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COMMON CORE: Grades 3-4Charlotte B. Tabereaux, Ph.D.
August 14, 2013
http://www.youtube.com/watch?v=BwND8J2SvGE Common Core Lady Gaga
http://www.youtube.com/watch?v=SdgVNSS-tz0 Common Core Blues
COMMON CORE: K-2Charlotte B. Tabereaux, Ph.D.
August 14, 2013
http://www.youtube.com/watch?v=BwND8J2SvGE Common Core Song
K-2 Wraparound Lesson
https://www.teachingchannel.org/videos/wraparound-learning-experience?fd=1Tabereaux3
WHAT WILL THE CC CLASSROOM
LOOK LIKE?
What do you see?
http://www.youtube.com/watch?v=1IPxt794-yU
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“I count, I care, and I can!”
“Knowing my students is as important as knowing my subject. I didn't realize until much later that to motivate and engage students, teachers must create a classroom environment in which every student comes to believe, “I count, I care, and I can.”
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Common Core is based on a best-practices approach to
teaching, one that encourages teachers to create a more dynamic
classroom environment with more student input and
collaboration.
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The atmosphere should be one of “create and learn,” not “sit and get.”
In order to push the thinking skills associated with CCSS, students will need to be engaged in their lessons. If all a student ever does is sit and take notes, they won’t be able to learn how to think.
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Non-traditional classroom:
Fewer desks; more comfy seating; more lamps, plants, rugs
Technology: Kids working on computers, i-pads, video cameras
Non-fiction
Less whole group instruction and more small group and individual instruction
Teacher sitting with students in one area while other students working in other areas
Students engaged in their own learning instead of completing work to please the teacher
Laughter, eye contact, energy
Organization
ManagementTabereaux9
The classroom should be language-rich.
It doesn’t matter what you teach anymore--language skills are expected to be involved. Reading, writing, and speaking skills should be practiced across the board and every classroom from elementary to high school, from self-contained to subject specific should be reflecting that.
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What will the CC classroom look like?http://www.aaeteachers.org/index.php/blog/1011-what-a-common-core-
classroom-looks-like
Deeper order thinking should be on show.
With CCSS, it’s not enough for students to just memorize how to do something; in many cases, they’re expected to know why. Teachers should be challenging students to explain their
thinking and to provide
proof. 11 Tabereaux
Your CC Classroom:
Posted standards (in kid-friendly
language)
LOTS of non-fiction reading material
Student computers AND printers (&paper & ink)
Lots of student writing
Cooperative learning activities
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36 Ways to Get to Know Your Classhttps://docs.google.com/prese
ntation/d/12SmTlsoAZ9stbj1ccV0iOnZIX6jCRN3zC_xtMC6kXkA/edit?authkey=COfIyM4O&pli=1#slide=id.i0
http://teacherrebootcamp.com/2012/08/20/10-getting-to-know-you-activities-for-kids/
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Back to School, Get to Know You DANCE CARDS My students have "dance cards" - they have a sheet with four or
five dances listed. The first day they have to fill their dance card. I give them guidelines - like the person they list by the Cha-Cha has to be someone they have a common hobby with, the person they list for the ballet has to be someone who has the same favorite singer, the person for breakdancing should have the same favorite subject etc. They know each person can only be listed once, and none of the people listed can be a person from their seating group. They have to get up and move around to find partners. Then, we refer to their dance cards throughout the year for partner work... ("Okay, folks, for this you are going to work with your tango partner.") I allow a third person only when we have an odd number of students, but the third person has to share the common quality also. I work with a teacher who gives her students a list of a dozen or so dances so that she knows there is more variety in the pairings, but I don't think she gives them guidelines to follow for each dance. My students have "dance cards" - they have a sheet with four or five dances listed. The first day they have to fill their dance card. I give them guidelines - like the person they list by the Cha-Cha has to be someone they have a common hobby with, the person they list for the ballet has to be someone who has the same favorite singer, the person for breakdancing should have the same favorite subject etc. They know each person can only be listed once, and none of the people listed can be a person from their seating group. They have to get up and move around to find answers.
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TYPES OF LEARNERS
http://www.edudemic.com/2012/07/types-of-learning/
http://www.edutopia.org/multiple-intelligences-learning-styles-quiz
http://www.edutopia.org/your-learning-styles
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GOALS in Life
Careers
http://paws.bridges.com/cfnc1.htm
http://dlr.sd.gov/lmic/pdfs_and_other_files/cwonders_interest_survey.pdf See handout
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Watch these 43 slides…
http://www.schoolimprovement.com/pdf/common-core-standards-student-engagement.pdf
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WHAT WILL STUDENT
ENGAGEMENT LOOK LIKE?
STUDENT ENGAGEMENT…
Students who are engaged in their work are driven by four essential goals, each of which satisfies a particular human need:
Success (the need for mastery),
Curiosity (the need for understanding),
Originality (the need for self-expression),
Relationships (the need for involvement with others)
PLUS ENERGY = SCORE
ASCD, 1995
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Convincing Kids They Can Succeed
We must clearly articulate the criteria for success and provide clear, immediate, and constructive feedback.
