Easy and Fun Strategies to Implement the Common Core Standards

Presented by: Donna Whyte thesmartiezone.com

A Major Goal

That the standards focus on core conceptual understandings and

procedures at each grade level, providing teachers

with the necessary time to teach these concepts and

procedures well.

The standards do NOT define: • How teachers should teach

• What materials must be used

• All that can or should be taught

• Intervention methods or materials

• The full range of supports for English learners and students with special needs

Design and Organization Elementary/Middle School

Content standards define what students should

understand and be able to do

Clusters are groups of related standards

Domains are larger groups that progress across grades

K-8 Domains

K-8 Domains

•Starting and ending points: Students need to have understanding of standards in the domains to be able to move on to the next domain.

http://www.pta.org

Book Center

Reading ~ Listening ~ Writing ~ Viewing Developing Concepts of Print Pretending/Really Reading Enjoying “Picture Reading” Rereading Familiar Stories Practicing Reading Skills Learning that Print Holds Meaning Exploring Other Worlds Making New Friends Working Independently

8

Look at the picture

Get your lips ready

Jump over… read on…

come back and reread

Stretch the word out

Look for small parts

Switch the sound

Look right? Sound right? Make sense?

Ask for a hint

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Look at the picture

Get your lips ready

Jump over… read on…

come back and reread

Stretch the word out

Look for small parts

Switch the sound

Look right? Sound right? Make sense?

Ask for a hint

Illu

stra

tio

ns

by

Joyc

e R

ain

ville

©

20

11

Do

nn

a W

hyt

e

Look at the picture

Get your lips ready

Jump over… read on…

come back and reread

Stretch the word out

Look for small parts

Switch the sound

Look right? Sound right? Make sense?

Ask for a hint

Illu

stra

tio

ns

by

Joyc

e R

ain

ville

©

20

11

Do

nn

a W

hyt

e

Features of the Standards

• Aligned with college and work expectations

• Focused and coherent

• Include rigorous content and application of

knowledge through high-order skills

• Build upon strengths and lessons of current

state standards

• Based on evidence and research

• Internationally benchmarked

What do we want a child to be able to do with a high frequency

word?

What are the most important foundations

of effective interventions?

More instructional time

Smaller instructional groups

Clearer and more detailed explanations

More systematic instructional sequences

More extensive opportunities for guided practice

More opportunities for error correction and feedback

More precisely targeted at right level

resources

skill

Reading Components and the “Big Five”

Means

DECODING

• Phonemic Awareness

• Phonics

End

COMPREHENSION

• Vocabulary

• Text Comprehension

Steps of Phonemic Awareness

Skills

Rhyme

Words within a Sentence

Blending/Segmenting Compound Words

Onset~Rime Blending /Segmenting

Sound Isolation First~Last

Phoneme Blending

Phoneme Segmentation

Phoneme Manipulation

Word Play

Model ~ Teach I do it – Children watch/listen

Guided Practice We do it – Teacher watches/listens and

responds

Independent Practice They (You) do it ~ Teacher Check

Extended Practice They (You) do it ~ Relate to Prior Learning

Small Steps ~ Big Difference

• Attendance

• Rhymes

• Do you hear “individual sounds”?

• Magic Spoon

• “Stretchy” Strap

• Real ~ Nonsense Words

• Name of Letter (s)

• Letter(s) Formation

• Identifying the Sound of a Letter or Combination of Letters

• Creating the Letter Sound

• Word Associated with the Letter

• The Letter(s) within Words

Phonics

Fluency

Reread

Echo Read

Choral Read

Partner Read

Poems

Morning Meeting Chart

How do Children Acquire Vocabulary?

Verbal interaction

Reading

They are TAUGHT

Detail ~ Chart (Who, What, Where & When)

Sequence ~ Signal Words (Time Frame)

Second, Earlier, Next, Noon, In the Morning, After School

Word Referents ~ Singular & Plural you, its, him, that, your, my we, they, ours, theirs, them

Context Clues ~ What makes sense? How does what we know help us to figure out what we don’t know?

Predicting Outcome ~ What do you think

happened next?

Main Idea ~ “The BIG Picture” Inference ~ “Read between the lines” Detectives follow the evidence Character Traits ~ What do you know by what

the character says and does? Cause & Effect ~ Recognition of the relationship

between events and what happens after

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them. (You want 1/2 the Cookie? – But I only have 1!) 2. Reason abstractly and quantitatively. (How many elephants can fit in our classroom?) 3. Construct viable arguments and critique the reasoning of others. (Why can’t I put all my marshmallows in the cup?) 4. Model with mathematics. (Show me 2 triangles.) 5. Use appropriate tools strategically. (ruler or scale?) 6. Attend to precision. (Try on this shoe)

Assessments Washington-based SMARTER Balanced Assessment

Consortium and Achieve’s Partnership for the Assessment of Readiness for College and Careers

received Race to the Top $$$$ to design both summative and formative assessments that can be

used by states that adopt the CCSS. Assessments will be ready in the 2014-2015 School

Year Proficiency in one state should equal proficiency in

any state.

What will be the oral/written directions? _________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________

____________________________________________________________

Rubric developed by Susan Kelly & Donna Whyte

Visual Learning Tips

• Use graphics – charts, organizers, diagrams, illustrations

• Color code notes and possessions • Written/Picture Directions • Use diagrams and webs for connecting concepts. • Practice visualizing or picturing words and

concepts in your head • Make ‘to-do’ lists and use agenda, schedule board • Use Center Choice Cards • Games with Flash cards

Auditory Learning Tips

• Use tape recorder, brainstorming ideas, or writing

• Participate in class discussions

• Directions read aloud

• Repeat “out loud” information

• Read with a phonics phone

• Tell about what you will draw/write before you put it on the paper

Kinesthetic Learning Tips

• “Hands ON” • Breaks • Trace letters and words to learn spelling and

remember facts (sand paper, play-doh, pudding) • Technology to bring “to life” • Memorize or learn with movement for letters and

words • Express abilities through dance, drama, or sports • Associate class material with real-world things

“Teaching on Your Feet” • Observation • Questioning • Discussion • Concept Mapping • Problem-Solving

Variations of Formative Assessments:

1. Assessment Probe – do and explain

2. Response Cards – index cards, signs, dry erase boards to supply each student ability to answer

3. Graphic Organizers

4. Retell – Redo – Rewrite

5. Think Pair Share Group

6. Physical Response Signals – Corners – Line Ups

7. Response Chaining Correct, Partially Correct, or Incorrect

8. “You’re Outta Here” Form

9. Questioning

10. Journal

11. Hive 5 – Out the Door

Copyright 2011 - D. Whyte

Questioning Kids •What do you notice? •Can anyone tell me anything about this ______? •Has anything on the chart, in the picture, in the writing made you think of something in your life? •What part did you spot? •What do you think? •Do you see something __________? •(Different, Familiar, Weird, etc.) •What do you recognize? •Can you tell me what you see? •Can you show me something on the chart? •What do you know about this _________? • Does anyone have any ideas about ________?

Resources

• Common Core State Standards Website • http://www.corestandards.org

• ODE • http://www.ode.state.or.us/go/commoncore

• The Common Core Curriculum Mapping Project • http://www.commoncore.org/maps/

• Ohio Department of Education Grade Level Curriculum Models • http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=16

99&ContentID=86942&Content=108811

• Sign up for Common Core State Standards updates:

www.ccsso.org/whats_new/newsletters/commoncoreupdates.html