Unpacking the Common Core State Standards Using Thinking Maps to Promote Thoughtful Planning, Collaboration, and Teaching Janet Pauls Sue Vohrer Rotunda Floyd-Cooper

Outcomes Understand the “what and why” of Unpacking the Standards Understand the need for planning for Tier 2 and Tier 3 words across the curriculum Consider how teachers might use Thinking Maps to unpack standards for designing a unit lesson plan Consider implications/advantages to “unpacking” across the curriculum Note the situation in first grade Standard – Extend the counting sequence—seems simple but included counting to 120, understanding skip counting patterns on the 100 chart, “Count to 120 starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Representation of the number in a variety of ways

What does it mean to “Unpack” A Standard “Unwrapped standards provide clarity as to what students must know and be able to do. When teachers take the time to analyze each standard and identify its essential concepts and skills, the result is more effective instructional planning, assessment, and student learning” Ainsworth (2003)

Benefits of Unpacking Greater clarity to all K-12 teachers and administrators Improved alignment Improved continuity for students between courses and between grades Increased opportunities for curriculum integration Provides educators with a baseline or starting point for lesson planning and differentiated instruction Provides clarity on which skills and concepts should be taught and assessed "The Process" - Allows teachers and administrators to determine what matters most i.e., pacing, assessment, Power Standards

Standards Deconstruction Simplified Nouns Know Verbs Do Attitudes/Beliefs Be

Deconstruct Using Thinking Maps Standard Know Do Be

Deconstruct Using Thinking Maps Apply decision-making and assertiveness skills to make and maintain healthy choices related to tobacco use and recognize factors that can influence decisions to smoke or abstain from smoking Know Do Be

Vocabulary Tier 2 words Tier 3 words General academic words that are far more likely to appear in written text than speech Often represent subtle or precise ways to say relatively simple things (saunter instead of walk) Tier 3 words Specific to domain or field of study Key to understanding the new concept within text Can be viewed as “new” and “hard’ words by students Often explicitly defined by author and repeatedly used Tier 1 everyday speech Tier 2 words that appear in all sorts of text because found in all types of text, they are generalizable Tier 3 words specific to a domain or field of study

Try This! In early times, no one knew how volcanoes formed or why they sprouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface , it is called lava. Grade 4-5 complexity band Volcanoes Harper Collins 2006 Jot down Tier 2 and 3 words

Try This! Tier 2 words Early times Formed Sprouted Red-hot Modern times Layers Solid Eruption Pours forth Surface Tier 3 words Volcano Lava Mantle Molten Magma Crust Segue into CCSS and breaking apart standard to understand it as well as note the important Tier 2 and 3 words for instruction For math==lots of Tier 3 words that need to be repeatedly used throughout the year. Recursive instruction

The CCSS is composed of these domains Within the domains are clusters and standards to make up the cluster Standards are what students need to know and be able to do

Look fors in a common core classroom will embrace the SMP Look fors in a common core classroom will embrace the SMP. Admins should see evidence of several of these practices going on in every lesson. Students should be actively engaged in the learning at all times. Pass out CCL4s and have participants review—turn and talk – any ah-has? Note the emphasis on discussion, accuracy, and problem solving situations

Grade 2 Cluster 3 Work with equal groups of objects to gain foundations for multiplication. Use concrete materials ( ex: linking cubes) to model even and odd numbers (odd always has one left over) Determine if a group of objects has an odd or even number of members by pairing or counting 2.0A.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2’s; write an equation to express an even number as a sum of two equal addends. Skip count by 2s with and without manips Write an equation to express an even number as the sum of two equal addends Use linking cubes or drawings to model an even number as the sum of two equal addends 5 + 5 = 10

Cluster 3 Work with equal groups of objects to gain foundations for multiplication. Model/construct arrays using concrete materials and relate to repeated addition 3 + 3 + 3 = 9 Use addition to find the total number of objects in rectangular arrays 2.OA.4 Use addition to find the total numbers of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as the sum of equal addends. Write an equation to express the total as the sum of equal addends Connect arrays and repeated addition to multiplication 3 + 3 = 6 2 groups of 3 = 6

Cluster 3 Work with equal groups of objects to gain foundations for multiplication. Use concrete materials ( ex: linking cubes) to model even and odd numbers (odd always has one left over) Skip count by 2s with and without manips Use linking cubes or drawings to model an even number as the sum of two equal addends Model/construct arrays using concrete materials and relate to repeated addition Connect arrays and repeated addition to multiplication E 4-1 E 4-3 E 4-4 HOS p. 54-55 HOS Gr 3-4, p. 24-25 TSCM p. 84 GQ p. 37, #4 TSCM, p. 292 Bumpy or Not Bumpy Note that all resources are not listed. Teachers need to make judgments as to the additional resources to use according to the needs of their students. This unit has 9 days. Create a flow map for planning which lessons will be taught on each day. Thanks to Lori Balzano, Davidsonville Elementary, for the initial planning of the Thinking Maps for Cluster 3. E 5-6 HOS p.92-93 GQ p. 37, #2 GQ p, 38, #1 TSCM p. 292 Even Steven and Odd Todd E 4-2 HOS p. 54-55 GQ p. 41, #6

