate benchmarks for all students, regardless of where they live. These standards: •Are aligned with college and work expectations; •Are clear, understandable and consistent; •Include rigorous content and application of knowledge through high-order skills; •Build upon strengths and lessons of current state standards; •Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and •Are evidence-based. Key Points in Mathmatics K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals helps students build foundations to successfully apply more demanding math concepts and procedures Kindergarten standards follow successful international models and recommendations from the National Research Council’s Early Math Panel report focusing on the number core: learning how numbers correspond to quantities, and learning how to put numbers together and take them apart K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics topics such as fractions, negative numbers, and geometry and doing so by maintaining a continuous progression from grade to grade The standards stress not only procedural skill but also conceptual understanding, making sure students are learning and absorbing the critical information they need to succeed at higher levels the current practices of teaching students enough to get by for the next test, but forgetting it shortly thereafter, only to review the following year Building a strong foundation K-5, students can do hands on learning in geometry, algebra and probability and statistics The middle school standards provide a full and understandable preparation for high school mathematics High school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges High school standards set a rigorous definition of college and career readiness helping students to develop an understanding and ability to apply mathematics High school standards emphasize mathematical modeling using mathematics and statistics to: analyze empirical situations, understand them better, and improve decisions Common Core Standards

Common Core

Transcript: Common Core ELA Writing Speaking/ Listening Reading 1. Key Ideas and Details 2. Craft and Structure 3. Integration of Knowledge and Ideas 4. Range of Reading and Level of Text Complexity 1. Key Ideas and Details 2. Craft and Structure 3. Integration of Knowledge and Ideas 4. Range of Reading and Level of Text Complexity 1. Text Types and Purposes 2. Production and Distribution of Writing 3. Research to Build and Present Knowledge 4. Range of Writing 1. Comprehension and Collaboration 1. Conventions of Standard English 2. Knowledge of Language 3. Vocabulary Acquisition and Use Informational Text English Language Arts is important Literature Language 1. Phonics and Word Recognition 2. Fluency Foundational Skills

Common Core

Transcript: Does marketing and advertising create individuals’ identities? What's the worst PD you ever had? Describe a PD experience that actually made you do things differently. Why did it "work"? 1. With a partner, choose a standard. Common Core and You. Where have you been? Where are you going? 2. Create a list of things a teacher must do to meet this standard. i.e. "ask more questions" "have a safe classroom for independent learning" PD War Stories What do the standards ask of us? The Practice Standards in my Practice: 1. On a 3X5 card, describe a great lesson you've recently taught. 2. Travel the room and read the CCSS practice standards, put a sticker on the standards you met through this lesson. 3. Tape your lesson to the standard it met the best. Using the Common Core to Elevate Excellent Teaching What we've done with CCSS so far. from information provider to Instigator of Thought Presentations by: Jessica Hiltabidel (Math) JHiltabidel@bcps.k12.md.us Steve Lazar (ELA) stephen.lazar@gmail.com Maya Garcia (Science) mayagarcia@gmail.com Cosby Hunt (Social Studies) cosby@inspiredteaching.org If you could design your own CCSS PD, what would it look like?

Common Core

Transcript: The Douglas County School District "The decision to define some group's knowledge as the most legitimate, as official knowledge, while other groups' knowledge hardly sees the light of day, says something extremely important about who has power in society" (Apple, 1993). video https://www.dcsdk12.org/curriculum/gvc/index.htm Why? What? Teachers will know exactly what they need to help students learn and establish individual benchmarks for them. Common Core Curriculum Their other objection was that their own Curriculum the GVC is more rigorous and better at meeting the needs of their students. 1) In what ways would it be easier to teach from a social justice perspective using the Colorado GVC than from the Common Core? 2) How does a less structured curriculum benefit students from a Multicultural Education perspective? 3) How does a more structured curriculum (such as the Common Core) benefit students from a Multicultural education Perspective? The goal of the Common Core is for students to be given the opportunity to learn the material they will be assessed on during their standardized tests (McPartland & Schneider, 1996). The Guaranteed and Viable Curriculum is a combination of important learning targets based on standards and 21st Century Skills or communication, collaboration, critical thinking, and creativity. By starting in the early grades, teachers will be able to take the time needed to teach core concepts and procedures well; and students will have ample time to master them. Those in power are the ones who decide what gets taught and in what way. Common Core Although the curriculum helps prepare students it is not the sole factor in test scores or in learning. This type of curriculum is a great alternative that school districts can adopt or base their own curriculum off of instead of using the Common Core. The curriculum is produced from "the cultural, political, and economic conflicts, tensions, and compromises that organize and disorganize people" (Apple, 1993). Education & Power The GVC References Who? How? It informs each grade level teacher, student, and parent the learning that is expected to be accomplished by the end of each school year or course. What is the Common Core? The Douglas County School Board believes that "local school districts should retain broad latitude in establishing customized, rigorous and high standards and guidelines for the maximum educational attainment of all students in their specific communities” (Corona, 2013). Discussion Questions (Douglas County School District, 2012) The board members stated that it is their constitutional duty and discretion to set curriculum and standards for their students and they do not believe that the Common Core standards allow them to uphold that duty or prepare their students adequately for the 21st century workplace. (Corona, 2013). (National Governors Association Center for Best Practices, 2010) The Douglas County School board in Colorado rejected the use of the Common Core standards due to "the quality of the standards and on principle" (Corona, 2013). The standards clearly communicate what is expected of students at each grade level. "National curricular standards have been suggested as a way to ensure that all students will have the chance to be given the same demanding material. But exposure to similar content, although important, is only one component of the opportunity-to-learn variables that have been shown to improve performance. The quality of instruction, time allocated to subject areas adequate institutional resources and assessment practices all factor into what constitutes opportunities for learning" (McPartland & Schneider, 1996). The curriculum is assembled through a selective tradition of one group's vision of "legitimate knowledge" (Apple, 1993). http://blog.heritage.org/2013/07/22/colorado-school-district-rejects-common-core-national-standards/ Teachers, parents and community leaders all weighed in to create Common Core State Standards. "At stake I believe is the very idea of public education and the very idea of a curriculum that responds to the cultures and histories of large and growing segments of the American population" (Apple, 1993). What? Education is deeply intertwined with the politics of the surrounding culture. How? Kate Parkinson, Gentry Hicks, & Kaitlin Bianchi University of Utah Apple, M. W. (1993). The politics of official knowledge: Does a national curriculum make sense? Teacher's College Record, 95, 223-241. Corona, B. (2013, July 22). Colorado school district rejects common core national standards. Retrieved July 22, 2013, from The Foundry website: http://blog.heritage.org/2013/07/22/colorado-school-district-rejects-common-core-national-standards/ Douglas County School District. (2012). GVC templates [Video file]. Retrieved from https://www.dcsdk12.org/curriculum/gvc/index.htm Douglas County School District. (n.d.). Guaranteed and viable curriculum (gvc). Retrieved July 22, 2013, from Douglas

