Common Core State Standards Deconstructing the Standards (Guiding a Work Session) Once participants have practice the process …switch to this short guiding overview Facilitated by:

Intended Outcomes Deconstruct the standards to gain a deeper knowledge of the embedded concepts, skills, and rigor Brainstorm: “What will you accept as evidence of rigorous student understanding?” Identify: academic vocabulary, declarative knowledge, & procedural skill Introduction (approx. 10 minutes) Introduce yourself. Note that the purpose of this session is to build an awareness of NEW Math Shifts, Math Practices, and explore implications for classroom instructional strategies. Ask participants to introduce themselves (if appropriate) and if time permits, introduce an icebreaker or warm-up activity.

Deconstructing the Standards English Language Arts Standards Group by Grade Levels: 4 – 7 people 1st – Reading Informational (RI) 2nd - Reading Literature Strand (RL) 3rd - Writing (W) Costuming Optional: Hardhats, safety vests and tool belts. This slide can be changed to adapt any curriculum. 12/9/2018

Deconstructing – Phase 1 Directions: Find assigned strand, cluster, & grade Highlight the verbs and verb phrases in standards Highlight the nouns and noun phrases in standards Underline academic vocabulary words Note the big idea from the CCSS cluster Reminder: Participants should highlight with 2 different colors. 12/9/2018

Deconstructing – PHASE 2 Brainstorm Identify / Brainstorm What is acceptable evidence of student understanding? Identify criteria At least 12 items (useable/doable examples) Choose up to “3” Academic Vocabulary Declarative Knowledge Procedural Skill Cognitive Rigor Matrix Learning Activity Assessment Item Resources Primary Supplemental 12/9/2018

Deconstructing – PHASE 3 Brainstorm: Integration of instruction? Close Reading? Writing - Arguments? Classroom Instruction That Works? TAP Instructional Rubric? Math practices? Use of technology by students 12/9/2018

Work Time Identify set of standards POST as you complete… Self-check… Work on ONE standard at a time POST as you complete… Template Acceptable Evidence Template Cognitive Rigor Matrix Self-check… Does the information listed provide guidance for a teacher to scaffold learning to “on-grade-level”? Is there a clear example of how to assess rigorous student understanding of the “BIG IDEA”? 12/9/2018