Discovery Education Common Core Academy Connecting Specialized Instruction to the CCSS:

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Discovery Education Common Core Academy Connecting Specialized Instruction to the CCSS: An Academy for Teachers of Students with Special Needs Dr. Johnna L. Weller Director of Professional Development Discovery Education

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Discovery Education Common Core Academy Connecting Specialized Instruction to the CCSS: An Academy for Teachers of Students with Special Needs Dr. Johnna L. Weller Director of Professional Development Discovery Education. Learning Targets - PowerPoint PPT Presentation

Transcript of Discovery Education Common Core Academy Connecting Specialized Instruction to the CCSS:

Page 1: Discovery Education Common Core Academy Connecting Specialized Instruction to the CCSS:

Discovery Education Common Core Academy

Connecting Specialized Instruction to the CCSS:An Academy for Teachers of Students with Special Needs

Dr. Johnna L. Weller

Director of Professional Development

Discovery Education

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Learning Targets I CAN identify the structure and expectations of the ELA

and Math CCSS.

I CAN describe instructional practices and strategies to ensure all students meet the CCSS.

I CAN explain curriculum and assessment strategies to implement CCSS in my classroom, school, or district.

I CAN determine my next steps to implement CCSS successfully in my classroom, school, district and select useful resources to support me.

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Today’s Agenda Welcome and Introductions

The Core of the Common Core Why does matter to our students? What does it mean for educators? The Framework: Designing the Bridge  Common Core Common Language  Learning Progressions and Learning Targets

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Agenda for Day 2 The Framework: Building the Bridge

o Assessment o Instructional Design Accommodations and Modifications Scaffolds Universal Design for Learning

Planning and Monitoring for Learning

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Discovery Education’s ELA Academy Resources

http://discoveryccacademyse.wikispaces.com

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Jobs That Will Boom In 20201. Data Crunching2. Counseling and Therapy3. Scientific Research4. Computer Engineering5. Veterinarians6. Environmental and Conservation Science7. Healthcare fields8. Management9. Finance10. EntrepreneurshipSource: Newman, R. “10 Businesses that Will Boom in 2020,” U.S. News, September 2012

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A portrait of students who meet the CCSS:

They become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

They establish a base of knowledge across a wide range of subject matter.

They adapt their communication in relation to audience, task, purpose, and discipline.

They are engaged and open-minded – but discerning – readers and listeners.

They use relevant evidence.

They use technology and media strategically and capably.

They come to understand other perspectives and cultures. (CCSS ELA, p. 7)

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Math expertise to be developed in students:

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

(Math Practices, CCSS MATH, pp. 6-7)

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ANTICIPATED OUTCOMES OF THE CCSS:

• Students will be better prepared for their future, specifically college and career

• Deeper learning for students

• Greater focus on literacy across the disciplines

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All students preparedfor…college,careers,citizenship.

http://www.achieve.org/math-works-brochures

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Publish - requiring deep consideration of audience, purpose, structure, text features, and format. Collaborate - forcing students to plan, adopt, adapt, rethink, and revise, all higher-level practices. Evaluate - necessitating that students make critical judgment calls about how information is presented and shared.Integrate - emphasizing design, and producing considerable cognitive load on a learner.

CCSS requires students to:

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Know the learner

Know the learningtargets

and demands

Know the instructional plan

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Who are our students with specialized needs?Some fast facts: (2009-10 school year)

Students with disabilities: • 6,481,000 students in US• 13.1% of total school enrollment • Specific learning disabilities represent the highest percentage• 95% of students with disabilities are served in regular schools

Title 1• Serves at-risk students in low-income areas • More than 21 million students served in 2009-10 school year

English as a Second Language• 21% of children ages 5-17 speak a language other than English at home

Source: US Dept. of Education, National Center for Education Statistics. (2012)

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Teachers can observe student behaviors to determine the students’ instructional needs.

Instruction can be planned within students’ Zone of Proximal Development and scaffolded with a gradual release of responsibility.

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Gradual Release of Responsibility

TeacherMore teacher control

StudentLess teacher control

Modeling Teacher models the use of materials and methods through read-aloud and modeled writing, shared reading and writing, and mini-lessons

Hand Holding Children practice using materials and strategies with the teacher guiding them through shared reading and writing, guided reading and writing, and minilessons.

