1. 1 Implementing the standards cannot simply mean informing teachers about what the designers of the standards intended or providing them with videos of teachers teaching the standards well. If that is what it ends up meaning, we can expect very little... Mark Tucker 1

2. 04.05.12 Module 3: Instruction English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

3. Agenda Math and ELA Standards Structure Appendix A: What’s it all About? -Rigor and Relevance -Effective Instruction English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects –Understanding the Areas of Emphasis –A Model for Successful Instruction –Model Lesson 3

4. Focus Question 1: What is your current understanding of the structure and organization of the Common Core State Standards? 4

5. Structure of Math Standards 5

6. Structure of ELA Standards 6

7. Common Core Standards Scavenger Hunt! 7

8. Scavenger Hunt 1.What color are the pages for the CCSS ELA College and Career Readiness Anchor Standards for Reading? _______________________ 2.On what pages will you find the Reading Standards for Literature K-5? ___________ 3.What color are the pages? ______________________ 4.On what pages can you find the Writing Standards for 6-12? _______________ 5.What grade level needs to have an internalized understanding and knowledge of green pages 7-9? ________________ 6.K-5 Writing Standards begin on what page? ______ End? _______ 7.K-5 Reading Standards for Informational Text begin on page? _______ End? ______ 8.Reading Standards for Literature 6-12 begin on page? _______ End? ______ 9.Reading Standards for Informational Text 6-12 begin on page? _______ End? _____ 10.What two other Standards are in the green pages? ___________________________ 11.Where do you find the other two standards for K-5? ___________________________ 12.How about for 6-12? ___________________________________________________ 13.What do you find on page 23? Summarize____________________________________________________________ _____________________________________________________________________ _________ 8

9. Scavenger Hunt, cont.’ 14. How about on pages 24 and 25 (K-5 teachers) OR pages 48 and 49 (6-12 teachers)? Summarize _______________________________________________________________ _________________________________________________________________________ 15. What is the biggest “aha” for you from page 26? _______________________________ ________________________________________________________________________ 16. What is found on pages 50-53? ____________________________________________ 17. How about on pages 54-55? ______________________________________________ Debrief! 9

10. 10 New standards — whether about student learning or educator performance — are not self-implementing. 10

11. What are the missing components for full implementation? Think-Pair-Share/Whip Around 11

12. Focus Question 2: This is the biggest educational reform to come about in history—where is your mindset in relation to these paradigm shifts? Teacher perspective? Administrator perspective? 12 Knowledge Skill ( planning ) Practice ( delivery ) Disposition

13. (K + S + D + P) = R 13

14. 14 Transformed Student Learning Transformed Classroom Instruction Transformed Professional Learning

15. Effective Instruction “A long line of students has established that the single most important school influence on student learning is the quality of the teacher.” as presented by Linda Darling-Hammond (2007) The quality of an education system cannot exceed the quality of its teachers [and principals]. - Barber and Mourshed 15

16. Celebrate Teachers! It is imperative for you, as teachers, to understand what an important impact YOU are in the success or failure of students. Be a quality teacher, every single day… 16

17. The BIG Ideas: Transforming… Student Learning Classroom Instruction Professional Learning 17

18. Jigsaw Reading Assignments Reading ---Appendix A pp. 2-16 (choose just one annotated reading text: “Narrative of the Life of Frederick Douglass”, “The Grapes of Wrath”, OR “A Most Terrible Sea”) Reading Foundational Skills (K-5 teachers) ---Appendix A pp. 17-22 Writing ---Appendix A pp. 23-25 Speaking and Listening & Language ---Appendix A pp. 23-35 18

19. Rigor/Relevance Framework ® International Center for Leadership in Education (n.d.) 19

20. Quadrant A Verbs name label define select identify list memorize recite locate record Products definition worksheet list quiz test workbook true-false reproduction recitation 20

21. 1 Knowledge in one discipline 2 Apply knowledge in discipline A Acquisition Quadrant A: Acquisition International Center for Leadership in Education (n.d.) Students gather and store bits of knowledge/info rmation and are expected to remember or understand this acquired knowledge. Awareness1 Comprehension 2 Application 3 21

22. Quadrant B Verbs apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate Products scrapbook summary interpretation collection annotation explanation solution demonstration outline 22

23. 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Awareness1 Comprehension 2 B Application Quadrant B: Application International Center for Leadership in Education (n.d.) Application 3 Students use acquired knowledge to solve problems, design solutions, and complete work. 23

24. Quadrant C Verbs sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram Products essay abstract blueprint inventory report plan chart questionnaire classification diagram discussion collection annotation 24

25. 1 Knowledge in one discipline 2 Apply Knowledge in one discipline Application3 Analysis 4 Evaluation6 C Assimilation Quadrant C: Assimilation International Center for Leadership in Education (n.d.) Synthesis5 Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. 25

26. Quadrant D Verbs evaluate validate justify rate referee infer rank dramatize argue conclude Products evaluation newspaper estimation trial editorial radio program Play collage machine adaptation poem debate invention 26

27. 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Application3 Analysis 4 Evaluation6 D Adaptation Quadrant D: Adaptation International Center for Leadership in Education (n.d.) Synthesis5 Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. 27

28. Rigor/Relevance Framework ® Teacher/Student Roles 28 Student ThinkCBA D Student Think & Work Teacher Work Student Work RELEVANCE Low High RIGORRIGOR Low High International Center for Leadership in Education (n.d.)

29. Learning Pyramid 29 adapted from Ntl Institute for Applied Behavioral Science (n.d.) Active Learning Passive Learning

30. The Learning Pyramid Have a discussion with your table group around observations/comments you have about the Learning Pyramid in relation to effective instruction. 30

31. Focus Question 3: What is your level of confidence in discerning the complexity of text material or media for the purpose of developing a unit of study around it? 31 Superficial/one dimensional? Rich, multi-layered; building toward readiness for College and Career?

32. Closing Evaluation Feedback Bring your textbooks next time Develop a planning template Thank you, thank you, thank you! 32