Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Common Core Transition for Social Studies

No description
by

Sara Szych

on 14 February 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Common Core Transition for Social Studies

Continuing Into the New Standards The Transition UBD PROFESSIONAL
DEVELOPMENT New Documents
All Courses
End of the Year (or as course is complete)
Completion Plan by Team A TIMELINE OF IMPLEMENTATION TOSA
CC
Teachers WHAT Is MY ROLE IN THIS? NUGGETS EVERY 1 OR 2 WEEKS Optional...
But Highly Recommended

December 2011 - Introduction to New Standards
February 2012 - Received Standards
Summer 2012 - Gap Analysis for AH, MWH, and Gov
Fall 2012 - Begin to transition courses
December 2013 - Received updated Ohio and CC Standards
February 2013 - Closer look at Literacy Standards & UBD WHAT DO YOU KNOW...
AND WHEN DID YOU KNOW IT? What are CCSS?
How do Proficiency Scales Support CCSS?
What Instructional Practices Support CCSS?
What Assessment Practices Support CCSS?
Working with each shift FEBRUARY/MARCH MARCH/APRIL Flipping Your WebEx
How and Why to Use A Social Studies Notebook The Shifts A Short Review 70% /30% LEARNING THROUGH TEXT DISCOVERY Balance Informational and
Literary Texts Text Complexity Text Based Questions Writing From Sources Academic Vocabulary Generic Monitor Comprehension
Pre-read
Se Goals
Think about what you know
Ask Questions
Make Predictions
Test Predictions
Re-read
Summarize Discipline Specific Build Prior Knowledge
Build Specialized Vocabulary
Learn To Deconstruct Complex Sentences
Use Knowledge of Text Structure and Genres to Predict Main and Subordinate Ideas
Map Graphic Representations Against Explanations in the Text
Pose Discipline Relevant Questions
Compare Claims and Propositions Across Texts
Use Norms for Reasoning Within the Discipline (i.e. what counts as evidence) To Evaluate Claims site...site...site! WHY ARE WE DOING THIS? DOCUMENTS
&
DOCUMENTATION Larry Christine Sara Where have you addressed the Expectations for Learning?
Where have you addressed the Content Elaborations?
What level of Bloom's Taxonomy does each part of the lesson reach?
What literary standards (reading and/or writing) are addressed?
What type of Primary Resources are used? AS YOU CREATE YOUR WEEKLY LESSON, ASK THIS... *Know what applies to your course http://archives.gov/education/lessons/worksheets/ How would I set up my classroom? Assignments Assessments WebEx Notes - Completion Grade
Daily Notebook Prompts - Spot Graded
Whatever assignments/activities needed to answer
"The Five Questions" Weekly Quiz (MC/MS for now) Monday - Lesson/Notes
Tuesday - Content Work
Wednesday - Skills Work Thursday - Game Day *Daily Notebook Prompt
as a "Bell Ringer" Self Assessment SEP
Data Admin Tab http://estars.ecotoh.net/Homepages/Teacher By: Sara Szych and Larry Snyder STUDENT DRIVEN FLIP
IT! TAGXEDO.COM
Full transcript