Independence Children work independently at work stations alone or with a partner, with materials and strategies previously taught.

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Good teaching involves creating as many opportunities as possible

for successful learning.

Every student can learn, given appropriate opportunities to

learn and sufficient practice to gain proficiency.

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Know the learner

Know the learningtargets

and demands

Know the instructional plan

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Confirmed vs. Myth

?The Common Core Standards

do not address students with special learning needs.

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In order for students with disabilities to meet high academic standards and to fully demonstrate their conceptual and procedural knowledge and skills in mathematics, reading, writing, speaking and listening(English language arts), their instruction must incorporate supports and accommodations, including:

• Supports and related services designed to meet the unique needs of these students and to enable their access to the general education curriculum (IDEA 34 CFR §300.34, 2004).

• An Individualized Education Program (IEP) which includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards.• Teachers and specialized instructional support personnel who are prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services.

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Effectively educating ELLs requires diagnosing each student instructionally, adjusting instruction accordingly, and closely monitoring student progress.

Teachers should recognize that it is possible to achieve the ELA standards for reading and literature, writing & research, language development and speaking & listening without manifesting native-like control of conventions and vocabulary.

Regular and active participation in the classroom—not only reading and listening but also discussing, explaining, writing, representing, and presenting—is critical to the success of ELLs in mathematics. Research has shown that ELLs can produce explanations, presentations, etc. and participate in classroom discussions as they are learning English.

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It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives.

Each grade will include students who are still acquiring English. For those students, it is possible to meet the standards in reading, writing, speaking, and listening without displaying native-like control of conventions and vocabulary.

The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs. For example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language. - CCSS ELA, p. 6

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The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students.

- CCSS ELA, p. 6 CCSS Math, p. 4

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Which Standards of Mathematical Practice might students engage in when solving the problem you just completed?

______Make sense of problems and persevere in solving them.

______Reason abstractly and quantitatively.

______Construct viable arguments and critique the reasoning of others.

______Model with mathematics.

______Use appropriate tools strategically.

______Attend to precision.

______Look for and make use of structure.

______Look for and express regularity in repeated reasoning.

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“Too often we give children answers to remember rather than problems to solve.” - Roger Lewin

WHAT IS A TASK?

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What’s new in Mathematics?

• K‐5 – Organized in six domains – Solid foundations in number operations

• Middle school – Organized in six domains – Emphasis on algebra, geometry, statistics and probability

• High school – Organized around six conceptual categories – Emphasis on mathematical modeling

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Solid Conceptual Understanding• Students should be able to see math as more than a mnemonic structure or a separate, discreet procedure.• Students should be able to access concepts from a number of perspectives• Students with a strong conceptual understanding will also be more fluent and apply learning to real life problems.

Procedural Skill and Fluency

Application• Teachers should provide opportunities at all grade levels for students to apply math concepts in “real world” situations• Teachers should help students make meaning of math concepts as they apply to other content areas

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Where Are Your

Students?

Hull, Balka,

& Harbin Miles, 2011

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Where Are Your

Students?

Hull, Balka,

& Harbin Miles, 2011

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The Changing Landscape of Literacy

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The Changing Landscape of Literacy

Communication is changing

http://www.digitalforreallife.com/tag/garys-social-media-count/

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English / Language Arts

• Reading – progressive development of skills and complexity of text • Writing – logical argument and research• Speaking and Listening – purposeful in various situations• Language – vocabulary and conventions• Media and Technology – integrated throughout• Literacy in the disciplines

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Shifts in ELA/LiteracyShift 1 Balancing Informational

& Literary TextStudents read a true balance of informational and literary texts.

Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text.

Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

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Common Language of the Common Core

close reading

complexity

text-dependent questions

evidence

argumentation

disciplinary literacy

vocabulary

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"Just as rigor does not reside in the barbellbut in the act of lifting it,rigor in reading is not an attribute of a text but rather of a reader’s behavior --engaged, observant, responsive, questioning, analytical.”

