1. Common Core State Standards Deconstructing the Standards (Session A)
Facilitated by:

2. Proposed Norms & Expectations
Stay focused and fully engaged
no competing conversations please
Participate to grow
share openly and monitor your listening as well
Be a learner
create your own meaning and application
Get your needs met
ask questions that benefit the group
personal questions on breaks
Housekeeping
silence cell phones
handle business later
share ONE point …then next person

3. 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.

4. Deconstructing the Standards
College & Career Readiness Anchor Standards
for Reading
FACILITATOR – REPEAT THIS SEQUENCE FOR READING, WRITING, & MATH PRACTICES
And then move on to working on grade level content standards (next section)
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5. Quick Review –
These are goals for all of our students
Clusters
The clusters can be found on the grade band standards documents
Standard 1, under Key Ideas and Details, on the CCR Anchor Standards for Reading, relate to Standard 1 in RI and RL
The College and Career Readiness Anchor Standards can be coded as well:
Reading: R.CCR.1: Reading – College and Career Readiness – Standard 1
Writing: W.CCR.2: Writing – College and Career Readiness – Standard 2
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6. Deconstructing the College and Career Readiness Anchor Standards for Reading
College and Career Readiness Anchor Standard for Reading
Cluster: Key Ideas and Details
Standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific text-based evidence to support conclusions drawn from the text.
VERBS and Verb Phrases:
Students will be able to . . .
NOUNS, ADJECTIVES, ADVERBS:
Students will know . . .
Using the CCR Anchor Standards for Reading:
I am going to model the deconstruction process using Standard 1 under the cluster Key Ideas and Details R.CCR.1.
(You may want to review the coding for the CCRS.)
Write nouns and noun phrases in the first box.
Write verbs and verb phrases in the second box.
Examine the lists for key words and connections between skills (verbs) and content (nouns).
See Modeling Handout: Deconstructing the College and Career Readiness Anchor Standards for Reading (CCR) for reference.
May be completed as a whole group.
read closely to determine
cite
write and speak
Support
text says explicitly
logical inferences
specific textual evidence
conclusions drawn from text
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7. Students will be able to…
Deconstructing the College and Career Readiness Anchor Standards for Reading
At your table “deconstruct” your assigned cluster.
Cluster: Key Ideas and Details
Verbs and Verb Phrases
Students will be able to…
Nouns and Noun Phrases
Students will know…
R.CCR.1
read closely to determine
cite
write
speak
support
text says explicitly
logical inferences
specific textual evidence
conclusions drawn from text
R.CCR.2
R.CCR.3
Big Idea or Theme
Participants’ turn
Participants will need:
Common Core Readiness Anchor Standards for Reading
Participant Notes for the Deconstruction Activity
2 different color highlighters
Chart paper and markers
Presenter Note: The Connections box is a GROUP activity, to be completed after the charts are posted on the wall. Participants do not write in this area at this time.
See Module 4: Presenter Notes-Procedure for the CCR Anchor Standards Activity and Modeling CCR Charting Activity
Review the directions with the participants. Participants have a similar copy in their notebook.
Assign each table a different CCR cluster. Do not assign the Range of Reading and Level of Text Complexity Cluster.
You may have more than one table working on the same cluster.
Participants should highlight nouns and noun phrases in each of their 3 standards on their CCR document.
Then participants should use a different color to highlight the verbs and verb phrases in each of their 3 standards on their CCR document.
Record on chart paper. (See above)
Participants will look at the columns. Circle key words. What stands out? What connections do you notice? How would you explain your assigned cluster to another teacher?
Every construction…”deconstruction” project has a bottom line, the need to know in a nutshell. What is the “bottom line” or the GIST of the message for your cluster?
Try to use 10 words or less in your “bottom line” message. Write it on your chart.
When finished their chart should look similar to this slide.
The obvious differences will be the cluster, standard, nouns and verbs.
Post the charts on the wall.
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8. Rotate and Review Anchor Standards
Stay with your group
Each group needs 1 recorder & 1 post-it maker
Make notes regarding the following questions:
Are the clusters independent or intertwined?
How is this an increase (or dec.) in rigor? ()
Regarding classroom instruction:
What is at least one implication for change ? ()
What is at least one example of a connections to typical classroom practice? ()
Rotating Review
Participants will need sticky notes.
Groups should rotate and review the charts. Place sticky notes on the charts with connections to their personal classroom experience.
EXMPLE: I can see how I am helping to build the foundation in Kindergarten to the CCRS through read alouds, discussions, and think alouds.
As a group, leave at least three post-it notes on each poster.
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9. Putting It Together
How do standards 1 through 9 contribute to standard 10?
How do the big ideas from each cluster contribute to standard 10?
Why are the anchor standards identical across all grades and content areas?
What are the implications?
FACILIATOR – IT IS CRITICAL TO EMPHASIZE THE FOLLOWING:
The major implication is that the ELA standards cannot be taught in isolation.
They interact with one another to develop a student’s deep understanding of and application of a big idea.
Does it make sense that the wisest way to develop a quality curriculum is the create units that thematically connect/link groups of standards?
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10. Deconstructing the Standards
English Language Arts Standards
Group by Grade Levels: 3 – 5
1st - Reading Information Strand (RI)
2nd - Reading Literature Strand (RL)
3rd – Writing (W)
Costuming Optional: Hardhats, safety vests and tool belts.
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11. DECONSTRUCTING – PHASE 1
Directions:
Find assigned strand, cluster, & grade in packet
Independently highlight the verbs and verb phrases in standards 1-9.
Independently highlight the nouns and noun phrases in standards 1-9.
Collaboratively list the most significant verbs and then nouns
Describe the theme or big idea
hint: consider the cluster title
Reminder: Participants should highlight with 2 different colors.

