Common Core State Standards

Common Core State StandardsSession 7

6-12 Social Studies, Science, & CTE

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Day 2 – Session 711:15-4:30

OUTCOMES

Participants will increase their knowledge of:1. Formative assessment & CPALMS tools;2. The Comprehension Instructional Sequence as a way to teach

thorough comprehension of complex texts;3. Differentiated instruction and the Common Core Literacy Standards; 4. Incorporating Problem Solving/Response to Intervention to

Maximize Student Outcomes;5. The clarity and purpose of Learning Goals, scales, and learning

activities; and6. Addressing the needs of all learners – working with English

language learners.

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CPALMS – Florida Teachers’ Standards Instructional Tool and Formative Assessmentsby Rabieh Razzouk and FCR-STEM

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Parking Lot Questions

• A question you need to park (save) until the end of a presentation.

• It's a fancy way of saying, "Please hold all questions until the end of the presentation."

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Day 2 – Session 7

Comprehension Instructional Sequence

Content Area Lesson:What Thawed the Last Ice Age?

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(CIS)Step One

Topic Question

Before reading:

What are our responsibilities as citizens regarding mankind’s impact on the environment?

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Predictive Writing

Before text reading: Use the Complex Text-Based Question Handout to record your answer to this question:

Predict which primary factors may cause global warming to occur.

Base your response on your current background knowledge.

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Vocabulary Front Loading

Words for Vocabulary Word Wall: • Words introduced in this article:

Circumpolar, Deglaciation, Paleoclimatologist

• Word introduced previously in text-reading: Sediment, Proxies, Albeit

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Text Marking• Listen as the facilitator reads the first few

paragraphs of the following text:What Thawed the Last Ice Age?

• Mark the text with the following codes:• F – this section of text shows a finding from research• O – this section of text shows a research observation• H – this section of text shows a scientific hypothesis

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Text Marking

After text marking:

• In small groups, compare and discuss differences in text coding.

• Support your suggested answers from the text.

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First Writing Response After Reading

After the initial reading, answer the following question on your handout:

According to the text, what are the primary factors that may cause global warming to occur?

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LUNCH

Directed Note-takingGuiding Question: Using evidence from the article, what are the primary factors that may cause global warming to occur?

• Natural CO2 increase• Orbital change• Human Activity• Ocean Current Shifts

Be sure to utilize the text features such as statistics, charts, graphs, photographs, and illustrations as you take notes.

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After Directed Note-taking

Compare notes in pairs or small groups.Place a star next to the most significant note in each category:


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After Directed Note-takingBased on the information from the article and your notes, take positions and discuss which of the following factors has had the most significant impact on global warming. Use the text to justify all positions.


As part of whole class discussion, record responses in multiple choice format.

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Differentiated Instruction and the Common Core Literacy Standardsby Florida’s Inclusion Network (FIN) andFlorida Diagnostic and Learning Resource System (FDLRS)

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Differentiated Instruction and the Common Core Literacy Standards

Presented by:

The Florida Inclusion Network (FIN)and

The Florida Diagnostic & Learning Resources System (FDLRS)

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“The fact that students differ may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price

of productivity, high standards, and fairness to

kids.”

Theodore Sizer, Brown University

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Differentiated instruction is…...the recognition of and commitment to

plan for student differences. A differentiated classroom provides different avenues to acquire content, to process or make sense of information and ideas, and to develop products.

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The goals...

... of a differentiated classroom are to maximize student growth and to promote the success of each student.

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Through a variety of instructional strategies such as:RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning

Contracts….Tiering…Learning/Interest Centers…Independent Studies…Multiple Intelligence Preferences…Orbitals...Complex Instruction…etc.

D.I. = Complex Decision-making

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• The operation and tone of the classroom

• Rules, furniture arrangement, procedures, visuals, etc.

• Key ingredient is the “mood”

• Lighting: natural is best• Temperature: 68°–74° • Color• Music: 60–80 beats per

minute• Humor

Responsive Learning Environment

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• Common Core State Standards• Common Core Connectors

Clarity about the Learning Goal

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“The goal is no longer to teach a unit and then see who got it, but rather to understand student progressions toward learning goals throughout a unit and adjust teaching as necessary to guide

each student to success.