[Kylene Beers and Robert E. Probst]

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How Text Complexity is Measured

Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands

Quantitative measures – readability and other scores of text complexity

Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

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Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

Step 1: Quantitative MeasuresQuantitative Measure

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Step 2: Qualitative Measures

Measures such as:• Layers of meaning• Levels of purpose• Structure• Organization• Language conventionality• Language clarity• Prior knowledge demands• Cultural demands• Vocabulary

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Reader and Task

Considerations such as:• Motivation• Knowledge and experience• Purpose for reading• Complexity of task assigned

regarding text• Complexity of questions

asked regarding text

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These become the variables you use to differentiate.

QualitativeFactors

QuantitativeFactors

Task Demands

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Some resources to help you find appropriately complex texts:

http://www.lexile.com/analyzer/

http://www.scholastic.com/bookwizard/

https://leveledbooks.beaverton.k12.or.us/search.php

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http://www.readability.com/

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http://bookbuilder.cast.org/

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Common Language of the Common Core

text-dependent questions

evidence

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Non-Examples and Examples

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•In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

•In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

•In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

•What makes Casey’s experiences at bat humorous?

•What can you infer from King’s letter about the letter that he received?

•“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-DependentText-Dependent

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Text-Dependent Questions Are...

• Questions that can only be answered with _ _ _ _ _ _ _ _ from the text.

• Sometimes literal (checking for understanding), but must also involve analysis, synthesis, evaluation.

• Focused on difficult portions of text in order to enhance reading proficiency.

• Also prompts for writing and discussion questions.

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Common Language of the Common Core

close reading

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Close Analytic Reading

• Establishing purpose• Student engages in

multiple readings• Annotation • Text-dependent questions• Argumentation and

reasoning• Discussions

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CLOSE READING IS…

a careful and purposeful rereading of a text. It’s an encounter with the text where reader really focuses on what the authoris saying, what the author’s purpose is, what the words mean, and what the structure of the text tells us.

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WHAT DOES THE TEXT SAY?What is the gist/central idea? What is the specific textual evidence used to support the central idea? HOW DOES THE TEXT SAY IT?How does the author support the central idea with ideas and details?What are the sources of information and fact? Are they credible, relevant, and current? WHAT DOES THE TEXT MEAN?What does the author want the reader to believe?What implications follow these concepts?

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

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Common Language of the Common Core

disciplinary literacy

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CONTENT LITERACY DISCIPLINE LITERACY

Seeks to uncover and teach strategies, routines, skills, language, and practices that can be applied universally to content area learning and are by definition generalizable to other domains

(e.g., Faggella-Luby & Deshler, 2008)

Seeks to uncover and teach the specialized strategies, routines, skills, language, or practices inherent in certain content areas that are not generalizable toother domains

(Shanahan & Shanahan, 2008)

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Common Language of the Common Core

vocabulary

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Vocabulary

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Common Language of the Common Core

argumentation

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Persuasion vs. Argument

• Identify Fact vs. Opinion• Determine Credible Sources• Acknowledge Alternate or Opposing Claims

Persuasive writing is based on emotional appeals to the audience, whereas argumentation is based

on logic and evidence.

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COMMON LANGUAGE:What Do These Shifts Mean For Us…In the Classroom?

GrappleProductive Struggle

Deliberate Practice

Purposefully

Read widely and deeply

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“Progression of the Standards”

“Grow” the Standards: Reading: Informational Standards Writing: Standard 1 Speaking and Listening: Standard 5

Reflection Questions:1. What do you notice about the progression of the standards?2. What is an important takeaway about the progression of the standards?3. How would you explain the progression of the standards to a colleague?

Learning Progressions Tool --  http://learningprogressions.tctl.org/

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What is a learning trajectory?“Learning progressions,” or, as the concept more often is termed in the mathematics education literature --- “learning trajectories” --- are labels given to attempts to gather and characterize evidence about the paths children seem to follow as they learn mathematics. Hypotheses about the paths described by learning trajectories have roots in developmental and cognitive psychology and, more recently, in developmental neuroscience. These roots… describe the ways children’s actions, thinking, and logic move through characteristic stages in their understanding of the world…

- Daro, 2012

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According to the National Research Council, learning progressions:

o Can be identified as the path that children might follow as instruction helps them move from naive ideas to more sophisticated understanding.

o Are descriptions of successively more sophisticated ways of thinking about an idea that follow one another as students learn: They lay out in words and examples what it means to move toward more expert understanding.

o Are not inevitable and there is no one correct order.

o May have more than one path that leads to competence.

