Easy and Fun Strategies to Implement the Common Core Standards
Presented by: Donna Whyte thesmartiezone.com
A Major Goal
That the standards focus on core conceptual understandings and
procedures at each grade level, providing teachers
with the necessary time to teach these concepts and
procedures well.
The standards do NOT define: • How teachers should teach
• What materials must be used
• All that can or should be taught
• Intervention methods or materials
• The full range of supports for English learners and students with special needs
Design and Organization Elementary/Middle School
Content standards define what students should
understand and be able to do
Clusters are groups of related standards
Domains are larger groups that progress across grades
K-8 Domains
•Starting and ending points: Students need to have understanding of standards in the domains to be able to move on to the next domain.
Book Center
Reading ~ Listening ~ Writing ~ Viewing Developing Concepts of Print Pretending/Really Reading Enjoying “Picture Reading” Rereading Familiar Stories Practicing Reading Skills Learning that Print Holds Meaning Exploring Other Worlds Making New Friends Working Independently
8
Look at the picture
Get your lips ready
Jump over… read on…
come back and reread
Stretch the word out
Look for small parts
Switch the sound
Look right? Sound right? Make sense?
Ask for a hint
Illu
stra
tio
ns
by
Joyc
e R
ain
ville
©
20
11
Do
nn
a W
hyt
e
Look at the picture
Get your lips ready
Jump over… read on…
come back and reread
Stretch the word out
Look for small parts
Switch the sound
Look right? Sound right? Make sense?
Ask for a hint
Illu
stra
tio
ns
by
Joyc
e R
ain
ville
©
20
11
Do
nn
a W
hyt
e
Look at the picture
Get your lips ready
Jump over… read on…
come back and reread
Stretch the word out
Look for small parts
Switch the sound
Look right? Sound right? Make sense?
Ask for a hint
Illu
stra
tio
ns
by
Joyc
e R
ain
ville
©
20
11
Do
nn
a W
hyt
e
Features of the Standards
• Aligned with college and work expectations
• Focused and coherent
• Include rigorous content and application of
knowledge through high-order skills
• Build upon strengths and lessons of current
state standards
• Based on evidence and research
• Internationally benchmarked
What are the most important foundations
of effective interventions?
More instructional time
Smaller instructional groups
Clearer and more detailed explanations
More systematic instructional sequences
More extensive opportunities for guided practice
More opportunities for error correction and feedback
More precisely targeted at right level
resources
skill
Reading Components and the “Big Five”
Means
DECODING
• Phonemic Awareness
• Phonics
End
COMPREHENSION
• Vocabulary
• Text Comprehension
Steps of Phonemic Awareness
Skills
Rhyme
Words within a Sentence
Blending/Segmenting Compound Words
Onset~Rime Blending /Segmenting
Sound Isolation First~Last
Phoneme Blending
Phoneme Segmentation
Phoneme Manipulation
Word Play
Model ~ Teach I do it – Children watch/listen
Guided Practice We do it – Teacher watches/listens and
responds
Independent Practice They (You) do it ~ Teacher Check
Extended Practice They (You) do it ~ Relate to Prior Learning
Small Steps ~ Big Difference
• Attendance
• Rhymes
• Do you hear “individual sounds”?
• Magic Spoon
• “Stretchy” Strap
• Real ~ Nonsense Words
• Name of Letter (s)
• Letter(s) Formation
• Identifying the Sound of a Letter or Combination of Letters
• Creating the Letter Sound
• Word Associated with the Letter
• The Letter(s) within Words
Phonics
Detail ~ Chart (Who, What, Where & When)
Sequence ~ Signal Words (Time Frame)
Second, Earlier, Next, Noon, In the Morning, After School
Word Referents ~ Singular & Plural you, its, him, that, your, my we, they, ours, theirs, them
Context Clues ~ What makes sense? How does what we know help us to figure out what we don’t know?
Predicting Outcome ~ What do you think
happened next?
Main Idea ~ “The BIG Picture” Inference ~ “Read between the lines” Detectives follow the evidence Character Traits ~ What do you know by what
the character says and does? Cause & Effect ~ Recognition of the relationship
between events and what happens after
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them. (You want 1/2 the Cookie? – But I only have 1!) 2. Reason abstractly and quantitatively. (How many elephants can fit in our classroom?) 3. Construct viable arguments and critique the reasoning of others. (Why can’t I put all my marshmallows in the cup?) 4. Model with mathematics. (Show me 2 triangles.) 5. Use appropriate tools strategically. (ruler or scale?) 6. Attend to precision. (Try on this shoe)
Assessments Washington-based SMARTER Balanced Assessment
Consortium and Achieve’s Partnership for the Assessment of Readiness for College and Careers
received Race to the Top $$$$ to design both summative and formative assessments that can be
used by states that adopt the CCSS. Assessments will be ready in the 2014-2015 School
Year Proficiency in one state should equal proficiency in
any state.
What will be the oral/written directions? _________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________
____________________________________________________________
Visual Learning Tips
• Use graphics – charts, organizers, diagrams, illustrations
• Color code notes and possessions • Written/Picture Directions • Use diagrams and webs for connecting concepts. • Practice visualizing or picturing words and
concepts in your head • Make ‘to-do’ lists and use agenda, schedule board • Use Center Choice Cards • Games with Flash cards
Auditory Learning Tips
• Use tape recorder, brainstorming ideas, or writing
• Participate in class discussions
• Directions read aloud
• Repeat “out loud” information
• Read with a phonics phone
• Tell about what you will draw/write before you put it on the paper
Kinesthetic Learning Tips
• “Hands ON” • Breaks • Trace letters and words to learn spelling and
remember facts (sand paper, play-doh, pudding) • Technology to bring “to life” • Memorize or learn with movement for letters and
words • Express abilities through dance, drama, or sports • Associate class material with real-world things
“Teaching on Your Feet” • Observation • Questioning • Discussion • Concept Mapping • Problem-Solving
Variations of Formative Assessments:
1. Assessment Probe – do and explain
2. Response Cards – index cards, signs, dry erase boards to supply each student ability to answer
3. Graphic Organizers
4. Retell – Redo – Rewrite
5. Think Pair Share Group
6. Physical Response Signals – Corners – Line Ups
7. Response Chaining Correct, Partially Correct, or Incorrect
8. “You’re Outta Here” Form
9. Questioning
10. Journal
11. Hive 5 – Out the Door
Questioning Kids •What do you notice? •Can anyone tell me anything about this ______? •Has anything on the chart, in the picture, in the writing made you think of something in your life? •What part did you spot? •What do you think? •Do you see something __________? •(Different, Familiar, Weird, etc.) •What do you recognize? •Can you tell me what you see? •Can you show me something on the chart? •What do you know about this _________? • Does anyone have any ideas about ________?
Resources
• Common Core State Standards Website • http://www.corestandards.org
• ODE • http://www.ode.state.or.us/go/commoncore
• The Common Core Curriculum Mapping Project • http://www.commoncore.org/maps/
• Ohio Department of Education Grade Level Curriculum Models • http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=16
99&ContentID=86942&Content=108811
• Sign up for Common Core State Standards updates:
www.ccsso.org/whats_new/newsletters/commoncoreupdates.html