Walk-Throughs for Common Core Rebecca Stinson, M.ED. Robin Fogarty, Ph.D. ASCD Las Vegas NV November...

Walk-Throughs for Common Core

Rebecca Stinson, M.ED.

Robin Fogarty, Ph.D.ASCD Las Vegas NV

November 3 2013

Knowing the Look-Fors

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1. Under Construction2. Rocky Road3. Yellow Brick Road4. Highway to Heaven

Poll Everywhere Text 22333 Web-PollEv.com/vote

Common Core MasteryStandards and Appendices

GOAL?

CommonCore

College and

Career Ready!

Students Who are College and Career Readyin Reading, Writing, Speaking, Listening, and

LanguageThey demonstrate independence.

Students can, without significant scaffolding,

comprehend and evaluate complex texts across a

range of types and disciplines, and they can construct

effective arguments and convey intricate or

multifaceted information. Likewise, students are able

independently to discern a speaker’s key points,

request clarification, and ask relevant questions.

They build on others’ ideas, articulate their own ideas,

and confirm they have been understood. Without

prompting, they demonstrate command of standard

English and acquire and use a wide-ranging vocabulary.

More broadly, they become self-directed learners,

effectively seeking out and using resources to assist

them, including teachers, peers, and print and digital

reference materials.

Working Hard

Common Core State Standards (2010)Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

The CCSS Difference - Grade 7 ELA

State Standard (2004)Produce written work and oral work that demonstrate comprehension of informational materials.

THE CCSS MATH DIFFERENCEOld Question: Randa ate 3/8 of a pizza, and Marvin ate 1/8 of the same pizza. What fraction of the pizza did Randa and Marvin eat? Choices: a. 5/8 b. 3/8 c. ¼ d. ½

New Question:Tito and Luis are stuffed with pizza! Tito ate one-fourth of a cheese pizza. Tito ate three-eighths of a pepperoni pizza. Tito ate one-half of a mushroom pizza. Luis ate five-eights of a cheese pizza. Luis ate the other half of the mushroom pizza. All the pizzas were the same size. Tito says he ate more pizza than Luis because Luis did not eat any pepperoni pizza. Luis says they each ate the same amount of pizza. Who is correct? Show all your mathematical thinking. (Answer: Luis is right both ate 1 1/8 of a pizza). �

Source: New York City Department of Education

Common CoreState Standards

HOW?

Working Smarter

High FrequencyThinking

Verbs

Seven Key

Proficiencies

7 ProficienciesCritical Thinking

Creative Thinking

Complex Thinking

Comprehensive Thinking

Collaborative Thinking

Communicative Thinking

Cognitive Transfer

21 SelectedHigh

FrequencyThinking

Skills

Critical Thinking – Analysis Evaluation Problem Solving

Creative Thinking – Generate Associate Hypothesize

Complex Thinking – Clarify Interpret Determine

Comprehensive Thinking – Understand Infer Compare/

Collaborative Thinking – Explain Develop Decide

Communicative Thinking – Reason Connect Represent

Cognitive Transfer – Synthesize Generalize Apply

Seven Student Proficiencies

21 Thinking Skills in CCSS)

SCIENCEDetermineVelocity

Interdisciplinary Model

SS

Determine Point of View

ELADetermine

Theme

MATHDetermineProbability

“Determine”

HEALTH/PEDetermineBenefits

ART/MUSICDetermine

Style

CONSUMER ED

Determine Best

Product

Digital Literacy

DetermineTools

How Do We Get Them From Here to There?

A Detour!

Teach Students

to Think

Three-Phase Model:Explicit

Teaching of a Thinking Skill

Gradual Release of Responsibility

________________________________

______

Vygotsky

Three-Phase Model

TALK-THROUGHWALK-THROUGHDRIVE THROUGH

Three-Phase Model

Explicit Teaching

Common Core Standards

TALK-Through

Classroom Application

Common Core Standards

WALK- Through

Student Performance

Common Core Standards

DRIVE-Through

What’s Different

?

Look Fors

Common Core

Look- Fors

What’s Different

?

