Literacy and Mathematics Tools for Implementing

Literacy and Mathematics Tools for Implementing

Alana Sloanand

Sherida Britt

By the end of this session, participants will be able to:

Identify differences in CCSS and state standards.Describe the importance of formative assessment

and student tasks to CCSS implementation.Compare CCSS-inspired mathematics lessons and

literacy modules to current practice.Identify strategies for getting a head-start on CCSS

implementation.

Objectives Session

© ASCD 2012. | Common Core State Standards

What are the most important issues facing your school/district? What is unique about the students, parents and community you serve? What learning approaches have worked well with your particular

population of students? What are the learning challenges?

No talking.Draw a picture on the chart paper to illustrate your answer.You can draw your picture anywhere on the paper, at the same time as everyone else.After everyone has drawn illustration, share with the group.

IssuesCommon


Core


Common

Common – a social contract that implies shared benefit and ethical treatment

Core – essential, irreducible set of knowledge and skills

• Systemic approach focused on students• Agreement on what students should learn• Professional organizations published standards and

argued that educators “were best equipped to identify what students should know and be able to do” (John Kendall, 2011)

• States aligned policy and reform efforts to help schools and districts determine shared goals for students.

Standards MovementA Debt to the


• Too many standards• Too little curriculum• Textbook no longer defined what students should learn.• “Sudden vacuum in curriculum support” arose (John

Kendall, 2011).

State StandardsDrawbacks of


Select one of the statements above and share an example of how this drawback impacts teaching and learning.

+


• What is formative assessment?• Assessment for learning• “Systematic process to gather evidence and provide

feedback about learning while instruction is under way” (Heritage et al., 2009)

• Must be planned and “seamlessly integrated” into classroom instruction (Popham, 2009)

Formative AssessmentCommon Threads


• “Task predicts performance.” • “Real accountability system is in the

tasks that students are asked to do.” (Elmore et al.)

Common ThreadsIMPORTANCE OF TASK


• In your small groups, each participant selects a “segment” of the article to read (A,B,C,D,etc)

• Each member then informs the rest of the group on his/her segment

• Discuss and chart key ideas about CCSS .

Jigsaw Reading Activity


• Two sets of standards Standards for Mathematical Content Standards for Mathematical Practice

• Emphasis on procedural skill and fluency, conceptual understanding, and real-world application

• Focus on college- and career- readiness

in Math?What’s Different



COMMON CORE STATE STANDARDSMATHEMATICS GRADES K-8

Domains are large groups of related standards.Clusters are groups of related standards.Standards define what students should understand and be able to do.

Domains ClustersContent

StandardsK 1 2 3 4 5 6 7 8

Counting and Cardinality (CC)Operations and Algebraic Thinking (OA)Number and Operations in Base Ten (NBT)Measurement and Data (MD)Geometry (G)Number and Operations--Fractions (NF)Ratios and Proportional Relationships (RP)The Number System (NS)Expressions and Equations (EE)Statistics and Probability (SP)Functions (F)

8 Standards for Mathematical Practice:1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.5. Use appropriate tools strategically.

6. Attend to precision.7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Grades K-8

Grades

Various for each

grade, within

Domains

Various for each grade,

within Clusters

CCSS Mathematical Content


MATHEMATICS GRADES 9-12

Conceptual Categories portray a coherent view of mathematics that crosses traditional course boundaries.Domains are large groups that progress across grades.Clusters are groups of related Content Standards.Content Standards define what students should understand and be able to do.

Conceptual Categories ClustersContent

Standards

Modeling

Number and Quantity (N)

Algebra (A)

Functions (F)

Geometry (G)

Statistics and Probability (S)

The Real Number System (N-RN) Quantities (N-Q) The Complex Number System (N-CN) Vector & Matrix Quantities (N-VM) Seeing Structure in Expressions (A-SSE)

Conditional Probability and the Rules of Probability (S-CP) Using Probability to Make Decisions (S-MD)

Various , within

Domains

Various , within

Clusters

Interpreting Categorical and Quantitative Data (S-ID) Making Inferences and Justifying Conclusions (S-IC)

Arithmetic with Polynomials and Rational Expressions (A-APR) Creating Equations (A-CED) Reasoning with Equations and Inequalities (A-REI) Interpreting Functions (F-IF) Building Functions (F-BF)

Expressing Geometric Properties with Equations (G-GPE) Geometric Measurement and Dimension (G-GMD) Modeling with Geometry (G-MG)

Trigonometric Functions (F-TF)(In multiple domains; one of the Standards for Mathematical Practice) Congruence (G-CO) Similarity, Right Triangles, and Trigonometry (G-SRT) Circles (G-C)

Linear, Quadratic, and Exponential Models (F-LE)

Domains

Grades 9-12

8 Standards for Mathematical Practice:1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.5. Use appropriate tools strategically.

