CCSSCCSS LaunchLaunch 20122012CCSSCCSS LaunchLaunch 20122012

Stop.Stop.CollaborateCollaborate..Listen.Listen.Stop.Stop.CollaborateCollaborate..Listen.Listen.

QuickTime™ and aAVC Coding decompressor

are needed to see this picture.

The process won’t be easy... but it will be worth it!

The process won’t be easy... but it will be worth it!

-Bill Gates-Bill Gates-Bill Gates-Bill Gates

““The people who The people who resist change will resist change will be confronted by be confronted by

the growing the growing number of people number of people

who see better who see better ways are ways are

available….” available….”

““The people who The people who resist change will resist change will be confronted by be confronted by

the growing the growing number of people number of people

who see better who see better ways are ways are

available….” available….”

Common Core - You Can’t Common Core - You Can’t “Beat It”“Beat It”

Common Core - You Can’t Common Core - You Can’t “Beat It”“Beat It”

Who?

What?

Where?

When?

How?

Who?

What?

Where?

When?

How?

QuickTime™ and axvid decompressor

are needed to see this picture.

Common Core Overview...Common Core Overview...

“A goal without a plan is just a wish.”

Antoine de Saint-Exupery

“A goal without a plan is just a wish.”

Antoine de Saint-Exupery

No Stress: We Have a No Stress: We Have a Plan!Plan!

Grade Span

2011-2012 2012-2013 2013-2014 2014-2015

K-2 ELA only ELA and Math

ELA and Math

ELA and Math

3-5 None ELA only ELA and Math

ELA and Math

6-8 None None ELA only ELA and Math

9-12 None None ELA only ELA and Math

Ever tried to drink from one of Ever tried to drink from one of these?these?

Ever tried to drink from one of Ever tried to drink from one of these?these?

Bring on the Bring on the Binders!Binders!

Bring on the Bring on the Binders!Binders!

•ContentContent•OrganizationOrganization•Next stepsNext steps

What is this Binder?What is this Binder?What is this Binder?What is this Binder?• First resource aligned with CCSS.First resource aligned with CCSS.

–Common Core State StandardsCommon Core State Standards–Appendix and documents that support Appendix and documents that support 3-53-5

–Supplemental SupportSupplemental Support– Will receive..

• Thematic UnitsThematic Units

Contents of BinderContents of BinderContents of BinderContents of Binder• Table of Contents

–What you have:• CCSS• Units (to be released)• Assessments (to be released)• Reading Writing Samples (Appendix B and C)• Supplemental Support (Appendix A)

– What you will receive:• Unit One - January 24• Unit Two - February 28• Unit Three- March 27• Unit Four – April 24• Unit Five – May 15• Unit Six - at Symposium (June 4/5/7)

College and Career Readiness StandardsIdentified by the strand, CCR status, and

numberCoded: R. CCR. 6 Read As: Reading, College and Career Readiness, Standard 6

Grade-Specific StandardsIdentified by strand, grade, and number (or

letter) Coded as: RL.3.1Read as: Reading Literature, Grade 3, Standard 1

Coded as: W.3.3Read as Writing, Grade 3, Standard 3

1. Reading Literature -RL2. Reading Informational Text - RI3. Reading Foundational Skills - RF4. Writing -W5. Speaking and Listening - SL6. Language – L

Writing Writing Correction Correction Writing Writing Correction Correction

Please find Reading Standards for Please find Reading Standards for Foundational Skills – the Text Types Foundational Skills – the Text Types & Purposes set. & Purposes set.

This is an error. This is an error. Please mark Please mark out the heading Reading out the heading Reading Standards for Standards for Foundational Skills (RFS) Foundational Skills (RFS) and replace with Writing and replace with Writing Standards (W).Standards (W). You will need You will need make the same correction the two make the same correction the two pages that follow, as well. pages that follow, as well.

Please find Reading Standards for Please find Reading Standards for Foundational Skills – the Text Types Foundational Skills – the Text Types & Purposes set. & Purposes set.

This is an error. This is an error. Please mark Please mark out the heading Reading out the heading Reading Standards for Standards for Foundational Skills (RFS) Foundational Skills (RFS) and replace with Writing and replace with Writing Standards (W).Standards (W). You will need You will need make the same correction the two make the same correction the two pages that follow, as well. pages that follow, as well.

Standard Progression DocumentStandard Progression DocumentStandard Progression DocumentStandard Progression Document

•standard progression(Chart)- details what the standard should “look like” six weeks into the learning process.-is just a guide; you have the autonomy to increase expectations for growth as necessary.– contains suggested assessment for the standard.

Focus Standards

+Assessment

Satisfactory Growth Toward Meeting Standard

RL.2.3 Describe how characters in a story respond to major events and challenges.T

The student will describe how characters in a story respond to major events or challenges.Cold Read

1

RL.2.5Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

The student will describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Cold Read 1

RL.2.6Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Acknowledge differences in the points of view of 2 characters, including by speaking in a different voice for each character when reading dialogue aloud.

Rubric1

RI.2.3Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

The student will describe one connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Cold Read 2

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. The student will compare and contrast 3-4 points presented by two texts on the same topic.Cold Read

2

W.2.1Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and also) to connect opinion and reasons, and provide a concluding statement or section.

