Welcome to Common Core State Standards

(CCSS) overview

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CCSS Knowledge Continuum

Put your initials both post-it notes.

Introductions

Norms

Place the blue post-it on continuum Fold your nametag tent Introduce yourself to your partner Listen to your partner’s introduction Introduce your partner to your table

Tasks

Goals/Objectives…

1) Become familiar with the Common Core State Standards (CCSS) documents.

Read and discuss elements of the Standards.

2) Become familiar with Webb’s Depth of Knowledge and samples of new assessment items.

Read, discuss, and write summaries of Depths of Knowledge.

Common Core State StandardsCCSS

Idaho’s assessment will come from the SMARTER Balanced Assessment Consortium–

Sbac

Go into effect school year 2013-2014, with assessment piece in spring 2015 (grades 3-11)

Three pillars of the new Standards:

Focused, Coherent, Rigorous

Council of Chief State School Officers (CCSSO) and the National Governors Association Center

for Best Practices (NGA Center) led the Standards’ development process in consultation

with teachers, parents, experts and administrators.

Common Core OverviewThink-Aloud

The English/Language Arts Anchor Standards

The Think-Aloud graphic organizer

15-minute break

Common Core Overview4-2-1

The Standards for Mathematical Practice (SMP) document

The 4-2-1 graphic organizer

4-2-1 Reading Strategy for SMP

Silently read your Standard and individually generate four words that capture the most important aspects of the passage. Write these on your graphic organizer.

4-2-1 Reading Strategy for SMP

Find a partner with the same Practice Standard number and share your list. Then create a common list of four words. Write these next to your original four words.

4-2-1 Reading Strategy for SMP

Each pair joins with another pair who has the same SMP. The four work together to narrow the list to two words. Write these two words on your graphic organizer.

4-2-1 Reading Strategy for SMP

Determine the one word that best represents the Standard.

Use the words from your graphic organizer to write a summary of the Standard.

Lunch

SMP Kid-friendly Language

Refer to your summary and the original Standard, write a heading that your students and their parents can easily understand.

SMP Kid-friendly Language Poster

Create a poster with…

Your new heading

A non-linguistic representation of the Practice Standard

Silent Gallery Walk

15-minute break

DOK Text Rendering

Webb’s Depth of Knowledge Guide

The pink Text Rendering sheet

Sentence:

Phrase:

Word:

Depth of Knowledge Text Rendering

curricular elements may all be categorized based upon the cognitive demands required to produce an acceptable responsecentral verbs alone are not sufficient information to assign a DOK level

complexity,

thinking

The DOK level should be assigned based upon the cognitive demands required by the central performance described in the objectiveEach grouping of tasks reflects a different level of cognitive expectations, or depth of knowledge, required to complete the task.

Ove

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Summary

Connections to personal experience or other knowledge

Depth of Knowledge Text Rendering

The Depth of Knowledge level is assigned based on cognitive demands required and reflects text complexity.

There is a distinction between complexity and difficulty

Related to Bloom’s but fewer categories

Sentence:

Phrase:

Word:

Depth of Knowledge Text RenderingD

OK

1

Text Rendering Protocol

Read Webb’s Depth of Knowledge Levels 2-4 and record a sentence, a phrase, and a word for each one.

Record any connections that you made and a summary of what you read.

Text Rendering Protocol 1st Round: Each person shares a

significant sentence. 2nd Round: Each person shares a

significant phrase. 3rd Round: Each person shares a

significant word. Repeat for DOK 3 and 4. Add notes to your summary as

necessary.

Bloom’s v. Webb’s

Bloom’s: What type of thinking (verbs) is needed to complete at task?

Webb’s: How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content?

Kno

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Skill Concept

Strategic Thinking

Comprehension

Synthesis

Evaluation

Recall

Application

Ana

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Extended Thinking

Sample Assessment Items

Read items and determine …

the DOK

the grade level

Complexity v. Difficulty

Goals/Objectives…

1) Become familiar with the Common Core State Standards (CCSS) documents.

Read, discuss, and classify elements of the Standards.

2) Understand the shift from Idaho State Standards (ISS) to CCSS.

Explain some ways in which current ISS and CCSS differ.

Common Core Shifts-ELA

Building knowledge through content-rich nonfiction

Reading, writing and speaking grounded in evidence from text, both literary and informational

Regular practice with complex text and its academic language

From: www.acheivethecore.org

Common Core Shifts-Math

Focus strongly where the Standards focus

Coherence: Think across grades, and link to major topics within grades

Rigor: In major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity

From: www.acheivethecore.org

What Next?

What are the questions your school will have?

Closure

Ticket out the door… what can you take away from this training that will facilitate implementation of the CCSS at your school?

Revisit the continuum with a different colored Post-it. Where are you now? Moving back is okay, it has happened!

Thank you!