Common Core Vertical Alignment Extended Services December 5

Common Core Vertical Alignment Extended Services December 5 th, 6 th, & 7 th

Welcome Back! • Tell us about some Common Core training you have been apart of since we were last together?

Overview /Reflections • Today we will: ü Talk PARCC üExamine some Common Core Standards of Mathematical Practice üExplore vertical alignment of Common Core State Standards üDig deep into Common Core State Standards using CIS Model

What Car are You?

Learning Goals • Participants will understand the basics of PARCC and be able to compare and contrast FCAT item specifications with PARCC • Participants will know that the CCSS ELA anchor standards are grouped into four categories and they will be able to recognize progression and/or • Participants will understand the meaning/examples of each of the CCSS Mathematical Practice Standards and be able to recognize progression • Participants will understand the relationship between CIS and CCSS and how the sequence works

Essential Question for Today How can we integrate the Common Core State Standards into our classroom curriculum to support rigorous instructional practice and student learning?

Scale to Assess Progress on Learning Goals Level 4. 0 In addition to being able to explain the similarities and differences between FCAT and PARCC, I can use the same item specifications to create my own assessments. Level 3. 0 Target I can explain the similarities and differences between FCAT and PARCC. Level 2. 0 I have a basic understanding of the similarities and differences between FCAT and PARCC. Level 1. 0 Level 0. 0 I have minimal understanding of the similarities and differences between FCAT and PARCC. I have no knowledge of the similarities and differences between FCAT and PARCC.

Look at Parcc http: //bit. ly/Vgspv. L

Burning Thoughts • Pose a Question • Write yes, no, or unsure on your sticky note • Move to the side of the room that represents what you wrote • Remember, as we go through this strategy you can change your mind and move ANY time!

Rules 1. One minute in the hot seat( talking) 2. Repeat or rephrase what the last person said 3. Wait three seconds before responding; to be sure the last person is finished. 4. You can not talk until the discussion passes 4 times after you have spoken. Another way of saying it is (someone else on your side must talk before you can). 5. Move. Philosophical Chairs is about movement. Walk to show support for ideas expressed.

What is your opinion? • CCSS are a key to college readiness, teaching to PARCC means success with CCSS. Does this mean if we teach to the “the test” (PARCC) our students will be ready for college?

Scale to Assess Progress on Learning Goals Level 4. 0 I can apply the CCSS ELA Anchor Standards and/or Mathematical Practice Standards into instruction, and fully understand their purpose and progression. Level 3. 0 Target I can apply some of the CCSS ELA Anchor Standards and/or Mathematical Practice Standards into instruction, and understand their purpose and progression. Level 2. 0 I have a basic understanding of CCSS ELA Anchor Standards and/or Mathematical Practice Standards along with their purpose and progression. Level 1. 0 I am familiar with the CCSS ELA Anchor Standards and/or Mathematical Practice Standards along with their purpose and progression. Level 0. 0 I have no knowledge of the CCSS ELA Anchor Standards and/or Mathematical Practice Standards along with their purpose and progression.

Aligning the Standards • Remove the standards from the envelope on your table. • Align them from the lowest grade to the highest grade these standards are taught • “Show off” your work to other members of your table!

Fundamental Math Skills (K-12) • MACC. K. CC. 3. 7 Compare two numbers between 1 and 10 presented as written numerals. • MACC. 3. NF. 1. 3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. • MACC. 6. NS. 3. 6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. • MACC. 8. EE. 1. 1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3– 5 = 3– 3 = 1/33 = 1/27. • MACC. 912. N-CN. 1. 1 Know there is a complex number i such that i 2 = – 1, and every complex number has the form a + bi with a and b real. • MACC. 912. A-SSE. 2. 3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. • MACC. 912. F-TF. 1. 3 Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π–x, π+x, and 2π–x in terms of their values for x, where x is any real number.

