Begin at the Core! Understanding K-2 Common Core State Standards with Hands-On Strategies
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The document discusses hands-on strategies for teaching K-2 students that are aligned with the Common Core State Standards. It provides examples of literacy and math activities that incorporate hands-on learning and appropriate tools. It emphasizes developing students' ability to closely read texts and support arguments with evidence from what they have read.
![February 2, 2012 Begin at the Core! Understanding K-2 Common Core State Standards with Hands-On Strategies Dr. Diana Dumetz Carry [email_address]](https://image.slidesharecdn.com/finalcpaafeb2sessioncarry-120207123534-phpapp02/85/Begin-at-the-Core-Understanding-K-2-Common-Core-State-Standards-with-Hands-On-Strategies-1-320.jpg)
Begin at the Core! Understanding K-2 Common Core State Standards with Hands-On Strategies
- 1. February 2, 2012 Begin at the Core! Understanding K-2 Common Core State Standards with Hands-On Strategies Dr. Diana Dumetz Carry [email_address]
- 2. Leading the Way Ensuring each and every child meets or exceeds the rigorous learning targets defined by the Common Core. Try out hands-on learning as it relates to the Common Core State Standards. Close Reading in the primary grades Tactile Problem Solving for Mathematics Practice 5 – Using Appropriate Tools Strategically.
- 3. Literacy Organization “ The state-led effort to create standards that will prepare students for college and the workplace was coordinated by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. It resulted in TWO sets of grade-specific standards: K-12 Mathematics K-12 English language arts and literacy in the content areas – (Reading, Writing, Speaking and Listening, Language)
- 4. Domains and Concept Building Domains for K-8 and conceptual categories for HS. Related domains are grouped together. For each “colored row,” domains identified at the earlier grades progress and lead to domains at the middle and high school levels.
- 5. Chicago Early Childhood Mathematics Mathematics activities take place in only 21 percent of CPS early childhood classrooms on a given day Language Arts or Literature Mathematics Activity Social Studies Science Art or Music Activity (Chicago Program Evaluation Project, 2007 )
- 6. “ In high-quality mathematics education for 3-to 6-year-old children, teachers and other key professional should… Actively introduce mathematical concepts, methods, and language through a range of appropriate experiences and teaching strategies.”
- 7. The Pattern Farm We’re going to a barn dance, a barn dance, a barn dance. We’re going to a barn dance, It’s time to learn a jig.
- 8. Stamp We’re going to a barn dance, a barn dance, a barn dance. Clap Stamp Clap Stamp Clap Stamp Clap Wiggle, Wiggle Around we go Side Step
- 9. Jump Jump Clap Clap Wiggle, Wiggle Around we go Side Step Jump Jump Clap Clap Jump Jump Jump Jump Clap Clap Jump Jump Jump Jump
- 10. “ Less than one out of four math teachers engages in hands-on learning activities with their students” The Situation
- 11. We are very successful at one part of math education-- teaching math anxiety by the 3rd grade
- 12. 2. Reason abstractly and quantitatively 3. Construct viable arguments & critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 7. Look for and make use of structure Overarching habits of mind of a productive mathematical thinker Reasoning and explaining Modeling and using tools Seeing structure and generalizing
- 13. Use appropriate tools strategically ACTIVITY 1 Recognize, describe, and extend patterns of sound, shape, or number.
- 14. Practice 5 Use appropriate tools strategically ACTIVITY 2
- 15. Practice 5 Use appropriate tools strategically ACTIVITY 2 http://www.etacuisenaire.com/ccss/mathematics.jsp How did the tool work? What if…? Could you…? Would the tool choice make it easier or more difficult…? Is there a better tool…? How do you decide…?
- 16. Hands-on Literacy K-5 Foundational Skills Print Concepts Phonological Awareness Phonics and Word Recognition Fluency Blend and segment onsets and rimes of single-syllable words ACTIVITY 3
- 17. Language Conventions of Standard English K Produce and expand complete sentences in shared language activities 1 st Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts 2 nd Produce, expand, and rearrange complete simple and compound
- 18. Grandpa can ride a bicycle. Visuals can enhance and accelerate classroom instruction for using images to build skills. (Humans process visuals 60,000 times faster than text!) Colors evoke predictable responses. Beyond belief , Grandpa can ride a bicycle very quickly and happily around our little town . dazzling
- 19. (Humans process visuals 60,000 times faster than text!) Colors evoke predictable responses. Beyond belief , Grandpa can ride a bicycle very quickly and happily around our little town . dazzling
- 20. Close Reading Among the highest priorities of the CCSS is that students be able to read closely and gain knowledge from texts. Rather than the quicker connections between text and self, teachers must train students to stay in the text. Touch the Text! Students must begin to think and argue through and with texts by constantly being directed to find evidence in what they have read.
