COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH Sara Russell Tahoma Junior High School Ravensdale, WA Sally Dieringer Pioneer Middle School Wenatchee, WA

Workshop Objectives  Participants will learn strategies for supporting the Common Core State Standards in their health and fitness curriculums.  Participants will identify CCSS Connections to the AAHPERD National Standards.

Share One, Get One

Chart for Common Core State Standards (CCSS) English Language Arts (ELA)

How to Read the English Language Arts Common Core State Standards Strand—Grade Level—Standard Example: RI.10 = Reading Standards for Informational Text/Grade 6/Standard 10

Unpacking the Standards

Speaking and Listening

Activity

Speaking and Listening Standard 6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SL: Speaking and Listening Component CCSS Connection Sample Activity S3.M1.6: Physical activity knowledge Describes how being physically active leads to a healthy body SL.6.1 Engage effectively in a range of collaborative discussions (one on one, groups, teacher- led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Working in groups, students discuss ways in which physical activity can lead to a healthy body. Students collaborate to rewrite the words to a song providing 15 examples of how being physically active leads to a healthy body. Students present their songs to the class. Pg. 8

Physical Fitness Song

Speaking and Listening Standard 6.1 Engage effectively in range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Guided Practice

W: Writing Standards ComponentCCSS Connection Sample Activity S3.M7.6: Fitness knowledge Identifies the components of skill-related fitness. W.6.1 Write arguments to support claims with clear reasons and relevant evidence. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. As an exit slip, students write on an index card the activity/sport done in class and next to it write the skill- related area(s) used in that activity/sport and document support of this claim to demonstrate understanding of skill-related fitness. Pg. 8

Skill Related Fitness Video

Writing Standard 6.1.c Write arguments to support claims with clear reasons and relevant evidence. c. Use words, phrases, and Clauses to clarify the relationship among claims(s) and reasons

WHST: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects ComponentCCSS Connection Sample Activity S3.M16.6: Assessment & program planning Maintains a physical activity log for at least two weeks and reflects on activity levels as documented in the log WHST.6.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for range of discipline- specific tasks, purposes and audiences. Students use an activity log where they record daily physical activity (time and type) and the component of health- related fitness (cardio- respiratory endurance, muscular endurance, muscular strength, flexibility and/or body composition). Students analyze activity log and write a SMART goal for the following week. Pg. 10

WHST 6.10: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Guided Practice

RST 6.4: Reading Standards for Literacy in Science and Technical Subjects ComponentCCSS Connection Sample Activity S3.M11.6: Fitness knowledge Identifies each of the components of the overload principle (FIT formula) for different types of physical activity (aerobic, muscle fitness and flexibility) RST.6.4 Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. In small groups, students use teacher- created cards to match the letter to the word using the FITT Principle. Once completed, students will describe the meaning of each word to demonstrate their understanding of the health-related component (e.g., F= Frequency; exercise 3-5 times/week). Pg. 9

RST 6.4: Reading Standards for Literacy in Science and Technical Subjects Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

RST: Reading Standards for Literacy in Science and Technical Subjects ComponentCCSS Connection Sample Activity S5.M2.6: Health Identifies components of physical activity that provide opportunities for stress reduction and social interaction. RST.6.2 Determine the central ideas or conclusion of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. Students participate in a jigsaw activity where they read a specific text on the connection between physical activity and stress reduction or social interaction. Students find the central ideas from the text and share out to their jigsaw group. Pg. 12

Jigsaw 1.Divide students into 5-6 person group. 2.Divide text into 5-6 segments. 3.Assign each student in group one segment to learn. 4.Give students time to read over section to become familiar with content. 5.Have one student from each jigsaw group join with students assigned to the same segment and rehearse presentation they will share with their group. 6.Bring students back to their jigsaw group. 7.Ask each student to present their segment to the group. Encourage students to ask questions for clarification.

RST 6.2: Reading Standards for Literacy in Science and Technical Subjects Determine the central ideas or conclusion of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

What Now??  Template for your use and planning  Look at the sample activities we’ve created and make it work for you!  Add in your own state standards.  WAHPERD (SHAPE Washington) website  Resources/materials for your use.   Template for your use and planning  Look at the sample activities we’ve created and make it work for you!  Add in your own state standards.  WAHPERD (SHAPE Washington) website  Resources/materials for your use. 

Things I Learned Things I want to try Question I have

Contact Information  Sara Russell: Tahoma Junior High Ravensdale, WA  Sally Dieringer: Pioneer Middle School Wenatchee, WA