1. CCSS Launch 2012 Stop. Collaborate. Listen.

2. The process won’t be easy... but it will be worth it!

3. -Bill Gates “The people who resist change will be confronted by the growing number of people who see better ways are available….”

4. Common Core - You Can’t “Beat It” Who? What? Where? When? How? Who? What? Where? When? How?

5. Common Core Overview...

6. “A goal without a plan is just a wish.” Antoine de Saint-Exupery

7. No Stress: We Have a Plan! Grade Span2011-20122012-20132013-20142014-2015 K-2ELA only ELA and Math 3-5NoneELA only ELA and Math 6-8None ELA onlyELA and Math 9-12None ELA onlyELA and Math

8. Ever tried to drink from one of these?

9. Bring on the Binders! ContentContent OrganizationOrganization Next stepsNext steps

10. What is this Binder? First resource aligned with CCSS.First resource aligned with CCSS. –Common Core State Standards –Appendix and documents that support 3-5 Supplemental SupportSupplemental Support – Will receive.. Thematic UnitsThematic Units

11. Contents of Binder Table of Contents –What you have: CCSS Units (to be released) Assessments (to be released) Reading Writing Samples (Appendix B and C) Supplemental Support (Appendix A) –What you will receive: Unit One - January 24 Unit Two - February 28 Unit Three- March 27 Unit Four – April 24 Unit Five – May 15 Unit Six - at Symposium (June 4/5/7)

12.  College and Career Readiness Standards  Identified by the strand, CCR status, and number  Coded: R. CCR. 6  Read As: Reading, College and Career Readiness, Standard 6

13.  Grade-Specific Standards  Identified by strand, grade, and number (or letter)  Coded as: RL.3.1  Read as: Reading Literature, Grade 3, Standard 1  Coded as: W.3.3  Read as Writing, Grade 3, Standard 3

14. 1. Reading Literature -RL 2. Reading Informational Text - RI 3. Reading Foundational Skills - RF 4. Writing -W 5. Speaking and Listening - SL 6. Language – L

15. Writing Correction  Please find Reading Standards for Foundational Skills – the Text Types & Purposes set.  This is an error. Please mark out the heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W). You will need make the same correction the two pages that follow, as well.  Please find Reading Standards for Foundational Skills – the Text Types & Purposes set.  This is an error. Please mark out the heading Reading Standards for Foundational Skills (RFS) and replace with Writing Standards (W). You will need make the same correction the two pages that follow, as well.

16. Standard Progression Document standard progression(Chart) - details what the standard should “look like” six weeks into the learning process. -is just a guide; you have the autonomy to increase expectations for growth as necessary. – contains suggested assessment for the standard.

17. Focus Standards + Assessment Satisfactory Growth Toward Meeting Standard RL.2.3 Describe how characters in a story respond to major events and challenges. T The student will describe how characters in a story respond to major events or challenges. Cold Read 1 RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. The student will describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Cold Read 1 RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Acknowledge differences in the points of view of 2 characters, including by speaking in a different voice for each character when reading dialogue aloud. Rubric 1 RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. The student will describe one connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Cold Read 2 RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. The student will compare and contrast 3-4 points presented by two texts on the same topic. Cold Read 2 W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and also) to connect opinion and reasons, and provide a concluding statement or section. The student will write an opinion piece in which they introduce the topic or book they are writing about, state an opinion, supply two reasons that support the opinion, use linking words (e.g., because, and also) to connect opinion and reasons, and provide a concluding statement or section. Rubric 2 W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. The student will write a narrative in which they recount a single well-elaborated event or short sequence of events, include 3-4 details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Rubrics 3 & 4 W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, the student will use a variety of digital tools to produce and publish writing, including in collaboration with peers. Rubric 3 SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. The student will recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. The student will tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Rubric 3 SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. The student will produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). The student will form and use the past tense of 10 frequently occurring irregular verbs (e.g., sat, hid, told). Skills Test 1 L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. The student will use 2 - 3 adjectives and 2 - 3 adverbs, and choose between them depending on what is to be modified. Rubric 4 L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). The student will distinguish shades of meaning among 5 closely related verbs (e.g., toss, throw, hurl) and 5 closely related adjectives (e.g., thin, slender, skinny, scrawny). Skills Test 2 Focus Standards + Assessment Satisfactory Growth Toward Meeting Standard RL.2.3 Describe how characters in a story respond to major events and challenges. T The student will describe how characters in a story respond to major events or challenges. Cold Read 1 RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. The student will describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Cold Read 1 RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Acknowledge differences in the points of view of 2 characters, including by speaking in a different voice for each character when reading dialogue aloud. Rubric 1 RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. The student will describe one connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Cold Read 2 RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. The student will compare and contrast 3-4 points presented by two texts on the same topic. Cold Read 2 W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and also) to connect opinion and reasons, and provide a concluding statement or section. The student will write an opinion piece in which they introduce the topic or book they are writing about, state an opinion, supply two reasons that support the opinion, use linking words (e.g., because, and also) to connect opinion and reasons, and provide a concluding statement or section. Rubric 2 W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. The student will write a narrative in which they recount a single well-elaborated event or short sequence of events, include 3-4 details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Rubrics 3 & 4 W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, the student will use a variety of digital tools to produce and publish writing, including in collaboration with peers. Rubric 3 SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. The student will recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. The student will tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Rubric 3 SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. The student will produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). The student will form and use the past tense of 10 frequently occurring irregular verbs (e.g., sat, hid, told). Skills Test 1 L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. The student will use 2 - 3 adjectives and 2 - 3 adverbs, and choose between them depending on what is to be modified. Rubric 4 L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). The student will distinguish shades of meaning among 5 closely related verbs (e.g., toss, throw, hurl) and 5 closely related adjectives (e.g., thin, slender, skinny, scrawny). Skills Test 2 Focus Standards + Assessment Satisfactory Growth Toward Meeting Standard RL.2.3Describe how characters in a story respond to major events and challenges. T The student will describe how characters in a story respond to major events or challenges. Cold Read 1 RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. The student will describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Cold Read 1 RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Acknowledge differences in the points of view of 2 characters, including by speaking in a different voice for each character when reading dialogue aloud. Rubric 1 RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. The student will describe one connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Cold Read 2 RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. The student will compare and contrast 3-4 points presented by two texts on the same topic. Cold Read 2 W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and also) to connect opinion and reasons, and provide a concluding statement or section. The student will write an opinion piece in which they introduce the topic or book they are writing about, state an opinion, supply two reasons that support the opinion, use linking words (e.g., because, and also) to connect opinion and reasons, and provide a concluding statement or section. Rubric 2 W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. The student will write a narrative in which they recount a single well-elaborated event or short sequence of events, include 3-4 details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Rubrics 3 & 4 W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, the student will use a variety of digital tools to produce and publish writing, including in collaboration with peers. Rubric 3 SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. The student will recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. The student will tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Rubric 3 SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. The student will produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. L.2.1dForm and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). The student will form and use the past tense of 10 frequently occurring irregular verbs (e.g., sat, hid, told). Skills Test 1 L.2.1eUse adjectives and adverbs, and choose between them depending on what is to be modified. The student will use 2 - 3 adjectives and 2 - 3 adverbs, and choose between them depending on what is to be modified. Rubric 4 L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). The student will distinguish shades of meaning among 5 closely related verbs (e.g., toss, throw, hurl) and 5 closely related adjectives (e.g., thin, slender, skinny, scrawny). Skills Test 2 Sample Standards Progression Document