- 21. incredible astonishing unbelievable amazing
- 22. Close Reading I Wonder why the author said frogs are “amazing.” I think she wants us to know frogs aren’t just “neat” or “fun ,” but they are amazing . The author used the word as a clue, or Thinking Signal, to help us understand how she thinks frogs are especially interesting. Finish reading.
- 24. Frogs are astonishing . They catch their food and push it down the throat with their eyes. Tier It Up! incredible astonishing
- 25. 2 nd grade
- 26. It should be every educator’s goal to teach students how to think rather than what to think!
- 27. Reading Writing Speaking Listening Drawing Gesture Words Numbers Images Symbols Colors Each one is a different tool in their toolbox. http://www.etacuisenaire.com/drcarry spectacular beautiful amusing funny deliberately purposely gladly happily
Editor's Notes
- #2: There are many ways to organize curricula. The challenge, now rarely met, is to avoid those that distort mathematics and turn off students
- #4: Clarify for participants that there are only two sets of Common Core State Standards: one for mathematics and one for English language arts and literacy in the content areas. There are no CCSS for science or history content , for instance. Note that in the elementary grades, the same set of standards apply to English language arts and the content areas, whereas at the secondary level, a separate set of standards specific to the content areas are included. For instance, the facilitator might say , “ The state-led effort to create standards that will prepare students for college and the workplace was coordinated by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. It resulted in TWO sets of grade-specific standards: K-12 Mathematics K-12 English language arts and literacy in the content areas – (Reading, Writing, Speaking and Listening, Language) The Common Core State Standards comprise only these two areas. There are not, for instance, Common Core science content standards or history content standards. Oregon will continue to have separate content standards in these areas. The English Language Arts and Literacy standards are divided into an elementary section and a secondary section, with three appendices. You’ll notice that at the 6-12 level, literacy in the content areas is a separate section with separate (but parallel) standards for the content areas. However, at the elementary level, the same set of Core Standards apply to both English language arts and literacy in the content areas, reflecting the fact that most or all of the instruction students in these grades receive comes from one teacher.”
- #5: Say , “This table includes the domains for K–8; in addition, it has the conceptual categories for high school. This table is organized so you can see the scope. Instead of just listing each domain, related The right side of the chart lists the five conceptual categories for high school: Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. If you select one conceptual category and move left along the row, you’ll find the domains at the middle and elementary school levels from which this concept builds.”
- #7: Intentionally and Appropriately Teaching Mathematics in the Early Childhood Classroom •“… build on children’s experience and knowledge,… •… base mathematics curriculum and teaching practices on knowledge of children’s… development,… •… provide for children’s deep and sustained interaction,… •… provide ample time, materials, teacher support for… play.”
- #8: First, I’ll sing the introduction Join in on the pattern as soon as you think you know it Use the pictures, shapes, and colors to help you remember what to do.
- #11: “ Hands-on activities are fairly uncommon; just 8% of teachers report working with blocks and 26% with objects such as models.”
- #13: 8 Practices There are eight Standards for Mathematical Practice; same for all grade levels K-12 with growing expectations as students progress through the grades. Mathematical practices are embedded within the learning of mathematics content.
- #15: Students can’t make good choices until they have experience with the tools. This lesson gives them structured experience then you ask about using the tools: How did they work? What if you wanted to measure this long wall with inchworms? Could you? Yes. Would it be difficult? Is there a better tool? How do you decide when to use an inchworm or a ruler, yard stick or tape measure?
- #16: How did they work? What if you wanted to measure this long wall with inchworms? Could you? Yes. Would it be difficult? Is there a better tool? How do you decide when to use an inchworm or a ruler, yard stick or tape measure?
- #22: The author used the word as a clue, or Thinking Signal, to help us understand how she thinks frogs are especially interesting. Finish reading. On chart paper, write the word “amazing.” Introduce the Vocabulary Rods by holding up the red Vocabulary Rod Slowly read the words on each side: unbelievable, incredible, astonishing
- #27: Somewhere in our history, many of us were convinced that if our questioning climbed a ladder and we called on students whose names we wrote on popsicle sticks and pulled randomly from a styrofoam cup, we were teaching students critical thinking.”