Every Child A Graduate Conference January 14, 2011 Monona Terrace Convention Center Madison, WI
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Transcript of Every Child A Graduate Conference January 14, 2011 Monona Terrace Convention Center Madison, WI
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Every Child A Graduate ConferenceJanuary 14, 2011
Monona Terrace Convention CenterMadison, WI
Implementing Wisconsin Common Core Standards Wisconsin Common Core Standards
Locally
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OutcomesOutcomes Identify effective strategies for implementing
the Common Core Standards
Identify avenues for educator involvement in development and implementation activities around the Common Core Standards
Consider your role to support the development of literacy for all students in all subject areas
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Wisconsin’s Vision for RtIWisconsin’s Vision for RtI
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High Quality InstructionHigh Quality InstructionCurriculum,
instruction, assessment
EngagingStandards-based
(CCSS and WMAS)Data-drivenResearch-basedDifferentiatedCulturally Responsive
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Design SpecsDesign Specs
English Language Arts
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Portrait of Students Who Meet ELA Portrait of Students Who Meet ELA StandardsStandardsStudents: Demonstrate independence Build strong content knowledge Respond to the varying demands of audience, task,
purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and
capably Come to understand other perspectives and cultures
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Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards (CCR) for each strand:
Reading Writing Speaking and Listening Language
▪ Overarching targets (parallel for each grade band)
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Overview of English Language Arts Overview of English Language Arts StandardsStandards
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Strands of English Language Arts Strands of English Language Arts StandardsStandards Reading: Text complexity and growth of
comprehension Grades K-5: Literature and Informational Text Grades K-5: Reading Standards – Foundational
Skills Grades 6-12: Literature and Informational Text
Writing: Text types, responding to reading, and research
Speaking and Listening: Flexible communication and collaboration
Language: Conventions and vocabulary
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Old to New – English Language ArtsOld to New – English Language Arts“Reading Informational Text”“Reading Informational Text”
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1998 to June 2010 (WI Model Academic Standard)
June 2010 and Beyond(Common Core State Standard)
6th Grade
None 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
8th Grade
Evaluate the themes and main ideas of a work considering its audience and purpose
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Has many interpretations
More Specific
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Standards for Disciplinary LiteracyStandards for Disciplinary Literacy
Grades 6-12: Standards for Literacy in History/Social Studies, Science, & Technical Subjects▪ Based on CCR Anchor Standards for:
▪ Reading ▪ Writing
▪ Technical subjects: defined as workforce-related subjects; technical aspects of wider fields of study such as art and music
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Design SpecsDesign Specs
Mathematics
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Standards for Mathematical Content
Standards for Mathematical Practice
Overview of Mathematics StandardsOverview of Mathematics Standards
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Framework for Mathematics
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Standards for Mathematical Standards for Mathematical PracticePractice
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively3. Construct viable arguments & critique the
reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated
reasoning14
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Organization of the Standards for Organization of the Standards for Mathematical ContentMathematical Content
K-8 Grade Levels/9-12 Conceptual Categories
Domains
Clusters
Standards
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K-5 DomainsK-5 Domains
Grades
Counting and Cardinality K Operations and Algebraic Thinking K-5 Number and Operations in Base Ten K-5 Number Operations – Fractions 3-5 Measurement and Data K-5 Geometry K-5
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Grades 6-8 DomainsGrades 6-8 Domains
Grades
Ratio-Proportional Relationships 6-7
The Number System 6-8 Expressions & Equations 6-8 Functions 8 Geometry 6-8 Statistics & Probability 6-8
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K-8 Mathematics Content Domains
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High School Conceptual High School Conceptual CategoriesCategories
Number and Quantity Algebra Functions Modeling Geometry
Statistics & Probability
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9-12 Conceptual Categories and 9-12 Conceptual Categories and ClustersClusters Number and Quantity
The Real Number System Quantities The Complex Number System Vector and Matrix Operations
Algebra Seeing structure in expressions Arithmetic with Polynomials,
Rational Expressions Creating Equations Reasoning with Equations and
Inequalities
Functions Interpreting functions Building functions Linear, quadratic and
exponential models Trigonometric Functions
Modeling
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GeometryCongruenceSimilarity, Right Triangles
and TrigonometryCirclesExpressing Geometric
Properties with EquationsGeometric Measurement
and DimensionModeling with Geometry
Statistics and Probability Interpreting categorical
& quantitative dataMaking Inferences &
Justifying ConclusionsConditional Probability
and Rules of Prob.Using Probability to
Make Decisions
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9-12 Conceptual Categories and 9-12 Conceptual Categories and ClustersClusters
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Strategies forStrategies forUnwrapping & Unwrapping & ImplementingImplementingthe Standardsthe Standards
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Implementing the Standards: A Collaboration of Stakeholders
Parents and Communities
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Implementation StrategiesImplementation Strategies12 CESAs – divided into regionsCollaboratively designed CCSS
training◦district teams◦train-the trainer
Foundations – investigationsAdditional training in the works
to dig deeperWhat’s next…. Phase II
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WI Standards for WI Standards for MathematicsMathematics
Strategies forUnwrapping & Implementing
the Standards
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Mathematical Practices Mathematical Practices TaskTask
Ray is covering 2 countertops with 3” by 6” tiles.
Countertop A is 15” by 18”Countertop B is 9” by 9”.