Look Fors

Education Today and TomorrowVideo

#1 Today

#2 Tomorrow

#3 Relate to Common

Core

Comment Why of CCSS

Comment, compare, summarize

When I was out saying the world is flat,

Facebook wasn't in it, Twitter was still a sound,

The cloud was still in the sky, 4G was a parking place, LinkedIn was a prison, and, for most people,

Skype was a typo," he said. "That all happened in [seven} years."

The World is Flat 2005 Thomas Friedman

What’s Different

?

Look Fors

What DoesThinking Look Likeand Sound

Like?

LittleNoteBook

LOOK-FORS

What’s DifferentwithCommon Core

NameDate

Balance: Rich Content/Relevant

Processes

Balance Narrative/Informative

Text

What’s Different?

Content/Process Narrative TextInformative Text

Look-Fors

Balance Literacy Across All Disciplines

Balance Academics/Real Applications

s

What’s Different?

Across Disciplines Academics/Applications

Look-Fors

Balance Text-Dependent/Traditional ?s

Balance Coverage and Depth

Balance Scaffolding / Independence

What’s Different?

Traditional /Text Dependent ?s

Coverage /Depth

Look-Fors

Scaffolding/Independence

Look-Fors

Leading Common Core

Rebecca

Stinson

Knowing the Look-Fors

ObservationalWALK-THROUGHS

LOOK-FORS

SOUND BITES

Common Core

Look- Fors

What’s Different

?

Look Fors

Balance Rich Content/Relevant

Processes

Balance Narrative/Informative Text

Balance Literacy Across All

Disciplines

Balance Academics/Real

Applications

Balance

Text-Dependent/Traditional ?s

Balance Curriculum with

Rigor/Depth

What’s Different?

Building Bridges

with

Unlikely Friends

Unit

#1Balance Rich/Content Relevant/Pro

cesses

Unit:Building Bridges with Unlikely Friends

Essential Question:

What questions will focus our goals, stimulate conversations,

and guide our actions?

One Minute Write

How does technology enhance decision making?

Inquiry LearningNot Just Recall!

Cooperative Learning

Engaged Learner

Explicit Teaching of Thinking

In theCommon Core

Integrated Technology

Bridges

The Impossible Bridge

http://www.sciencekids.co.nz/videos/engineering/bridgebuilding.html

One-Minute Write

One Minute Write

How does technology enhance decision making?

Common Core

Look- Fors

Content/Process Narrative TextInformative Text

Look-Fors

HOTInquiry LearningCooperative LearningDigital –Rich ToolsIntegrated Technology (QR Codes, Poll Everywhere, Cell phones) Read, Write, Speak,Listen Well)

#2Balance

Narrative/ Informative

Texts

Building Bridges with Unlikely Friends

Unit

Cooperative Learning

Students will explore both literal and figurative bridges………

Informative Text selection is based on building bridges and careers in engineering.

Narrative Text selection is based of realistic fiction and fantasy of friendship in conflict filled settings.

CCSS- Exemplar Text

Traditional Lesson

Charlotte’s Web

1.Traditional-Read Aloud2.Write Essay about a Friend or Friendship3. Invite Friend to Come Over to Watch a Movie

What’s Different?

CCSS-ThemeUnit: Building Bridges with Unlikely Friends

Read-AloudsPlan oral reading of a book related to theme to build background knowledge

Informative

TTYPA/CCSS:

How do stories teach us life lessons? Show

evidence from texts in unit.

Common Core

Look- Fors

Content/Process Narrative TextInformative Text

Look-Fors

HOT, Inquiry LearningCooperative LearningDigital –Rich ToolsIntegrated Technology (QR Codes, Poll Everywhere, EZCore apps)cell phones, iPads, laptops,Smart Boards

Narratives enhanced by Informative Books

Informative Booksenhanced by Narratives

Narratives/ InformativeTexts enhanced by Media

#3 Balance Literacy Across

All Disciplines

Unit:Building Bridges with Unlikely Friends

What are the interdisciplinary connections to art, math, geography, and science?

