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33rd Annual NRCP ConferenceApril 1-3, 2016

Oak Brook

Digging Deeper into the Common Core

Anthony Brisson NEA Education Support Professional Quality

Senior Policy Analyst

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33rd Annual NRCP ConferenceApril 1-3, 2016

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Outcomes

• Develop an understanding of the Common Core State Standards.

• Consider the impact the CCSS will have on your role.

• Review unwrapping standards.

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33rd Annual NRCP ConferenceApril 1-3, 2016

Oak Brook

Three-Minute Video Explaining the CCSS

• http://vimeo.com/51933492

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33rd Annual NRCP ConferenceApril 1-3, 2016

Oak Brook

CCSS ELA/Math BackgroundWhat They Are…

• 46 states and the District of Columbia have adopted CCSS

• Designed to provide shared expectations of knowledge & skills students need to be “college and career ready”

• An integrated literacy model

What They are Not…• A guideline of HOW

teachers should teach• An all-inclusive list of what

should be taught K-12• A definition of intervention

methods or materials

www.corestandards.org (CCSS for ELA & Literacy in History/SS, Science, & Technical Subjects)

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33rd Annual NRCP ConferenceApril 1-3, 2016

Oak Brook

Instructional Shifts in the ClassroomEnglish language arts (ELA)• Building knowledge through

content-rich nonfiction and information texts

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

• Regular practice with complex text and its academic language

Mathematics• 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

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33rd Annual NRCP ConferenceApril 1-3, 2016

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How are the standards organized?

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33rd Annual NRCP ConferenceApril 1-3, 2016

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CCSS ELA/Literacy Organization• Three main sections

– Comprehensive K-5• Reading Foundational Skills

– English language arts 6-12– History/social studies, science and technical subjects 6-12

• Anchor Standards– Reading Literature– Reading Informational Text– Writing– Speaking and Listening– Language

• Grade-specific standardswww.corestandards.org (CCSS for ELA & Literacy in History/SS,

Science, & Technical Subjects)

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33rd Annual NRCP ConferenceApril 1-3, 2016

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Identify the Standard

RL.5.3 Strand Grade

Standard Number

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33rd Annual NRCP ConferenceApril 1-3, 2016

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ELA Abbreviations• R-Reading

– RL-Reading: Literature– RI-Reading: Informational Text– RF-Reading: Foundational Skills

• W-Writing• SL-Speaking and Listening• L-Language• RH-Reading History• RST-Reading Science and Technical Subjects• WHST-Writing History, Science and Technical Subjects

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33rd Annual NRCP ConferenceApril 1-3, 2016

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CCSS Math Organization

Two distinct sets of standards:

• Content Standards (math concepts) GRADE or COURSE SPECIFIC• Practice Standards (habits of mind) APPLY to K-12

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33rd Annual NRCP ConferenceApril 1-3, 2016

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Structure of the Standards• Domains are large groups of related

standards. Domains change from grade to grade to reflect the changing focus of each grade. Standards from different domains may sometimes be closely related.

• Clusters are groups of related standards. Each domain has 1 – 4 clusters. Standards from different clusters may sometimes be closely related.

• Standards define what students should understand and be able to do.

Domain

Cluster

Standard

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33rd Annual NRCP ConferenceApril 1-3, 2016

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Identify the Standard

5.NBT.4 Grade Domain Standard Number

3.OA.C Grade Domain Cluster

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33rd Annual NRCP ConferenceApril 1-3, 2016

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Math Abbreviations• Elementary • CC-Counting and Cardinality• OA-Operations and Algebraic Thinking• NBT-Numbers & Operations in Base Ten• NF-Numbers & Operations-Fractions• MD-Measurement & Data• G-Geometry• RP-Ratio & Proportional Relationships• NS-The Number System• EE-Expressions & Equations• SP-Statistics & Probability• F-Functions

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33rd Annual NRCP ConferenceApril 1-3, 2016

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Unwrapping Standards• Skills: What do students need to DO?

– Verbs• Knowledge: What do students need to KNOW?

– Nouns/noun phrases• Additional criteria: How/How well/With what?

– Phrases, adverbs, adjectives that further describe skill and knowledge use

• Materials or methods (if included)

14

RI/RH/RST.9-10.4• Determine the meaning of words and phrases as they are used in a text, including figurative,

connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper) (RI.9-10.4).

• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social studies (RH.9-10.4).

• Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics (RST.9-10.4).

Skills(What do students

need to DO?)

Knowledge(What do students need to KNOW?)

Criteria(How, How well, With

what?)

Methods Materials(If included in standard)

RI/RH/RST.9-10.4• Determine the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper) (RI.4).

• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social studies (RH.4).

• Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics (RST.4).

Skills(What do students

need to DO?)

Knowledge(What do students need to KNOW?)

Criteria(How, How well, With

what?)

Methods Materials(If included in standard)

Determine

RI/RH/RST.9-10.4• Determine the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper) (RI.4).

• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social studies (RH.4).

• Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics (RST.4).

Skills(What do students

need to DO?)

Knowledge(What do students need to KNOW?)

Criteria(How, How well, With

what?)

Methods Materials(If included in standard)

Determine

Analyze

Meaning of words and phrases

Impact of word choice on meaning and tone

RI/RH/RST.9-10.4• Determine the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper) (RI.4).

• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social studies (RH.4).

• Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics (RST.4).

Skills(What do students

need to DO?)

Knowledge(What do students need to KNOW?)

Criteria(How, How well, With

what?)

Methods Materials(If included in standard)

Determine

Analyze

Meaning of words and phrases

Impact of word choice on meaning and tone

Figurative, connotative, and technical meaningsCumulative

RI/RH/RST.9-10.4• Determine the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper) (RI.4).

• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social studies (RH.4).

• Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics (RST.4).

Skills(What do students

need to DO?)

Knowledge(What do students need to KNOW?)

Criteria(How, How well, With

what?)

Methods Materials(If included in standard)

Determine

Analyze

Meaning of words and phrases

Impact of word choice on meaning and tone

Figurative, connotative, and technical meaningsCumulative

Text

Considerations about Methods and Materials

• Methods and/or materials included? Must use!

• Methods and/or materials not included? Flexibility!

MethodsMaterials

(If included in standard)

What is NOT included:

Text Analysis does not have to be written.

Can be done:• Orally• Using

multimedia• Graphically

(picture, clip art, comic)

• Individually• In a group

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33rd Annual NRCP ConferenceApril 1-3, 2016

Oak Brook21

Your Turn

• Pick a standard• Unwrap it—use the handout• Brainstorm all the methods you would use to

teach it• List each method separately on your handout

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33rd Annual NRCP ConferenceApril 1-3, 2016

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Skills (Verbs: what students need to DO)

Knowledge & Concepts (nouns—what students need to KNOW)

Criteria for Proficient Performance (Modifiers, Adverbs, Adjectives)

MethodsMaterials

(If included in standard)

How will I teach this to reach ALL learners in my classroom?

Find the Ks&DsTopic or Unit Focus: Standard(s):

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33rd Annual NRCP ConferenceApril 1-3, 2016

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Contact the NEA

Anthony BrissonNEA ESPQ1201 Sixteenth St., NWSuite 613Washington, DC 20036abrisson@nea.org

Credit: State Education Resource Center, Middletown, CT. – www.ctserc.org