The Differentiated School , by Tomlinson, Brimijoin, & Narvaez

Continuous Assessment and Adjustment

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“Assessment is today’s means of

understanding how to modify

tomorrow’s instruction.”

“Assessment should always have more to

do with helping students grow than

cataloging their mistakes.”

Carol Ann Tomlinson

Assessment

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• Concrete, representational, and abstract experiences

• Interesting and engaging tasks related to the curriculum

• Variety of grouping strategies

Flexible Grouping and Respectful Work

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Now let’s look at some ways the lesson introduced earlier might be differentiated

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The teacher…

• Prompts discussion: What are our responsibilities as citizens regarding mankind’s impact on the environment?

• This discussion could be a pre-assessment.• Some students may need assistive, augmentative

communication.

• Reads aloud to students as they mark text• Some students may need digital content and highlight

electronically.• Some students may benefit from previewing the text, their

notes page, and a graphic organizer.

What Thawed the Last Ice Age?

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The students…

• Read and/or listen to the text• Some students will need digital content with a screen reader and to

highlight electronically.

• Participate in directed note-taking • Instead of doing this as an independent activity, break students into

small, mixed-readiness groups (or pairs). Students may use whichever note-taking device that works best for them and students who are at a higher readiness level could coach their peers if needed.

• Some students will need cloze notes, some a structured note-taking form, some talk-to-text software.

What Thawed the Last Ice Age?

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• Tier 1–List possible primary factors• Tier 2–Depict possible primary factors through drawing or

diorama• Tier 3–Create a story from the perspective of someone

impacted by global warming predicting possible primary factors

• Tier 4–Create a word map showing the interconnecting factors that may lead to global warming and its impact

Tiered Assignments:

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1. One different cause of global warming will be posted in each corner of the classroom.

2. Prior to reading passage #2, students will identify which of four causes they believe has the greatest impact on global warming by moving to the corresponding corner of the classroom.

3. After reading/listening to the passage, the students will once again identify which of the four causes they believe has the greatest impact on global warming.

4. Each group will identify passages from the text that provide support for their position.

Four Corners:

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• Direct students to locate words introduced in the text by paragraph number. • Use matching colored highlighter tape or electronically highlight.

• Model for students how to derive word meaning(s) from word parts and/or context. Record meanings of word parts and words on chart paper. • Use lower level examples for some students, use graphic

representations.• Display common prefixes, roots, and suffixes around the room.

Vocabulary Instruction:

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F - this section of text shows a finding from research– What did they find?

O - this section of text shows a research observation

– What did they see?H - this section of text shows a scientific hypothesis

– What did they think?

Text-marking:

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• Model for students by reading the text aloud and coding a portion of the text. Students follow along (some with a screen reader) and mark their copy (some using removable tabs). Students proceed to code the rest of the text independently or in their groups/pairs.– Use MS Word AutoSummarize.

• Students share text markings with table group or partner.

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• Directed Note-Taking - Record notes containing the most important information relevant to the guiding question

• Guiding Question: Using evidence from the article, what are the primary factors that may cause global warming to occur?

– Use highlight tape or electronic highlighting» Natural CO2 Increase» Orbital Change» Human Activity» Ocean Current Shifts

• Students may prefer a color-coded word map and/or graphic depiction.

Directed Note-Taking

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• Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text. – Some students may need assistive, augmentative

communication.

• Students create a first draft written response to the essential question: According to the text, what are the primary factors that may cause global warming to occur?– Variations for the written response: Use sticky notes quick

writes, collaborative partners (use a peer scribe), written conversations, choose from a list, depict graphically

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• Teacher models re-reading a portion of the text and generates one or two questions.

• Students continue to review/scan the text and use their recorded notes to generate questions about information in the text collaboratively or independently. – Some students will need a model showing how to turn

a simple question into a complex question.– A Bloom’s flip book or Webb’s Depth of Knowledge

chart may be helpful. – Some will need assistance through the use of probing

questions.

Reading #3: Question generation

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According to the text and extended text discussion, which factor is most likely the primary cause for global warming to occur?

• Students create a dialogue among the listed factors, each stating their case as to why they should be the primary cause.

• Students demonstrate graphically the various factors and show primary by size or position

• Students compose a RAFT activity stating the case for the primary cause.

• Student groups design and debate the case for each of the causes.

