Getting to the core of Common Core
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Getting to the core of Common Core• College and Career Readiness (CCR)
Standards• Literacy in History/Social Studies• Literacy in Science• Literacy in Technical Subjects• English Language Arts Standards
(CCGPS)
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College and Career Standards (CCR)What does a student need to
be able to do in order to be successful in college and/or career?
Take a closer look – Underline the key words of the standards – talk with a partner to answer this question.
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Literacy Standards (Social Studies, Science and Technical Subjects)What does a student need to
be able to do to be successful in each content area?
Take a closer look – Underline the key words of the standards, consider how they compare, discuss with a partner to answer the question.
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English Language Arts (CCGPS)Spiral effect
◦A progression◦Repeated exposure◦Increased levels of complexity
Strands◦Reading◦Writing◦Speaking and Listening◦Language
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Spiral StaircaseHow do the standards
progress across the middle grades?
Take a closer look – With a partner -choose an ELA Reading standard for reading informational text, underline key words, discuss answers to the question.
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ELA StrandsHow does each ELA Strand
work together to meet the Common Core Anchor Standards?
Let’s take a closer look!
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ELA - Reading StrandComponent Learning Target
Rigor Reading complex, grade-level texts independently*quantitative, qualitative ,reader/task
Range Reading a range of texts. Literary vs. Informational*range of reading experiences.
Reasoning Logical/Critical thinking, draw conclusions ,make judgments*close reading of text
Relationship
Connections between reading, writing, speaking and listening as well as grammar.
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ELA – Writing StrandOpportunities to write:
Argumentative; Informational/Explanatory; Narrative
Sharing the responsibilitySustaining Student writing Model of student writing
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ELA – Speaking and Listening StrandStudent led conversationsIntegration of multiple
sources of information Proficient speakersUse of Multimedia
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ELA – Language Strand Six standards – conventions,
knowledge of language, vocabulary acquisition and use.
Standards are fleshed out across grade levels
Base instruction on writing and needs of students
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Thematic Unit
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Unit Plan Overview
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INSTRUCTIONAL FRAMEWORK
Opening ◦Explicit teaching◦Modeling◦Guided Practice
Work Session◦Role of teacher/Role of student
Closing
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Getting to the CoreConsider the relationship between the following: Learning Targets Depth of Knowledge Assessment
Take a closer look - With a partner, discuss the relationship between each. Choose a graphic organizer that would best demonstrate that relationship.
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Getting to the Core ActivityAs a group share out your
thinking and label the organizer to illustrate the relationship.
Now apply your thinking with a standard in mind ◦What is the learning target?◦What is the depth of knowledge?◦How should it be assessed?
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Next StepsConsider student needs – What
scaffolds/supports will need to be put in place?
Explore Common Core resourcesWork closely with ELA and
Content Area teachers
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Closing 3-2-13 ideas learned about the
common core2 next steps needed to prepare
for implementation1 question or concern still have
Your feedback please!