6. Attend to precision.7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

FOR TEACHERS


Connections

Content standards and practices standardsFocus and coherence

- Focus: Scope and specificity- Coherence: Depth of understanding

• Reading• Text complexity as the central factor in assessing

students’ grade-by-grade progress• Writing

• Emphasis on argumentation based on perceived merit of claims and proof offered

• Language• Emphasis on “general academic” and “domain-

specific” words and phrases

What’s Different in Literacy?


• Literacy across the content areas• History/Social Studies• Science

Technical Subjects• Recognize students read and write in different

ways for different content areas

What’s Different in Literacy?


Literacy Graph


College & Career

Readiness Anchor

StandardsReading (R.CCR)

Strands:(Grades K-12)

Reading-Literature (RL)

Reading-Informational Text (RI)

Strands:(Grades 6-12)

Reading-Literacy in History/ Social Studies

(RHSS)

Reading-Literacy in Science & Technical

Subjects (RSTS)

College & Career Readiness Anchor

StandardsWriting (W.CCR)

Strands:Writing (W)

(Grades K-12)

Writing-Literacy in History/ Social

Studies, Science, and Technical Subjects

(WHSST)(Grades 6-12)

College & Career Readiness Anchor

StandardsSpeaking & Listening

(SL.CCR)

Strands:Speaking &

Listening (SL)(Grades K-12)

College & Career Readiness

Anchor StandardsLanguage (L.CCR)

Strands:Language (L)(Grades K-12)

#s 1, 2, 3 #s 1, 2, 3 Text Types & Purposes #s 1, 2, 3Comprehension & Collaboration #s 1, 2

Conventions of Standard English

#s 4, 5, 6 #s 4, 5, 6Production & Distribution of Writing #s 4, 5, 6

Presentation of Knowledge & Ideas #3

Knowledge of Language (Grade 2 and up)

#s 7, 8, 9 #s 7, 8, 9Research to Build & present Knowledge #s 4, 5, 6

Vocabulary Acquisition & Use

#10 #10Range of Writing (Grade 3 and up)

Foundational Skills

Print Concepts (Grades K-1)Pholological Awareness

(Grades K-1)Phonics & Word

Recognition (Grades K-5)Fluency (Grades K-5)

Craft & Structure

Integration of Knowledge & Ideas

Range of Reading & Level of Text Complexity

Language StandardsReading Standards Writing Standards Speaking & Listening Standards

Key Ideas & Details

Language Strand and Topics Example


• Conventions of standard English• Knowledge of language• Vocabulary acquisition and use

Teaching and Learning Tools


Literacy Design Collaborative and Math Assessment Project/Shell Centre for Mathematical Education


Video Clip

• Discussion:• How does this lesson compare to what is currently

happening in classrooms?• What’s new? What’s the same?• Where is the emphasis in the lesson – teacher or

student? How do you know?• How could this formative assessment lesson inform

instruction?

Lesson 2 – Interpreting Time-Distance Graphs


LDC Module: Using Classification to Investigate Living Organisms


Discussion:

How does this module compare to what is currently happening in classrooms?

What’s new? What’s the same? Where is the emphasis in the module? How could this module extend students’ content knowledge

and literacy skills?

• Argumentation• Informational• Narrative

on WritingLDC Emphasis


• CCSS provide what students need to be successful.• Teachers provide how – the pathway for getting

students there. Teacher creativity is more important than ever. Teacher must use expertise to select strategies

appropriate to content and adapt strategy to help each student succeed.

CCSS and the Teacher


• Shared language nationally and across state lines to talk about student achievement

• Central to collegiality and dialogue• “Mastery of a body of knowledge” provides “the

opportunity for an unprecedented level of discourse” (John Kendall, 2011)

It takes time to learn a new language, so give yourself time…

Breaking Down Barriers


• Crosswalk state standards and CCSS. Keep it simple. Color code - Familiar? Familiar but more rigorous? Unfamiliar?

• Teach beyond the textbook.• Identify critical areas for PD.• Develop a process for revising curriculum resources.• Develop transition support documents.• Example: How do you bridge state emphasis on

persuasive writing and CCSS emphasis on argumentation?

How Can You Prepare?


• Balance tasks• Balance time• Balance the new and the old – be thoughtful

about the changes you make in your practice.

A Need for Balance


Professional Development Resources


Website, Video, Social Networking, and Tools

UNDERSTANDING BY DESIGN

DIFFERENTIATED INSTRUCTION

FORMATIVE ASSESSMENT

STANDARDS-BASED INSTRUCTION

LEADERSHIP AND THE COMMON CORE

TEXT DEPENDENT QUESTIONS

ACADEMIC VOCABULARY

ENGAGEMENT

AND MUCH MORE . . .COM

MO

N C

ORE

Free to educators


Colorado, Arkansas, North Carolina, and Utah

The educator input from the state level

meetings will help inform the development of

our professional development resources.

INPUTTEACHER


Director, Tools for Teachers

ASCD

[email protected]

703-575-5435

SHERIDA BRITT


Literacy and Mathematics Tools for Implementing

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