We must show students that the skills they need to be successful are within their grasp by clearly and systematically modeling these skills.
We must help them see success as a valuable aspect of their personalities.
http://www.ascd.org/publications/educational-leadership/sept95/vol53/num01/[email protected]
How can we ensure that our curriculum arouses intense curiosity?
the information about a topic is fragmentary or contradictory
the topic relates to students' personal lives.
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Encouraging Originality: Arts
Fostering Peer Relations
Suppose student work is complementary: one student's job is to learn about tortoises, another's is to learn about snakes, and a third student is boning up on lizards. After they do their research, they jointly develop a poster comparing and contrasting these three reptile types. The students actually need one another's knowledge.
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3 Cs of MOTIVATION
CONTENT:
Has the child been given something to do worthlearning?
CHOICE:
Students have some say…
COMMUNITY:
Not only cooperative learning, but helping kids feel part of a safe environment in which they feel free to ask for help, in which they come to care about one another as opposed to having to be manipulated to share or not be mean.
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Confront the class with a problem—for example, “What killed off the dinosaurs?”
CLUES might include:
1. Mammals survived the changes that killed the dinosaurs.
2. Chickens under stress lay eggs with thinner shells than do chickens not under stress.
3. While flowering plants evolved, dinosaurs increased in population and in number of species.
4. Some flowering plants contain alkaloids.
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Reciprocal Teaching
Http://www.readingrockets.org/strategies/reciprocal_teaching/?theme=print
Menu:
Literature Circles
Word Families
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WHAT WILL LESSON PLANS
CONTAIN?
Format for Lesson Plans
http://www.engageny.org/sites/default/files/resource/attachments/3m2.1l9.pdf
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Assignment DESIGN is critical…
Pose your assignments in the form of a question that needs to be researched, an answer to be found, or a solution that needs to be discussed.
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INQUIRY MODEL
Driving essential questions that cannot be answered on Google
The need to solve or discuss a real-world problem
Research that should be conducted with authentic resources (CARS: Credible, Accurate, Reliable, & Supported)
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Requirements to draw conclusions from text & summarize deep understanding, aimed at fostering long-term retention
Student ownership & engagement, as opposed to teacher-directed assignments which are pre-digested
Student-created conclusions, authentic work
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Read like a detective;
write like a reporter!
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S—T—R—E—T—C—H
your students!
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DO NOT RUSH!!!!
Students
need time!
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HOW WILL INSTRUCTION
CHANGE?
Curriculum Maps
http://www.engageny.org/resource/kindergarten-ela-curriculum-map
Then click on Kindergarten
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Class time should be maximized.
With CCSS, even more than before, teachers need to be planning for “bell to bell” instruction, which is absolutely necessary to teach the more complex thinking skills associated with Common Core.
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CLOSE READING
http://wwwatanabe.blogspot.com/2013/05/close-read-complex-text-and-annotate_30.html
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Video: Writing Cooperative Paragraphs
http://www.colorincolorado.org/watch_and_learn/57464/
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Technology should be a part of learning.
The CCSS specifically call for students to learn how to communicate and collaborate with others using technology. Expect to see a greater push toward blogging, Twitter, and services
like Google docs.
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Ways to Add Technology
http://teacherrebootcamp.com/2012/08/29/12-edtech-integration-tips-20-resources-for-the-school-year/
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REVIEW Form for Selecting Texts Suitable for CCSS Instruction
http://odelleducation.com/wp-content/uploads/2012/10/CCSS-Text-Suitablity-Review-Form.pdf
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HOW DO WE TRANSITION TO
THE NEW CURRICULUM?
How to Transition…
Watch this video; use 3 colors of highlighters to mark your standards.
http://www.youtube.com/watch?v=400K9c828As
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Unpacking the Standards…
https://www.teachingchannel.org/videos/understanding-the-common-core-standards?fd=1
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TRANSITIONING…
1. Read the CCSS strand K-12 thoroughly.
2. Analyze the CCSS focus strand for your grade level. List the following:
What current instruction/material from the core program stays? (appx. 50%)
What current instruction/material from the core program needs to be removed altogether? (appx. 20-25%)
What new instruction/resources need to be added? (appx. 20-25%)
What current instruction/material from the core program needs to be tweaked? (appx. 20-25%)
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3. Choose key language from the standard. What are the terms that the CCSS use for this standard? Move this language into student friendly terms/definitions. THIS HAS BEEN DONE FOR YOU. “I CAN…”
4. Plot out CCSS by week
(which standards will be taught/modeled/guided
practiced when?)
Tabereaux48
5. Create lessons – refer to Common Core Aligned Lesson Plan Template (see included doc following)
6. Create simple assessments/check-outs on the key skills from this strand. (Rubrics, released test items, etc.) Collect assessments (this will link to your work on creating the CCSS report card)
7. Reflect on your planning, preparation, assessment, student progress. Make adjustments to your lessons/instructional plans to improve for next year.