Final Written Response to Complex Text-Based Question

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• There is a time for choice and a time for teacher directed activities.– When students are given choices in all situations, “their strengths

become stronger, and their weaknesses become weaker.” (Chapman, 2005)

• Students should be engaged in activity during all lessons.• Lessons should emphasize critical and creative thinking to

increase the rigor of the lesson.• Be clear on key concepts and “big ideas” to help students

form a framework for their new information.

Things to keep in mind while planning and teaching…

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• Differentiated instruction (done right)…– Guides students to think on their own– Helps students accept significant responsibility for learning– Develop a sense of pride in what they do– Makes learners an active participant in their evaluations– Prepares students for a better quality of life

What about when people say: “We aren’t preparing them for the real world!”

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Resources for Differentiating Instruction from FIN and FDLRS

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FDLRS Online PDA ModulesTitle Based on: In-service

Points

An Introduction to Differentiating Instruction: Responding to All Learners

Florida initiatives on DI 15

Differentiating Reading Instruction for Students: Making It Explicit

Florida Reading Endorsement Competency 4 and 5

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Differentiating Science Instruction Florida initiatives on DIFlorida Standards and Access Points for Science

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Differentiating Mathematics Instruction

Florida initiatives on DIFlorida Standards and Access Points for Math

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Formative Assessment Process for Differentiating Instruction

Florida initiatives on DI 15

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More DI Resources for Teachers

And Targeted Workshops on Differentiating Instruction, Accommodations, Cooperative Learning, Formative Assessment for Differentiating Instruction, and others.

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For more information about differentiating instruction contact:

The Florida Inclusion Network (FIN)

www.FloridaInclusionNetwork.com

and

The Florida Diagnostic & Learning Resources System (FDLRS)

www.FDLRS.org

http://www.floridainclusionnetwork.com/

http://www.fdlrs.org/

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Incorporating Problem Solving/Response to Intervention to Maximize Student Outcomes by Rebecca Sarlo, University of South Florida

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5. Develop Action Plan

DefineWhat do we want students to know

and be able to do?

2. ID Resources & Barriers

3. Prioritize Barriers

ImplementWhat are we going to do

about it?

4. ID Strategies to Eliminate or Reduce

Barriers

EvaluateIs it working?

8. Evaluate if Goal in #1 was Achieved

7. Evaluate if Barriers were Eliminated or Reduced

1. Set a Goal and ID How to Measure that Goal

6. Develop Follow-up Plan

AnalyzeWhy is this not

occurring?

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Expected Level of Performance

Learning Objective

Students will:• Utilize text craft and structure to figure out the key ideas

and details of grade-level text• Understand how the writer connects text structure and idea

development to concisely express the meaning of the article • Recognize the ways a writer weaves together the mutually

dependent elements of form and idea in the expression of meaning

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Goal Level of Performance

• All students will demonstrate mastery of all components of the learning objective as measured by:

• Informal formative assessment (e.g., teacher questioning and observation, classroom discussions)

• Formal formative assessment (i.e., performance on writing assignment measured with structured rubric)

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Understanding Barriers to Learning

• Understand the barriers which preclude students from mastering the learning objective with initial instruction is a prerequisite to developing effective supplemental instruction

• Anticipating barriers to mastery (e.g., student engagement) and building in supports to remove the barriers will increase the likelihood that initial instruction will be effective

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Instructional/Intervention Design

A comprehensive understand of barriers to mastery of learning objectives allows for development of effective instruction and interventions.For example:

• If student understanding of key vocabulary is a barrier then explicit pre-teaching of vocabulary should be included within the instructional design.

• If content area text is significantly above students’ independent reading level (e.g., 2 or more years), previewing and pre-teaching content and allowing the student to practice close reading strategy with independent level text within reading intervention course prior to instruction may be effective.

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Response to Instruction• Learning objectives were measured by analyzing

student writing samples utilizing a structured rubric.

• Students whose current level does not reflect mastery of the learning objectives should be re-taught.

• If more than 20% of the students have not mastered the learning objective, the initial instruction was ineffective and the large group should be re-taught.

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Learning Goals, Scales, and Learning Activities – Clarity and Purposeby Shane Fairbairn, Northeast Florida Educational Consortium

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Central Message

What will I do to establish and communicatelearning goals to my students, track student progress on those goals, and celebrate success in meeting or making progress on those learning goals?