Universal Themes Create Global Perspectives

Art- Structural ArtMath- Symmetry, = signsGeography- Places of bridgesScience- Animals/HabitatsLA-ConjunctionsMusic-Refrains

IDEAS…….

Common Core

Look- Fors

Across Disciplines Academics/Applications

Look-Fors

InterdisciplinaryTexts...representing other cultures (SS),other disciplines

Universal Themes...,Global & over-arching (Justice, Talents, Cultures)

Expression-Writing, Drawing, Speaking, Tech

#4 Balance Academic/

RealApplications

Building Bridges with Unlikely Friends

Unit

Concrete Application

You Are A Civil Engineer:

Construct a bridge that withstands the greatest amount of force.

Bridge BuildingConstruct a bridge that withstands the greatest amount of force before falling.

Students will know and understand……….

• The difference between design and construction?

• How FORCE affects structures.

• How shapes affect weight distribution.

• What colleges and careers support learning.

• How knowledge of physics and statistics impact the design and construct of a bridge that wins.

Written LanguageOral LanguagePresentation SkillsAccountability

Performance

Common Core

Look- Fors

Across Disciplines Academics/Applications

Look-Fors

InterdisciplinaryTexts...representing other cultures (SS),other disciplines (MATH) other genres (LA).Themes... Universal,Global & over-arching (Structure, Change, Beauty, Nature)

Pythagorean TheoremApplication-real world solution-a ramp for neighbor’s porch.

Mean, median, modeApplication-How do you want me to figure your final grade?

#5 Balance Text

Dependent/Traditional Questions

Building Bridges with Unlikely Friends

Unit

Common Core

Look- Fors

Text Dependent Questions

All are analytical-students refer explicitly back to text in order to gather evidence, knowledge.

Lay text on top of text-synthesizing information

Literary elements are text dependent IF the response requires the student to revisit text.

FriendshipA short story by Sally Berneathy

Paula and I met in the first grade. Since her last name was Brent and mine was Berneathy, she sat behind me. We were both shy and had nothing to say to each other until the day she asked to borrow my ruler.

We lived in a small town in southern Oklahoma where money was scarce, and my six-inch red plastic ruler was a valued possession. Reluctantly, I loaned it to Paula--and she kept it for too long, or so it seemed to me. I turned around to take it back, but Paula wasn't through with it. I grabbed, she held on...the ruler broke.

I cried. She cried. I blamed her, and she blamed me. And, in the manner of six-year olds, from that day forward, we were inseparable, the best of friends.

As the years passed, we spent many nights at each other's houses, whispering the night away about our plans for the future. We were going to move to a big city and be room-mates in a gorgeous apartment. I would be a writer, and she would be an artist. She would illustrate my books, and we would both be rich and famous. When we were older, probably around twenty-five, we would marry and live next door to each other and be aunt to each other's children.

When we were ten years old, we saw an episode of "Lassie" in which Timmy and his friend pricked their fingers and became blood brothers. Paula came home with me the next evening. We dug a hole in the hard earth out behind my family's weathered old barn, took a thorn from the locust tree and pricked our thumbs, joining our blood. We buried the thorn, each adding an item we prized, as the friends on "Lassie" had done. Paula contributed her dime-store set of water colors, and I added a paper back book. Our most valuable possessions--but not as valuable as our friendship.

Then life intruded. When we were fourteen, Paula's father took a job in Dallas. Their last stop on the way out of town was my house. I stood in middle of the dirt road, waving and crying while Paula looked out the back window of the car, waving and crying.

Still we stayed in touch, writing letters regularly. Still we planned. As we neared high school graduation, we swore that we'd move to Oklahoma City and get that apartment together.

But Paula got married and had a baby. I married, too, and convinced my husband to move to Dallas. For years our friendship continued even though our dreams had fallen by the wayside. Paula became a nurse, and I a legal secretary. I wrote short stories and poems and shared them with her, and she painted me a picture of the old barn where our thorn lay buried.  