Use this… http://www.achievethecore.org/leadership-tools-common-core/instructional-practice/
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PARCC: Understanding the Tri-State Rubric
http://www.youtube.com/watch?v=sOXdyvQdZGk
Rubric to grade lesson units
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Free, Common Core-aligned lessons for 3rd-5th grade Basal reading series
http://www.achievethecore.org/ela-literacy-common-core/aligning-materials/basal-alignment-project/
Type in F4Q6NM
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WHAT ABOUT THE NEW
ASSESSMENTS?
K – 2 Formative Assessments
PARCC will develop an array of assessment resources
observations
checklists
classroom activities and
protocols (coming soon).
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Grade 3-4 AssessmentsSample from Smarter Balance
http://www.dese.mo.gov/divimprove/assess/documents/asmt-sbac-ela-gr3-sample-items.pdf
Http://www.dese.mo.gov/divimprove/assess/documents/asmt-sbac-ela-gr4-sample-items.pdf
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Sample Tests with Annotations
http://www.engageny.org/sites/default/files/resource/attachments/grade_3_ela_released_questions.pdf 3rd grade
http://www.engageny.org/sites/default/files/resource/attachments/grade_4_ela_released_questions.pdf 4th grade
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On-line Practice Tests
http://sbac.portal.airast.org/Practice_Test/default.html
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Resources
http://www.symbaloo.com/shared/AAAAB2RdWIIAA42ARjiGog==
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Books EXEMPLAR TITLES for CCSS by Grade
http://forms.schoolwide.com/commoncore/printouts/CommonCoreCatalog.pdf
GIVE THIS TO YOUR LIBRARIAN
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Every Standard & How to Teach with Vocabulary
https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_ELA_Grade4_Guidance.pdf
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3rd Grade lesson plans
https://sites.google.com/site/3rdgradejourneys/unit-2
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RESEARCH TOOLS
http://www.mogadore.net/101-searching--research-tool-sites.html
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Math Classroom Ideas
http://allthingscommoncore.com/content/what-do-common-core-state-standards-ccss-look-math-classroom
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Vocabulary Videos
http://www.tingoed.com/
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Grades 6-12 Curriculum Units
PLEASE SHARE…
http://odelleducation.com/literacy-curriculum
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End-of-Year Assessment (Grade 3):“How Animals Live”
• Students will be given several passages to read closely.
• EBSR and TECR questions will be sequenced in a way that they
will draw students into deeper encounters with the texts and
will result in thorough comprehension of the concepts to
provide models for the regular course of instruction.
• Will draw on higher order skills such as critical reading and
analysis, the comparison and synthesis of ideas within and
across texts, and determining the meaning of words and
phrases in context.
Understanding the End-of-Year Assessment
• Range: Follows the requirements in the standards to make use of
informational texts, including history, science, and technical
passages (50% of the points in grades 3-5 are to come from
informational texts).
• Quality: This is an example of a science passage from a third-
grade textbook.
• Complexity: Quantitatively and qualitatively, the passages have
been validated and deemed suitable for use at grade 3.
Texts Worth Reading?
On the following pages there is one Evidence-Based Selected-
Response Item and one Technology Enhanced Constructed-
Response Item that challenge students’ command of evidence
with complex texts.
Questions Worth Answering?
Part A
What is one main idea of “How
Animals Live?”
a. There are many types of
animals on the planet.
b. Animals need water to live.
c. There are many ways to sort
different animals.*
d. Animals begin their life cycles in
different forms.
Grade 3 Evidence-Based Selected-Response Item #1
Part B
Which sentence from the article best
supports the answer to Part A?
a. “Animals get oxygen from air or
water.”
b. "Animals can be grouped by their
traits.”*
c. "Worms are invertebrates.”
d. "All animals grow and change over
time.”
e. "Almost all animals need water,
food, oxygen, and shelter to live."
• Specific CCSS alignment to:
– RI.3.1 (evidence).
– RI.3.2 (main idea).
– RI.3.10 (complex text).
• While this is an example of a less complex item—one where
the main idea and details to support it are explicit and readily
found—students must provide evidence for the accuracy of
their answer in Part B, illustrating one of the key shifts: use of
textual evidence.
Aligns to the Standards and Reflects Good Practice
Drag the words from the word box into the correct locations on
the graphic to show the life cycle of a butterfly as described in
“How Animals Live.”
Words:
Grade 3 Technology-Enhanced Constructed-Response Item
Pupa Adult
Egg Larva
• Specific CCSS alignment to:
– RI.3.1 (use of evidence).
– RI.3.3 (relationship between events).
– RI.3.10 (complex texts).
• Reflects the key shift of building knowledge from informational text:
– students must apply their understanding of the text to complete the graphic.
– requires explicit references to the text as the basis for the answers rather than simply guessing.
• Whereas traditional items might have asked students to “fill in one blank”on a graphic (with three steps already provided), this technology enhanced item allows students to demonstrate understanding of the entire sequence of the life cycle because none of the steps are ordered for them.
Aligns to the Standards and Reflects Good Practice
• The Common Core State Standards in English language arts/literacy and mathematics were created by educators around the nation.
• Nearly every state in the nation is working individually and collectively to improve its instruction and assessments to ensure students graduate with the knowledge and skills most demanded by college and careers.
A Strong Foundation: The Common Core State Standards