12. Deconstructing English Language Arts Standards
Content Areas Grade Level
Strand: Cluster
Verbs and Action Phrases
Nouns and Noun Phrases
Standard Code
Big Idea or Theme
Your team will need 1 template for each assigned cluster
Label the top carefully!
Look at your chart, what is the “BIG IDEA” or the gist of this cluster?
Try to use 10 words or less in your “BIG IDEA” message. Write it on your chart.
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13. Post your charts on the wall
by Strand, Cluster, and Grade Level
Key Ideas and Details:
RI - grade levels in ascending order
Craft and Structure:
RI - grade levels in ascending order
Integration of Knowledge and Ideas:
RI - grade levels in ascending order
FACILITATOR: Post labels on the wall indicating which Strand, Cluster, & Grades in which area on the wall.
It is recommended that groups through the strands one-at-a-time.
Reading Information, then Reading Literature, then Writing
Post your charts on the walls.
Each group posts their work in the appropriate area by strand/cluster and places them in ascending order by grade level
Key Ideas and Details: K
Craft and Structure: K
Integration of Knowledge and Ideas: K
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14. Rotate and Review ELA Standards
Stay with your group
Each group needs 1 recorder & 1 post-it maker
Across grades, as you follow one standard:
What changes and how is rigor increasing?
Identify smooth transitions () and/or giant leaps ()
What is new learning / AHA?
Regarding classroom instruction:
What is at least one implication for change
Identify at least one connection to a current typical classroom practice in your school ()
Materials:
Part 1 - Each participant will need sticky notes. Assign a color for smooth transitions (checkmark) and a different color for giant leaps (delta). Or use different color markers (smooth or leap).
Part 2 – Each participant may use a sticky note to identify an AHAs
Part 3 – One person per group will serve as the recorder and record information on “note page” (to take back to table)
THE PARTICIPANTS SHOULD BE ABLE TO STAND BACK AND SEE WHERE THE SMOOTH TRANSITIONS AND/OR GIANT LEAPS ARE LOCATED WITHIN THE STANDARDS. Use dark color markers if possible, because it will make it easier for participants to note the smooth transitions, giant leaps, and AHAs.
Compare the differences between the grade levels across clusters.
Participants place a colored sticky note between the grade level posters indicating a smooth transition or giant leap.
Note to presenter:
Participants may take the Hess Cognitive Rigor Matrix with them as they review the posters
Debrief with the entire group to summarize activity.
As a group, leave at least three post-it notes on each poster.
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15. Putting It Together
How do standards 1 through 9 contribute to standard 10?
How do the big ideas from each cluster contribute to standard 10?
What are the implications for students and teachers as we look across the grade levels?
Facilitate discussion
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16. Putting It Together
What does the “BIG IDEA” have to do with assessment, instruction, and/or curriculum design?
How might the “BIG IDEAS” provide insight/guidance for unit design?
Facilitate discussion
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17. Deconstructing – PHASE 2a
Select ONE standard (from cluster)
Brainstorm Acceptable Evidence
Discuss criteria
List at least a dozen examples
At least one assessment item must connect with real world application (something your students do outside of school)
Select 3 most significant
Identify…
Academic Vocabulary
Declarative Knowledge
Procedural Skill
Facilitator – use this slide to review directions and provide time for participants to complete tasks

