Moving Ahead with

Common Core Implementation

February 15, 2012

Where we’ve been.Where we’re going.

Shifts that need to be made before next year:• 8 practices:

– conceptual to abstract;

– focus on problem solving and explaining thinking;

– decomposing and composing numbers;

• Balancing Informational and Literary Texts – 8th grade: 55% info. texts—45% literary

– 12th grade: 70% info. texts---30% literary

• Emphasize literacy experiences across content areas• Attention to text complexity• Rich questioning and providing answers with evidence based

on text• Writing from sources• Focus on academic vocabulary

Connections

• I-SS CWT document aligns with expectations of Common Core State Standards (CCSS)

• SHS Lesson Plan template aligns with CCSS expectations

• SHS PLC agenda aligns with CCSS expectations

• Addressing the CCSS helps meet requirements of the NCPTS

FYI: NC EducationHouses modules for Common Corehttp://center.ncsu.edu/nc/my

Log on with NC FALCON password (usually your I-SS email)Log inGo to “Link Menu” on the RIGHT and look for “New Standards”

Topics:• The Call for Change• The Summer Institute 2011• Revised Bloom’s Taxonomy• Local Curricula

Modules are available, but you are NOT required to go through them. Key points are being pulled and

integrated into ERPD material.

Learning Targets for Today

Focus: Rich questioning and providing answers with evidence based on text

• I can use strategies to explain my thinking in writing in a variety of disciplines.

• I can track student progress (or my progress) in explaining my thinking in writing

Activity: Synthesis of Shift 4

• Read the quotes (evidence) provided from the Literacy Shift 4 video

• Write your own inferences or conclusions

• Talk with a buddy to share your thoughts

• Write a SYNTHESIS paragraph combining the evidence with your inferences

Key Connections in Shift 4: Text-based Answers

• “Careful planning; There is a real shift here. [This requires] spending much more time in preparing for instruction by reading carefully yourself.”

• What are “questions worth asking”?

• “We talk in terms of pre-reading, during reading and post reading, but in many ways there’s just reading.”

• “Where did the author say that? Why do you think the author believes that? Show me the words in the text.”

• How do “Students become scholars, not just witnesses of the text”?

The overlap:

Literacy Shift 4 Math Practice 3“Where did the author say that? Why do you think the author believes that? Show me the words in the text.”

I can construct, justify, and

communicate arguments by…•considering context•using examples and non-examples•using objects, drawings, diagrams and actions

Students must be able to provide evidence for their answers, inferences, arguments, or conclusions.

Synthesis Template

• A scaffolding tool to assist students in pulling key information from text & in making connections

• Could be incorporated as part of the cooperative learning strategy

Think-WRITE-Pair-Share

• Follow with full class discussion

Synthesis promotes higher

levels of questioning and

student response

Common Core Shifts Addressed with Synthesis

• Text-based answers

• Writing from sources

Connections to the

Common Core

Balanced Literacy

PLCs

Examples of Synthesis

• Examine content-specific examples created for your PLC/dept.

• Collaborate with your PLC or dept. members about how you can use the Synthesis Template to promote rich questioning, deeper student responses, and enhanced writing skills.

Remember: It’s about making choices that meet learners where they are!

Use Synthesis with textbook

or primary source

Use Synthesis with a passage or

novel

Synthesis at the student’s lexile

level

Synthesis with multiple levels of

text

Continuum of Implementation

Let’s look at a tool that will work nicely with meeting the expectations of the Literacy Shift AND the math practice.

A.C.EA.C.E..

ACE is. . .

• A tool to assist students in students translating what they’ve learned from what they’ve READ or heard into a complete and extended response

• A tool to assist students in demonstrating learning via writing

• A tool that helps students SELF monitor their progress

ACE is NOT. . .

• Intended as a substitute for strategies that focus on improvement of the classroom as a learning system

• A replacement for rubrics intended to guide and evaluate the complete writing process

Let’s try A.C.E.

• Handout: Sample A.C.E rubric

• Guided think aloud

• Complete the A.C.E. example

• Compare and share results with table

• Use the rubric to score a table

buddy’s paper

• Look at the “model” example

Remember: : It’s about making choices that meet learners where they are!

Use ACE with textbook

Use ACE with a passage

ACE at the student’s lexile

level

ACE with multiple levels of

text

Continuum of Implementation

How could this be adapted to math?

You can find materials from today’s sessions on the SHS wiki page. Look in the

sidebar and click on today’s date.

Reminder:• Please be sure you leave your

completed FEEDBACK sheet with your final presenter of the day.

• Thanks for your participation.• We look forward to seeing A.C.E

being discussed in PLCs and used in classrooms!

• Let us know how we can help.