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Think about learning progressions to design targeted instruction:

ELA example: Reading Informational grade 8 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

make inference cite text evidence (The text says…) analysis of text (I know that…)

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ELA example: Reading Literature grade 4 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

in 3 paragraph text in 2 paragraph text in 1 paragraph text when in first sentence of paragraph in a sentence

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Determine the essence of the Standards …to identify appropriate Learning Progressions.

Standards GoalsLearning Progressions Objectives

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Learning Targets

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DEFINITIONS OF TERMS

Objective: Instructional objectives are about instruction, derived from content standards, written in teacher language, and used to guide teaching during a lesson or across a series of lessons. They are not designed for students but for the teacher.

- Know Your Learning Target, S. Brookhart

Learning Target: A learning target frames a lesson from the students' point of view. A learning target helps students grasp the lesson's purpose—why it is crucial to learn this chunk of information, on this day, and in this way.

- Know Your Learning Target, S. Brookhart

I CAN Statement: A learning target that is written in a student friendly way beginning with the words “I CAN.”

- Stiggins (2004)

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EXAMPLES:

Objective: Students will be able to distinguish between elements and compounds and classify them according to their properties.

Learning Targets: Know the definition of an element Know the definition of a compound Distinguish between elements and compounds Identify properties Classify them according to their properties

I CAN Statements: I CAN tell what an element is. I CAN tell what a compound is. I CAN tell the difference between an element and a compound. I CAN identify at least 3 different properties. I CAN classify elements and compounds by their properties.

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Example: Grade 1 Writing

Produce writing to communicate with different audiences for a variety of purposes.

Knowledge Targets

Reasoning Targets

Skill Targets

Product Targets

Know what a sentence is.

Distinguish which words are the most appropriate for the purpose

Use capitals and periods correctly.Spell words correctly.

Write a letter, an email, a personal narrative, an informational piece and an opinion piece.

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The four starter prompts are:» We are learning to…» We will show that we can do this by…» To know how well we are learning this,

we will look for…» It is important for us to learn or be able

to do this because…

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Topic I Can Statement Understanding

Evaluation Review

Observations & Inferences

I can make detailed quantitative and qualitative observations. 1 2 3 4 5

I can tell observations from inferences. 1 2 3 4 5

I can make inferences based on observations. 1 2 3 4 5

Review Experiments,

Analysis & Conclusions

I can explain why it is important to control variables in an experiment. 1 2 3 4 5

I can explain why you need to run multiple tests in an experiment. 1 2 3 4 5

I can analyze results of an experiment and take into account the role of chance.

1 2 3 4 5

I can explain why your experimental results never prove your hypothesis. 1 2 3 4 5

Review Genetics I can explain what heritable alleles are. 1 2 3 4 5

I can explain the difference between genotype and phenotype. 1 2 3 4 5

I can explain what dominant and recessive alleles are and how they reveal themselves differently in phenotypes.

1 2 3 4 5

I can explain what DNA is as well as how it store and uses information to build organisms.

1 2 3 4 5

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Frayer Model

Learning Target

Definition

NonexamplesExamples

Facts/Characteristics

Clear description for studentsof what is to be learned;Provides a clear visionof the‘destination’ forstudent learning

• Measureable & attainable• Focus on intended learning • Focus on “chunks” of a standard• Clear, specific language congruent to standard

• Adding Fractions• Do Exercise 3.7 on pg 148• Learning Activities• Tasks• Prerequisites• Assessments

I can add fractions with unlike denominators.

I can identify key characteristics of a linear function and use them to create a graph.

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Today’s lesson helped me learn to

.One key idea was

.This is important because . Another key idea

. This matters because

.In summary, today’s lesson

.

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Learning Targets

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Promoting a culture of high expectations for all students is a fundamental goal of

the Common Core StateStandards.

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Learning Targets I CAN identify the structure and expectations of the ELA

and Math CCSS.

I CAN describe instructional practices and strategies to ensure all students meet the CCSS.

I CAN explain curriculum and assessment strategies to implement CCSS in my classroom, school, or district.

I CAN determine my next steps to implement CCSS successfully in my classroom, school, district and select useful resources to support me.

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Thank you!

Contact me at: [email protected]