Common Core

Transcript: Common Core Overview of ELA Common Core Standards I have read the new Common Core State Standards for my grade level and am gaining reasonable understanding. 1. Completely Agree 2. I've given them a glance. 3. What new standards? What to read? description Cell Phone Poll description (cc) photo by Jakob Montrasio PUZZLE 45%literature 55%informational description September 1, 2011

Common Core

Transcript: Who? What? When? Why? Who? All K-12 Teachers Administration Students What? Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (CCSS) •Complement rather than replace content standards in those subjects When •2012-2013 Begin implementation •2013-2014 Full implementation •2014-2015 First assessment Why •Prepares students with the knowledge and skills they need to succeed in college and work •Ensures consistent expectations regardless of a student’s zip code •Provides educators, parents, and students with clear, focused guideposts Criteria for Standards Clearer and more rigorous Aligned with college & work expectations Application of knowledge through high-order skills Internationally benchmarked Based on evidence and research CCSS Implications for Classroom More nonfiction •Higher text complexity •More teacher collaboration –across grades –across content areas •More research –begins in earlier grades –both short and extended research What They Are: •Modeling and scaffolding what reading in the content areas looks and sounds like •Teaching students what is important/vital information for a historian, geographer, economist, politician What They Are: Using the text book as a starting place not the definitive source Reading a wide variety of texts Maps, charts, tables, graphs, photographs, pictures, cartoons, journals, letters, documents, artifacts What they are NOT: having students read and write more assigning more vocabulary words to look up and write definitions for conducting basic literacy techniques to struggling readers during social studies How do they connect with PE? H&BLCF E.14.1. Express and identify feelings about participating in physical activity and begin to make choices based on those feelings. CCSS W.8. Recall information from experiences or gather information from provided sources to answer a question. Example: Grade 2 Assignment •Pick your favorite activity this year. Write 3-4 sentences about why you liked it. Use details to support your reasons. •Differentiated: paragraphs, add choices, fewer sentences, bullets, verbal Example: Grade 10 Assignment •Design a circuit based on your fitness results designed to improve your area(s) of weakness. •Design an eating plan for 1 week that compliments the amount of activity in your circuit. How can you connect the CCSS in your content area? Common Core State Standards Common Core State Standards H&BLCF H.12.4. Design and implement a personal wellness program based upon information obtained from the fitness assessment and in accordance with appropriate training and nutritional principles. PE Connection Bill Halscheid CCSS RL.1. Cite strong and thorough textural evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Healthy and Balanced Living Ct. Framework Healthy and Balanced Living Ct. Framework Common Core State Standards in P.E.

Common Core

Transcript: Problem appeared: the same note has different pitches in different tuning systems. How to ensure the same frequency for musical instruments playing together? Different tuning systems in ensemble -------In Chinese music Several tuning methods adopted in one instrument: Pipa: equal temperaments with frets. Special playing techniques can fit other tuning systems: the left-hand press and string-bending. Different tuning systems in ensemble Different tuning systems in ensemble -------In Western music Adaptation from fretless string instruments: Violin playing harmonics with piano: “A” is tuned to match in piano, the other 3 strings tuned in perfect fifths. Violin playing the main melody: just intonation to ensure the purity of the sound. Tuning order in Chinese orchestra: Sheng as the standard. From bowed instruments, plucked instruments, wind instruments to percussion instruments. Within each group, instruments of higher before those of lower pitch. Different tuning systems in ensemble -------in choir Equal temperament A capella: unaccompanied choir which requires natural harmonics but also the guide of piano in early rehearsals. Adjustment from the conductor and the choir members. Sanfen Sunyi-fa Just intonation Different tuning systems in ensemble Different tuning systems in ensemble -------In Chinese music

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