Decide whether Ray will be able to cover the entire surface with whole tiles with no gaps or overlaps. Justify your answer.
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Framework for Mathematics
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Visualize a classroom of studentsDOING
Mathematics or
English Language Arts
What verbs describe what you hope to see them
doing?
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VERBS for “Doing”
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Verbs for “Doing” Verbs for “Doing” MathematicsMathematics
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Verbs for “Doing” ELAVerbs for “Doing” ELA
Interpret Determine Evaluate
Cite Delineate Produce
Strengthen Conduct Adapt
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Rigor of the StandardsRevised Bloom’s Taxonomy
Revised taxonomy of the cognitive domain following Anderson and Krathwohl, 2001
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Sample VerbsSample VerbsRevised Bloom’s Taxonomy
Sample Verbs
Creating Assemble, construct, create, design, develop, write
Evaluating Argue, defend, judge, support, evaluate, justify, deduct
Analyzing Compare, contrast, criticize, differentiate, experiment, question
Applying Demonstrate, illustrate, interpret, sketch, solve, use, model
Understanding Classify, describe, discuss, explain, identify, recognize, paraphrase
Remembering Define, list, memorize, recall, reproduce
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Task:Select two:
◦Domains for mathematics◦Strands for ELA
Highlight/circle all of the verbs.Determine the appropriate RBT level of
each verb and place them in the corresponding RBT level.
Discuss your findings. At which levels do most verbs appear?
Rigor of the StandardsRigor of the Standards
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Sample VerbsSample VerbsRevised Bloom’s Taxonomy
Sample Verbs
Creating Assemble, construct, create, design, develop, write
Evaluating Argue, defend, judge, support, evaluate, justify, deduct
Analyzing Compare, contrast, criticize, differentiate, experiment, question
Applying Demonstrate, illustrate, interpret, sketch, solve, use, model
Understanding Classify, describe, discuss, explain, identify, recognize, paraphrase
Remembering Define, list, memorize, recall, reproduce
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Understand is used in the CCSS to mean that students can explain the concept with mathematical reasoning, including:
•giving concrete illustrations and
•providing mathematical representations and example applications.
What does What does UnderstandUnderstand mean?mean?
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What does mathematical What does mathematical understanding look like?understanding look like?
“One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from.
“Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.”
Common Core Standards, 2010
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What does mathematical What does mathematical understanding look like?understanding look like?
“Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices.”
Common Core Standards, 2010
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are good opportunities
to connect the practices
to the content.CCSS: p. 8
Standards that begin with Standards that begin with “understand”“understand”
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Understand: Samples of Understand: Samples of Student WritingStudent Writing
Annotated to illustrate the criteria required to meet the CCSS in types of writing:Argument (Opinion through grade 5)Informative/explanatoryNarrative
Illustrates range of accomplishment by grade
Illustrates range of writing conditions (homework, on demand, research projects)
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And Writing – 4And Writing – 4thth Grade Grade
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And Writing – 8And Writing – 8thth Grade Grade
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And Writing – 10And Writing – 10thth Grade Grade
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Common Core State StandardsCommon Core State Standards
Reading – Fourth Grade Example◦Students compare and contrast a firsthand account of African American ballplayers in the Negro Leagues to a secondhand account of their treatment found in books such as Kadir Nelson’s We Are the Ship: The Story of Negro League Baseball, attending to the focus of each account and the information provided by each. [RI.4.6]
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Common Core State StandardsCommon Core State Standards
Reading – Eighth Grade Example◦Students analyze Walt Whitman’s “O Captain! My Captain!” to uncover the poem’s analogies and allusions. They analyze the impact of specific word choices by Whitman, such as rack and grim, and determine how they contribute to the overall meaning and tone of the poem. [RL.8.4]
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Common Core State StandardsCommon Core State Standards
Reading – Tenth Grade Example◦Students analyze how Abraham Lincoln
in his “Second Inaugural Address” unfolds his examination of the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points, and the connections that are drawn between them. [RI.9–10.3]
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Content Area (or Content Area (or Disciplinary) LiteracyDisciplinary) Literacy
Consider how to create a school-wide approach to literacy that includes all contents and disciplines…
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Unwrapping the CCSS for Unwrapping the CCSS for Mathematics Mathematics (Grade 8)(Grade 8)
Critical Area: Grasping the concept of a function and using functions to describe quantitative relationships.
Domain: Functions
Cluster Idea: Define, evaluate, and compare functions.
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Concepts: Need to know Concepts: Need to know about functionsabout functions
Functions Input Output Set of Ordered Pairs Properties Types of Functions Linear Non-linear Forms of Representations Algebraic Graphic Numeric (tables) Verbal
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Skills: Be able to doSkills: Be able to doUnderstand (function)
Compare (properties)
Interpret (equation: y = mx + b)
Give examples (non-linear functions)
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Opportunity to LearnOpportunity to Learn
is a critical factor in closing the achievement gap.
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Students learn
through the experiences
that teachers provide.
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is determined by three critical areas of knowledge:
A teacher’s effectivenessA teacher’s effectiveness
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requires understanding what
students know and need to learn and then challenging and
supporting them to learn it well. PSSM 2000
Effective teachingEffective teaching
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Final Messages
Build and sustain collaboration◦ In your district◦ Across districts◦ Statewide
Develop common interpretationExpand and connect professional
developmentNurture the understanding