1. C OMMON C ORE OVERVIEW Monica Curiel CLAS 2013-2014

2. F OUR A SPECTS OF C OMMON C ORE THAT S ETS IT A PART FROM C URRENT S TANDARDS 1. Close and Critical Reading 2. Integration of Language Processes and Disciplinary Content 3. Media/Research Literacy 4. Text Complexity

4. 21 ST C ENTURY S KILLS 4 Cs Creativity Critical Thinking Communication Collaboration

5. O VERARCHING GOALS OF THE CCSS Ensure that our students are: Meeting college and work expectations. Prepared to succeed in our global economy and society. Provided with rigorous content and applications of higher knowledge through higher order thinking skills. Every teacher, regardless of subject area, including science, social studies, electives, PE, VAPA, etc. is working toward achieving these goals.

6. Building knowledge through content-rich nonfiction Reading, writing and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language ELA/Literacy Instructional Shifts* *Achieve the Core

7. Math 7 Common Core State Standards Organization Literacy K-5 Cross Disciplinary 6-12 ELA Content Literacy K-8High School Science Social Science Technica l Subjects 21 st Century Skills 6-12

8. C ONTENT L ITERACY S TANDARDS ( HISTORY / SOCIAL STUDIES, SCIENCE, TECHNICAL SUBJECTS ) Complement rather than replace content standards Are the responsibility of teachers in those subjects Align with college and career readiness expectations

9. Reading Anchor Standards Page 10 CCSS Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

10. Grade-specific end-of-year expectations Developmentally appropriate, cumulative progression of skills and understandings Organization of ELA/Literacy Standards CCSS p. 33

11. A CCORDING TO D AVID C OLEMAN … “Common Core asks us to simplify and let go of non-essential things we do with kids…” “Content area teachers will become equal partners in cultivating literacy skills…” “Reading and writing is the center of knowledge.”

12. B EGIN IMPLEMENTING CCSS 4 Q UESTIONS TO ASK YOURSELF NOW Are students engaged in discussing a piece of text? Is it demanding? Are there text-dependent questions to go with the text? Do students cite the text when answering questions?

13. D EEPER U NDERSTANDING

14. W HAT ’ S THE C ONNECTION TO B IG I DEAS AND E SSENTIAL Q UESTIONS ? Big ideas and essential questions: assist students in gaining that deeper understanding of content and skills. assist teachers in focusing their teaching to help the students gain that deeper understanding. set a purpose for learning that ties in with the real world-Why does it matter?

15. B IG I DEAS -T HE H EART OF THE D ISCIPLINE 15

16. G ENERAL B IG I DEAS FOR MULTIPLE CONTENT AREAS : Relationships come in many forms. Structure is dependent on rules. Systems are made of parts that work together. Change can be evolutionary or revolutionary.

17. U NWRAPPING THE S TANDARDS AS A STRATEGY FOR IDENTIFYING BIG IDEAS AND CORE TASKS. Looking at key nouns and verbs helps to identify key learning which can then be taught in the context of big ideas and essential questions.

18. P OSSIBLE EXAMPLES Students interpret, analyze, and evaluate informational text in order to extend understanding and appreciation. Big ideas : We interpret information and draw conclusions both from what we read and experience in life.

19. Standard: Comprehend and interpret information from a variety of graphic displays including diagrams, charts, and graphs. Big Idea: Graphic displays of information enhances comprehension and interpretation of information.

20. E SSENTIAL Q UESTIONS

21. Examples What traits and characteristics determine a classification? Where do artists get their ideas? What determines “value”? What distinguishes a fluent foreigner from a native speaker? How does habitat influence how we live? Non Examples How many legs does a spider have? Did nature influence Monet? How many dimes in a dollar? What is the meaning of the Greek term technology from its Greek root “techne”? Why were settlements developed around lakes and rivers?