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Content

The content of this module has been reviewed by the Florida Department of Education and found to be: • Consistent with contemporary research on

instructional practices that, done correctly and in appropriate circumstance, have a significant probability of a positive impact on student learning.

• Appropriate content for Florida teachers at all grades and in all subjects.

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Content

• Aligned with Florida’s plan of action for implementing standards-based instruction.

• Consistent with all district classroom teacher evaluation systems with indicators focused on proficient use of learning goals with scales.

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Module Objectives

At the conclusion of this course, the teacher willbe able to:

• create clear learning goals aligned to course standards.

• develop a scale for each learning goal that guides progress toward mastery.

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Module Objectives

At the conclusion of this course, the teacher willbe able to:

• align learning activities with the purpose of the learning goal.

• communicate expectations to learners regarding purposeful learning activities.

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Module Objectives

The teacher will understand how to:

• distinguish between learning goals and learning activities.

• identify clear learning goals.

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Course Structure

• Divided into seven mini-modules.

• Focused on enabling teachers to create, apply, communicate, and monitor learning goals, scales, and learning activities.

• Culminates in a finished product for the Learning Goals Repository on CPALMS.

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Sections

• Introduction• Clear Learning Goals• Scales• Purposeful Learning Activities• Communicating Expectations and Tracking

Progress• Module Activities• Review

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Standards-Based Instruction

Clear Learning Goals

Celebration of how success occured

Formative Assessme

nts

Praise for rigorous

effort

Scales

Goal Setting

Processes

Tangible Reward

s

Timely and Actionable Feedback

Purposeful Learning Activities

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Learning Goals Repository

Brief overview

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Course: 2109310 World History

Standard: SS.912.W.1.4 Explain how historians use historical inquiry and other sciences to understand the past.

Essential Question How has historical inquiry helped historians understand the end of the last ice age?

Score 4.0 Students apply and extend their understanding of bias in historical accounts, using examples, and are able to think and write critically about the effects of the use of historical inquiry on historical scholarship. Sample Progress Monitoring and Assessment Activities

• Give examples, orally or in writing, of historians using historical inquiry to understand the past.• Write a one-page essay that explains some of the effects of the use of historical inquiry on historical scholarship.

Score 3.0 (Target) Students will be able to explain the ways that historians use historical inquiry and other sciences to understand the past.

The student exhibits no major errors or omissions.

• In a cooperative learning group, make a list of primary sources that might have been used to write an account of the events of World War I.•In a cooperative learning group, identify bias in primary sources related to the events of World War I.• Explain why a primary source is more reliable than a secondary or tertiary source.

Score 2.0 Students will understand and be able to explain that primary source materials tend toward some sort of bias.

• In cooperative learning groups, make a list of primary sources and give a short example of bias in each.

Score 1.0 Students will be able to differentiate between primary and secondary sources.

Score 0.0 Students are not able to differentiate between primary and secondary sources.

Learning Goal

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Course: 2000310 Biology

Standard: SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. SC.912.L.17.9 Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.SC.912.L.17.10 Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle.SC.912.N.1.1 Define a problem based on movement of matter and energy through the different biogeochemical cycles.

Essential Question

What role does carbon play in living systems?

Score 4.0 The student will: Use qualitative descriptions of carbon movement through multiple processes in multiple scales. Explain the role of gases in carbon-transforming processes. Use information about chemical composition of organic substances. Construct model-based accounts of all carbon transforming processes.

Sample Progress Monitoring and Assessment Activities

Score 3.0 (Target)

The student will: Analyze the movement of matter and energy through the different biogeochemical cycles,

including water and carbon. Identify gases as forms of matter and identifies reactants or products in carbon-transforming

processes. Explain the pathway of energy transfer through trophic levels and the reduction of available energy

at successive trophic levels. Explain that matter/energy is being passed through food chains, but cannot consistently identify

matter transformation and chemical identities of matter. Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and

nitrogen cycle.

Students define a problem based on transfer of matter and energy through biogeochemical cycles, and use tools to gather, analyze, and interpret data; conduct systematic observations; pose answers, explanations, or descriptions of events; generate explanations to describe transfer of matter and energy; and use appropriate evidence and reasoning to justify these explanations to others.