Vocabulary Tier 2 Words Tier 3 Words Multiplication Objects Equal Pairing Counting Arranged Columns Rows Total Multiplication Equal Odd Even Equation Sum addends Rectangular Array Sum

Test Your Knowledge of ELA True or False Each of the 3 sections is divided into strands, which are further divided into clusters. The Common Core Standards for ELA contain a total of 32 Anchor Standards The Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects contain a total of 2 strands. Begin with quiz on Framework of Common Core Standards as they will later unpack

English Language Arts Design and Organization Four Strands Three Main Sections Reading (includes Foundational Skills) Writing Speaking and Listening Language K-5 (cross disciplinary) 6-12 ELA 6-12 Literacy in history/Social Studies, Science, and Technical Subjects Today we will focus on Reading strand ,share strands and sections

Using Thinking maps to UNPACK Common CORE ANCHOR READING STANDARDS Activity Using Thinking maps to UNPACK Common CORE ANCHOR READING STANDARDS

Directions 1. Each table is given a set of Anchor Standards for Reading. Unpack the Anchor Standards by placing each standard under the appropriate cluster(heading). Share any discoveries regarding the Anchor Standards.

Check responses

College and Career Anchor Standards Craft and Structure Integration of Knowledge and Ideas Key ideas and details Range of Reading and Level of Complexity Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text Interpret words and phrases as they are used in a text, including determining technical , connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words Read and comprehend complex literary and informational texts independently and proficiently. Your tree map should look like this! The standards define what students should understand and be able to do by the end of each grade. They correspond to the College and Career readiness anchor standards. Now we will look at defining the skills and understandings that students must demonstrate by unpacking a bit more. The Range of Reading applies to 1-9 and all students are expected to read and comprehend complex literary and informational texts independently and proficiently Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole Delineate and evaluate content presented in diverse media formats, including the validity of the reasoning as well as the relevance and sufficiency of the evidence Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Assess how point of view or purpose shapes the content and style of a text

Standard RL 2 RL2 CCR Anchor Standard Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas Let’s look at a reading standard . Susan just explained Tier 2 and Tier 3 words. Remember Tier 2 words appear across all disciplines and Tier 3 are targeted for reading.

Unpacking A Standard- Reading Literature RL 1 CCR Tier 2 Tier 3

Group Work Read the standard individually. What does the standard ask students to know? What does the standard ask students to do? What does the standard assess? Identify Tier 2 and Tier 3 words . Discuss in your group.

Vocabulary Tier 2 Words Tier 3 Words Central ideas Themes Key Details Determine Analyze Summarize Reflect Tier 2 and 3 words from the anchor standard. What do you notice about the words in both tiers. How will identifying tier 2 and 3 words impact instruction? Which one is important to teach the skill level?

Drilling Down 5 R. L.2 Supporting Standard Think about what students need to know and be able to do Determine the theme of a story, drama, or poem from details in the text, including how the characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Turn and talk or share out

characters respond to challenges speaker reflects upon a topic Determine the theme of a story, drama, or poem from the details in the text, including how the characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text Determine a theme summarize the text details in a story details in a drama details in a poem What do they need to know? How to determine the theme in a text What do they need to do? Identify details in a story, drama, or poem What do they need to be? Determine the theme of the text, summarize the text from beginning to end with in a few sentences, explain how characters solved a problem or in a poem , consider what speaker thinks about a topic, summarize the text characters respond to challenges speaker reflects upon a topic

Reading Literature (RL) Levels of Rigor Handout- reading literature anchor standard RL 2 CCR- Compare standard RL 2 from K to 12 and discuss levels or Rigor. We are going to look at the levels of rigor and unpack a little further by looking at the vertical alignment of grade level standards, what students need to know and be able to do at each level. How does the level of complexity change? K-12

Deconstruct: Standard to Standard Grade Level Below Grade Level Standard Grade Level Above What do students need to know? What do students need to be able to do? One tool to use for drilling down further for grade level reflection

Examine the structure of the CCSS Select a standard to unpack Identify Tier 2 and Tier 3 words Discuss performance tasks as aligned with Treasures Drill down to supporting standard level Analyze the levels or rigor across the grade levels – before and after Process to unpack. Collaborative grade level groups are recommended. Ensure staff is knowledgeable of structure of CCS Select a standard to unpack, model the process first, then work in groups Identify Tier 2 words- general academic words Identify Tier 3 words- content specific, key to understanding the standard Look at rigor across standard for vertical alignment, each grade level is aware of before and after learning Discuss transfer goals –what students are being asked to do Performance tasks- what students are expected to be able to do

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