Common+Core+Resources

= = =Excellent Videos to Provide Background & Info. on the Common Core= media type="custom" key="21992976"media type="custom" key="21992994"media type="custom" key="21992942"

[]# =December 3, 2012 Inservice Day= [] @https://www.teachingchannel.org/videos/how-to-read-common-core = = == Preparing for __MATH CC Aligned Curriculum Implementation__ in Grades 3-5 in 2013-14 and Grades 6-8 in 2014-15 (High School Curriculum content should already be aligned to CC to support implementation of Keystones; however, there is still work to be done) ==
 * Common Core Standards/Resources - LiveBinder**
 * Common Core Standards**
 * Learning to Read the Core: A View from 30,000 Feet**
 * ELA Curriculum Framework - Transfer Goals, Big Ideas, & Essential Questions[[file:ELA Curriculum Framework.pdf]]**
 * Math Curriculum Framework - Transfer Goals, Big Ideas, & Essential Questions[[file:Math Curriculum Framework.pdf]]**


 * Review the **Math Curriculum Framework**(long term transfer goals, big ideas, and essential questions) posted on the SAS website
 * [[file:Math Curriculum Framework.pdf]]
 * Review the **Math Emphasis Guides**for your grade level and the grade level above and below the grade level you teach
 * @http://www.pdesas.org/Standard/CommonCore (last bulleted item on left side of the page when you click on the link)
 * Review the **PA Math Common Core**document to see the alignment between the PA CC, National Common Core, and PA Academic Standards
 * [[file:PA_CC_Math_Crosswalk_9-17-12.pdf]]
 * Review the **Draft Anchors and Eligible Content (beginning with grade 3)**specific to your grade level
 * @http://www.pdesas.org/Standard/CommonCore (click on the link and on the left side of the page, click on the third bulleted topic from the bottom)
 * Revise your **Course Syllabus** (list of topics, tentative timeframe, assessment anchors, and state standards columns) to add new topics/delete topics/change emphasis/change timeframe as a result of the implementation of the Common Core[[file:Course Syllabus Document.doc]]
 * Link to Current Math Planned Courses of Study - []
 * Discuss your grade level needs with respect to materials you may need to assist with teaching new math concepts; consider sharing materials across grade levels if possible
 * Note: There is no Kindergarten or 2nd Grade Math Planned Course of Study posted on the website.

== Preparing for __CC Aligned ELA/Content Area Curriculum Implementation__in Grades 3-5 in 2013-14 and Grades 6-8 in 2014-15 (High School Curriculum content should already be aligned to CC to support implementation of Keystones; however, there is still work to be done) ==

Emphasis Guides -
[]
 * Common Core Shifts In ELA/Literacy**


 * The Common Core requires a focus on NONFICTION (informational texts, biographies, procedural texts, nonfiction narratives) in ALL CONTENT AREAS **
 * 1. Reading and Analyzing BIOGRAPHIES as one way to approach nonfiction texts: **
 * For ELA teachers, an easy way to examine texts in conversation with each other is to incorporate biographies into the curriculum. For example, when reading //To Kill a Mockingbird//, perhaps incorporate a biography on Harper Lee.
 * Additionally, by providing another medium (i.e. a video) on the person of interest, students can analyze the text in comparison to the video.
 * See attached article for some generic questions that can be used to help address common core standards when studying biographies.[[file:Informational Texts Part 1.pdf]]

**2. Examining the historical background and context of a novel, play, or poem as an approach to the study of nonfiction:**
 * At a cursory level, you can incorporate the study of the historical context of a novel. When reading //Roll of Thunder, Hear My Cry,// it would make sense to examine The Great Depression
 * However, let's consider digging deeper and providing students with opportunities to further understand the depths and complexities of a novel by reading informational texts (first person accounts, memoirs, news articles, magazine articles, Internet articles, etc) that are related to the historical context of the literature being studies. See the article for some additional examples and ideas.[[file:Informational Texts Part 2.pdf]]
 * 3. Using textual evidence to support inferences within a nonfiction text: **
 * Students must be able to read a nonfiction text and identify and cite direct and indirect statements to demonstrate an understanding of the information found within the text.
 * We must address the concept of inference as early as in the upper elementary grades
 * Students must understand that all informational texts are NOT truthful and factual - some contain fallacies, biases, and inaccuracies.
 * See the article for two general questions that could be attached to an informational text document or passage.[[file:Informational Texts Part 3.pdf]]
 * 4. Determining a central idea and providing an objective summary**
 * Students should demonstrate the ability to articluate the central or main idea of a text - including the purpose, expected outcome or reason for a nonfiction text, providing specifics from the text to support its purpose
 * Students should be able to write a summary of the text that is free of bias and personal opinion
 * See article for a 5 step process that can be used to assist with identifying the central or main idea of a text and a 5 step process that can guide the creation of a summary of a text.[[file:Informational Texts Part 4.pdf]]
 * Graphic organizers to assist with determining a central idea and providing an objective summary[[file:Determining A Central Idea and Summarizing a Nonfiction Text - Graphic Organizers.pdf]]