Score 2.0 The student will: Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide,

water and chlorophyll; production of food; release of oxygen (SC.8.L.18.1) Describe and investigate how cellular respiration breaks down food to provide energy and

releases carbon dioxide (SC.8.L.18.2). Describe causal sequences of events for transfer of matter and energy through biogeochemical

cycles. Identity chemical substances involved in biogeochemical cycles. Explain food chains as a sequence. Describes role of organisms in terms of trophic levels (producers, consumers, decomposers, etc).

Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment (SC.8.L.18.3)

Score 1.0 The student will: Describe the process of photosynthesis, such as the roles of light, carbon dioxide, water and

chlorophyll; production of food; release of oxygen (SC.8.L.18.1). Describe how cellular respiration breaks down food to provide energy and releases carbon dioxide

(SC.8.L.18.2).

Score 0.0

Learning Goal

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Course: Agriscience Foundations 1

Standard: 9.0 Apply leadership and citizenship skills 09.01 Identify and describe leadership characteristics. 09.02 Identify opportunities to apply acquired leadership skills. 09.06 Conduct formal and informal meetings using correct parliamentary procedure skills.

09.07 Identify the opportunities for leadership development available through the National FFA Organization and/or professional organizations.

Essential Question What are the benefits of possessing effective leadership skills?

Score 4.0 Students can apply and extend their understanding of the characteristics of leadership and can correctly use (as chair and/or participant) correct parliamentary procedure in formal and informal settings.The student demonstrates leadership characteristics and skills effectively and can apply them to National, State, and local FFA Organization leadership development opportunities

Sample Progress Monitoring and Assessment ActivitiesStudent correctly chairs a mock Informal and/or formal meetingStudent participates in National, State , and/or local FFA leadership opportunities

Score 3.0 (Target) The student will understand and/or be able to:• Identify and demonstrate leadership characteristics and skills • Conduct formal and informal meeting using correct Parliamentary Procedure skills• Describe National, State, and local FFA Organization leadership development opportunities

Student correctly participates in mock Informal and formal meetingsStudent creates a presentation about National, State and local FFA opportunities

Score 2.0 Student can identify and describe leadership characteristics, correct parliamentary procedure skills, and National, State and local FFA opportunities.

The student identifies and describes the components of informal and formal meetings .The student identifies and describes National, State and local FFA opportunities

Score 1.0 Student can identify leadership characteristics ,correct parliamentary procedure skills, and National, State and local FFA opportunities

Score 0.0 Students are not able to identify leadership characteristics, correct parliamentary procedure skills, or National, State and local FFA opportunities

Learning Goal

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Addressing the Needs of All Learners – Working with English Language Learnersby Diane Staehr Fenner

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Day 2 – Session 7Continued


Content Area Lesson:What Thawed the Last Ice Age?

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(CIS)Step Two

Question Generation

Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups.

1. What was the source of CO2 in the Southern Ocean?

2. How much of an impact could global warming have on agriculture?

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Question GenerationShare questions with the whole group to identify which are common, and which questions are most relevant to the topic and/or significant to learning

Record/post common and relevant/significant questions on the Question Generation Poster for future use in:

• extended text discussion• seeking answers in text-reading throughout the

remainder of the chapter/unit• focusing on unanswered questions in collaborative inquiry.

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(CIS)Step Three

Text Based Essential Questions

According to the text and extended text discussion, which factor is most likely the primary cause for global warming to occur?

Use information from notes to help write final response on the Essential Question Handout.

Share answers in small groups.

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The Comprehension Instructional Sequence Facilitates Students:

• Using background knowledge, i.e., predicting, inferring

• Identifying key ideas from text

• Learning and using text structures

• Monitoring comprehension and employing fix-up strategies

• Using a variety of reading strategies effectively

• Paraphrasing, explaining, and summarizing information to construct conclusions

• Engaging in question generation

• Extended text discussion and writing77

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Reflective JournalPlease take a moment to reflect on the instructional implications of the Comprehension Instructional Sequence.

What are the instructional implications of the Comprehension Instructional Sequence for your course(s)?

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Looking Ahead atDay 3 – Session 7

Mathematical Practices and Questioning Techniques

Common Core State Standards

Documents

Transcript of Common Core State Standards