18. AssessmentAssessment will include a balance of multiple choice and constructed response questions. Rubrics 100 point scale for easy correlation to the grade book. Written to assess the standard according to the expectations of the standard progression document. designed to assess multiple standards. These documents are meant to be a guide. They are flexible and adaptable. They are designed to illustrate the expectation of the standard, not to mandate test length or test design requirements.

19. Points EarnedMaximum # Points Writing 5 I made or used prewriting notes. (timeline, graphic organizer, etc.) 5 I wrote a topic sentence to introduce my biography. 10 I wrote a sequence of 3 -4 events about my person’s life. 10 I included 2 – 3 details to describe actions, thoughts, or feelings about my person’s experiences. 5 I used temporal words to sequence event order. 5 I wrote a concluding sentence to close my biography. 5 I wrote complete sentences. 5 I used punctuation correctly. 5 I used capital letters correctly. 5 I indented my paragraph(s). Points Earned Maximum # Points Publishing 10 I typed my biography into the _____________________. (Examples: Word document, PowerPoint, etc.) 10 I added images to my biography. 10 I added special effects to appeal to the audience. (Examples: different fonts and sizes, colors, animations, sounds) 10 I published my biography using a(n) __________________. (Examples: interactive board, class book, Blog, Wikipage, etc.) 100Teacher Comments: Points EarnedMaximum # Points Speaking and Listening 25 I can recount or describe key ideas or details. 25 I can speak audibly and clearly when sharing facts and details. 25 I can speak in complete sentences when sharing. 25 I can choose words that are appropriate when providing clarification to my audience. 100 Teacher Comments: Sample Second Grade Rubri c

20. ResourcesResources Text Exemplars: (Reading Writing Samples /Appendix B) –Next Pages: Resources that are referenced on commoncore.org Teachers are not restricted to these.

21. ThemesThemes CCSS do not mandate the use of themes. As a district, we have chosen to model our 3-5 themes after the commoncore.org units. Each grade has a different theme and essential question to support that theme.

22. Essential Question These questions are a starting point. –Start with questioning to determine a purpose for reading. –Questions could change week by week based on the needs of students. –Teachers have flexibility to modify the essential questions as needed. –Goal is to support the implementation of big ideas and essential questions.

23. Theme Connections A variety of options for presenting the theme have been provided Science Social Studies Art Music Technology Literature Writing

24. Reading and Writing Samples Text Exemplars: To be used as a guide to select appropriate text. Writing Samples: To be used to clarify the expectation of the standard. These documents can also be located in Appendix B (exemplars) and Appendix C (writing samples) of the CCSS.

25. Supplemental Support Research supporting the key elements of the standards (Appendix A) Glossary of key terms (Appendix A) To be included behind this tab: » PD handouts, conference materials, school based Common Core training materials.

26. “If we teach today the way we taught yesterday, we rob our children of tomorrow.”“If we teach today the way we taught yesterday, we rob our children of tomorrow.” » -John Dewey “If we teach today the way we taught yesterday, we rob our children of tomorrow.”“If we teach today the way we taught yesterday, we rob our children of tomorrow.” » -John Dewey

27. Symposium Sessions June 4th, 5th, or 7th ( 8:30 – 3:30)June 4th, 5th, or 7th ( 8:30 – 3:30) –open to everyone –choose the date that works best for you! –registration will open soon.. watch for an announcement in the Tuesday Update! –** Be sure to bring your binders.

28. Brain Break!!