CCSS ELA Speaking and Listening: Comprehension and Collaboration Related to Reading • LACC. K 12. SL. 1. 2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. • LACC. K. RL. 1. 1 With prompting and support, ask and answer questions about key details in a text. • LACC. 1. RL. 1. 1 Ask and answer questions about key details in a text. • LACC. 2. RL. 1. 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. • LACC. 3. RL. 1. 1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers • LACC. 4. RL. 1. 1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. • LACC. 5. RL. 1. 1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. • LACC. 6. RL. 1. 1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • LACC. 7. RL. 1. 1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • LACC. 8. RL. 1. 1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • LACC. 910. RL. 1. 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • LACC. 1112. RL. 1. 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. • LACC. 1112. SL. 1. 2 Integrate multiple sources of information presented in diverse formats and media (e. g. , visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and

CCSS ELA Reading Informational Text • LACC. K 12. R. 1. 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. • LACC. K. RI. 1. 3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. • LACC. 1. RI. 1. 3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. • LACC. 2. RL. 1. 3 Describe how characters in a story respond to major events and challenges. • LACC. 3. RI. 1. 3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. • LACC. 4. RI. 1. 3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. • LACC. 5. RI. 1. 3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. • LACC. 6. RI. 1. 3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e. g. , through examples or anecdotes). • LACC. 7. RI. 1. 3 Analyze the interactions between individuals, events, and ideas in a text (e. g. , how ideas influence individuals or events, or how individuals influence ideas or events). • LACC. 8. RI. 1. 3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e. g. , through comparisons, analogies, or categories). • • LACC. 910. RI. 1. 3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. • • LACC. 1112. RI. 1. 3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

http: //www. cpalms. org/newsletters/CPALMS_Spotlight_Oct_2012. aspx

What is Perseverance? http: //soc. li/6 Vm. RIsa • Don't Give Up! • Plan, Persevere, Revise

Discussion Questions • How does Ms. Noonan differentiate to present appropriate challenges to each of her students? • What kinds of feedback does Ms. Noonan give her students while they work? • What is the effect of explicitly focusing on perseverance skills? • What difference do you see in your own instructional practice?

Scale to Assess Progress on Learning Goals Level 4. 0 In addition to being able to explain Comprehension Instructional Sequence and how it relates to CCSS, I am also able to create my own CIS lesson. Level 3. 0 Target I can explain the Comprehension Instructional Sequence model and how it relates to the Common Core State Standards Level 2. 0 I have a basic understanding of Comprehension Instructional Sequence Level 1. 0 Level 0. 0 I am somewhat familiar with the Comprehension Instructional Sequence I have no knowledge of the Comprehension Instructional Sequence

The CCSS were developed to include a standard for text complexity in order to prepare students JRF! The number one factor influencing performance on the ACT is text complexity Common Core ACT Study The Beginnings of C. I. S. Being proactive, Just Read, Florida! developed NGCAR -PD to help teachers implement that standard

Comprehension Instructional Sequence Hook Question Predictive Writing • Students discuss in groups or pairs • Students respond in writing and then discuss Text Coding • Students code the text while reading (with initial modeling from teacher) and compare codes Directed Note Taking • Students take notes with a focus and discuss Written Response to Text • Students respond in writing and then discuss Question Generation Final Written Response • Students develop their own questions with direction from the teacher • Students respond in writing and discuss

Anchor Standards Progression Writing Standard 8 Anchor Standard: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Grade 3: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Grade 6: Gather relevant information from multiple print and digital sources; assess the credibility of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Grade 9: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Scale to Assess Progress on Learning Goals Level 4. 0 In addition to being able to explain the similarities and differences between FCAT and PARCC, I can use the same item specifications to create my own assessments. Level 3. 0 Target I can explain the similarities and differences between FCAT and PARCC. Level 2. 0 I have a basic understanding of the similarities and differences between FCAT and PARCC. Level 1. 0 Level 0. 0 I have minimal understanding of the similarities and differences between FCAT and PARCC. I have no knowledge of the similarities and differences between FCAT and PARCC.

Scale to Assess Progress on Learning Goals Level 4. 0 I can apply the CCSS ELA Anchor Standards and/or Mathematical Practice Standards into instruction, and fully understand their purpose and progression. Level 3. 0 Target I can apply some of the CCSS ELA Anchor Standards and/or Mathematical Practice Standards into instruction, and understand their purpose and progression. Level 2. 0 I have a basic understanding of CCSS ELA Anchor Standards and/or Mathematical Practice Standards along with their purpose and progression. Level 1. 0 I am familiar with the CCSS ELA Anchor Standards and/or Mathematical Practice Standards along with their purpose and progression. Level 0. 0 I have no knowledge of the CCSS ELA Anchor Standards and/or Mathematical Practice Standards along with their purpose and progression.

Close/Evaluations • Rosters • Evaluations • Have a wonderful holiday!