Description- Bounce cards are used to facilitate discussion among students during a unit. They encourage conversation among students that are shy.
How it Works- Webb’s Depth of Knowledge (DOK) Tip- Students should be developing everyday conversational skills. Practice with deeper conversations should extend student thinking (Level 4 DoK). Based on the work of Persida and William Himmele, Total Participation Techniques, pages 68-70.
 * 1) Begin by having a student model a conversation while the class observes. It is a good idea to practice with this student prior to the demonstration.
 * 2) After modeling a conversation that doesn’t result in much conversation, discuss the importance of conversational skills that allow ideas to bounce from one person to the next.
 * 3) Discuss three approaches to responding to peers’ comments”
 * Bounce: Students bounce ideas off of each other or extend the idea.
 * Sum it up: Students restate what their peers say and make connections to what they have to say.
 * Inquire: Students ask a question in response to what their peers say.
 * 1) Use the Bounce Card sentence starters to model a conversation.
 * 2) Students should practice using prepared prompts.

DEBATE TEAM CAROUSEL[[file:Debate Team Carousel.pdf]]
Debate Team Carousel assists students debating a position from various angles as they answer prompts on a template. This activity allows students to see various sides of an issue and to think about what the opposing and supporting arguments for a certain position might be. This activity works with groups of four or more. Once all the boxes are filled in, the papers are returned to the original owner. How It Works How to Ensure Higher-Order Thinking Debate Team Carousel lends itself to the analysis and evaluation of a topic. Be sure not to spell out the arguments for and against. Let the students come to their own judgments based on the learned content. As students consider and record what they believe to be supporting as well as opposing views, they are required to analyze and evaluate material from different perspectives. Rationales for and against can be summarized following the whole group discussion. Pause to Apply How could you use this activity in your content? Here are some examples. Taken from Total Participation Techniques: Making every student an active learner by Himmele and Himmele (2011)
 * 1) Create a prompt that requires students to use their judgment and the content presented to take a position. Write the prompt on the board or have it in a slide so students can read it and refer to it as they complete the boxes in the template.
 * 2) Every student needs a template so they are all responding at the same time. (100% engagement!)
 * 3) Ask the students to record their judgment and a rationale for what they believe in the first box.
 * 4) Ask students to pass their papers to the right, and read and add a supporting rationale that goes along with their peer’s judgment (even if they don’t agree).
 * 5) Ask them to all pass their papers to the right, and read what is in both of their peers’ boxes and add something that might be used as an opposing rationale (whether they agree with the rationale or not).
 * 6) Ask them to pass their papers to the right and add their own opinion, supporting it with their rationale, in the final box.
 * 7) Ask students to return their papers to the original owners.
 * 8) Follow with a whole class discussion during which volunteers share some of the arguments for and against taken from their carousel forms.
 * In science questions might focus on applying the content to the real world around them. “Now that we’ve talked about the impact that birdfeeders can have on the ecology of birds, should birdfeeders be banned?”
 * <span style="font-family: Arial,Helvetica,sans-serif;">History lends itself to debate. “Do you think nationalism did more to unite the country’s citizens or to divide them?”
 * <span style="font-family: Arial,Helvetica,sans-serif;">In language arts, yes/no questions can be used with this activity to evaluate literature that is being read. “Do you think that Rob could trust Sistine with the things that are in his suitcase?”

QUESTIONING TOOLKIT - to promote high level questioning
[|http://fno.org/nov97/toolkit.html#anchor189985]
 * Examine our questioning strategies.
 * Assist students with developing questioning strategies that will stimulate thoughtful discussion and engagement in the classroom.