18. Deconstructing – PHASE 2b
Dig deeper by identifying …
Building Hess’s Cognitive Rigor Matrix
Identify Cognitive Level (Bloom’s – DOK)
Learning Activity per matrix box
maps prerequisites
Assessment Item per matrix box
for progress monitoring and/or grouping
Facilitator – use this slide to review directions and provide time for participants to complete tasks
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19. Rotate and Review a Standard
Stay with your group
Each group needs 1 recorder & 1 post-it maker
Indicate you agree/support () or suggest clarification ()
Would you accept the assessment as evidence of rigorous student understanding?
Do the sample assessments make sense (“doable”)?
Do the listed components provide necessary building blocks for students to demonstrate deep understanding?
Discuss & make notes:
What is the connection to the cluster big idea (or theme)?
What are the implications for instruction?
Rotating Review
Participants will need sticky notes.
Ask for comments, questions, observations…
Groups should rotate and review the charts. Place sticky notes on the charts with connections to their cluster, comments and observations.
As a group, leave at least three post-it notes on each poster.
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20. Working for Understanding
Now that we have deconstructed the standards, we need to create a document that present this deeper understanding.
Teachers may use the information brainstormed on templates 1, 2, & 3 to create:
Curriculum documents per standard organized by content area & grade
Curriculum units that pull together multiple standards and communicate understandings, resources, and strategies
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21. Working for Understanding
Developing everyone’s understanding of the Common Core State Standards requires time and collaborative engagement from everyone
We recommend the following steps
Deconstruct – Cluster & Standards
Create a curriculum document for at least one standard per cluster (in ELA)
Choice
Continue building curriculum by standard
Shift to building curriculum unit
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22. Working for Understanding
The goal of unwrapping standards is not …
to do this as an isolated activity
to create a document for every standard
The goal of unwrapping standards is…
to collaboratively discuss the meaning of the standards
to task analyze what is required to teach them
to identify acceptable evidence of student learning
This is on-going professional development
Part of the continuous improvement of the instructional program, teacher effectiveness, & student achievement
This closure piece reminds the participants that this process is not about unwrapping all the standards and putting them in a book that will inevitably go on a shelf and be ignored.
It is about teachers doing some purposeful planning for instruction: deciding what strategies and activities will best achieve the goal of mastery of the standards. How a standard is unwrapped may likely vary from teacher to teacher depending on the level of understanding and previous experiences.

23. Wrap-Up Complete Shaping Up a Summary Complete feedback next week
You will receive an
Thank you for your hard work!
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