K20 to the Core

TIFFANY NEILL | LEVI PATRICK | TERESA BEGLEY
Thursday, August 11, 2011 1

Today’s Grouping
Groups (4 core, 4 other)
Math Only...
9-12 Science
9-12 Mathematics

9-12 Language Arts
9-12 Social Studies


STAND UP IF...
➡ you know this song.
➡you are secretly wondering if I actually know
this song.
➡you thought you were going to die last night.
➡you have taught for 5 or less years.
➡you have taught for 25 or more years.
➡your summer was just interrupted by the
school year.
➡you are not originally from Oklahoma.
➡you are anxious about Common Core.


Who’s Involved?


TRANSITION TIMELINE
Transition:
• Teacher development
State Board Adopts • Local curriculum revision
Common Core State • Test development
Standards 2010 - 2014
Transition
June, 2010 Complete
June, 2014

2010 2011 2012 2013 2014


WHO’S ON BOARD?

Includes
DC and the
Virgin Islands.

46
6


EXPLORING THE RATIONALE


RIGOR
Rigorous content appropriate for each
grade level.

rig●or (noun) - the quality of being
extremely thorough, exhaustive, or
accurate


DEEP UNDERSTANDING
Deep understanding through concept
attainment.

This is a transition from the lower rungs of
Bloom’s Taxonomy to the top 4 levels.


AUTHENTIC EXPERIENCES
Acquisition of
skills through
authentic
experiences.


Taking a Deeper Look
at the Standards
Task
Rigor = R

Deeper Understanding = D

Authenticity = A

Other = O


How Does the Language
look Different?


Assessment
Our school has to select a girl for the long jump at the
regional championship. Three girls are in contention. We
have a school jump-off. Their results, in meters, are given
in the accompanying table.
Elsa Miki Aisha
Hans says, “Aisha has the
3.25 3.55 3.67
3.95 3.88 3.78
longest average. She should go
4.28 3.61 3.92
to the championship.”
2.95 3.97 3.62
3.66 3.75 3.85 Do you think Hans is right?
3.81 3.59 3.73 Explain your reasoning.


Assessment
Example Topic #1: Science/Technical Texts
Evaluating evidence:
• Compare what the latest science tells us about Genetically
Modified food against the arguments offered for and against
Genetically Modified food.

• Evaluate the hypothesis, data, analysis, and conclusion of
each side, including determining the extent to which each side in
the debate over Genetically Modified food relies on the available
science, argues from an economic perspective or appeals to
political and emotional concerns.

• Verify the data from each author and corroborate or challenge
the conclusion with other sources and information.


Assessment
1 Students provide an objective summary of Fredrick
Douglass’s Narrative. They analyze how the central
idea regarding the evils of slavery is conveyed
through supporting ideas and developed over the
course of the text. [RI.8.2]

2 Students trace the line of argument in Winston
Churchill’s “Blood, Toil, Tears and Sweat” address to
Parliament and evaluate his speciﬁc claims and
opinions in the text, distinguishing which claims are
supported by facts, reasons, and evidence, and which
are not. [RI.6.8]


How Does the Language How Do the Assessments
look Different? Look Different?


Key Advances in Language Arts
Reading
•Balance
of
literature
and
informa0on
texts
•Text
complexity
Wri*ng
•Emphasis
on
argument
and
informa0ve/explanatory

wri0ng
•Wri0ng
about
sources
Speaking
and
Listening
•Inclusion
of
formal
and
informal
talk
Language
•Stress
on
general
academic
and
domain-‐speciﬁc

vocabulary


Key Advances in Mathematics
Focus
and
Coherence
•Focus
on
key
topics
at
each
grade
level
•Coherent
progressions
across
grade
levels
Balance
of
Concepts
and
Skills
•Content
standards
require
both
conceptual

understanding
and
procedural
ﬂuency
Mathema*cal
Prac*ces
•Foster
sense-‐making

and
reasoning
in
mathema0cs
College
and
Career
Readiness
•Level
is
ambi0ous
but
achievable


Addressing Common Core
in the Classroom
Already Doing New Ideas


Walkabout
Each group has a number

post posters around the room

Rotate through posters
(clockwise)

if you see similar ideas, write your
group’s number next to the idea


CCSS in the Classroom


Argumentation


Population Dynamics


Reasoning


Lesson Planning Activity


K20 Authentic Learning & Teaching


State Department of Education

http://sde.state.ok.us


Thank you!

We hope to see you
in the Common Core
Cohorts soon!


TIFFANY NEILL | LEVI PATRICK | TERESA BEGLEY


K20 to the Core

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