RESOURCES TO ASSIST WITH INCREASING RIGOR IN YOUR CLASSROOM

 * Can your students ANALYZE? [[file:Help Your Students ANALYZE.pdf]]
 * Can your students CREATE?[[file:Help Your Students CREATE.pdf]]
 * Can your students EVALUATE? [[file:Help Your Students EVALUATE.pdf]]
 * Have you provided your students with GUIDELINES for CRITICAL THINKING?[[file:Guidelines for Critical Thinking RUBRIC.pdf]]
 * Incorporate PERFORMANCE TASKS - http://casdcurriculum21summer.wikispaces.com/Performance+Tasks

ADDITIONAL COMMON CORE RESOURCES
[] Go to The Teaching Channel for Common Core resources, teacher videos, strategies and lesson plans. Find great ideas and strategies in classroom teaching!
 * The Teaching Channel -**
 * LearnZillion** - www.learnzillion.com


 * FREE! Aligned to the Common Core - click on the Common Core Tab, then on the grade level, then on the folder to find specific common core aligned lessons
 * Create your class(es)
 * Assign Play Lists Based on Content To Be Covered or Content Covered
 * Lesson Plans and PPT resources
 * Short Assessments to Track Student Progress
 * Link to LearnZilliion FAQs

http://www.commoncoreconversation.com/general-resources.html#sthash.D37YmvCs.dpbs
 * Grade Level Parent Guides to Student Success** - Achieve Common Core Grade Level Parent Guides
 * Parent Roadmaps** - @http://cgcs.schoolwires.net/Domain/36
 * The Common Core Conversation - General Resources and Subject Specific Resources**

=May 9th Faculty Meeting=

**PA Alignment to CC**
PA Common Core - Draft Standards and Eligible Content - [] Emphasis Guides - [] - PA Common Core Transition Guides - Math and ELA Keystone Assessment Anchors and Item & Scoring Samplers - [] 2012-2013
 * CASD Timeline**
 * High School Alg I, Biology, and Literature curriculum aligned to Keystone Exam eligible content/CC
 * Keystone Exams administered in Spring 2013 (proposal)
 * Revise K-5 Math curriculum to align to CC
 * Update K-5 ELA curriculum to align to CC

2013-2014
 * Implementation of Grades K-5 Math and ELA curriculum aligned to CC
 * Implementation of Grades 3-5 PSSA testing aligned to CC
 * Revise Grades 6-8 Math curriculum to align to CC
 * Update Grades 6-8 ELA curriculum to align to CC

2014-2015
 * Implementation of Grades 6-8 Math and ELA curriculum aligned to CC
 * Implementation of Grades 6-8 PSSA testing aligned to CC

**A Guide to Creating Text Dependent Questions for Close Analytic Reading (achievethecore.org)**
<span style="font-family: "Times New Roman","serif"; font-size: 16px;">As a first step in implementing the Common Core Standards for ELA/Literacy, focus on identifying, evaluating, and creating text dependent questions.The standards focus on students’ ability to read closely to determine what a text says explicitly and to make logical inferences from it. Rather than asking students questions about their prior knowledge or experience, the standards expect students to wrestle with text dependent questions: questions that can only be answered by referring explicitly back to the text in front of them. In a shift away from today’s emphasis on narrative writing in response to decontextualized prompts, students are expected to speak and write to sources – to use evidence from texts to present careful analyses, well-defended claims, and clear information.



**Math Shifts (achievethecore.org)**

 * As a first step in implementing the Common Core Standards for Mathematics, focus strongly where the standards focus**. Rather than racing to cover everything in today’s mile-wide, inch-deep curriculum, educators are encouraged to use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom. Focus deeply on only those concepts that are emphasized in the standards so that students can gain strong foundational conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom.