The student will write an opinion piece in which they introduce the topic or book they are writing about, state an opinion, supply two reasons that support the opinion, use linking words (e.g., because, and also) to connect opinion and reasons, and provide a concluding statement

or section.

Rubric2

W.2.3Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

The student will write a narrative in which they recount a single well-elaborated event or short sequence of events, include 3-4 details to describe actions, thoughts, and feelings, use

temporal words to signal event order, and provide a sense of closure.

Rubrics3 & 4

W.2.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

With guidance and support from adults, the student will use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Rubric3

SL.2.2Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

The student will recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SL.2.4Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

The student will tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Rubric3

SL.2.6Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

The student will produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).The student will form and use the past tense of 10 frequently occurring irregular verbs (e.g.,

sat, hid, told).Skills Test 1

L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.The student will use 2 - 3 adjectives and

2 - 3 adverbs, and choose between them depending on what is to be modified.Rubric 4

L.2.5bDistinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

The student will distinguish shades of meaning among 5 closely related verbs (e.g., toss, throw, hurl) and 5 closely related adjectives (e.g., thin, slender, skinny, scrawny).

Skills Test 2

Sample Standards Progression

Sample Standards Progression

Document

Document

AssessmentAssessment AssessmentAssessment •will include a balance of multiple choice and

constructed response questions.

• Rubrics• 100 point scale for easy correlation to the grade book.

• Written to assess the standard according to the expectations of the standard progression document.

• designed to assess multiple standards.

These documents are meant to be a guide. They are flexible and adaptable. They are designed to illustrate the expectation of the

standard, not to mandate test length or test design requirements.

Points Earned

Maximum # Points

Writing

5 I made or used prewriting notes. (timeline, graphic organizer, etc.)

5 I wrote a topic sentence to introduce my biography.

10 I wrote a sequence of 3 -4 events about my person’s life.

10I included 2 – 3 details to describe actions, thoughts, or feelings about my person’s experiences.

5 I used temporal words to sequence event order.

5 I wrote a concluding sentence to close my biography.

5 I wrote complete sentences.

5 I used punctuation correctly.

5 I used capital letters correctly.

5 I indented my paragraph(s).

Points Earned

Maximum # Points

Publishing

10I typed my biography into the _____________________. (Examples: Word document, PowerPoint, etc.)

10 I added images to my biography.

10I added special effects to appeal to the audience. (Examples: different fonts and sizes, colors, animations, sounds)

10I published my biography using a(n) __________________. (Examples: interactive board, class book, Blog, Wikipage, etc.)

100 Teacher Comments:

Points Earned

Maximum # Points

Speaking and Listening

25 I can recount or describe key ideas or details.

25 I can speak audibly and clearly when sharing facts and details.

25 I can speak in complete sentences when sharing.

25I can choose words that are appropriate when providing clarification to my audience.

100

Teacher Comments:

Sample Second Grade Rubric

ResourcesResourcesResourcesResources• Text Exemplars: • (Reading Writing Samples /Appendix B)

–Next Pages:• Resources that are referenced on commoncore.org• Teachers are not restricted to these.

ThemesThemesThemesThemes

• CCSS do not mandate the use of themes.• As a district, we have chosen to model our

3-5 themes after the commoncore.org units.• Each grade has a different theme and

essential question to support that theme.

Essential QuestionEssential Question• These questions are a starting point.

– Start with questioning to determine a purpose for reading.

– Questions could change week by week based on the needs of students.

– Teachers have flexibility to modify the essential questions as needed.

– Goal is to support the implementation of big ideas and essential questions.

Theme ConnectionsTheme ConnectionsTheme ConnectionsTheme Connections• A variety of options for presenting the theme have been provided

• Science• Social Studies• Art• Music• Technology• Literature• Writing

Reading and Writing SamplesReading and Writing SamplesReading and Writing SamplesReading and Writing Samples

Text Exemplars:• To be used as a guide to select

appropriate text.

Writing Samples:• To be used to clarify the expectation

of the standard.

These documents can also be located in Appendix B (exemplars) and Appendix C (writing samples) of the CCSS.

Supplemental SupportSupplemental SupportSupplemental SupportSupplemental Support•Research supporting the key elements of the standards (Appendix A)

•Glossary of key terms (Appendix A)

•To be included behind this tab:

PD handouts, conference materials, school based Common Core training materials.

““If we teach today the way we If we teach today the way we taught yesterday, we rob our taught yesterday, we rob our

children of tomorrow.” children of tomorrow.” -John Dewey-John Dewey

““If we teach today the way we If we teach today the way we taught yesterday, we rob our taught yesterday, we rob our

children of tomorrow.” children of tomorrow.” -John Dewey-John Dewey

Symposium SessionsSymposium Sessions

• June 4th, 5th, or 7th (June 4th, 5th, or 7th (8:30 – 8:30 – 3:30)3:30)

–open to everyoneopen to everyone–choose the date that works choose the date that works best for you!best for you!

–registration will open soon.. registration will open soon.. watch for an announcement in watch for an announcement in the Tuesday Update!the Tuesday Update!

** ** Be sure to bring your binders. Be sure to bring your binders.

Brain Break!!Brain Break!!Brain Break!!Brain Break!!