22. E SSENTIAL QUESTIONS have no right or wrong answers promote inquiry focus student learning toward the big idea foster critical thinking and deeper meaning spark curiosity and a sense of wonder Engage students in real life problem-solving

23. Art In what ways does art reflect & shape culture? How do artists choose tools, techniques, and materials to express their ideas? TOPICAL OVERARCHING Unit on Masks What role have masks played in various cultures? What tools, techniques, and materials are used in creating masks from different cultures? Literature  What makes a great story?  How do effective writers hook & hold their readers? Unit on Plot  How do authors use characterization to engage a reader? Government  How do governments balance the rights of individuals?  How & why does the U.S. provide checks & balances on government power? Unit on U.S. Constitution  In what ways doe the Constitution attempt to limit abuse of government powers?  Does the separation of powers between the 3 branches of government create a deadlock? Science  How does an organism’s structure enable it to survive in harsh or changing environments?  How do organisms survive in harsh or changing environments? Unit on Insects  How does the structure & behavior of insects enable them to survive?  How do insects survive when their environment changes? Examples of the 2 types of Essential Questions: Overarching & Topical Types of Essential Questions

24. C LOSE R EADING “ I T ’ S A CAREFUL AND PURPOSEFUL REREADING OF A TEXT. I T ’ S AN ENCOUNTER WITH THE TEXT WHERE STUDENTS REALLY FOCUS ON WHAT THE AUTHOR HAD TO SAY, WHAT THE AUTHOR ’ S PURPOSE WAS, WHAT THE WORDS MEAN, AND WHAT THE STRUCTURE OF THE TEXT TELLS US. C LOSE READING REQUIRES THAT STUDENTS ACTUALLY THINK AND UNDERSTAND WHAT THEY ARE READING.” –D OUG F ISHER

25. Creating a Close Reading Use a short passage “Read with a pencil” Note what’s confusing Pay attention to patterns Give students the chance to struggle a bit

26. H OW TO R EAD C LOSELY … Read this passage silently: There are known knowns. There are things we know that we know. There are known unknowns. That is to say there are things that we know we don’t know. But there are also unknown unknowns. There are things we don’t know we don’t know. ~ Donald Rumsfeld

27. E FFECTIVE F IRST R EADINGS What did you just read? Why is it necessary to reread this text? What will you do to address your “confusions” as you reread?

28. S TRATEGIES FOR C LOSE R EADING Standards based questions answered through reading the text Should be higher level Give attention to different levels of discourse --text structure --voice --main idea or message --vocabulary --sentence structure --academic vocabulary Require teacher preparation and student thought TEXT-DEPENDENT QUESTIONS

29. O BJECTIVES, OBJECTIVES …. Content objectives are based on a….. Standard – State/Common Core They should include what concepts students will learn Language objectives should include how students will demonstrate their learning of the concepts Four areas of language…reading, writing, listening and speaking

30. L ESSON P REPARATION C ONTENT O BJECTIVES Sample verbs for writing Content Objectives: Identify Solve Investigate Distinguish Hypothesize Understand Select Draw conclusions about

31. L ESSON P REPARATION L ANGUAGE O BJECTIVES Sample verbs for writing Language Objectives: Retell Define Find the main idea Compare Summarize Write Persuade Rehearse Illustrate Label

32. O BJECTIVES H ISTORY Content Objective : Student will create a graphic organizer to identify colonial grievances in the Declaration of Independence. Language Objective: I dentify and describe colonial grievances using the sentence stems: A grievance can be defined as ___________. Three examples of colonial grievances listed in the Declaration of Independence are _______, ________, and ________.

33. O BJECTIVES ELA CONTENT SWBAT to infer at least two character traits based on the author’s description. LANGUAGE Use complete sentences and quotes from the story to describe the character’s traits based on the descriptions of the author.

34. O BJECTIVES M ATH CONTENT The students will be able to use constructions to explore attributes of geometric figures. LANGUAGE The student will be able to use mathematical vocabulary to explain orally or in writing the attributes of geometric figures.

35. O BJECTIVES S CIENCE Content Students will understand how energy, such as sound energy, can travel through matter. Language Students will write a summary with transitions and academic vocabulary explaining how energy can travel through matter.

36. C ONTACT INFORMATION Monica Curiel monica.curiel@sausd.us Room 300 714-313-6671