Big Picture View Dr. Marie Alcock Integrating the Common Core Standards into Your Local School Curriculum Lsalearning.com/workshops

Our Essential Questions How can we design curriculum to prepare our learners for their future? How can we integrate the Common Core Standards into our local school curriculum to support student learning?

STANDARD CURRICULUM INSTRUCTION ASSESSMENT Standards -Based Classroom

Four Phases Implementation Process

Where is your faculty? Background on CCSS Curriculum Mapping Culture of Collaboration CURRICULUM 21

Phase I

Laying the Foundation

Building Level Work Anatomy of the Standards (CCLS) Mathematical Practices and Capacities of a Literate Individual Six Shifts (Math & Literacy) Year-long Context (progressions in context) Unpacking Standards (content & skills)

Sample Year-Long Context Introduction Unit 1 Spiraled Introduction Unit 2 Spiraled RL 1-3 W3, W4 L1, SL 1 RI 1-3 W2, W5 SL 4 W4 L1, SL1 Unit 3Unit 4 RI 4-10 W1, W6 - 9 L2, SL 2, 5 RI 1-3 W4-5 L1, SL1, 4 RL 4-10 SL 6 L3 RL 1-3 W1, W6-9 SL 4-5 Unit 5Unit 6 W10 SL 3 RI 6-9 W6-9 SL 1-2, 4-6 RL 1-10 W3, W4-10 SL 4-6 L1-3

Phase II

12 Launching the Process

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Building Level Work UbD Unit planning (big ideas & essential questions) Consistency and flexibility Unit Planning “diamonds of alignment” Assessment Literacy (DOK, formative, summative, descriptive, evaluative, standards based)

Standards Big IdeasEssential Questions ContentSkills ResourcesActivities Assessment / Evidence Sample Unit Format

Standards (Consistent) Big Ideas (Consistent / Flexible) Essential Questions (Consistent / Flexible) Content (Consistent / Flexible) Skills (Consistent / Flexible) Resources (Flexible) Activities (Flexible) Assessment / Evidence (Consistent / Flexible) Sample Consensus

1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. 2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. CCLS: MATH, NUMBER & OPERATIONS—FRACTIONS Grade 5 5.NF Use equivalent fractions as a strategy to add and subtract fractions.

1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. 2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. CCLS: MATH, NUMBER & OPERATIONS— FRACTIONS Grade 5 5.NF Use equivalent fractions as a strategy to add and subtract fractions.

Big Idea(s)/Maj or Concept(s) Essential Questions Core Content SkillsEvidence A Quantity can be represented numerically n various ways. There are multiple ways to solve a problem. 1. Why are there so many different ways to represent something? (MP #7) 2. How do I determine which problem solving strategy to use when solving a problem? A. Equivalent fractions (Adding and Subtracting) * fractions with unlike denominators (including mixed numbers) * equivalent fractions (like denominators) * adding and subtracting fractions with like denominators * a/b + c/d=(ad +bc)/ bd * word problems * visual fraction models or equations as examples * mental estimation * reasoning of answers A1. Solve addition and subtraction problems with fractions with unlike denominators A2. Solve addition and subtraction problems using mixed numbers with unlike denominators A3. Replace given fractions with equivalent fraction producing like denominators A4. Solve word problems involving fraction with unlike denominators. Students must use visual fraction models or equation to represent problem A5. Estimate mentally and Assess reasonableness of answers. Students must use benchmark fractions and number sense of fraction to support answer A-1 Blue Print Design Summative Performance Task EQ #1 representing Math Practice 7 DOK 4 sketchup.google.comsketchup.google.com for blueprints. You will have to download the program. Students will need computer time to complete items. A-1-3 Test with some computation 10 questions (Type: Brief Response) Summative: Test: Common DOK 1 and DOK 2 A-4 Essay Question- How do I determine which problem solving strategy to use when solving a problem? (Type: Brief Response) Summative: Essay Test: DOK 3 Strand: Numbers and Operations- Fractions 5th Grade

Phase III

21 Informing Maps with Assessments

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23 only the student can improve his or her performance The purpose of assessment is to provide FEEDBACK 23

Building Level Work 5 types of Alignment (internal, external, cumulative, horizontal, to student, global) Curriculum Mapping as a verb (review process using several types of data to make decisions) Benchmarking common assessments (examine student work) Integration of literacy building wide Descriptive or Evaluative feedback

Phase IV

26 Advancing Maps into the Future

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28 Advancing maps into the future Preparing for next standards from CCSSO Integrating 21st century skills Replacing dated content Upgrading to contemporary assessment types Map professional development Rethinking school formats and leadership protocols 28

29 Next standards and work from CCSSO and Work from CCSSO

30 Global Competencies EdSteps & Asia Society

Building Level Work Upgrades (digital, media, global) Integration of literacy (active literacy, vocabulary, note-taking, RWLS) “Right Now Skills” (Curriculum21) Differentiation

Resources Quality Unit Maps = Jacob’s Protocols Checklist for maps Read through guide Graphic Organizer Samples Network

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