1. 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:

2. 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.

3. 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

4. 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.
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5. 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

6. 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

7. 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