**Update on National Science Alignment to CC Standards/New Science Assessments**
<span style="font-family: "Verdana","sans-serif"; font-size: 12px;">@http://blogs.edweek.org/edweek/curriculum/2012/05/nrc_to_develop_framework_for_c.html?intc=es

= = =Backchannel for March 5th Inservice Day Meeting - Todays Meet -= [] begin with ??? for questions begin with *** to share resources =Agenda= 1. Keystone Exam Update 2. Project Based Assessment Update 3. PA Alignment to CC 4. PSSA Transition Schedule 5. Aligning CC with the Framework for 21st Century Skills 6. Examination of Resources to Assist with Implementation of the CC =Keystone Exams=
 * Webb's DoK
 * Bookmark
 * Reading and Writing DoK Levels
 * Application of Webb's DoK to Bloom's Taxonomy
 * The Teaching Channel - CC Lessons - [|Teaching Channel]- All Content Areas - Teaching Channel is a video showcase -- on the Internet and TV -- of inspiring and effective teaching practices in America's schools.
 * Graphing with Colors
 * Sophomore Speeches
 * Using Stations to Review Key Concepts and Skills
 * "Kick Me" - Making Vocabulary Interactive
 * Analyze Literature Critically Using the SIFT Method
 * Website Resources
 * Math Curriculum Pathways
 * CC ELA Curriculum Maps
 * Algebra I, Literature and Biology
 * Begin implementation in 2014-15
 * Full implementation 2017 (current 7th grade students)

=**Project Based Assessments**= =**PA Alignment to CC**= PA Common Core - Draft Standards and Eligible Content - [] Emphasis Guides - [] - PA Common Core Transition Guides - Math and ELA Keystone Assessment Anchors and Item & Scoring Samplers - [] =**PSSA - Alignment to CC**= Grades 3-5 - 2013 field test Grades 3-5 - 2014 implementation Grades 6-8 - 2014 field test Grades 6-8 - 2015 implementation looking to create a combined ELA assessment - eliminate separate writing assessment =Guide to Aligning the CC State Standards with the Framework for 21st Century Skills= = = =ASSESSMENT & RIGOR= =Webb's DoK Resources:=



ELA Sample Objectives and Webb's DoK Levels - examples taken from WAT []

Math Sample Objectives and Webb's DoK Levels - examples taken from WAT []

[|Web Alignment Tool]

=Website Resources:= Alignment to Common Core
 * @http://www.corestandards.org/
 * [|Teaching Channel] - All Content Areas - Teaching Channel is a video showcase -- on the Internet and TV -- of inspiring and effective teaching practices in America's schools.
 * [|Achieve] - All content areas - Achieve is an independent, bipartisan, non-profit education reform organization based in Washington, D.C. that helps states raise academic standards and graduation requirements, improve assessments and strengthen accountability.
 * [|CCSSO] - literacy toolkits for all content areas

=Math & the Common Core= ¨ Focus on key topics at each grade level ¨ Coherent progressions across grade levels ¨ Content standards require both conceptual understanding and procedural fluency ¨ Foster reasoning and sense-making in mathematics ¨ Level is ambitious but achievable
 * Focus and coherence**
 * Balance of concepts and skills**
 * Mathematical practices**
 * College and career readiness**


 * Curriculum Alignment Resource:**
 * Website Resources:**
 * Math Common Core Resources (MC3) is a resource for understanding and imlementing the Common Core Standards and Practices. The Professional Development page has a link to Inside Mathematics.
 * The Inside Mathematics web site has a significant collection of videos demonstrating instructional practices at various grade levels. These videos are also grouped by Standard for Mathematical Practice. Classroom materials for complete lessons are grouped by grade in the Tools for Educators section of the site.
 * [|Mathematics Assessment Project] - The project is working to design and develop well-engineered assessment tools to support US schools in implementing the [|Common Core State Standards] for Mathematics.
 * [|NCTM Illuminations] - Explore the library of 107 online activities that help to make math come alive in the classroom or at home and view the collection of 606 lessons for preK-12 math educators

= = =ELA & the Common Core=

 Balance of literature and informational texts  Text complexity  Emphasis on argument and informative / explanatory writing  Writing about sources  Inclusion of formal and informal talk  Stress on general academic and domain-specific vocabulary ¨ Responsibility of teachers in those subject areas
 * Reading**
 * Writing**
 * Speaking and Listening**
 * Language**
 * Standards for reading and writing in history / social studies, science, and technical subjects** ¨ Complement rather than replace content standards in those subjects
 * Alignment with college and career readiness expectations**


 * @http://www.commoncore.org/maps/ - English Language Arts Curriculum Maps
 * [|CCSSO] - literacy toolkits for all content areas
 * CCSS - Appendix A - Text Complexity - []
 * CCSS - Appendix B - Text Exemplars and Sample Performance Tasks - []
 * CCSS - Appendix C - Samples of Student Writing - []