The years flew by. Then while we were both going through divorces, during the confusion and turmoil, we lost touch. Paula moved, changed jobs, remarried, got a new name and phone number.  

I remarried and moved to Kansas City, but I didn't know how to reach Paula to tell her. When my new husband and I bought a house, I hung her picture of our barn over my bed and wondered if I'd ever again see her. Her parents were both dead, and my mother was becoming senile, rarely remembering my phone number or address. Short of hiring a detective, I didn't know how I would ever find my friend again.

Often I looked at the picture, thought of my friend and wondered if I'd ever see her again.

But behind the scenes, the magic spell of that thorn was working. Our childish sacrifices of prized possessions must have touched some angel's heart.

Several years later I got a phone call and heard a familiar voice.

"Do you know who this is?”

Of course I knew. I cried. She cried.

She told me that she'd called my mother twice and been given wrong phone numbers both times. She'd almost given up, but decided to try one more time...and caught my mother in a rare moment of lucidity.

Now Paula's back in Oklahoma, and I live in Missouri. We see each other every summer and call each other regularly.

During the years we'd lost touch, she had another, unexpected, child...a girl, named after me.

A girl who calls me "Aunt."

TTYPA - Turn to Your Partner and…

“We build too many walls

and not enough

bridges.”

Common Core

Look- Fors

Traditional /Text Dependent ?s

Coverage /Depth

Look-Fors

Text-dependent Question: Why did the author use that particular word? Evidence?

Traditional Questions:Have you had a similar experience?

#6 BalanceCoverage

andDepth

Building Bridges with Unlikely Friends

Unit

What does the emphasis on "depth" look like in practice?

Using Information from the unit, Compare and ContrastArch, Suspension and Cable-Stayed Bridges…….

Too much material……..CCSS fewer, but deeper. Students are no longer receptors of information.

Graphic Organizers

ThinkingMaps Oral Language

Walk-Throughs, Look-Fors, Sound Bites Compare and Contrast

Look-Fors Sound-Bites

Venn Diagrams

T-Chart

Comparison Alley Chart

Pro/Con Sheet

Contrasting Drawings

Contrasting Writings

These are alike because...

They have similar attributes...

The difference is...

The Pros and Cons are equal...

One outweighs the other ...

Both are balanced…

Walk-Throughs, Look-Fors, Sound Bites Compare/Contrast: Elementary

LevelLook-Fors Sound-BitesHula Hoop Venn

Sorting into two groups

Counting Objects

Touching Objects

Two Drawings

Matching

In and Out Game

These are alike because...

This is bigger....

They are not the same...

Yes they match...

I want the yellow one...

It feels smoother…

Walk-Throughs, Look-Fors, Sound Bites Compare/Contrast: Secondary/Middle Level

Look-Fors Sound-Bites

Venn Diagrams

Graphic Organizers

Debates

Persuasive Essay

Graphed Information

Competitions

Similarities include...

No two are alike...

The major difference is...

The Pros outweigh the Cons...

Comparing all three...

There is no comparison…

Common Core

Look- Fors

Traditional /Text Dependent ?s

Coverage /Depth

Look-Fors

Text-dependent Question: Why did the author use that particular word? Evidence?

Traditional Questions:Have you had a similar experience?

How are teachers, making Curr choices?

What are they giving up? What evidence in lesson plans and lessons?

Are they consolidatingStandards into Units to go deeper?

#7 Scaffolding

and Independen

ce

Common Core

Look- Fors

Scaffolding/Independence

Look-Fors

Introduction with explicit scaffoldingStep back, stop talkingLet students figure things outPose question, don’t give the answersChallenge students to find their own solutions  

High Five Walk

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Instructional Look-Fors in The Common Core

Rigor and Relevance

Robin Fogarty & Associates

Rebecca L. Stinson

rlstinson@cps.edu

Robin Fogarty

robin@robinfogarty.com

How To Teach Thinking

in the Common Core Robin Fogarty, Ph.D.

Technology Tools

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PadletAka / Wallwisher

Insist on Results

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QR Readers AppQR Generator Website

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